How Can a Content and Language Integrated Content Approach Improve the Learning of a Foreign Language?

Braj Kachru’s Circles
It was language researcher and professor Braj Behari Kachru, University of Illinois, Urbana, Illinois, USA, (shown in photo) who defined what are called “Kachru’s Circles”. These concentric circles identify the zones of English language intensity and influence. Without going too deeply into the Linguistics of his theory, let me briefly say that he classifies countries in three basic circles of English language intensity. The Inner Circle is comprised of countries where English is the first language such as the USA, the UK, Australia, Canada, and New Zealand among others.

The Middle Circle
The next or Middle Circle is comprised of those countries where English is an active or official second language and where it has official status in business, industry, education and / or as a Lingua Franca. Countries in this circle would include: India, South Africa, Ghana, Liberia, Kenya, Nigeria, Indonesia, among others.

The Outer Circle
The third or Outer Circle is comprised of those countries where English is not a first or second language and has no official status, although it may be taught in schools, used in tourism and studied to a wide extent. Countries included in this circle would be Russia, China, Japan, Thailand, Egypt, South Korea, and Mexico, as well as numerous others.

Content and Language Integrated Content Approach
The circle in which a country might be classified would largely determine the effectiveness of using a CLIL approach. This approach, I think would be most effective in the Inner and Middle Circles which would have available resources to implement the approach on a large-scale basis. Countries in the Outer Circle might largely be impacted by a lack of high-level, native or near-native speakers, facilities and resources in English which in turn would seriously affect their ability to successfully mount a CLIL (Content and Language Integrated Content) approach.



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.

Using Communicative English Language Teaching Through Two Approaches

Communicative Language Teaching
Previously, in one of my articles I stated that I use the communicative language teaching through two approaches. The two approaches mentioned are:

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

Advantages of Each One
Two good references to consult in this area would be “Approaches and Methods in English Language Teaching” by Jack C. Richards (pictured) and Theodore S. Rodgers (CUP 2001) and “Second Language Teaching and Learning” by David Nunan (Heinle & Heinle 1999). I think both of these are widely available and cover communicative approaches to EFL and foreign language learning in extensive detail.

In a recent article post entitled, “What is a Communicative Approach to English Language Teaching” online at: http://bettereflteacher.blogspot.com/2008/06/what-is-communicative-approach-to.html, I go into the definition and differences in the two approaches in more detail. But to briefly speak on it here, an example of CBI would be when I’m teaching a course entitled, “21s Century Tools in ELT” in which another professor and I team teach the use of CALL, multi-media, realia and other tools in the EFL / ESL classroom. The course is taught in English but it is not an English course. The focus is on learning the use and application of additional technology and techniques by “technology-challenged” teachers.

An example of TBLT
An example of TBLT on the other hand, would be having learners use the English language to complete an activity or perform a task. If I concept-check that Chinese language learners know the needed Chinese to do so, then send them to a Chinese restaurant to interact with the staff and other diners and have lunch, that would be TBLT.

Based on the learners’ needs, location, intrinsic and extrinsic motivational factors, among others, both approaches would have advantages and disadvantages. I’ll elaborate on this a bit more later, conditions permitting.



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.

Can You Really Make a Living by Teaching English Abroad?

Teaching English Not Realistic?
At the TEFL News Network site a post appeared which said, “I have recently read another article about teaching English in Mexico that indicated that the wages are very low and so if you are planning to go there to learn Spanish, and supplement your expenses through teaching English, that is one thing, but actually going to Mexico expecting a job teaching English that can sustain you on a long term period, is probably not realistic. I would be interested in anyone with experience trying to do this in Costa Rica.”

Non-Professional EFL Teachers
You constantly hear that wages are "low" and that you can't make a decent living teaching English as a foreign language abroad. With all due respect, most of these comments come from non-professional EFL teachers who have little or no experience living and teaching abroad and no self-marketing skills to speak of. What they usually don't mention is that although wages are "low" - this is in comparison to a salary in US dollars and the American or British economies - costs of living are also much lower in comparison too. That simply means you'll get far more "bang for you buck" in local currency.

Shortage of Skilled EFL Teachers Worldwide
For well-prepared, experienced, skilled EFL teachers worldwide, salaries are most often very high in comparison to what others earn in that country. Decent-paying jobs are also plentiful. This means that with your "low" salary, you'll have a car, a house or lovely apartment, a maid and several weeks of paid vacation each year in addition to the numerous paid holidays often celebrated in many countries. Far from being near the bottom of the wage-earner scale, you'll be in the upper percentiles even when compared to other teaching professionals in the same country. The ex-pats who know this and are doing quite well often don't bother responding to such dismal misinformation.

