Learning English as a Foreign Language with Laughter

Laughter, the Best English Language Learning Tool
see full text online at: http://www.guardian.co.uk/education/2007/dec/05/tefl2

When asked, most experienced language teachers will readily admit that they encourage humour and laughter in their classrooms and plan it into their lessons. So what is the role of unplanned and spontaneous humour – moments when the whole class momentarily erupts in laughter before returning to the task at hand?

In the early days of each course, when they meet their class for the first time, language teachers convey many hidden messages through their body language, their overall demeanour and the manner in which they address their students. One clear message (usually implicit) relates to the kind of atmosphere they wish to foster in their classroom.

In order to develop a spirit of informality within their classes such teachers attempt to reduce the social distance between themselves and their students by behaving in friendly and approachable ways. They smilingly encourage students to speak and applaud their efforts, being supportive when errors are made.

They may sometimes demonstrate in a humorous way that they themselves find unfamiliar sounds difficult to pronounce. If they make an error on the board (as most teachers do from time to time) they may make a quick quip to show that they are not embarrassed – and to demonstrate that mistakes are a natural part of the learning process.

When it is appropriate to pull individuals into line, teachers tend to do so firmly but with a light touch, returning to the business of the lesson as quickly as possible. (By disciplining students with humour, teachers reduce the risk of alienating potentially tricky individuals.)

Language learners quickly absorb the message that their teacher welcomes spontaneous laughter within the classroom (provided it is of the supportive 'laughing with' and not of the destructive 'laughing at' kind). Sensing that their teacher has given them permission to laugh, many classes start to relax and to behave in readily responsive ways.

Full text of this article available online at:

http://www.guardian.co.uk/education/2007/dec/05/tefl2

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.

Babbel Grows from Website to Comprehensive Language Learning System

Enjoy Learning Languages at Babbel.com


PR Log (Press Release) – Apr 13, 2010

Today the interactive language learning system Babbel (www.babbel.com) presents three new key features that make learning foreign languages easier than ever. Babbel apps for iPhone, created in collaboration with German software company Aspirement, offer convenient learning for on-the-go. Meanwhile, a special desktop program for PC and Mac now individualizes the learner’s routine. Finally, a newly designed interface for Personal Vocabulary allows words to be printed out for study offline. Tailored to fit individual routines, and taking full advantage of current internet technology, Babbel opens up new dimensions for the study of foreign languages.

High Learning Efficiency: Babbel Mobile for iPhone, iPod Touch and iPad

Anyone can take a few moments on the way to work, in a café or during the commercial break to quickly practice some vocabulary: The Babbel Mobile apps in seven languages for iPhone, iPod Touch and iPad makes this possible. When traveling, the program is also a great bring-along tutor and can provide the most useful vocabulary and phrases with just one click. Downloading the iPhone apps in any of Babbel’s seven languages – Spanish, French, English, German, Italian, Portuguese and Swedish – is free. Subscribers to the online portal have access to the entire Vocabulary on- and offline. There is also a trial version those who have not yet purchased Babbel.

Every user’s Personal Vocabulary synchronizes automatically. For those interested in the app independently of the online portal, there is the possibility to purchase it for €5.99. This gives the chance to study up to 3000 words and phrases for any one language, as well as access to all features online and off. “With the new iPhone apps, the user can take advantage of short breaks to brush up on vocabulary words and stay present with the language – even with a tight schedule.” says Markus Witte, managing director of Babbel.

Here is a direct link to the App Store download for all Babbel languages: http://www.babbel.com/go/babbel-mobile

Individualized Language Training: “Babbel Refresh” in Beta

Most people do have the time to study foreign language vocabulary, but it’s often easy for them to get distracted or lose momentum. Babbel has developed the new Babbel Refresh to motivate learners. The program reminds the user regularly to review, and allows the personal Vocabulary Trainer to be opened with just one click. Babbel’s Refresher Tool analyzes the learner’s current progress, and calculates what should optimally be reviewed next. The user sets the flexibility of the reminders according to their particular routine.

Babbel subscribers can download Babbel Refresh and install it locally on their computer. Based on the Adobe Air runtime environment, the feature works with both Windows and Mac operating systems.“Babbel is more than just a website,” Witte says. “With this type of independent learning management, Babbel is one of the most up-to-date and comprehensive language learning systems around. The combination of technology, high quality content and innovative teaching methods make Babbel very unique.” Here is a link going directly to the Babbel Refresh download page (requires Adobe Air): http://www.babbel.com/go/babbel-refresh

Newly adapted learning material makes language learning even easier
Content-wise, Babbel has expanded its language learning system to offer more courses and new formats. Starting now, Babbel users can manage their Personal Vocabulary and Refresher Tool with individualized settings. In addition, due to popular demand, the learning system now offers the opportunity to print out Personal Vocabulary.

After the recent addition of Swedish and Brazilian Portuguese, the market entry into Sweden, Brazil and Portugal has just taken effect. Now Babbel offers a total of 42 possible language combinations for more than 700,000 learners from more than 200 countries.

For further information and images go to: http://www.babbel.com/home/about/press

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.

