Teach English in Colombia: They Accidently Got Out

A Jurubida, Colombia Salt Water Fishing Day

The Still Sleeping Fishing Village of Jurubida

Dawn broke about 530 am. For the first time in days, it wasn’t pouring rain, unusual for the Choco, the wettest region in the world. Instead a lazy pink glow began growing in the eastern sky above the rainforest behind the still sleeping fishing village of Jurubida on Colombia’s Pacific coast. Almost all the fishermen had long since braved the waves of the incoming tide and headed out into the arms of the Pacific Ocean. Sometimes fishermen like Heriberto, didn’t come back, locked in the sea’s embrace forever. His wife still waits to this day for news that will likely never come. The sea doesn’t like to give up its secrets, you see.

Gliding across the glazed surface of the Jurubida River, I glanced over at the simple houses that lined the shore. They were mostly wood and Cana Brava construction, typical of the region. The materials were relatively cheap, readily available and the most weather-resistant of the regions nearly forty feet of rain annually.

Looking for a Passage through the Waves

My neighbor and local fishing guide, Pepe slid the wooden launch back and forth across the shallows of the incoming waves, left and right, looking for a passage through the waves to the open sea. Pausing the outboard for a few seconds at one point, he then suddenly throttled up, breaking through a low-riding wave front and we were free of the incoming tide’s onslaught. Not more than ten minutes across the blue green waters low swells, we dropped in 40 lb. test mono trolling homemade stainless steel spoons with wire leaders for saw-toothed Sierra. It didn’t take long for the first connection which violently jerked Pepe’s arm backwards, partly spinning him around at the helm. He pulled in the first hit of the day hand-over-hand, swinging the silver cigar-shaped predator into our 16-foot locally-carved wooden launch. Half a dozen fish later the action slowed and we moved on, circling the group of morrows just over two miles off Jurubida’s shoreline. The thousands of sea-going birds that inhabited Morrow Pelau complained noisily at our disturbance flying low across the waters where they themselves fished.

We anchored half an hour later on an undersea plain about 60 feet deep.

Bottom Fishing for Roaming Schools

“Lets bottom fish for roaming schools” I suggested.

Pepe reluctantly agreed. Were it up to him, we’d troll the whole outing. But gas prices had shot up and a day of trolling would be a costly one. Better, I thought, to troll between fishing spots, then let my Penn reel do its work. There were actually three of us in the launch, Pepe’s early-twenties son was also along for the Day. Mute from birth, he had a sign language system worked out so almost everyone in the village “understood” him when he “spoke”.

We needed some bait, so we jigged light lines with three dropper hooks twenty feet or so down. Results were immediate and we pulled four inch long baitfish in by twos and threes for the next hour. Then, apparently noticing the commotion, predator schools of Champeta moved in and we were now pulling in edible game fish. Then it got even more fun as Sierra now moved in after the Champeta and baitfish. These tended to be smaller than we normally caught trolling, but were a pan-sized pound or two pounds. We rode out the flurries of action and lulls for more than two additional hours before moving on, trolling to the next couple of spots. Shouted conversations with other fishermen guided us to a large swale of mixed bag predators and other game fish.

My Penn Reel Sings

My Penn reel sang as something different grabbed my scared live baitfish. My rod tip bowed until it nearly touched the water.

“What is that?” asked Pepe.

I fought the fish to the surface and Pepe’s son whistled in astonishment. The fat, three-foot long caramel-colored eel surprised me too. Fatter than my forearm, it was in a foul mood to boot.

“We have to kill it right away” warned Pepe in his excitement.

Not only was it a line-tangling menace, but the teeth made it far too dangerous to be safely boated without first dispatching the creature with a couple of quick machete blows to serve the spine just behind the head. The cold, emotion-less eyes said nothing of its thoughts or intentions, even after death. I’d no sooner bagged it and re-cast when its even larger mate again set my reel to singing.

Later action on the part of all netted us more than 50 fish, including several beautiful yellow-finned “Bobos”, before we called it an early day and headed back to port. By now it was nearly 11:00 am and the sun was starting to take its toll. It never clouded up all morning and the tropical sun can fry you like a piece of bacon if you’re not careful. By 11:30 were back in Jurubida, fish divided up amongst the three of us and fish-cleaning, for a fresh seafood lunch, was already underway. We had enjoyed yet another successful, typical fishing day in the tropical waters off Colombia’s Pacific coast. The region is one of abundance in its extensive variety of flora, fauna and sea life. I marched triumphantly into the kitchen but was stopped short. They were everywhere.

They Were Everywhere

Mud-covered legs were scurrying all over the place. Scratching, clawing and climbing over any seeming obstacle.

“Where in the heck did all these come from?” I asked my wife Doris. Looking up at me with saddened eyes, she said, “They accidently got out”.

"What accidently got out?, I blurted.

So I went from one episode almost immediately into the next, but that’s another story.

Using Sherlock Holmes to Teach English as a Foreign Language

Who is Sherlock Holmes?

Who is it that smokes a pipe, uses heroin and has powers of deduction unrivaled by anyone else in the world (among other things)? Why the great fictional detective Sherlock Holmes of course.

With the new film of the same name now in theaters worldwide, there is an understandable resurgeance of interest in the exploits of Sir Arthur Conan Doyle’s brilliant, albeit eccentric detective and his cohort in crime solving, Dr. Watson. No dazzling special effects. No exotic wizardry. No supernatural powers does Sherlock Holmes have. It’s all a matter of astute observation of even the most minute details and deductive reasoning based on an in depth knowledge of science, chemistry and psychology that give the principal resident of number 221B Baker street his uncanny edge in solving the most perplexing crimes.

English as a Foreign Language Teachers

English as a foreign language teachers worldwide couldn’t be happier about all the renewed hubbub over the renowned detective. Why It’s because now there’s an almost automatic introduction the collected stories written in 1888 and set in a London replete with pea soup fog and coal dust smoke that can bring involuntary tears to your eyes.

