A Matter of Choice in the Matter of Language

There’s more to learning a language than meets the eye, which is why you need to be careful about the one you choose to attempt to master. If circumstances – like moving to a new country or wanting to impress a member of the opposite sex - dictate your necessity to learn, then there’s no question of choice, but if left to your will, how would you go about choosing the language that’s perfect for you?

If you want the learning process to be as easy as possible, choose a language that:


• Is similar to your mother tongue: It’s a surprising fact, but one that’s true all the same – most languages have the same grammatical structure. Some put the subject ahead of the verb while others do it vice versa. If you choose a language that follows a sentence structure, phonetics and grammar rules similar to your mother tongue, it’s easier to construct sentences in your new tongue when you know the words. Some languages don’t have certain phonemes, so if such languages are your mother tongue, you’re going to have a tough time mastering the missing phonemes in the new language.

• Has adequate learning resources: In the absence of a regular class or a good teacher when learning a new language, you need access to books, lessons, CDs, websites and pamphlets that help you in your effort. You also need to be able to take tests to see how much you’ve learned, so check for online and other resources before you set out on your endeavor.

• Is spoken by people who you interact with regularly: You need to keep practicing the spoken form of the language if you want to attain fluency and retain it, so choose a tongue that people around you speak regularly. It helps the learning process when you’re able to put to practice what you’ve learned.

• Is simple and straightforward: It may be a thrill and a challenge to try and learn languages like Russian, Arabic and Chinese that are extremely difficult, but if it’s your first attempt at learning a new language, it’s better to stick to something simple like Spanish or French.

Whatever your choice, you need to learn the basics in a month or so and become adequately fluent in six months depending on how much time you’re devoting to the cause. It’s a fun process, so enjoy every inch of this educative experience.


This post was contributed by Katie Wilson, who writes about the online universities. She welcomes your feedback at KatieWilson06@gmail.com. After graduating from college she took time off to pursue a writing career. Katie writes for online education sites offering tips, advice, and general information regarding education, learning, and studying.

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.

Thinking of Teaching in Colombia? Then Read This

If You Want to Teach English in Colombia

You should start distributing your CV NOW for work next semester or at least to garner a few initial interviews when you arrive here. Meanwhile, polish up that CV and assemble your diplomas, academic publications and production, certificates of technical conference presentations and attendance, etc. to have them ready as well.

Work VISA and Immigration Requirements

You’ll also need to bone up on immigration and work visa requirements for foreigners in Colombia. Since my wife is Colombian I took a different route than most of you obviously will need to.

Police records from the USA and your state of residence are also a requirement, I'm pretty sure. From a foreign country you'll need a police document called a "Paz y Salvo" or something similar. The local police or immigration office should know what you'll need too. I'd check with them right away for a document which essentially says you have no criminal record or legal proceedings against you in that country. You could also check with Colombian immigration at the Colombian Embassy but I can't say how helpful they're going to be. It just depends on where you presently live.

"Book'em Danno"

The FBI provides criminal records checks for citizens transferring residence abroad. If you're already living and working abroad, someone from home can inquire about necessary procedures on your behalf at any FBI branch or field office. The local police in the town where you lived might be able to help too. When I lived in Allentown, PA I went to the Central Police HQ and told them what I needed. They contacted the local FBI field office, which happened to be only a couple of blocks away and referred my case to them. The local police fingerprinted me right then and there - along with the current crop of "undesirables" who had just been brought in, but the officer attending to my case made sure to tell everybody repeated that I wasn't being "booked" and that I was a special non-criminal case. Then, everybody, including the others being booked then, had a surprisingly different attitude towards me. Much to my relief, I might add.

I then took my fingerprint card to the FBI field office - up until then I didn't even know that there even was an FBI field office in town. The agents were very nice about explaining the procedures to me, until I told them I was going to Colombia that is. While this noticeably altered their behavior, still I wasn't charged with anything, had no criminal record and was there on my own and not under arrest so they quickly "mellowed out" and helped me along.

The FBI

To "speed things up" even more, I drove down to the FBI HQ in Washington, DC, (shown above) with the police records I had so far, and everything was finished the same day. These procedures were nothing new to them as diplomats, high-level businessmen and administrators all apparently need to do the same thing at some point.

With criminal records clearance from the PA State Police, the local city of Allentown Police and the FBI, I had no problems with emigrating to Colombia and securing lucrative work. In Colombia, your diplomas are key to determining what kind of work - teaching, for example, that you'll "officially" be allowed to do. Other than that, a very healthy dose of patience is all you'll need from then on.

I hope this helps to get you started. Let me know if you have any further questions.

In an additional post I'll comment on what then happens once you get to Colombia. That's really where the "fun" begins.

See you then.


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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

Halloween in Mexico: Mystic Tepoztlan

Spirits, UFOs and Ancient Aztec Brews Await

Teaching English as a foreign language in Mexico offers many unique, surprising places to see and visit. There are witches conventions, giant Olmec heads, enactments of ancient rituals and frequent UFO sightings, just to name a few options. The mystic town of Tepoztlan is one such place, and thinking of Halloween, this town is one of a few which almost automatically come to mind. This city of about 28,000 Nahuatl-speaking Indians and mixed Spanish blood inhabitants is one of the most unique in all of Mexico. The traditions of the Aztec are continued strongly through the native inhabitants. Nahuatl names abound in restaurants, stores, shops, names of streets and "hospedajes". Nahuatl is also taught in the schools here to enable future generations to uphold the traditions of their ancestors. English isn't widely spoken yet but is catching on in the more tourist-oriented spots like restaurants, souvenir shops and discos. A brisk walk around town will take less than three hours. Flowers bloom everywhere and there seems to be a cathedral on every corner.