The Trinity College London Licentiate Diploma

Years ago, when I was asked to state why I wanted to do the Trinity College London Licentiate Diploma Course, here's what I wrote:

There are several reasons why I wish to successfully complete the Trinity College Licentiate Diploma course. Briefly they are as follows :

The Trinity College Licentiate Diploma
The DELTA, Trinity College Licentiate Diploma or other certified advanced diploma credential is widely recognized and accepted as an advanced qualification in teaching English as a foreign language. In my current place of employment as an EFL professional, there are no courses or programs available for the advancement of English teachers whether native or non-native speakers of English. So, acquiring to higher level work or studies in the field are limited at best, non-existent at worst. As a native English-speaking English teacher with more than 14 years of EFL / ESL teaching experience, one of the few options I have of improving my value here at the Santiago de Cali University would be to complete a certified, recognized DELTA, Trinity College Licentiate Diploma or another advanced ELT diploma program outside of Colombia.

The British Council
I have worked briefly with the British Council here in Cali, Colombia as a substitute CELTA-level Teacher Trainer and wish to improve my qualifications formally with the option of applying for a Teacher Trainer position full time. This would require an advanced English teaching credential such as the DELTA, Trinity College Licentiate Diploma or other diploma level program since I presently meet most other requisites based on previous education and English teaching experience.

Problems in Colombia
Social, political and living conditions here in Colombia where I currently live and work, continue to deteriorate, violence against civilians is rapidly escalating, and having an advanced credential such as a DELTA or the Trinity College Licentiate Diploma would greatly improve my chances of obtaining a Senior EFL teaching position, an EFL Teacher Trainer position or an ELT Administrative position in another country when I exercise the option of moving to another location.

I am interested in exploring EFL teaching possibilities in Europe (Spain), if possible, or another Spanish-speaking country, North Africa (Morocco) or Asia (India). The diploma combined with my extensive EFL teaching and ELT topic presentation experience, publication of more than 100 articles, papers, reports, academic texts and student practice workshops would be an invaluable asset in supporting my bid for an upper-level ELT position in another foreign country.

A CELTA-level TEFL Certificate
Currently, I hold a CELTA-level TEFL certificate from TransWorld Teachers Institute in San Francisco, California (1993) and a TBE (Teaching of Business English) certificate from the Teacher’s Development Institute in Boston, Massachusetts (2002). An Trinity College Licentiate Diploma added to these in addition to my 14 years of EFL teaching experience would be an additional springboard for improving my knowledge of English language teaching and learning, ELT level, position and options for a continued career in teaching English as a Foreign Language or moving up permanently to available Teacher Trainer or ELT Administrative positions in countries worldwide.


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.

Unique Ways of Evaluating Foreign Language Learners

Testing, Evaluation and Assessment in EFL

You know the looks you’re going to get whenever you “announce” an upcoming quiz, test or evaluation. Whether these are administration-mandated, curriculum-included, make-up or “recuperation-type” exams, English and foreign language learners alike, loathe them. Why not try some different, unique evaluation methods to help beat the “test-taking blues” which afflict virtually all EFL / ESL learners?

Here are Seven Different Testing, Assessment and Evaluation Types You Might Want to Consider:

• Traditional Exams
One all-too-often-used method of evaluating learner knowledge and language skills is by using standard examination forms. These can be prepared individually by each teacher or educational institution, be locally, regionally or globally produced. These types of evaluations, however, favor those learners who are “good” at taking tests.

• Learner-Produced Portfolios
Another popular, but less-frequently-used form of EFL learner evaluation consists of examination of a learner-produced portfolio of work at intervals during the school year or learning period. This allows for considerably more latitude for the learners to demonstrate their knowledge and language skills in ways which are more appealing to them individually.

• Expository Essays
A favored form in use in the UK and Europe, learners write detailed, annotated and foot-noted personal essays or compositions on focused topics. Their formal writing is based on what they have read up on, studied, experienced, been lectured to about or otherwise involved themselves with.

• Learning Projects
Time, resources, teacher skills and other factors permitting, individual or small group projects can be assigned which allow learners to demonstrate in-depth investigation and learning on a focused theme or topic. A variety of learning project types and methods of presenting their project can be applied, allowing for considerable latitude among a class group.

• Computer-Aided Language Evaluation
If an extensive web quest is assigned to the EFL / ESL learners, despite similar topics, websites visited, readings done and tasks involved, learners will internalize materials in completely different ways. Evaluations can also be computer-based with the examination program itself actually checking and grading each learner’s work. This is often most attractive to English language teachers who are time-strapped or teach large, multi-level groups of learners.

• Peer Evaluation
The learners themselves are often shocked at being given this option. They will prepare their own evaluations on the materials and skills they are working with. They can also suggest or recommend exam questions, evaluation activity types, length, frequency and duration of exams and evaluations. “Oh yes”, you say, “they’ll make up “easy” exams that everyone can surely pass”. No, they won’t. It’s surprising to many teachers just how thorough learner-produced exams can be.

• Learner-Prepared Presentations
You’ve planned a topic, resources and materials to be used, timing of class sessions, homework and assignments. Why not allow the learners to present what they’ve “internalized” in a presentation that they’ve selected for themselves? Most foreign language learners are often delighted to do so. They’ll usually do a much better job of preparing, studying and organizing their learning than many teachers imagine.

Eliminate the “Test-Taking Blues”

At least now you have an expanded arsenal of methods to use for evaluation of your English or other foreign language learners during the course of a school term, semester or scholastic year. It won’t completely eliminate the “test-taking blues”, but it’s a step in the right direction.


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.