A popular role for television and the cinema as well, a number of premiere actors have opted to portray Holmes over the decades. Some have even made a name for themselves in doing so. Starting with the current interpretation of Holmes as portrayed by Robert Downey, Jr. there are also such names as the nearly immortal Basil Rathbone known primarily in his career for his portrayal of Sherlock Holmes. Christopher Lee, Michael Caine and even the late Charlton Heston have stepped into the role. British actor Jeremy Brett is also almost exclusively known for his detailed characterizations of the great detective on television.

Sherlock Holmes Has a Nemesis

Of course, every hero must have his nemesis or arch enemy, who is just as quick witted, just as astute and even more dangerous and difficult to catch at his or her dastardly deeds. Sherlock Holmes is certainly no exception, as his alter ego the infamous Dr. Moriarty, will aptly demonstrate. In the current cinematic offering featuring Morton Downey, Jr., Holmes is up against the black arts practicing Count Blackwood and his human sacrificing brethren. The Count, it seems, derives his prowess from a book of demonic spells which alarm even the followers of his cult. Although a departure from the story lines of Doyle’s original stories, nonetheless the storyline details contribute well to the updated version of the mastermind detective.

Sherlock Holmes in the EFL Class Room

So how can English as a foreign language teachers take advantage of the new interest in the adventures of Sherlock Holmes? Well, that’s simple enough. Starting off of course with readings of excerpts, passages and stories of Sir Arthur Conan Doyle, add in any or all of the following activity types

• Dramatizations of key scenes in the stories
• Comprehension questions based on story elements
• Production of detailed reports and essays on Holmes, Doyle et al
• Assemble collections of images, articles and related paraphernalia related to the works
• Construction of a web quest to get learners to dig up more information, facts and images on Sherlock Holmes
• Compile collections of quotations, paraphernalia appearing in the stories or other snippets of interest
• Details on the works of the author, Sir Arthur Conan Doyle
Astute English teachers will certainly want to compile their own strategies to capitalize on the learners peaked interest in Sherlock Holmes while the iron is hot. So why not see what both you and your English language learners can come up with perhaps even including a private screening of the film?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

9 Ways to Use Recipes for Foreign Language Learning

Ways to Use Recipes for Foreign Language Learning

“What to do?” “What to do?”

English as a foreign language and foreign language teachers are often in a quandary for simple but effective class room activities. You and your foreign language learners have to eat don’t you? Well, to help get you started, briefly here are some useful ways to use recipes for foreign language learning you might want to consider and a brief look at each:

• Making a recipe preparation video

If there was ever a great way to incorporate multiple intelligences and application of multi-media into foreign language learning, then this is it. You guide your foreign language learners in preparing a short step-by-step video of preparing a simple recipe.

• Creating a recipe poster with images

For a much more low-tech approach, why not consider having your foreign language learners make a poster showing how a simple recipe is prepared. They can include pictures of the preparation process and the finished recipe too.

• Narrating a recipe preparation

This is yet another particularly simple-to-apply method for using recipes for foreign language learning. Foreign language learners just narrate the process into a microphone, recording the recipe preparation process as a sound file into a cassette recorder, PC or laptop computer.

• Writing out a new recipe in different ways

The foreign language teacher can dictate a simple recipe for the foreign language learners to write down. The finished, corrected version can then be posted in the class room or online. Dictation addresses the foreign language learners’ writing ability as well as their listening comprehension skills.

• Shooting digital images of a recipe in preparation

To get a good series of images for preparing a recipe, foreign language learners absolutely must understand the preparation steps and how ingredients are combined. Photographing the recipe preparation process will help organize the steps and process in their minds as well as provide them with picture image “manipulatives” or realia they can physically handle or manipulate during the organization process.

• Focusing on the use of a particular ingredient in the preparation of different recipes

Take a commonly used ingredient like onions or tomatoes and ask your foreign language learners about other recipes which use that particular ingredient. Can you make juice, pastries or desserts with it? How about soup or salad?

• Preparation of simple, basic recipes in class

Foreign language learners just love this one. You have them select and prepare a very simple, basic recipe in class while explaining the process aloud. The recipe need not be anything fancy or special – just edible.

• Having English language learners bring prepared dishes to class and explain their ingredients and preparation

This is yet another variation on simple recipe preparation. Foreign language learners being basic ingredients to class, then prepare their offering for all to sample. A peanut butter and jelly sandwich, hot dogs or a cookie sandwich hors d’oeuvres will do the trick nicely.

• Posting videos, narrations and written recipes online

Another concept which might be considered or included is to post the foreign language learners’ recipes online. It could be on the school blog, in the school newspaper or as an article posting online at any of the hundreds of free article banks online. You choose, but choose wisely, grasshopper.

Ways to Use Recipes for Foreign Language Learning

So there you have it, nine ways to use recipes and their ingredients for English as a foreign language or other foreign language learning. Why not choose one or two and put them to the best use in your foreign language learning class room soon?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

An Unusual Recipe from Colombia: Cow’s Eye Soup

Teach English as a Foreign Language Abroad

One of the benefits of teaching English as a foreign language abroad or living abroad in general, is the ability to prepare or at least try out some unusual recipes and foreign dishes you might never experience at home. Why else would one venture thousands of miles from home, brave storms, earthquakes, the elements and lord-only-knows-what else to teach English as a foreign language abroad? Okay, maybe for love (more than one English language teacher has married a foreign national or a stent), money or experience in one way or another. Nonetheless, you’ll still need to eat though, right?

Not in Colombia? How to Get Cow’s Eyes

First, truck your bunnies over to your local butcher and request from two to four cow’s eyes. I seriously doubt your supermarket ever carries them but a good butcher can get them for you if they are not readily available at a farmer’s market.

From these Colombian cooks can whip up a savory stew or soup dish for an unforgettable lunch.