Getting Around Tepoztlan

Getting around the town of Tepoztlan couldn't be easier. Taxis are readily available and very cheap, fares are only a few pesos from anywhere to anywhere in town. The cheapest way to get around, of course, is to walk and you shouldn't deprive yourself of the pleasure of the many interesting strolls the town offers. Just pick a direction and light out, stopping often along the way to ogle, chat or gasp in astonishment. It's the only true way to get to know the town and its heavy mix of indigenous folk. The compact size of the town allows you to stroll casually between many locations in a matter of minutes, especially in and around downtown.

Speaking of Spirits: Your First Taste of the Ancient, Royal Drink "Pulque" Awaits

Tepoztlan, the reputed place of origin of "Pulque", the royal drink of the Aztecs, is the perfect place to try some for yourself. There are only a few sites to do so, one of which is conveniently located on the Avenida Del Tepozteco just beyond the pink-fronted Los Colorines Restaurant. Look for someone seated at a small table and the "Pulque" sign. Up to three liters of "agua de miel" can be scooped from the heart of a Maguey plant each day. Allowed to ferment, it becomes the pungent "pulque". Even in its "mild" stage, three to five liters (depending on your size and alcohol tolerance) will have you blind drunk. The Pulque, which has a rather pungent, somewhat unpleasant smell, is also mixed with dark red sangria, or with grosella, which is a bright pink, to make it sweeter and more palatable. A liter will cost you 15 pesos, a half-liter cup is 10 pesos and a glassful is 5 pesos. You can taste a shot glass full of each form at no charge to determine your preferred form of the Aztec's royal drink. Be careful with this drink though, or you might wind up seeing "ghosts". Salud!

A “STAR TREK” You Shouldn’t Miss

Get out your hiking boots - we're headed seriously "Uptown". That is to say, up to the 30 ft. plus high Pyramid of Tepozteco situated nearly a thousand ft. above the town of Tepoztlan on top of a sheer cliff overlooking the town from the rugged northern skyline. The pyramid honors Tepoztecatl, who among other things, was the Aztec god of, you guessed it - Pulque. For the best views and to beat the heat, go early in the morning. You'll also beat the crowds that make the pilgrimage up the near vertical path that starts near the foot of the cliffs at the end of the Avenida Del Tepozteco. Be prepared for a pulse-pounding climb of an hour or more, although the panorama of Tepoztlan and environs is more than worth the effort. The Pyramid ruins are interesting too. Tuck at least 40 pesos or so in your pocket to pay the pyramid site admission fee. Don't forget to carry some water and a camera to capture those mystic moments.

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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Creative, Dynamic Ways to Motivate and Teach English as a Foreign Language to Diverse Groups of Reluctant Learners" by requesting the title at: lynchlarrym@gmail.com

How to Learn Chinese in 6 Months – Reader Comment

How to Learn Chinese in 6 Months – Reader Comment

For the benefit of the readers of this blog, I’m posting a poignant comment sent in as a response to the post on learning Chinese in 6 months. It helps to provide a additional perspective on foreign language learning of Chinese:

Truett Black said...

I've studied and taught Mandarin for more than 20 years. I am a Chinese to English translator and interpreter and have done business in greater China for the past fifteen years. I live in Taiwan and Mandarin is my daily language of commerce.

I can say, with absolute certainty, that a native English speaker could achieve only marginal fluency in Mandarin in 6 months, but nothing more. You may be able to hold a very simple conversation, but you will not be able to do anything really useful with the language (e.g. conduct a business meeting, make a telephone call) until you've studied it and used it on a daily basis for about a year.

There are several problems with learning Mandarin to communicate in Mandarin fluently (e.g. grammar, tones, writing). All can be overcome, but not in six months.

If an executive wants to learn some basic Mandarin prior to coming overseas, I'm all for it, but he won't make much progress until he/she is actually living among Chinese speakers.

Sent in on October 18, 2008 at 11:41 AM

More on the difficulties and cultural aspects of learning the Chinese Lingua Franca are available at:
http://thelinguafranca.wordpress.com/

How the Global Recession is Affecting English as a Foreign Language Teachers

EFL Teachers, Have You Been Living in a Cave?

Unless you’ve been living in a cave for the past couple of months, you are well aware of the recent severe fluctuations in world economic markets. Undoubtedly, this will ultimately affect us all in one way or another. This includes us as teachers of English as a foreign language. This is especially true for those who may be living and teaching English abroad as they continue to watch the value of their local-currency salaries incessantly plummet earthward like a falling Icarus with his melting wings. Others, like a mourning Daedalus, stand helplessly by, watching as potentially catastrophic events unfold all around us.

World Countries Affected

With even large corporations experiencing heavy financial losses, mid-size companies rapidly down-sizing and some major banks going bankrupt, economic shakeouts are an inevitable event. Stronger currencies like the Yen, British Pound, the US Dollar and the Euro, among other currencies, will be weakened and perhaps even be slightly devalued. In weaker economies based on currencies like the peso, the Baht, etc. may well see their standings against stronger currencies diminish greatly. The crisis may be positive or negative for you depending on your particular country and situation. See “Economic Troubles – Effect on EFL”.