So, choose a country you feel you'd really enjoy for its food, its life-style, its desirability, its climate, its language even its low cost-of-living and minuscule tax rates. Then go for it with all you've got. Meld yourself into the new language, food and culture while kissing your money problems "adios". Make new friends, live like a local and you'll experience a new lifestyle like you can't imagine. Forget the non-realistic “naysayers” and do what you love.

If You Want to Teach English Abroad ...
Say, a million-plus ex-pats each year can't be wrong. If you REALLY want the scoop on how to make it as an English language teaching professional abroad, contact me at my site and I'll send you my FREE 110-plus page e-book, "If You Want to Teach English Abroad, Here's what you Need to Know". Skip the malcontents, get the facts from someone who’s “walking the walk” for the past 15 years and not just “talking the talk” then decide for yourself. After all, it's YOUR life we're talking about here.


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 Can Limited Proficiency in English or a Foreign Language be Managed Using a Communicative Approach?

Teachers and Learners Alike Have Limited English Proficiency
All of us, teachers and learners alike have “limited English language knowledge” or Limited English Proficiency (LEP) to some degree. Even I am still “learning the English language”, so to speak. But in the case of language learners in the early stages of skills acquisition, critical factors can emerge.

So, I definitely think that in using ANY language teaching-learning approach, the more it’s adapted to the inclusion of “Whole Language” (ref. Rubin) the more effective the teaching and learning scenario can be. Language is the sum of many diverse and integral “parts” which must be utilized together in order to form “comprehensible input” (Krashen-Terrell, 1984) as well as comprehensible output or discourse to be understood and effective.

An Important Key to Consider
An important key to managing LEP foreign language learners is in teaching and learning grammar and lexis in context, just as a child does with their first language (L1), but at a more accelerated level and pace available to teen and adult EFL learners, for example. Teach grammar, lexis and function concurrently, or in tandem and in context, and you’ll manage quite nicely with your learners. They’ll progress in a way that’s noticeable for them, which will motivate them as well.

Motivated English language Learners
Motivated learners, especially LEP learners, acquire foreign language skills far better, faster and more easily than those who are not. With the use of whole language aspects elemented into the language learning and acquisition process, students don’t just see disconnected language elements like vocabulary lists, grammar, reading and writing lessons, but rather digest English or other foreign languages as whole, communicative sessions which can be used in a number of ways at different times, under different circumstances.

The written or spoken sentence, “I’d like some water, please” is not simply the sum elements of vocabulary plus grammar and structure. But in fact is a whole language lexical context which can be morphed and modified in numerous ways to add, change or alter the register of its meaning.



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.

Why Did You Choose to Become an English as a Foreign Language Teacher?

Why, How and When
Why, how and when did you choose to be an English language teacher? When this question came up recently during an online interview with Monica Haydee Di Santi, I had to seriously reflect, not on what to answer, but on how much to exclude. My path into English teaching wasn’t exactly as direct as many of my other colleagues. For each of us, the story and path into the field of teaching English as a foreign or second language is a bit different. Sometimes it’s really a lot different. So briefly, here’s what happened to me.

Studying Mechanical Engineering
When I was at the university studying Mechanical Engineering and technical design, there were at lot of my classmates who were from foreign countries like Ghana, Cameroon and Liberia in Africa, in particular. They were constantly asking me questions on English language vocabulary, idioms, expressions and usage. It wasn’t too long before I developed a keen interest in advancing my own skills and abilities as a native speaker of English, so it actually became my second major giving me Engineering and English degrees.

Hubble Telescope image: http://www.khulsey.com/

Working for NASA
First, I worked as an electro-mechanical and avionics designer for NASA (the National Aeronautics and Space Administration) for a number of years working on the Hubble Telescope (fine guidance simulators) and Voyager 2 spacecraft (RTG unit) among others. Included in this stint were tenures as a technical design consultant with other high-tech and aerodynamics companies as well.

The CELTA
Later I began to teach EFL classes to foreign immigrants part-time, evenings and weekends in state government funded programs. One of my first classes was a group of Chinese immigrants who had been in the U.S. for less than a week. I quickly found out I needed more training. After completing a CELTA EFL training course (at that time a TEFL Certificate from the Royal Society of Arts) and TBE (Teaching Business English) certifications and then furthering my university education to post-graduate levels in Education and ELT at Harvard in Boston, UC in San Francisco and OHC in Barcelona, Spain, I took a sabbatical from NASA and began working abroad teaching English at universities.

No Regrets
That was 15 years ago now and I’ve never regretted the decision to teach English. Through teaching, education, travel and related experiences in my own foreign language learning, I’ve grown and matured as an English language teaching professional. Teaching English has provided me with the opportunity to travel extensively by visiting or living in 22 countries world wide. So the experience overall has enriched my life to an almost untold degree.

A Special Surprise
Now, how about you? How did YOU become an English teacher? E-mail me with your story in brief or post it in comments. The most interesting stories will receive a special surprise.