Here’s a recipe on how you might go about it yourself:

Colombian Recipe for Cow’s Eye Soup

First, rinse the fresh cow’s eyes under running cold water

Then, place them in a pot or pressure cooker with lightly salted water

Next, add chopped onion, oregano and spices or your preferred spice bundle to taste as desired

After that, pressure cook for about 30 minutes or until the eyes are well softened

Finally, take out the cooked cow’s eyes when done

Colombia: Cow’s Eye Soup Stock Recipe

Add two or three diced yellow potatoes, two large white potatoes, one grated or chopped carrot and fined minced or grated arracacha to the cow’s eye liquid stock
Add in a coarsely diced Yucca as well, if available
Simmer the stock for about twenty more minutes or until vegetables are cooked and soft.

In a Separate Pan

In a separate pan, sautee together a small chopped onion, a whole scallion, 2 cloves of crushed garlic and a large chopped or grated tomato in a little oil until softened

Now dice the cooked cow’s eyes and add these to the sautéed mixture
Sautee for an additional few minutes until flavors are melded together
Everything should now be ready to serve

The final dish is often served with white rice, freshly made fruit juice and the enriched cow’s eye stock in a bowl on the side.

Teach English Vocabulary

Why a Colombian food recipe on this blog? Well, food and drink recipes are an excellent way to teach vocabulary in English as a foreign language. There are the action verbs, words used to express a sequence of events, and of course, vocabulary of food, seasoning and drink ingredients which may or may not be familiar to your English language learners – or you at first, for that matter. So, go ahead and pull out or request some favorite food or drink recipes from your co-workers, English as a foreign language learners, friends, neighbors or staff and get busy.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Funny Commercials in English

Using Humorous Videos in English Language Classes to Stimulate Learner Discussions


Humor is not a constant worldwide, but often does transfer like nothing else can. These commercials would be considered a bit risque in some areas, while in others they are strictly noted for their situational humor.

That being said, please note it is not my intent to berate, belittle, humiliate or embarrass anyone through the showing of these four commercials. Please pardon me if you are offended in any way by any of them. Their use is solely language education-based here.

Ask Your English Language Learners

You can ask your learners - or yourself - are these humorous where you live? Why? or why not?

Do these situations pose themselves in your country?

Why might these commercials be considered "offensive" or even "objectionable" in some areas of the world? Where might these be?

Do you or your English language learners know of any similar situations like these that might arise where you are?

Have you ever been to a sauna? Where? what was it like? Did you enjoy it? Why or why not?

Have you ever lost money in a vending machine? What were you trying to buy? What happened? Do you think "roughing up" the machine is okay if you're losing your money? What else could you do?

Do women breastfeed babies in public (on the bus, a subway, train or in a shopping center or mall, for example) where you live? They do here in Colombia where I live but could get arrested for doing the same in the USA or parts of the Middle East, among others. Why do you think it's okay to breastfeed babies in public in some countries, but not in others?

What might happen when the elderly ladies return home with their "vacation" photos?
How might they explain the one photo they didn't take? What problems might this cause for them or for the young couple? Will they keep the photo or throw it away?

I hope you enjoy the videos and make good use of this technique.

You Tube original video site: http://www.youtube.com/watch?v=PRiYkwtBK34&feature=browch




Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

21 Places to Find Free ESL Lesson Plans Online

Being an ESL teacher requires a lot of creativity, but you don’t need to reinvent the wheel for each and every lesson; here are 21 places to find free ESL lesson plans, worksheets, and activities online to make sure you always have something new and exciting for your students:

1. About.com: English Lesson Plans for ESL/EFL Classes: Over 500 lessons plans for all age and skill levels; grammar, pronunciation, writing skills, and more are covered.

2. English Club: ESL Worksheets: Reading, pronunciation, speaking, and more included in lesson plans categorized by skill level.

3. English-to-go.com: More than 1,700 “print and teach” lessons based on news articles.

4. eslflow.com: With topics like sleeping and dreaming, multiple intelligences, money and spending, and movies and celebrities, there are plenty of unique lesson ideas here.

5. esl-galaxy.com: Wide variety of printable resources including board games, crossword puzzles, word searches, and Business English.

6. ESLGold: Organized by skill level, this is a site for both teachers and students; lots of lesson plans and handouts.

7. ESL Library: Hundreds of lesson plans and over 2000 ready-to-print flash cards among other resources.

8. esl-lounge.com: Simply choose the skill level of your students, and you’ll find lesson plans, quizzes, games, and more.

9. ESL Mania: Exercises, worksheets, and lesson plans on the basics like grammar and vocabulary as well as idioms and accent reduction, e.g., “Speak Business English Like an American.”

10. ESL Teachers Board: You’ll find lesson plans, printables, handouts, and other free stuff for teachers at this popular site.

11. everythingESL.net: Lesson Plans. Forty-one ESL lesson plans for beginner to intermediate level, including seasonal and year-round lesson plans.

12. The Internet TESL Journal Activities for ESL Students: Grammar and vocabulary quizzes, crossword puzzles, and bilingual quizzes in over 40 languages.

13. The Internet TESL Journal EFL/ESL Lessons and Lesson Plans: In-depth lesson plans on Business English, conversation, grammar, pronunciation, travel survival, and more.

14. Karin’s ESL Partyland: A site for both teachers and students; for teachers, lots of ideas and printable materials.

15. Lanternfish: This lively site offers lesson plans, crosswords, word searches, worksheets, flashcards, songs, and more.

16. Online Tutoring World: Lesson plans arranged by skill level; great for one-on-one or small group sessions.

17. Teach ESL to Kids: Lesson plans, activities, and games for teaching pre-schoolers and toddlers written by an English teacher in Japan.

18. TeacherVision.com: Lesson plans broken down by grade, subject, and theme, and also includes printable forms to manage lessons.

19. Teach-nology.com: ESL Lesson Plans. List of resources as well as activities, ideas, and handouts ESL teachers can plan lessons around.

20. TEFL.net ESL Lesson Plans: Talking Point, Topic, Skill-Based, and “TEFLtastic” Worksheets to build lessons around.

21. UsingEnglish.com: ESL Teacher Lesson Plans & Worksheets. Over 140 downloadable PDF lesson plans and handouts, including answers and teachers’ notes.