Likely Repercussions to be Expected

These events are highly likely to generate repercussions and a variety of “trickle down” effects such as:

• Cuts in company staff training budgets
• Layoffs of employees
• Reduction or elimination of smaller, low-budget departments
• An increase in out-sourcing of services
• Consolidation of financial, banking and other related services

How English Language Teachers Can Prepare

This news in general is mixed, both good and bad for teachers of English as a foreign language. With an increase in out-sourcing will come a plethora of entrepreneurial opportunities for private contracts in providing still-essential business services such as teaching, training and tutoring, English included, to now cash-strapped companies looking for ways to maintain quality, remain competitive and still stay afloat financially. Staff training budgets likely will see cuts, but the need for English will continue to exist. This represents a continual need for skilled, knowledgeable English as a foreign language professionals with well-honed business and entrepreneurial skills.

A More Detailed Look into These EFL Teaching Related Events

For a more detailed, on-going look into these English as a foreign language teaching related events is available online for EFL teachers at the ESL Daily website post, “Economic Woes and the EFL Community: The Concern – Part 1". This is generally a good site for world news events relating to the teaching of English as a foreign language and is recommended.


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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

Teaching English as a Foreign Language: Is a Course Book Really All You Need?

Adapting Course Book Materials in ELT

Commercially available course books: Most ESL and EFL programs use a commercially available course book. This however, is truly not the “end-all” solution for providing effective EFL learning materials. Since the vast majority of course books, of marketing necessity, need to be general enough to be useful across large regions of the world, there is a need to adapt specific content for our particular groups of learners. Learner first languages vary, cultures vary, idioms and expressions vary, grammatical elements and connected speech aspects vary. There certainly is no “one size fits all” course book.

A Valuable Didactic Base

While most well-produced course books do in fact provide a needed essential didactic base for ongoing instruction in EFL (or foreign language learning), the English language teacher would do well to have an arsenal of activities and adapted EFL materials in their repertoire. A virtual myriad of possibilities exist, but I have found a number of the following exercise and activity types to be consistently useful.

English as a Foreign Language Didactic Exercise Types

These can be readily adapted from course books to provide for the specific needs of your EFL or other foreign language learners.

• COGNITIVE PAIRS – more commonly known as matching when two or more columns are related by the learner


• CLOZE EXERCISE – fill in the blanks with missing words in numerically even blanks set into the text


• FILL in the BLANKS – fill in the missing words selected for a particular grammatical aspect or part of speech


• WORD or LETTER UNSCRAMBLE – re-order letters to form a word or re-order words to form a sentence or other grammatical element


• RE-ORDERING a SEQUENCE – re-order words or phrases to form meaningful language elements


• TRUE or FALSE – decide if a phrase or sentence is correct


• GIVE a DESCRIPTION – verbally detail an object, scene or reference


• EXPOSITORY WRITING – express an opinion, tell an anecdote or story, present or respond to an argument


• COMPLETE the PHRASE or SENTENCE –complete a missing segment of a phrase or sentence


• PROBLEM-SOLVING – express a solution to a problem or scenario


• ERROR CORRECTION – find mistakes in a phrase, sentence or paragraph, then write, select or provide the proper form or information


• COMPREHENSION QUESTIONS – answer posed questions in a way which demonstrates knowledge of a theme or topic in a reading selection


• WRITE the QUESTION – a “right-brained” activity designed to exploit mechanisms of abstract thinking


• COMPLETE a CHART or GRAPH – change textual information into a graphic form without altering the original meaning


• MAKE a COMPARISON - demonstrate differences between two or more items, situations, etc.


• SELECT an ITEM FROM a GROUP – choose which word or phrase is alien to a group of words or phrases and explain your choice in rational or abstract terms


• RE-WRITE or RE-STATE – paraphrase a phrase, expression or statement using an alternative lexical set


• GIVE an OPINION – argue for or against a presented position or statement supplying necessary proofs, evidences and justifications to support your position


• DRAMATIZATION – enact a situation or scenario in a way which demonstrates the ability to manipulate language and / or grammatical structures


• COMBINE EXERCISE TYPES – two or more of the previous activity / exercise types can be combined for increased complexity, realism or language skill level demonstration


Elements EFL Activity Types

In the next part of this article post series we’ll go into further detail on the elements of these exercise and activity types. How they each function and with which types of language learners specifically, will be considered as well as incorporating adapted course book material into a course book lesson plan to enrich the learning experience.

See you then.


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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

Motivate Reluctant EFL Learners Using These Five Critical Approaches

Teaching English to Difficult Groups

Eventually it happens. You are assigned a certifiable “group from Hell”. The students are unmotivated, unruly, unresponsive, inattentive, lazy, don’t have (and don’t want) English language course books, attend your English language classes sporadically (or often, not at all). The EFL teacher (this means YOU) is virtually ignored, homework is “forgotten” more often than it is done. Hey, and just forget about “class participation” – unless you include throwing things at you as class participation. Yet, you still have the responsibility to “teach” the group. There’s even some expectation on the part of the school administration and hopeful parents, of these students actually learning some English.

But how?

You cringe at the very thought of walking into a “class” with “them”. Why you’d rather face a pride of lions or a pack of ravenous timber wolves, you think to yourself.

But wait, there’s hope.