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 Can Teachers Use Music in an EFL Class and Not Lose Group Control?

It’s Not Just Teenagers Who Love Music
This is an excellent question in addition to being a somewhat “HOT” topic. It’s not just teenagers who love music either, but almost any language learner group or profile will be highly impacted by the use of music in the EFL / ESL and foreign language learning classroom. Use music with teens to lower their “Affective Filters” (Krashen-Terrell, 1984), get and hold their attention. But don’t restrict the use of music to just “sing-alongs”, lip-sync or “Karaoke” type activities.

Photo: Stephen D. Krashen

A Critical Key
One critical key here, in my opinion, is to use music in a variety of other ways with teens (and other learner profiles).

In the EFL / ESL and foreign language learning classroom teachers can use music to:

• control length of activities
• set the mood and tone of the class
• as background to the class environment
• help to calm unruly learners
• stimulate fast-paced EFL practice activities

An additional point is to exercise some discretion in the selection of music types, artists and songs to be used. Not all music forms selected by or listened to on the part of teens, for example, are suitable classroom use choices.

EFL Teachers Can Exercise More Control
Since we know that music alters the active state of the brain’s waves, EFL and other foreign language teachers can exercise more control over their EFL / ESL classrooms and learners with well-thought-out use of different types of music at different times. I went into this in much greater detail in a series of articles published on using music in the English or foreign language learning classroom.

The link to the 7-article series on using music in the EFL / ESL classroom starts at: http://bettereflteacher.blogspot.com/2007/12/music-sound-and-brainwave-activity.html

We’ll continue to discuss applications for the use of music in the EFL /ESL ad foreign language learning classrooms in upcoming article posts.



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.

Which People or Trends in English Language Learning Have Most Influenced Your Way of Teaching?

The Theory of Multiple Intelligences
A broad spectrum of educational innovations, trends, research papers, and other TEFL-related events have inspired me to make tweaks or small adjustments to my teaching in some way. However, the person and approach which has most influenced me is psychology professor Howard Gardner, PhD (in photo) and his developing theory of Multiple Intelligences (MITs). Initially, I was exposed to this theory while attending a summer session at Harvard University in Boston, MA. Identifying learner strengths and weaknesses, then applying them to the EFL / ESL classroom was so intriguing and successful for me that it rooted itself into my EFL teaching from then on.

MITs Research Still Ongoing
Tracing its origins from the work of Dr. Marion Diamond of UCLA in the development of the cerebral cortex, research into the multiple intelligences is still ongoing. Since the initial eight intelligences were published in academic papers, presented in discourses and presentations, and research journals in the field, two more intelligences have been validated. The Logical-Mathematical, Musical-Rhythmic, Verbal-Linguistic, Visual-Spatial, Bodily-Kinesthetic, Naturalist, Intra-personal and Inter-personal intelligences have now been supplemented. Emotional Intelligence and Spiritual Intelligence are now commonly accepted and integrated into curriculum planning, lessons, class activity rosters and teacher training sessions.

Application of the MITs in the EFL Classroom
Since then, I’ve given a number of presentations and done action research projects to expand and deepen its use in my approach to teaching. Even one of my post-grad thesis research projects and subsequent papers was on the application of the MITs in the EFL classroom. During that project, I observed and recorded what activities were used in the classes of a group of EFL teachers as compared to an analysis of their students’ learning strengths and weaknesses. The results clearly showed why some learners had problems and others progressed.

It was and still is, a true eye-opener for me.


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.

Learning a Foreign Language Faster: Does Using the Internet Help Students?

The Internet Has Many Useful Aspects
Yes in fact, the internet has many useful aspects in English and foreign language teaching or learning. It’s a fine resource for those teachers and learners who like technology. So it definitely can help students to learn a foreign language faster when used properly and with discretion. Whether the internet is a viable option will depend a lot on the type of connection available to you, its reliability and your computer equipment and software itself.


Comic source: http://weblogs.mozillazine.org/gerv/archives/2007/images/internet_dog.jpg

There is an introductory 3-part article of mine on this topic entitled “Effective Ways to Use the Internet for Learning English or a Foreign Language”. Here I give an overview of getting starting in foreign language learning on the world wide web. A great variety of language and other courses, teaching and learning aids, and tutorials are available online in scores if not hundreds of languages. There are also radio broadcasts, news, current events, sports, weather, documentary and cultural events regularly placed on the internet in multi-media formats, with a large number of these having free access.

Some EFL Teachers Have Opted-out of Using Technology
Actually though, there are quite a number of English and foreign language teachers who are “techno-phobes”, that is, those who have opted-out of using technology or the world wide web. The internet scares or repels them for any number of reasons, some of them quite valid, so they stay away from it. This is often a shame, since there is so much good information to be had online for little or frequently, no cost.