Guest post by Michelle Fabio, experienced ESL teacher in southern Italy, who also writes about online master degree programs at OnlineMasterDegreePrograms.org.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

"Does it matter that I am 65 years old?"

An English Language Teaching Age Limit?

Is there an “age limit” to teaching English as a foreign language?

"Does it matter that I am 65 years old?"

When a reader wrote to me with that question, here’s what I responded in part:

“Since I'm no spring chicken now either, I can say with some authority that it will depend on where and who you want to teach. Sad but true, many countries, like China, do have age restrictions. You can't get a visa there after age 60. That means neither of us will be going there to teach. Other countries however, are willing to accept teachers over age 50 which seems to be the age where most problems begin to occur. In many other countries, like Colombia, teachers over 40 can have employment difficulties. It may not be “fair”, but that’s often the way it is.

If you're going abroad use a site like www.TEFL.com to present your resume to a large number of schools and institutes abroad. Also you can query schools directly and apply for openings quickly and easily from this site. You're likely to have far more luck if you can meet these five important "conditions", which are:

1. CELTA or TEFL certification
2. Teaching experience
3. Willingness to work with younger learners
4. General good health
5. Positive, enthusiastic attitude

In addition, you'll likely have much better luck if you're willing to teach in "less popular", "less touristy" places like the Middle East and Eastern Europe. Get certified in an intensive CELTA or TEFL course, get some practical English language teaching experience - as a volunteer at first if need be, at a local school, literacy center, government-sponsored program or language institute, then start job hunting in earnest online, by telephone and through mailings. (The whole process can be completed in three to six months if you keep at it) If you keep trying, keep applying and don't give up, I'm certain you'll get multiple offers of employment abroad, most likely in less than a year from your starting point. You just won't have as many options as some other teachers might.”

Retired in a Foreign Country?

More than a few retirees who either live or frequent a foreign country ask about the option of teaching English as a foreign language. Actually, it’s one way to travel or live for free abroad. Remember, you do have some distinct advantages working in your favor, such as:

• You are a native English speaker (we are in short supply worldwide)
• You have an extensive, detailed knowledge of your English-speaking culture
• You have experienced holidays, history and been educated in English through first-hand total immersion
• You “think” in English so will make far, far fewer mistakes in the language than virtually anyone else around you whose first language is NOT English
• You are considered to be an expert in English not matter what your personal background might be

Regardless of your age, anywhere you go abroad, people will seek you out and strike up conversations with you to hear “correct” English and to have their failings in the English language addressed by someone “who knows” English

A great deal of detailed information is contained in my free e-book which you'll find on offer below. E-mail me at lynchlarrym@gmail.com with “free e-book” in the subject box and I’ll send you a copy by return e-mail. I hope that this helps for those of you who are “older and wiser”.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

U.S. National Spelling Bee

Aspiring neurosurgeon from Kansas is top speller

AP – Kavya Shivashankar, 13, of Olathe, Kansas, wins the finals of the Scripps National Spelling Bee, in Washington, …

By JOSEPH WHITE, Associated Press Writer Joseph White, Associated Press Writer – Fri May 29, 7:23 am ET

http://news.yahoo.com/s/ap/20090529/ap_on_re_us/us_spelling_bee

WASHINGTON – It's safe to say the best is yet to come for the new national spelling champion. She's only just become a teenager. She'll probably keep her competitive juices flowing by entering the International Brain Bee, the perfect contest for an aspiring neurosurgeon.

"But I don't think anything can replace spelling," Kavya Shivashankar said. "Spelling has been such a big part of my life."

On her fourth and final try, the Kansas girl who flashed a sweet smile with every word won the Scripps National Spelling Bee on Thursday night, outlasting 10 other finalists to take home more than $40,000 in cash and prizes and, of course, the huge champion's trophy.

"The competitiveness is in her, but she doesn't show that," said her father, Mirle Shivashankar. "She still has that smile. That's her quality."

Kavya became the seventh Indian-American in 11 years to claim the title, including back-to-back winners who want to be neurosurgeons. Her role model is the one who started the run: 1999 winner Nupur Lala, who was featured in the documentary "Spellbound" and is now a research assistant in the brain and cognitive sciences lab at Massachusetts Institute of Technology.

Kavya, from Olathe, Kan., was an obvious favorite, having finished 10th, eighth and fourth in her three previous appearances. Her winning word was the proper adjective "Laodicean," which means lukewarm or indifferent in religion or politics. As with all her words, Kavya wrote the letters in the palm of her hand with her finger as she called them out.

"This is the moment we've been waiting for; it's a dream come true," Mirle Shivashankar said. "We haven't skipped meals, we haven't lost sleep, but we've skipped a lot of social time."

One way the family plans to make up for it will be a belated celebration of Kavya's birthday. She was too busy preparing for the bee to make a fuss over turning 13 last week.

Second place went to the only finalist yet to become a teenager. Twelve-year-old Tim Ruiter of Centreville, Va., matched Kavya word-for-word until he misspelled "Maecenas," which means a cultural benefactor.

"I had absolutely no clue about that word," Tim said. "I was just racking my brain for anything possible that could help me. I'll probably be spelling it in my sleep tonight."

Aishwarya Pastapur, 13, from Springfield, Ill., finished third after misspelling "menhir," a type of monolith.

The 82nd annual bee attracted a record 293 participants, with the champion determined on network television in prime time for the fourth consecutive year. This year there was a new humorous twist: Organizers turned the sentences read by pronouncer Jacques Bailly into jokes.

"While Lena's geusioleptic cooking wowed her boyfriend, what really melted his heart was that she won the National Spelling Bee," Bailly said while helping explain a word that describes flavorful food.

Then there was this gem, explaining a room in an ancient Greek bath: "It was always a challenge to tell whose toga was whose in the apodyterium."

But the laughter turned to shock when the speller, Sidharth Chand of Bloomfield Hills, Mich., flubbed the word, spelling it "apodeiterium." Sidharth was last year's runner-up and a favorite to take the title this year. He buried his head in his hands for about a minute after he took his seat next to his parents, while the audience and other spellers gave him a rare mid-round standing ovation.