Five Critical Approaches

Anytime a notorious pack of hyenas shows up in my schedule calling itself an “English class”, I don’t fret – okay, well maybe a little at first – I pull the “fantastic five” out of my bag of tricks, then, “let the games begin”. Here are my five applied didactic approaches:

• Theory of Dual Psychology

This theory, also known as “Split Brain Theory” indicates the existence of separate right and left brain dominant tendencies with insight, 3D, art, colors, imagination and music being situated primarily in the right brain hemisphere. Number skills, reasoning, written and spoken language are seated in the brain’s left hemisphere. Determining a learner’s dominant brain hemisphere can aid in providing a unique “learning pathway” into their mental capacities, helping both the teacher and the learner.

• Providing an Enriched Learning Environment (M. Diamond, 1960s)

University of California – Berkeley’s Prof. Marion Diamond demonstrated during the 1960s that the cerebral cortex, which is responsible for higher nerve functions, increases under the influence of an enriched learning environment, just as an impoverished environment decreases the size of the brain.

• Applied Multiple Intelligences Theory (H. Gardner, 1983)

Since 1983, Harvard University’s Prof. Howard Gardner has re-set educational boundaries with his theory of now nine specialized ”intelligences” inherent within each of us. The degrees of development of each of these intelligences varies from one person to another creating a unique individual. Once an individual learner’s intelligences or preferences are determined, they can be taught virtually any theme in a highly successful manner.

• Using Hermann’s Brain Dominance Model (N. Hermann – pictured above)

Ned Hermann’s Brain Dominance model classifies personality strengths and weaknesses into cerebral and limbic, then sub-divides into four color-coded categories (blue - theorist, yellow-innovator, green-organizer and red-humanistic) which combine to create a unique personality in each person.

• Identification and Use of Learner-Preferred Activities (D. Lazear)

As a kind of “offshoot” of the Multiple Intelligences, David Lazear expounds on the application of learner-preferred activities to allow leach person to learn in ways which are most “agreeable” to them, thus improving overall learning success.

A Wildly Diverse Group

Using these five approaches, singly or in combination, even the most wildly diverse EFL group can be “tamed”, motivated and actually taught, saving the sanity of even the most inexperienced teachers. But what exactly is each of these approaches? How can you effectively combine and apply these approaches? What materials and activities are effective in motivating a difficult group of EFL or foreign language students?

We’ll continue with a close examination of these approaches and detailing some useful techniques in upcoming parts of this article post series.

See you then.


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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

Top 10 Language Blogs from Lexiophiles

Top 10 Language Blogs

From Lexiophiles here is a list of the Top 10 language and education blogs currently on the web.

1. The English Blog:

Blog covering both old and new Internet resources for learners and teachers of English. Not only reviews and presentations, but also advice on how to get the most out of it.

2. English Experts:

Blog on studying English as a second language online for Portuguese speakers.

3. Listen to English:

Podcast and blog for learners of English. Topics include current events, items of interest and cultural quirks.

4. E|FL 2.0:

Blog with information about learning English as a foreign language in today’s online 2.0 environment. Includes tools, reviews and articles.

5. Larry Ferlazzo’s Websites of the Day…:

Reviews and comments on various websites to help teach and learn ELL, ESL, & EFL.

6. Polish Blog:

Blog on the Polish language and learning it. The blog includes tips & tricks, answering readers questions and looking at different learning tools.

7. Mission to Learn:

A blog on how to be more successful in finding and benefiting from learning experiences - online and off.

8. Teach42:

Education and Technology. Looking at different tools to use and how to use them, by Steve Dembo.

9. Cuaderno Intercultural:

Blog which collects and organizes information, resources, advice, news, and everything that can be useful to intercultural teaching and foreign students.

10. Language Geek:

Tips and tricks on learning languages and language education. Views and reviews on helpful websites as well as articles on study techniques.

Feel free to check out some of these different blogs for yourself. I found most of them to be quite interesting and informative. Have fun!


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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

Foreign Language-Learning Child Prodigies

Three Exceptional Children

Near the beginning of the eighteenth century, within the three years from 1719 to 1721, were born in different countries, three children of exceptional language-learning talent entirely without parallel to date in history.

John Lewis Candiac

The first of those, John Lewis Candiac, was born at Nismes, in 1719 This strangely gifted child, we are told, was able, in his third year, to speak not only his native French but also Latin. Before he was six years old he spoke also Greek and Hebrew. He was well versed, besides, in arithmetic, geography, ancient and modern history, and even heraldry. But, as might be expected, those premature efforts quickly exhausted his overtaxed powers, and he died of "water on the brain" (Hydrocephalia?) in 1726, at seven years of age.

Jean Philipe Baratier

The third of those marvels of precocity, Jean Philipe Baratier, (pictured) was born at Anspach in the same year with Heinecken, 1721. His career, however, was not so brief, as the ill-fated child just named. When Baratier was only four years old, he was able to speak Latin, French, and German. At six he spoke Greek; and at nine Hebrew ; in which latter language the soundness of his attainments is attested by a lexicon which he published in his eleventh year. Nor was Baratier a mere linguist. He is said to have mastered elementary mathematics in three months, and to have qualified himself by thirteen month's study for the ordinary thesis maintained at taking out the degree of Doctor of Laws. He was also well versed in architecture, in ancient and modern literature, in antiquities, and even the uncommon science of numismatics. He translated from the Hebrew Benjamin of Tudela's " Itinerary." He published a detailed and critical account of the Rabbinical Bible; and communicated to several societies elaborate papers on astronomical and mathematical subjects. This extraordinary youth died at the age of nineteen in 1760.