Overcoming Initial Fears
For “non-techies” and the technologically-challenged, I usually recommend an introductory course on using the worldwide web for teachers that includes word processing, e-mail basis, power point, uploading and downloading files and information along with a few other PC-use basics. Then they can try an online English grammar course or a short web quest. Once over their initial “fears” of using computers and the internet, many former “techno-phobes” come to grips with dealings online. This is more often than not to their ultimate benefit.

Language Learners Use Portable Digital Devices of All Kinds
Although I teach and use the internet extensively, there are many approaches to TEFL which do not. As technology advances and more and more of our learners use portable digital devices of all kinds as an every-day occurrence, we as ELT and foreign language teaching professionals need to “keep up” as it were, with what learners can use in their quests for competitive knowledge and skills. After all, it’s just another way of reaching our learners by “lowering their Affective Filters”.


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.

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.

Writing Articles: Three Areas in Which Everyone is a Qualified Expert

Three of Your Expert Areas
In the companion article post to this one, “How to Write Articles about What You Know When You Don’t Know Anything”, we discussed possibilities in four article theme topic areas. There are three distinct areas however, where absolutely everyone is a hands-up, qualified expert. These are: your home and personal travels, your teaching and learning experiences, and any personal pleasures, pastimes or pet peeves that you may have.

• Home and Travels
Where have you lived, visited, vacationed or traveled to? What’s it like to live, work, travel or study abroad? Can you speak a foreign language? How did you learn to do it? What mistakes did you make? How did you manage living in South America, Asia, Africa or Europe? What did you eat and drink? How do you prepare meals from those places? What tips or advice do you have for others who’d like to follow in your footsteps?

• Teaching and Learning
Have you ever taught something to someone else? Have you then, ever learned something unique, different or special in some way that is interesting? You can expound on that at length and in detail, can’t you? Do you have pictures, photographs or videos of these things too? Can you go back and get pictures, photographs and videos?

• Pleasures, Pastimes or Pet Peeves
What really ticks you off? How could people learn to avoid doing things like that to others? Express your opinion with ways, tips and techniques to develop the needed knowledge and skills to be better. Whether social skills like meeting people, etiquette, self-improvement, over coming fears or bad habits, among many others, there are possibly thousands upon thousands of people wanting to know what you know. Tell them by writing about it.

So You REALLY Don’t Know Anything?
With these three topic areas and questions, you can’t possibly say, “I don’t know anything.” You’ve found out several areas that you are an “expert” in which would interest others enough for you to write about. Be sure to have a look at, “How to Write Articles about What You Know When You Don’t Know Anything”, if you haven’t already. Now get to writing.

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.

How to Write About What You Know When You Don’t Know Anything

Write About What You Know
What to write? Well, write about what you know. Right. How can I write, I don’t know anything? Really? I’ll bet you do know something. Not only that, but I’ll even bet that you’re a near expert on one or two topics too. “Oh no I’m not”, you say. So let’s just see about that. Here are four areas with questions to ask yourself that might just help you to find out what you are an expert in that would interest others enough for you to write articles about.

Here are Four Areas Where You May be an “Expert”

• Occupations
Where have you worked? What kinds of jobs have you done? Paid or not paid doesn’t matter, but length of time on the job might. If you’ve worked as a salesman, a cook, walked dogs, cared for other people’s children, made crafts, taught something to others or just generally lived and loved, you can talk – and write about it. Been living in a cave for years, you say? Then you’re an expert on caves and cave dwelling, living in the wilderness and in the dark.

• Hobby or Special Interests
What do you like to do? Can you paint, draw or create with your hands? Do you know cars, antiques or how to cook certain types of foods? Can you sew, knit, play music, sing or hum? How about fishing, hunting, bowling, other sports or photography? Do you dance, bird watch or garden? Have a good hand at raising earthworms, identifying butterflies and insects? Do you know about dogs, cats or other types of pets? Certainly there is something you like to do that you can talk and write articles about.

• Special Skills and Abilities
Have you learned or been specially trained to do something? Fix cars, tune motorcycles? Decorate cakes, make pies or rag dolls? Can you program or fix computers? Appliances or power tools? Do you know how to catch fish or make your own fishing lures? Can you tile a roof, make a bookcase or perhaps dance Salsa or Tango?

• Life Experiences
How about your life experiences? What have you done? What has happened to you, your family and friends over the years, that has truly had an impact on you? Can you tell others how to meet famous people? Find a good marriage partner? Care for an elderly sibling, spouse or parent? Buy a house or condo? Travel on the cheap? Do you know about credit ratings, bankruptcy and personal finance? Thousands of others may be waiting to know the information you have locked up in your heart and brain.

I Don’t Know Anything
After going through this quick list of potential topic areas and questions, certainly now you’ll no longer say, “I can’t write. I don’t know anything.” Hopefully by now, you’ve found out several areas that you are an “expert” in which would interest others enough for you to write about.