Among the spectators was Jill Biden, wife of Vice President Joe Biden, who kicked off the championship rounds by telling of a bout with nerves that caused her to drop out of a sixth-grade spelling contest.

"I know that confidence is the most important thing you can give a child," she told the audience.

Spelling Bee Finalist VIDEO LINK:

http://cosmos.bcst.yahoo.com/up/player/popup/?rn=3906861&cl=13715266&ch=4226713&src=news

Anatomy Activities Websites in English

Human Anatomy Online for English Language Learners


If you have English as a foreign language learners who have the need to study anatomy, feel free to direct them to any number of these useful websites. In my health faculty class groups, I schedule two computer room sessions to allow my Nursing and Physical Therapy English language learners time to visit up to four or five of these websites to explore and “play around” in. Most of the anatomy-based websites are inter-active, allowing the language learners to manipulate organs, acquire new vocabulary in context and expand their working knowledge of the human anatomy. Even I learn something new each time one of these class sessions is held. On occasion, I schedule a quiz the following class session to help the students internalize new material.

List of Websites on Human Anatomy Web Quest:

Human Anatomy Online
http://www.innerbody.com/htm/body.html
The site activities are separated into ten body systems, skeletal, digestive, muscular, lymphatic, endocrine, nervous, cardio-vascular, urinary, male and female reproductive. body parts are identified using the cursor to locate and click for a description to appear to the left of the figure.


Artificial Anatomy using Jerome
http://americanhistory.si.edu/anatomy/bodyparts/nma03_bodyparts.html
Jerome is the name of the male anatomy figure which can be turned 180 degrees for different views of body parts. Learners match the body part close-up with the full figure image.


Anatomy Body Parts Gap Fill British Council
http://www.learnenglish.org.uk/words/activities/body01.html
Learners drag and drop boxes with names of body parts onto a body figure, then check their answers

Anatomy Arcade
http://www.anatomyarcade.com/
This site is six different anatomy arcade games featuring muscles, bones, the eye, the brain, the heart and the digestive tract. Learners drag and drop body part images onto the correct location in the body. There is a computer voice and sound to accompany each game and give feedback to learners.

Anatomy of the Human Body – Henry Gray
http://www.bartleby.com/107/
This detailed illustrated text on the human anatomy is by Henry Gray from his classic anatomy text for serious students of anatomy.

The Interactive Body
http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml
This site requires an updated version of Flash, available for free download. Body parts are dragged and dropped to form a correct sequence.

The Virtual Body
http://www.medtropolis.com/VBody.asp
First, choose between English or Spanish to work with parts of the brain, heart, skeleton or digestive tract. Learners can view and identify parts, see animations and listen to narrations.


Visible Human
http://www.madsci.org/~lynn/VH/
At the stunning, animated visual “Visible Human” site, the human body is explored via a series of 1800 cross-section views for a full-featured guided tour. There are transverse, coronal and sagittal cross section views to elaborate on virtually any body organ, part or system for the more serious student of the human anatomy.

Basic Anatomy – Tissues and Organs
http://web.jjay.cuny.edu/~acarpi/NSC/14-anatomy.htm
The Basic Anatomy site has the sound of a heart beating in the background. Learners can read about basic organs and systems of the human body with simple illustrations posted to the left of the text.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Why Experience Trumps Pieces of Paper - Reader Comments

Reader Comments Based on the Article Post "Are Some Certifications Overrated?"

Blogger Ms. Lucy said...

Great post. One of my duties as a language consultant and ESL/EAL specialist is hiring new teachers. You wouldn't believe the number of PhD applicants that come my way. That being said, thank goodness that's not all I base qualifications on- because frankly, I've hired fewer than I can even remember (and I've been doing this a long time). To teach, you either have it - or you don't. Personally, talent, skills and personality is what I look for in a good teacher. It doesn't matter how many degrees you have; if you can't interest and motivate...forget about it. Thanks for this very interesting post.

Posted by Ms. Lucy



Blogger Eric H. Roth said...

"Excellent primer on why experience trumps pieces of paper, but in the classroom!

Let me explain. Many educational institutions, especially in some places, remain paper-driven. Let me give a sad example. I currently teach English at an elite private university, but I couldn't get a teaching job in a California public school teaching English because I lack the right MA.

Expertise and experience, for many educational institutions, remain of limited use. Former President Clinton could not teach government, history, or social studies in California public schools. Academy Award winning actors can not teach theater in the schools. World class musicians can't teach music. It's utterly absurd.

"We learn to walk by stumbling", goes the Bulgarian proverb. Teachers, and students, learn by doing and making good mistakes. You nailed the problem with reading 500 books to become a recognized expert instead of just throwing yourself in and gaining experience.

The best teachers are often autotelic (self-directed), and share their passion for learning and model love of knowledge. Adding a PhD after your name doesn't magically translate into you a dynamic, quality English teacher.

As Ms.Lucy notes, "you either have it - or you don't."

Do English Teachers World Wide Remember September 11th?

What Happened in New York City on September 11, 2001?

When I posed this question to my classes of EFL learners today, their responses were swift and pointed. Colombia, the country where I currently live and work, is also a location under the heavy hand of terrorism and repeated terrorist acts. EFL learners here are all too keenly aware of terrorism in its many forms in a number of other countries worldwide. Mexico may lead the world in kidnappings, but Colombia is a not-too-distant second. The Middle East endures its share of car bombings, public explosions and other types of terrorist acts. Colombia too has been experiencing an unwelcomed increase in its already too high kidnapping rate and the quantity of “incidental” bombings of public buildings, shopping centers and military or police-related installations. Support towers for high-tension power transmission fall to explosives, blacking out energy sources for hundreds of thousands of consumers. Here however, it may take days or at times weeks, to restore power to remote communities.