Giovanni Cristoforo Amaduzzi

Later in the same century was born at Rome a child named Giovanni Cristoforo Amaduzzi, if not quite so precocious as this extraordinary trio, at least of riper intellect, and destined to survive for greater distinction and for a more useful career. The precise dates of his various attainments do not appear to be chronicled; but, when he was only twelve years old, he published a poetical translation of the Hecuba of Euripides, which excited universal surprise; and a few years later, on the visit of the Emperor Joseph II. and his brother Leopold to Rome, he addressed to the Emperor a polyglot ode of welcome in Greek, Latin, Italian, and French. His after studies, however, were more serious and more practical. He is well-known, not only as a linguist, but also as a philologer of some merit; and in his capacity of corrector of the Propaganda Oriental Press, a post which he filled till his death, in 1792, he rendered many important services to Oriental studies.

Information of these texts, excluding images, were excerpted from the online posting “Infant Phenomena” at:
http://how-to-learn-any-language.com/e/polyglots/infant-phenomena.html


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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

The Top Five Most Spoken Languages in the World

Most Spoken Languages

According to the Lexiophiles website, there are currently over 6,912 languages in the world, spoken by more than 6.6 billion people.

Here is a list of the five most spoken languages, with their ranking, and the actual number of people who speak it as a first language…

These figures represent approximate population numbers, complied by various agencies, and gathered through several sources, and, as most data of the sort, vary greatly from one estimate to another.

Rank Language Native speakers
1 Chinese 1,210,000,000
2 Hindi 487,000,000
3 Spanish 358,000,000
4 English 341,000,000
5 Arabic 320,000,000

Chinese is the most spoken language in the world, with more than 1.2 billion native speakers, mainly in China, Taiwan, Malaysia, and Singapore. This includes both Mandarin and Cantonese. In addition, 178 million people speak Chinese as a second language.

Hindi is the second most spoken language, mainly in India and Fiji. However, it is estimated that over 900 million people have a significant knowledge of the language.

Spanish comes third, with native speakers, in South America: Mexico, Colombia, Argentina, Venezuela, Peru, Chile, Cuba, Ecuador, Dominican Republic, El Salvador, Honduras, Guatemala, Nicaragua, Bolivia, Puerto Rico, Costa Rica, Uruguay, Panama, Belize, and also Spain, Andorra, Gibraltar, and the United States. According to the latest estimates, over 100 million people also speak it as a second language.

English, as a first language, is spoken by 341 million people. This comprises the United States, the United Kingdom, Ireland, Canada, Australia, New Zealand, South Africa, Singapore, Bermuda, and a few other countries. English is the most widely spoken second language, with over 870 million people using it worldwide.

Arabic is spoken in most of the Middle East, as well as parts of Africa: Egypt, Algeria, Morocco, Iraq, Sudan, Saudi Arabia, Yemen, Syria, Tunisia, Libya, Lebanon, Jordan, Mauritania, Palestinian Territories, Israel, the United Arab Emirates, Kuwait, Qatar, and Somalia.

For a listing of the ten most spoken languages, you can visit the Lexophiles website at: http://www.lexiophiles.com/most-spoken-languages

NOTE: The entire series is available ONLY by e-mailing Prof. Lynch at: lynchlarrym@gmail.com/ with “Sleep Learning” in the e-mail title. Regretfully, when my current supply of copies of this limited, controversial, eye-opening report are exhausted, the report will go out of print.

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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

The Headless Horseman Rides Again

English Language Learning in October

Every year during the month of October and at times into early November, I show my English as a Foreign Language learners the Disney animated version of “The Legend of Sleepy Hollow”. The video serves several purposes both didactic and non-didactic. It continues to be popular with the students regardless of their age, major or occupation.

The Legend of Sleepy Hollow

Most of you are probably familiar with Washington Irving’s classic American short story, originally penned in 1819-1820, based on a German folktale. A transient schoolmaster, Icabod Crane, arrives in the tiny colonial burg of Sleepy Hollow situated near Tarrytown, in Westchester County of New York state. As he integrates into the local society, he falls for a wealthy farmer’s daughter, Katrina Van Tassel. The superstitious pedagogue battles a local rival for the fair maid’s favors. On the night of October 31st during festivities at the Van Tassel estate ghost stories told by the guests bring out the worst of Icabod’s fears. One story in particular, that of a Headless Horseman who rides one night each year in search of a new head, terrifies the schoolmaster beyond all else. The hapless schoolteacher later encounters the legendary Headless Horseman and … Well, if you don’t know the rest of the story it’s worth a read.


Setting the stage

The full-color, animated feature runs about 30 minutes, so it is short enough to fit well into a 90-minute class session. I prepare a two-page worksheet to help the students follow the story and extract key information as they watch. To set the stage overall we talk about legends in Colombia which may include:

• The Three Crosses (Las Tres Cruces)
• Chupacabra (like a “Boogeyman”)
• El Duende (similar to a Leprechaun)
• Pata Sola (like a one-legged “Bigfoot”)


Are You Superstitious?