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.

¿No Habla Ingles: Should Immigrants to an English-Speaking Country be Required to Learn English?

The “Need” for Spanish?
When an AP news Wire service website recently posted an article on the fact that in certain cities in the USA, Spanish is replacing English as the lingua franca, hundreds of online reader comments ensued at “The Theologian’s Café”. The article, entitled “In Miami, Spanish is Becoming the Primary Language” detailed how English-speaking American citizens were moving out of the region as the need for Spanish began to encroach on their ability to function in the area, find work and conduct their everyday affairs.


Nearly 500 Comments from Readers
On the one hand, some readers felt that the US is a country of immigrants, a “melting pot”, so that acceptance of the Spanish language was the proper way to go. Other readers commented that the US should be more of a bi-lingual or multi-lingual country. But other readers opposed the apparent “takeover” of Spanish in the predominantly English-speaking USA, further citing that using their own first language (L1) is fine, but immigrants should at least make an effort to learn English. One reader even commented, “If I moved to Spain, I’d learn Spanish”.

Chinatown, Little Italy, Jackson Heights
Another strongly-emphasized point was that although the origins and culture of the USA are English-based, many cities with high immigrant populations have historically exhibited “clusters” and ethnic neighborhoods where the use of the English language was minimized or practically non-existent. The are many cities with a “Chinatown”, “Japan Town”, Little Italy, German-speaking, Polish-speaking, Russian-speaking, Spanish-speaking or other foreign language, religious or ethnic-based cultures where residents may use their original first language on an everyday basis. In New York City there are scores of “ethnic, religious and language or culture-based neighborhoods like “Jackson Heights” where Colombians predominate. These same or similar “pockets” exist in Chicago, Los Angeles, Toronto, Boston, Philadelphia, Atlanta, Houston and San Francisco, even Paris and London among many other cities across the USA and world wide, for example.

Additional Factors to Consider
Opinions expressed also took some additional factors into consideration. “I could understand older people not learning English”, said one comment, “…but younger immigrants should make an effort to learn the language”.

Comments from non-Spanish-speaking residents brought out the fact that many of them, “no longer felt comfortable” living in an environment where Spanish was becoming a requirement.

What Do You Think?
So what do you think readers, should non-English-speaking immigrants to the US or other English-speaking country be required to learn English?

If you move to the province of Quebec, in Canada, for example, Canadian immigration laws require you to learn French within one or two years. From personal experience I can tell you that if you immigrate to France and don’t learn to speak French, you’re in a lot of trouble, in more ways than one.

Would you try to learn a new language if you relocated to a foreign country where English, or your first language, wasn’t the lingua franca of the country? Should learning a new language be mandatory or voluntary?

Post your comments, opinions and ideas please!


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.

Improve Your English Language Speaking Skills by Cutting Out Speech Fillers

Listen to Anyone Speak Casually in English
Listen to almost anyone speak casually in English and you’ll most certainly hear them use a constant flow of gap fillers, hesitations, pausings and discourse markers that stall their speech or conversation. You know the ones I mean like, uh, ah, hmm, errr, umm and so on. Others you might hear that are frequently used are Huh, oh, well .., so .., and … but uh …, let me see …, the list could go on and on.

Photo: Hilary Clinton reacts during the 2008 Presidential Campaign

While some discourse markers have a true place in oral discourse of many different types, most often they are unconsciously inserted as fillers or hesitations and do not serve to enhance or promote speaking, but rather heavily detract from what is being said.

English language learners
This can be especially true with English language learners and those who may speak English as a foreign or second language. In addition to the above-mentioned aspects, fillers may also be inserted when the speaker is thinking or searching mentally for the correct lexis and vocabulary. Not only is the distracting and annoying to listeners, but can negatively impact even the speakers themselves. If such is the case with you, what can you do to help minimize the problem?

What You Can Do
Here are five simple steps you might take to help to improve your oral discourse and speaking ability in English.

• Record yourself and others speaking in English
• Note what “fillers” you use, how and when
• Repeat short oral discourses practicing without using the fillers you noted
• Have a friend, peer or teacher listen to you speak and ask them to make note of
your use of “fillers” and unwanted discourse markers
• Watch, record and imitate experienced speakers to improve your skills


Try One Month
Working with these techniques to aid you in cutting out speech “fillers” will help you to improve your English language speaking skills in a very short time. Once you are aware of what you’re doing when you speak in English, and knowing when you use “fillers” will go a long way in allowing you to dramatically improve your spoken English. Try out some of these English language speaking skills improvement methods for one month practice period and you’ll see.


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.