A Quick Recap of Events

As you might well recall, at 8:46 am on the morning of September 11, 2001, two airliners, American Airlines flight 11 crashed into the North tower and United Airlines flight 175 crashed into the South tower of the World Trade Center in New York City seventeen minutes later at 9:03 am. This deliberate act of terrorism officially caused the deaths of some 2749 people. Some of these victims had no remains to be buried and some others may never be identified. In the terrorist attacks of September 11, 2001, another flight, American Airlines flight 77 was crashed into the Pentagon near Washington, D.C. A fourth suicide mission by Al-Qaeda was attempted with the hijacking of United Airlines flight 93 but that effort was thwarted by courageous actions of the passengers and crew who all died in the ensuing crash at Shanksville, Pennsylvania as heroes in their efforts to avert another major tragedy and massive loss of life. The Twin Towers as they are often referred to, were the tallest buildings in the world from 1972 to 1973.

Two of my friends died in the WTC that day. However, out of my continued respect for their families and to aid in avoiding a reccurance of the pain and sorrow their deaths caused, I will not name them here.

The Effects of Terrorism Locally and Abroad

The ongoing and residual effects of terrorism locally and abroad may not seem to be a relevant EFL topic at first, but many learners find it a cathartic release for discussing many related problems in globalization. If the problem is particularly poignant in your locale, it might be a topic students wish to speak out on. Any act of terrorism or violation of Human Rights, wherever it may occur in the world, should be condemned. Open discussion of this and related topics may not always be pleasant, but are often stimulating and can evoke genuine emotion from learners like few other topics can. I took the time to broach the events of September 11, 2001 with my EFL learners today and during other days this week. Whether or not you choose t do so, you should be aware of the possibilities for expressing opinions and evoking discussions with your learners on controversial topics. Perhaps some of your EFL learners were too young or ill-informed to remember these events. If you feel it would be useful and appropriate, have them investigate and report on these or other related events. They can view videos, read news reports and survivor, eyewitness or family accounts on the internet. You just might be surprised at what a difference it might make to your EFL learners.



Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teaching English and Foreign Languages to Disabled or Handicapped Learners

Handicapped or Disabled English Learners
In some institutions, disabled learners study English for both academia and communicative purposes. Basically, two forms of disability are encountered by English, as a second or foreign language, teachers; physical and mental. Adaptation of methodologies and didactics for teaching and learning success with handicapped learners or with learners who may be disabled in some way can help to improve teaching and learning with many other types of EFL class groups and therefore merits the attention of all EFL or ESL language professionals. .

Physical Disabilities

At the Santiago de Cali University where I teach, students are allowed to enter programs even when physically disabled or handicapped in some ways. There are legally or physically blind (invident), wheelchair-bound and cerebrally palsied students currently enrolled and engaged in academic study along side of regular students. These disabled or handicapped learners can be subjected to distinctive problems and difficulties in integrating into an EFL, ESL or foreign language class room setting.

A few commonly encountered problems include:

• Not being able to access institutional facilities
• Need for specially-adapted teaching and learning methods
• Class schedule adjustments
• Specialized programming of computer room and listening lab facilities
• Alteration of language acquisition methods
• Sensitivity to environmental conditions like heat, cold, noise and lighting
• Highly-focused or distinct learning styles and learning characteristics
• Need for alternative methods for note-taking and test-taking
• Need for multi-media format texts, classes and input sessions

Mental Disabilities

Although mental disabilities are more strictly monitored and controlled as far as student admissions are concerned, nonetheless they can be encountered at a number of institutions, most likely those that specialized in these types of learners. I think that in many cases grouping “these types” of learners together may be doing more harm than good, but that’s another story not intended for this short article post. From schizophrenia to Autism and ADD to even Alzheimer’s, learners actually may benefit more by being placed in, learning and functioning in a “normal” environment. The same may be true for selected Home-schooled learners at certain points in their academic growth and development. Not in each and every case, mind you, but only in a selected number of them.

The Need for Adaptive Methodology and Didactics

The need for adaptive methodologies and didactics when teaching disabled or handicapped learners cannot be over-emphasized. Rather than “lumping these types of learners together”, more may actually be accomplished by “mainstreaming” more of them and adapting the EFL or ESL methodologies and didactics to suit class groups of more widely diverse learners. This is highly effective for virtually ANY class group of language learners and not just simply a means of addressing the needs of handicapped learners. In my experience, action research and investigations, I have definitely found this to be true, albeit on a somewhat limited scale.

… to be continued …

Be sure to check out “An Interview with Prof. Larry M. Lynch” online at:
http://www.e1-network.com/professor_larry_lynch.html


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

What is a Communicative Approach to English Language Teaching?

A Communicative Approach?
There are a variety of approaches to teaching English as a second or foreign language. One aspect of English and foreign language teaching involves using a Communicative Approach. But what exactly does using a communicative approach mean?

Well for me, a Communicative Approach to language teaching includes several distinct aspects. We’ll mention two of them here. Applying these aspects means that language teaching and learning become far more than a series of grammar lessons and vocabulary lists. For language teaching and learning to be truly communicative, it must not only be in context, but used to convey ideas, preferences, thoughts, feelings and information in a way that is addressed to reach others. Usually, I address communicative language teaching through the use of two approaches:

• Content-Based Instruction (CBI)
• Task-Based language teaching (TBLT)

Definitions of CBI vs. TBL in ELT
In CBI (Widdowson, 1978), the focus of classes is not on the language and structure itself, but rather on learners acquiring skills or knowledge using English as the language of instruction. If you teach a learner how to repair computers, for example, and use English as the language of instruction, the learners improve their language communicative skills while learning foremost the skill of computer repair.

Task-Based Learning in ELT
In the TBLT approach (Willis, 1996), the focus is on providing communicative activities needed for English language learning, performing tasks using the target language (English) and using the English language in other ways for learning tasks. Examples would be having learners buy postage to mail a letter by first teaching them the structures and language needed to perform the task, then actually having them do it. Another example would be teaching learners the needed English to order a meal in a restaurant, or make a shopping purchase, then allowing them to complete such tasks on their own using unguided or free speech.