After watching the story and working through the task sheet, we check answers and responses. We talk about their likes and dislikes which may be similar to those seen in the story. I also ask about their superstitions and reactions to situations like:

• Breaking a mirror
• A black cat or black butterfly approaching them
• Using a broom to ward off bad luck
• Walking under a ladder

The activity, in general, is useful for English language levels from beginner to upper intermediate and beyond. It serves to illustrate some aspects of history, culture and customs in the USA associated with the fall of the year.


The Worksheet is Also Available

If you have access to this particular video and would like to have a copy of the worksheet I use, e-mail your request to me at: lynchlarrym@gmail.com and Ill be glad to send you one right away.

Although I’m not a great proponent of using whole movies for their own sake in the EFL classroom, I do favor using short, 5 - 8 minute or so short video clips on occasion. Audio visuals like videos do aid in lowering the affective filter of the students and can greatly promote learning when used judiciously. This 30-minute animated film is one of but a rare few of the exceptions that I use.

By the way, are YOU superstitious?


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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

How to Make Yourself and Your English Language Learners Smarter

Make Yourself Smarter

It is now commonly accepted that collectively, our brain works by utilizing billions of neural inter-connections along an almost infinite variety of pathways to manage our intellectual capacities. The more inter-connections we have, the better or more efficiently our brains perform functions like solving problems or developing creative thought. Scientists know, but can’t explain exactly how the process works (yet), but if you study mathematics, your musical ability improves. If you read extensively your ability to develop new physical skills or artistic abilities is augmented. This being so, we can therefore literally make ourselves “smarter” by increasing the quantities of inter-connections in our brain.

Improving Mental Ability

But how exactly do we go about improving our mental ability? By strengthening one or more areas of our brain which are lesser developed. If you’re an avid reader, study art. If you love all things musical, increment your nature studies. Are you an athlete? Increase your music appreciation and other areas of intellectual prowess will follow. It may sound strange and illogical, but it works. Here are six of the nine strongest “intelligences” and how they influence personality, character and ability. Note how each one can be strengthened and expanded using simple activities practiced on a regular basis.


1. Verbal - Linguistic Intelligence

People whose brains are highly developed in this area are avid readers, like to write and do crosswords. They are also successful language learners. To expand your skills in this intelligence, do crosswords, word finds and other word games and puzzles. Delve into poetry or write essays and articles. (Now there's an idea) Try some verbal - linguistic types of activities online at:

Puzzle Maker website www.puzzlemaker.com

Hot Potatoes website for creating puzzles
http://web.uvis.ca/hrd/halfbaked/


2. Visual - Spatial Intelligence

If you love flashy colors, are an artist who paints, draws, creates or crafts, then your brain is highly - developed in this area. If you're not, then learn to draw, cartoon or do jigsaw puzzles and you'll increment stimulation to this part of your brain. Visit these websites for more info and to try your hand at some visual - spatial activities:

Crosswords Kit home page http://www.crosswordkit.com/

Jigsaw puzzle free downloads
http://zone.msn.com/deluxegames/

3. Musical - Rhythmic Intelligence

Musicians, singers, rappers and poets unite! You're all focused in on the musical - rhythmic intelligence. These people typically play a musical instrument, sing, whistle, and hum. They love limericks and music in all its forms. You who aspire to greater mental facility could take music lessons, learn and recite nursery rhymes to your children, take a music appreciation course or simply add more music to your everyday life. Online check out these sites to get started:

Live international music feeds http://www.live365.com

Live International music feeds http://www.radiotower.com/

4. Logical - Mathematical Intelligence

If you're into computers then your brain is lodged here. Structured and organized you revel in order and neatness. Likely you'll be at ease with numbers too. Bookkeepers, accountants, Statisticians and software programmers are strong in this intelligence. Should you wish to strengthen in this intelligence, solve mysteries, learn computer logic or programming or play strategic board games like chess, checkers, backgammon or Monopoly, anyone? Get a jump on revving up this intelligence playing games at:

Free online games http://zone.msn.com/en/root/default.htm

Free game downloads
http://www.freeworldgroup.com/game.html

5. Bodily - Kinesthetic Intelligence

This is the reign of the jocks as this intelligence features innate love of motion and movement. They dance, tap, ballet or play a sport well. Do you go hiking? Swimming? Are you a ballroom dancer, cyclist or marathoner? Any type of athletics will help serve your mental and physical development. Take up surfing, learn ballroom dancing, train for a triathlon or improve your cooking skills to make yourself smarter. At the very least, you could go to the neighborhood gym for regular workouts, or take a brisk walk everyday. Your mind (and your body) will thank you as you improve your health and fitness levels – and get smarter.


6. Naturalist Intelligence

Nature lovers snugly reside here. They love animals, gardens, flowers, sunsets and the sea. Veterinarians, animal trainers, horticulturalists, environmentalists and biologists are often strongest in this intelligence. From simply going regularly for nature walks to the formal study of biological sciences will deepen your mental strengths in this intelligence. The pleasures of orchids and roses await you. Simmer in the secrets of medicinal plants, work with or enjoy horses, bees, birds or fish. Volunteer at the zoo or involve yourself in activities that take and keep you outdoors. Ideas abound online beginning with these offerings:

Sea World online
http://www.seaworld.org/animal-info/animal-bytes/index.htm

Ed Web homepage http://www.edwebproject.org/

Have Some Fun While You Make Yourself Smarter

By working regularly on activities in these areas, your collective intelligence, that is your overall ability to think, create, solve problems and execute mental processes, will grow. So have some fun while you make yourself, and your English as a foreign language learners, smarter.