If You’re NOT a Native English-Speaking EFL Teacher, Please Read This

A Non-Native ESOL English Teacher Asks

Among the hundreds of monthly visitors and readers of this EFL teaching blog, I sometimes get e-mails from non-native EFL teachers who’d like to parlay their English language communicative skills into a teaching position outside their native country. While I certainly agree it can be a challenge to do so, it is in fact possible. Many of the e-mails I receive are similar in content to this one in which I have omitted or altered names and specifics to protect the person(s) involved.


Dear Prof. Lynch,

“I am a non-native English-speaking teacher. I hold a Bachelor's degree in English from a state university in my country. I have been teaching English for five years. Currently I am teaching English to speakers of other languages (Spanish speaking students) I would like to teach English abroad, but I have noticed that it is difficult for non-native English speaking teachers to work abroad.

Recently, I requested information from hundreds of schools in Asia, Africa, the Middle East and Latin America without having success because when most of them replied to me they told me that they only hire native speakers of English and that those interested in working as English teachers must be from countries like UK, USA, Australia, Canada, New Zealand, South Africa, etc.

Besides this, most of the employers ask for certificates like TEFL, TESOL or CELTA. Unfortunately, here in my country there aren't any institutions that offer the courses or programs mentioned above.

I feel deeply discouraged. Aren't there any opportunities in any countries where they take candidates from non-English speaking countries for teaching English?

I want to teach English abroad for two reasons. The first is to get a lot of experience working with students from different cultures and to improve my English and my teaching.”


No TESOL Certification, No ELT Job Offers

The first and main problem here is actually NOT having a CELTA, TEFL or other TESOL certification. You'll need to contact the nearest British Council office for locations where you might take an intensive CELTA course. Other options include Oxford TEFL training centers, Cambridge TEFL centers or TESOL centers in the country or region where you live. If there are none available locally or regionally, as is the case with this teacher, you might want to consider an online TEFL certificate course. Note that, without a TEFL certificate virtually NO school abroad would consider you at all. Also, the institution where you take your TEFL certificate course will help you get an overseas position. A search on Google or Yahoo for online CELTA courses or online TEFL certificate programs should yield you dozens of possibilities.

Check, Double and Triple Check ALL Correspondence

Another problem with this teacher was a number of English language spelling, punctuation and grammar errors in his e-mail. If you send an inquiry or cover letter to a school, institution or university by snail mail or e-mail and it contains ANY errors in English at all, you’ve just ruined your own chances of any further dealings with them. It is absolutely paramount that you spell check, grammar check, review and judiciously proof read and edit any correspondence you send out by mail in any form. Perhaps you’ll let an error or two slip by in spoken conversation or oral discourse, but there’s absolutely, positively NO EXCUSE for doing so with a written communication. Find a native or near-native speaker to proof read your correspondence before you send it out. No native English speakers handy? Okay, then e-mail ME and I’ll be happy to check it for you if need be – quickly and at no charge, of course.

Varieties of English

Another problem which might crop up is the variety of English you may use or speak. Alas, this is not a perfect world we live in and certain forms of English are preferred in certain regions and countries of the world. Your age, nationality and background also may factor in, they really shouldn’t most of the time, but unfortunately they often do. Don’t despair though, if you’re experienced, dynamic and certified, you will get ELT job offers from broad if you keep trying. Try applying at different times of the year, to different regions of the world, to different types of schools and institutions that have different English language learner profiles. Persistence can be a crucial key. Just don’t give up and you’ll get there.

Good Luck.


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.

Speak American English with the Proper Pronunciation of the “G” Sound

Knowing English or a Foreign Language
When we think of learning English or learning a foreign language, invariably we are inferring the ability to speak the language first and foremost. Indeed, if someone says “I know Spanish”, for example, we almost automatically think that the person means they can speak Spanish. Later, if the need arises, we may improve our skills in reading and writing in English or the foreign language we are learning, but first we must speak and pronounce it with some degree of skill and fluency.

Pronouncing the “G” Sound
In pronouncing the hard "G" sound as in go, get, girl, give, gate and gut - the sound is produced by releasing a full glottal stop at the beginning of the sound. This example shows a learner with her thumb and forefinger at the throat / jaw junction external to the glottal area. The back of the tongue is pressed against the upper rear palate. Sound is produced by suddenly releasing air from the lungs through this region. In phonetics, this is referred to as a full glottal stop.

“G” Sound Pronunciation Word Lists
The following short lists of words have the hard “G” sound using a full glottal stop in the initial word segment, then in the medial segment of the word and finally at the terminal segment of the word.

Go, good, goal, gain, gale, gab, get, guild, guilt, gold, and gone

Magma, muggy, bigger, beggar, boggy, foggy, figgy, baggy and jiggy

Mug, mig, big, beg, bog, fog, fig, jig, jug, hug, bug, bag and hag

Watch the Video Example
This “G” sound pronunciation video gives an example of speech aspects in American English pronunciation. Watch and listen as I direct this EFL learner through a “G” sounds pronunciation list. Then try the pronunciation for yourself if you’d like. http://au.youtube.com/watch?v=pvBYL4D1NdQ


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.