Approaches and Methods in Language Teaching
In the publication, “Approaches and Methods in Language Teaching” by Jack C. Richards and Theodore S. Rodgers (CUP, 2001) more than a dozen approaches to ELT are explored in depth. From the now defunct Grammar-Translation and Situational approaches to Total Physical Response (TPR), Neuro-Linguistic Programming (NLP) and Lexical approaches to the Communicative approaches, the Natural approach and Cooperative Learning, English and foreign language teachers world wide have a much greater language teaching approach repertoire than ever before.

So, what’s it going to be then?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, expert author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

How Would YOU Teach English as a Foreign Language to a Group of Complete Beginners?

Which English for Them?
The first requirement in teaching a group of complete beginners (English 1) is to understand the purpose of their learning, i.e., General English, Technical English, and English for travel or for their employment, needs to be considered. Beginning themes would include the alphabet and its pronunciation in English. This can be especially important if learners use a different alphabet in their first language (L1).

Practice with spelling in English, when giving information on the telephone, for example. I would communicatively teach giving and returning greetings and introducing yourself and others. Then the teaching of basic numbers, counting, saying and writing telephone numbers. Pronunciation practice might also be an increasing important aspect, especially if the learners’ L1 used a different connected speech model from English i.e., tonal, syllable-based or stress-based.

Using a Variety of EFL Classroom Activity Types
Additional basic themes along with essential vocabulary would follow being taught in context or actual use. I would teach vocabulary and use in context of clothing, foods, days of the week, months of the year, house and home, furniture, etc. while using a variety of class room activity types and available resources such as videos, CDs, flash cards, games and so forth. Actual practice would depend on such factors as the learners’ first language (L1), learner profiles, available resources, length, duration and frequency of the class among others.

When Everybody Fails an English Course Level
An additional point is that on occasion, when a large number of learners fail an English course level, regardless of which level, the institute director will assign the group to me for a repetition of the failed course level the following semester. I then use the theory of Multiple Intelligences (H. Gardner, 1983), determine the strengths, weaknesses and learning styles of the students. Using this information, I prepare materials, activities and lessons suited specifically for this particular group of learners. The ensuing success rate of my repeating-learner courses is about 96%.

Don’t Use the Learners’ First Language
Finally, I try, as much as practically possible, NOT to use the learners’ first language (L1). This focuses them on working, learning and communicating ONLY in English. Yes, it is a shock to many learners at fist, but they usually soon adjust and learn the use of the language much more quickly, in my personal experience. As learners progress through higher levels of English language learning, their appreciation of using English-only in the classroom is heightened. They have also been trained to eliminate bad language-learning habits such as translation and over-reliance on their first language for meanings, definitions, questions and explanations. And that’s definitely a good thing, right?


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, expert author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

6 Dynamic English as a Foreign Language Activities That Always Motivate Learners

Are You Still Struggling to Teach English?

Are you still struggling to teach English to unmotivated, reluctant LEP learners? Well don’t blame them entirely just yet. Try making your EFL classes more dynamic using activities, strategies and techniques presented in this brief EFL teacher education article post. From creative uses of music, dynamic ELT games, speaking-practice dramas, CALL and others, these practical, fast-paced activity types always seem to motivate even the most Limited English Proficiency and reluctant EFL learners to greater participation, language practice and skills acquisition.

A Series of Dynamics

These activity types will step participants actively through a series of ELT (English Language Teaching) dynamics of up to six activity types that always seem to motivate EFL (English as a Foreign Language) learners who may be reluctant to practice English or be LEP (Limited English Proficiency) learners. First, examine and reflect on some of the possible intrinsic and extrinsic causes of poor EFL learner motivation on the part of your learners. Then, select activity types based on the impact on student learning styles, preferences and abilities of your class groups.

Activities and materials selected primarily include the use, application and theoretical basis of:

1. Music, Songs and Poetry C. Graham (1994) and H. Gardner (1993)

2. Dynamic ELT Games, and Puzzles H. Gardner (1993)
“Theory of Multiple Intelligences”

3. Drama and Story-Telling P. Lazear et al, (2003) and A. Wright (1995)

4. Computer-Aided Language Learning G. Dudeney et al (2004)

5. Movies / Videos “Affective Filter Hypothesis” Krashen - Terrell (1983)

6. TPR Total Physical Response, Asher (1996)

A Simple Sequence

Learners / participants are organized into pairs or small groups, depending on their numbers and their particular interests and levels or EFL profiles.

-Next, a variety of dynamics-based activities and materials types proceeding to participant hands-on activities to practice and internalize themes using each of the main materials types.

Example activities and materials types are demonstrated, created, and adapted using available facilities (i.e., TV – VCR / DVD player, audio cassette or CD player, and OHP-overhead transparency projector) to meet the needs and interests of learner / participants.
Presented activities and materials can be adapted to suit groups of EFL learners from Primary / Secondary school up to language institute or university levels.

In an upcoming series, we’ll consider each of these dynamic EFL activity types in greater detail. Reviewing English or other foreign language teaching and learning specifics for the classroom application of each one regardless of the available resources (or lack thereof) a school, language institute or ESL class room may have.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book,"If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teach English as a Foreign Language: Colombian Coffee

Colombian Coffee
While talking about the wide variety of new tastes and foods a teacher of English as a foreign language abroad could experience here, let’s not forget the tantalizing aroma of Colombia’s mild black coffee that will wake anyone from their deepest slumber with a smile. Coffee likes to be grown in the cool air of mountainous slopes. Because it also prefers the shade, it’s usually planted in the shade of banana trees. The steepness of the slopes, and being interspersed with tall, large banana trees makes harvesting difficult, so it must be done by hand – berry by berry. Unripe coffee beans are green as pictured above. When they turn red, they’re picked – one by one. The commercials really aren’t kidding you. And yes, there is a Juan Valdez. He’s the “official” spokesman for Colombian coffee and travels worldwide promoting it.