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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

Can You Really Learn A Foreign Language While You Sleep: Theoretical Approaches

The Lure of Learning English While You Sleep

While the lure of “learning English or another foreign language while you sleep” may be highly provocative and tempting for all of us in this not-enough-time-to-do-everything world, there’s still no “easy out”. Learning a foreign language can be a life-long pursuit or a summer project. In this second installment of our quest, we’ll briefly examine some theoretical approaches to English language or foreign language learning.

Theoretical Approaches

English Language Teaching and Learning theories support a number of useful, valid approaches for foreign language or second language acquisition. Considering the major language learning theories previously or currently prevalent, let’s briefly examine any basis for “sleep learning”. The following language learning theories have all been popular or prevalent during our current or recent decades:

• Grammar / Translation method
(F. Boas and O. Jespersen)

• Direct Methods

• Audio-Lingual (Darian, 1972 et al.)

• Computer-Aided Language Learning - (CALL)

• TPR - Total Physical Response
(J. Asher, 1965)

• The Silent Way (Gattegno, 1972)

• The Communicative Approach

• Suggestopedia (Lozanov, 1978)

• The Natural Approach (Krashen-Terrell, 1983)

• Neuro-linguistic Programming - NLP
(Bandler and Grindler, 1982)

• The Lexical Approach (Willis, 1990 et al.)

• Community Language Learning
( C. Curran et al., 1972)


The Theory of Multiple Intelligences

Howard Gardner’s Theory of Multiple Intelligences, (H. Gardner, 1983) while not strictly a language-learning theory, nonetheless, has had considerable application to language learning and acquisition. Of these, the following have aspects which seemingly might promote or support the concept of “sleep learning”. They are: The Silent Way (Gattegno, 1972), Suggestopedia (Lozanov, 1978), and Neuro-Linguistic Programming (Bandler and Grindler, 1982).
Let’s briefly examine each of these.

The Silent Way

The Silent Way (ref. Richards and Rodgers, 2004) was developed by Caleb Gattegno (Gattegno, 1972) and is a method based on the premise that the English, or foreign language teacher, should be “silent” as much as possible and the language learner encouraged to produce as much language as possible. But while the method requires minimal external input on the part of the language teacher, it does provide for problem-solving, “discovery learning” and creation of memorable images to facilitate learner recall. Problem-solving and discovery learning certainly can not occur during the noted stages of sleep. Creation of “memorable imagery” is possible, especially during the dream state, but how many learners remember these images with any frequency?

Theory, Methodology and Didactics

Apart from theory, methodology and didactics, language is a communicative tool. It allows us, as humans, to share our knowledge, thoughts and ideas in a way and at a level that none of the other animal species ever can. But what actually constitutes good practice in English or foreign language learning? How can we identify or become a good language learner? In the third installment of this article series, “Can you really learn English or another foreign language while you sleep?”, we’ll examine some of the many aspects inherent in good language learners.

NOTE: The entire series is available ONLY by e-mailing Prof. Lynch at: lynchlarrym@gmail.com/ with “Sleep Learning” in the e-mail title. Regretfully, when my current supply of copies of this limited, controversial, eye-opening report are exhausted, the report will go out of print.

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 125 countries. Get your FREE, pdf format report" Can You Really Learn A Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

Can You Really Learn A Foreign Language While You Sleep?

Learn A Foreign Language While You Sleep

It really seems so easy. Just put on the CD or tapes, relax in bed and learn English (or another foreign language) while you sleep. Have you ever seen those ads that say, “Learn English While Sleeping” or that promise “effortless” language learning by listening to a tape or CD while you relax or take a nap? With the continual rise in the study of English as a foreign or second language, (EFL, ESL) progressive TEFL English and foreign language teachers, foreign language learners, and educational administrators need to be aware of the implications posed by claims of “learning English (or another foreign language) while you sleep. To better understand the processes involved let’s first look at each of them individually in turn. In this first part of the series, we’ll examine the elements of sleep.

What is Sleep?

The state of sleep is generally defined as “the resting state in which the body is not active and the mind is unconscious.” A more extensive definition is offered by Webster’s New World Dictionary (third ed., 1989); “sleep: a natural, regularly occurring condition of rest for the body and mind, during which the eyes are usually closed and there is little or no conscious thought or voluntary movement, but there is intermittent dreaming”.

Sleep is also likened to death. In the Holy Bible (New World Translation, 1981 quoted) at John 11: 11 Jesus says, “Lazarus or friend has gone to rest, but I am journeying there to awaken him from sleep.” Then in verse 14 Jesus clarifies his meaning of “sleep”, “At that time, therefore, Jesus said to them outspokenly: Lazarus has died.” In describing death the bible continues at Ecclesiastes 9: 5 stating, “The living are conscious that they will die; but as for the dead, they are conscious of nothing at all.” So sleep then, is characterized as a condition typically devoid of conscious thought. Have you ever slept through a severe thunder storm, a series of car alarms going off, an explosion, an earth tremor (minor earthquake) or dogs barking loudly at night? Completely unconscious, right? For even further clarification, here are some characteristics of human sleep.