English in Jamaica: Is That REALLY English?

Walk With Me
Along the white coral beach, palms sway in rhythm to tropical sea breezes while dust devils dance along stretches of vacant sand.

Can you hear it? Reggae beats drift through the air amid smells of spicy jerked pork barbequing over the red glow of charcoal grills.

Linger a bit longer and you just might catch a whiff of pungent “ganja” being smoked some where not too far away. There might be some Rastafarians nearby, you say to yourself.

Welcome to Jamaica.

English is the first language here, but without some specialized practice, fine-tuned ears and a healthy dose of linguistic patience, you very likely may not understand much of the local English “patois”.

“Is that REALLY English?” you might ask yourself. Yes, my dear, it is. And a proud variety of English it is too. Indeed, to talk Jamaican is a unique experience.

One of the inherent tasks of teaching EFL or of communicating world wide in English as a lingua franca, is to fathom the language in a variety of dialects, patois, pidgins and their accompanying accents. Try listening to this Reggae / Hip Hop patois English song video (linked here and posted below) by Sean Paul as one example.

Talking Jamaican
Would like to try your hand at “talking Jamaican”? Then try wrapping your tongue around these examples:

"A fe me cyar."
Translation: "It's my car."

"Mi a go lef tiday."
Translation: "I am leaving today."

"Sell mi wan bokkle a iyl."
Translation: "Sell me a bottle of oil."

"Dat a mi bredda."
Translation: "That is my brother."

"Coodeh, yuh see de big bud eena de tree?"
Translation: "Look at the big bird in the tree."

"Bwaay! Mi did tink de test wudda eazy."
Translation: "Boy! I though that test would have been easy.

"Mi like yuh cris cyar."
Translation :"I like your new car."

"Yuh did see dat?" "A who dat?"
Translation: "Did you see that?" "Who is that?"

"She a mi bess bess fren."
Translation: "She is my best friend."

"Oonu can cum wid mi."
Translation: "You all can come with me."

Listen to Jamaican Speech
To hear the speech and sounds for yourself and for some additional examples, visit the sites at: http://www.jamaicans.com/speakja/talk.htm

http://www.everytingjamaican.com/jamaicatalk/speak-jamaican/166-how-2-speak-jamaican-patois.html,

http://www.ehow.com/how_2088847_speak-jamaican-patois.html or

Speak Jamaican at: http://www.speakjamaican.com/


Interested in learning a foreign language quickly, easily and with a minimum of hassle? Then just click HERE.


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-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.

Are Course Book Dialogues Useful in EFL Speaking Practice?

Speaking Practice Dialogues
The purpose of practicing dialogues English or other foreign language learning is generally to promote the use of grammar or structure in context. While there are those who are both in favor of and against its strict use, I personally favor the use of course book dialogues by EFL learners in conjunction with “free”, “unrestricted” or “unguided” practice. It's important to provide EFL and foreign language learners with regular, extensive speaking practice using a variety of modes. Pronunciation aspects involved in or related to the dialogues being practiced by learners must also be included. This is especially true if a “problem pronunciation” sound occurs during the spoken discourse.

Video Example
Watch this video example (see video window below) of two intermediate level English as a foreign language learners recorded reading an Interchange series course book dialogue aloud. Then as an ELT professional or EFL practicing learner, decide for yourself how any connected speech problems might be addressed. An EFL class or group of learners might also be asked, “What would you have done in Rich’s situation?”

The Dialogue Transcript:

April: “Rich, you look exhausted!”

Rich: “I know. I didn’t get much sleep last night.”

April: “What happened?”

Rich: “Remember those guys I told you about?”

April: “The ones that just moved in next door?”

Rich: “Yeah. They had another party, and the noise kept me awake all night.”

April: “Well, something had got to be done.
This has happened every weekend since they moved in!”

Rich: “Yeah. Tell me about it. I finally had to call the police.”

April: “I would have done the same thing.
They shouldn’t be allowed to disturb people like that.
And anyway, they should have at least invited you to the party!”



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 you want 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 EFL Learners Dislike About English Language Teachers

Let’s Continue With Our Series …
In a previous article post entitled, “Common EFL Classroom Problems and What to Do About Them”, we discussed three distinctive examples of EFL classroom-related problems and some suggested management strategies for them. In this related article, we’re going to turn the tables and talk about idiosyncrasies that learners find in English or foreign language teachers. It’s not only EFL teachers who can have the “patience of Job”, but EFL and foreign language learners too may have to endure some disparate teaching traits and conditions.