A Pound of Colombian Coffee
Now, there are two beans in each coffee berry. A coffee tree may produce around two thousand ripe coffee beans each year. Since it takes about two thousand beans to make one pound, a coffee tree yields only a pound of coffee per year. Colombian mountain-grown coffee, by many, is considered to be the richest coffee in the world. Called “tinto”, it’s served freshly-brewed to every house guest or office visitor as a common courtesy in Colombia.

More Uses Other than Drinking
As you might well expect, coffee is used for much more than drinking. There are a number of other products produced from coffee. There’s coffee candy, coffee liqueur, roasted then chocolate-covered coffee beans, coffee-flavored ice cream, coffee cake made using freshly-brewed coffee – the list goes on and on. These are just consumable coffee products. There are medicinal uses for coffee as well. A coffee grounds facial mask works wonders for all types of skin problems. Then there’s the infamous coffee enema; which we won’t go into any further here. Coffee is used as a rinse for damaged, treated hair and as a poultice for sprains or swelling of the extremities.

While You’re Abroad
So while you’re abroad, teaching English as a foreign language, make sure to avail yourself of the tastes, flavors and array of local fruits, vegetables and other specialty dishes of the region you’re living in. If you aren’t doing this already then get busy. Chances are, you’ll be glad you did.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 90 countries. Get your FREE E-book,"If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teach English as a Foreign Language: Tropical Fruits Galore

Tropical Fruits Galore
Markets in Colombia abound with ripe, fresh tropical fruits in myriads of colors and flavors like the grapefruit-sized Borojo which is said to have aphrodisiac properties in its chocolate brown, thick, creamy pulp. Most often it’s blended with milk for a creamy, flavorful drink. Chontaduro, (pictured here with green mangoes) the plum-sized bright red and yellow fruit of a palm tree, is sold on street corners everywhere in Cali, Colombia’s second largest city, as a high-calorie snack eaten with salt or covered with honey. Okay, so it’s really high in cholesterol, but who thinks about that as they’re wolfing them down? The Carambolo, also called star fruit for its five pointed shape, has a haunting, light, bittersweet flavor you’ll find refreshing due to its ultra-high water content.

Try a Guama
Why not try a two-and-a-half foot long Guama? It’s reminiscent of a giant string bean, with a cottony, sweet pulp and thumb-sized, shiny black seeds. There's the dusty-looking Zapote with its burnt orange colored pulp that permanently stains all it touches, Granadilla, and Maracuya, which you might already know as Passion Fruit. The Curuba is another that should make your must-try list along with the pink-fleshed Guayaba with pinhead-sized seeds so hard that even a hammer won’t break them open. The bright orange and green Lulo (pronounced Lou – low), with its tart greenish pulp, makes a juice not unlike strong lemonade – but better. Don’t worry; you’ll add plenty of sugar – unless you want the hair taken off your chest – from the inside. All these and more are available to pack your pantry along with a bevy of over-sized vegetables. Haven’t sampled these yet? Let me tell you, they’re ALL delicious!

Just you wait and see.

Papayas the Size of Watermelons
The year-long growing season allows papayas to attain nearly the size of watermelons, carrots as big around as your wrist, mangoes weighing more than a pound each and coconuts containing up to three glasses of “water.” Orange juice bursting with flavor is always fresh-squeezed here as practically all other fruit and vegetable juices are.

“Are you SURE you didn’t add sugar to this?” I asked after a long “pull” on an orange juice.

“Nope. You don’t have to.” My friend replied.

“Why - don’t you think it’s more than sweet enough?”

I sure did.

When You're Teaching English Abroad
When you’re abroad, teaching English as a foreign language, make sure to avail yourself of the tastes, flavors and array of local fruits, vegetables, meats, seafood and other specialty dishes of the region you’ll be living and working in. If you’re already living and teaching English abroad and you aren’t doing this then get to it - pronto. Chances are, you’ll be glad you did.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 90 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teach English as a Foreign Language: They Eat ANTS in Colombia!

They Eat Ants in Colombia!
Not only are the fruits and vegetables different in Colombia, but other foods as well. They eat ants here. Yeah, you read it right – ants. But not the ones you slap away from your picnic vittles, these are specially-raised “Hormigas Culonas” which have an enlarged abdomen. They’re cleaned, then roasted or fried and served with a wedge of cheese or a small container of honey. Only the crunchy abdomen is dipped in honey then bitten off and eaten. They’re sort of like partially popped kernels of popcorn. (Hey, don’t knock it unless you’ve tried it.) To be honest, I had the “willies” my first time too. Now I’m an “old hand” who buys’em by the bag when they’re on sale in the spring.

P.S. As a matter of fact, while I was in the Colombian capitol, Bogota this past holiday weekend, I bought a small package of Hormigas Culonas to bring back to Cali for some friends to try. And by the way, I know that they eat ants in parts of Mexico, too.

Bountiful Colombia
When teaching English as a foreign language abroad, one of the great benefits can be the instant exposure to all manner of unique and delicious new foods. This is especially true here in Colombia, where I teach English.

Nature yields, in full, her bounty and beauty all year long in the deep valleys, fertile grasslands, tropical rain forests and rolling plains shadowed by 3000 foot plus range of Andes peaks that divide Colombia lengthwise into thirds. Hundreds of varieties of flowers unfurl into bloom, perfuming the air even in winter, although winter in this northwestern corner of the South American continent is a subjective term. Hummingbirds and multi-colored finches dot even the urban scenery in such numbers that you’ll undoubtedly think, “Surely there’s a machine around the corner manufacturing them.” The fauna is impressive, but the quantities of new and unusual tropical fruits are astounding.

We’ll continue with additional taste treats found in Colombia, one of the world’s most exotic and notorious countries, in upcoming article posts. Why don’t you make a point to put aside a few of your old prejudices and foibles and try a new taste or two where you live and teach now? Who knows, you just might be in for a not-so-unpleasant surprise. Surely, where you are now, they must eat something “a bit different” that what you were used to “back home”, right?

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 80 countries. Get your FREE E-books,"If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.