Video Clip: USC Prof. MacArthur Gomez demonstrates successful interaction with a group of learners

First of all, don’t get me wrong. I think that a variety of teaching styles can be a good thing for learners. This is just one of the ways that learners can benefit from input sessions using a broader spectrum of methods and techniques than might necessarily occur by having only one a or very few teachers using only a limited number of teaching resources.

Problems however, can begin to arise when the teaching styles of a group vary enough so that they impact the overall quality of a curriculum. This brings up some aspects that EFL learners said they disliked about EFL teachers. Of the several predominant points the learners mentioned, here are some of the most recurrent.

1. Teachers Who Are Obviously Unprepared for Class
These teachers may be guilty of:

• Having few or NO prepared lessons, resources or activities to conduct classes
• Often being late for class
• Frequently having a disheveled, unkempt personal appearance

2. Boring Teachers
You know the ones they mean- you know what they’re going to do class today, this week, next week, next month or even next year for that matter because it’s always the same – BORING. Dynamics? why they seem to never have heard of the word. So learners “fight back” by bringing an unending stream of technology from mp3s, iPods and mp4s loaded with their favorite music to class just to “survive” these lackluster sessions.

3. Teachers with Poor Speech or Heavy Accents
This is one aspect that many EFL learners brought up which I could really relate to; Why? Because, years ago I had an Eastern-European-born Robotics professor who spoke English with such a heavy accent we just couldn’t understand anything he said, whenever he talked. To make matters even worse, he talked continuously from the start of class until the end of class (and beyond). His idea was to literally “tell” us everything that we needed to know for the class. Talk about a real bummer. The only two true saving graces of the course were:

• 1. He was very highly knowledgeable in his field. No one ever questioned that he lacked depth in his area of expertise. In robotics programming languages he was “off in the ozone” somewhere. Certainly at levels we never planned or hoped to go.

• 2. He wrote EVERYTHING he said on the blackboard as he said it. When he filled up the two boards with writing, he promptly went back to board number one, erased it, and started filling it up with writing again often without so much as a glance in our direction.

There Are More of Course
Certainly the list of EFL learner pet peeves doesn’t stop here. We could discuss some others in another article post. The point is, don’t YOU fall into the category of being a boring, unprepared EFL or foreign language teacher in any of the afore-mentioned aspects. As is being demonstrated in this video, teachers should strive to interact with learners, engage them and ensure their interest and participation in class sessions.

Strive to make your EFL of foreign language classes an interesting, dynamic, enriching experience for your learners and you’ll ultimately have nothing much to worry about; at least, not in these areas.


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" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want 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.

Common English as a Foreign Language Classroom Teaching Problems and What to Do About Them

Not “In It” For the Money
Most practicing English language teachers, especially EFL teachers are not “in it for the money”. Instead, they have other aspects of teaching English as a foreign language that reward or satisfy them such as shorter work weeks, extensive vacation and holiday schedules, and travel abroad opportunities, among many others. Nonetheless, EFL learners can irk even those with the patience of Job.

Here are three distinctive examples of EFL classroom-related problems and some suggested management strategies for them:

1. Students Don’t Have a Course Book
This can be an especially acute problem when teaching a course book-based program.

Try some or all of these strategies:

• Write all key lesson material on the board for learners to view and perhaps copy into their notebooks
• Project course book pages on a screen or the board using an Overhead Projector (OHP) or opaque projector for learners to note key items and exercises
• Make use of realia or alternative teaching methods for the theme being taught

2. Students Don’t Prepare Properly for English or Foreign Language Classes
If the number of class contact hours per week is very low, say for example less than four or five hours per week, there may be few other options available to the teacher outside of assigning homework or projects to be done outside of class hours. If EFL or foreign language learners consistently come to class with incomplete or undone assignments, both they and you suffer the results. So why not try “prodding” them gently by:

• Giving frequent or regular written and oral reviews
• Scheduling mandatory tutorial or listening laboratory sessions
• Announcing a quiz for the next , or soon upcoming class

3. Students Regularly Copy the Work of Others
Foreign languages in particular, require individual effort and participation to acquire. Simply copying the work of other learners will not promote foreign language acquisition.

• Give learners individual workshops (or worksheets) which are not identical to be completed in class and outside of class hours
• Assign individual or small group projects to EFL learners
• Use individual-based web quests as assignments
• Use dynamics and practice materials prepared in class for each learner or small groups

Other Problems Exist
While surely a multitude of other EFL related classroom problems exist, those presented here are among the fairly common ones. Depending on the regulations of the institution and the government where you may be teaching, some of these suggested solutions may be more or less practical than others. What are YOUR solutions to these or other EFL teaching classroom problems that YOU have? Although there are aspects EFL teachers dislike about students, there are also aspects that EFL learners dislike about EFL and foreign language teachers as well. We’ll consider some of these in upcoming articles.


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" or "7 Techniques to Motivate Your English Language Learners and Make Your Classes More Dynamic" by requesting the title you want 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.