Characteristics of Sleep

Characteristics of sleep in humans are:

• lying down, if possible although sleep is possible in almost any position according to studies done on astronauts and in sleep study centers

• Eyes are closed, but sleep can occur with opened eyes in an environment devoid of light and / or distraction

• You don’t hear anything or do not consciously respond to external sounds depending on the level, depth or stage of sleep

• Slow, rhythmic breathing pattern (which might be altered during dream stage)

• Muscles are completely relaxed with the exception of altered states of sleep or reaction to dreams or abnormal physical conditions

• Person may occasionally roll over changing positions

Stages of Sleep

On the average, a person goes through five stages, or levels of sleep. The stages each have distinctive characteristics and determine what the brain and body are capable of.

• Stage One – 4-5% Light sleep. Muscle activity slows down

• Stage Two – 45-55% Breathing and heart rate slows. Body temperature decreases

• Stage Three – 4-6% Deep sleep. Slow Delta waves begin

• Stage Four – 12-15% Very deep sleep; brain produces Delta waves

• Stage Five – 20-25% Rapid eye movement (REM); dreaming occurs


Why Do We Sleep?

For the most part, sleep allows several vital functions to take place. It is an essential physical and mental state with which we cannot do without. Our sleep allows us:

• To repair muscles and other tissues

• To replace aging or dead cells

• An opportunity for the brain to organize and archive memories, that is in part, to transfer data and memories from short to long-term memory

• Lowers energy consumption (balance of enzyme production achieved, i.e. blood glucose levels, electrolyte levels, etc.)

• To recharge the brain (diminished supplies of fluids and enzymes in organs and lymphatic system can be replenished during sleep)

How Much Sleep?

Most young adults need 7 to 9 hours of sleep a night, but the quantity of sleep required can vary depending on age, daily activity, diet, nutrition and other physical and / or psychological factors. Sleep deprivation can directly affect:

• Short term memory
• Physical and Mental Performance
• Efficiency
• Physical health
• Emotional health

With 30 to 40 million Americans suffering from serious sleep-related disorders, the effect of sleep on learning and cognitive competencies is of serious concern.

Learn A Foreign Language While You Sleep: Theoretical Approaches

In the next segment of this series, “Learn A Foreign Language While You Sleep: Theoretical Approaches”, we’ll look at both recent and current language-learning theories and approaches and how some might seemingly provide some support for these claims.


NOTE: The entire series is available ONLY by e-mailing Prof. Lynch at: lynchlarrym@gmail.com/ with “Sleep Learning” in the e-mail title. Regretfully, when my current supply of copies of this limited, controversial, eye-opening report are exhausted, the report will go out of print.

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 125 countries worldwide. Get your FREE, pdf format report on CD or via e-mail, "Can You REALLY Learn a Foreign Language While You Sleep?" by requesting the title at: lynchlarrym@gmail.com

Try This for Perfecting Past Tense Pronunciation Practice

Regular Verbs in English Past Tense

When I needed some fresh material for working in the past tense with my EFL, English as a Foreign Language, students in Barcelona, Spain I opted to create a short story. This three-paragraph narrative I wrote using only the past tense of regular verbs served not only for reading, but for grammar practice, spelling and pronunciation practice as well. For even more diversity and mileage from this narrative, I later added comprehension questions, a word search puzzle, a crossword puzzle, a re-ordering exercise, a verbs-to-meanings matching exercise, a letter unscramble and a verb chart for added practice activities. (Do you think I left anything out?)

It has worked quite well for me. To adjust for shorter practice time or other lesson planning constraints use only one paragraph for your activities and practice. It was considerably more difficult than I’d imagined to write such a highly-focused, structured piece but it continually serves to aid students even in its “artificial” language form. Writing it also flexed my creative writing muscles.

Here’s the narrative text with the regular verbs in past tense in boldface:

OUR ENCHANTED ANNIVERSARY EVENING

It happened to be our anniversary when we traveled to Barcelona, so my wife Doris and I planned a special evening out. I purchased a beautiful bouquet of red roses that smelled wonderful and a black pearl necklace that sparkled in the moonlight. I beamed as I presented them to Doris. She pinned a rose to her sequinned lapel. Her auburn hair shimmered in the sunset’s bronzed glow. I called a checkered taxi and we passed many highlighted sights before we arrived in front of the restaurant. The waiter seated us as soon as we walked into the neon-signed restaurant. I noticed a secluded table. (22 verbs in this section)

We positioned ourselves near an opened window and prepared to eat. My wife Doris looked at the selections listed on the menu and decided to have an appetizer. I picked the mushroom soup. A few minutes later the waiter returned. “What would you like to have?”, he asked. Doris ordered some steamed shrimp and broiled trout. I requested a tossed Cesar salad with a grilled steak and a baked potato. While we dined, we chatted and sipped a glass of white wine. Doris wolfed down her food but I savored the meal and chewed my steak slowly. When she finished, she munched on some pretzels. She soon gobbled up all the pretzels in the small bowl placed on the table. Later, we nibbled on a slice of decorated cheesecake as we talked. I wanted some coffee with my dessert. Doris preferred to drink iced tea. After the salted pretzels, Doris needed to drink some water. The waiter finally handed me the bill and I offered him a tip. We tipped him 15% of the totaled charges. He thanked us and smiled as we exited the restaurant.
(40 verbs in this section)

Outside the now closed restaurant, we strolled along the cobble-stoned street, stopped and laughed when we spotted a trained puppy that jumped and played with its owner. We then relaxed and watched the sunset from a padded park bench as the boats in the harbor rocked, pitched and bobbed on the water. Next, we watched a romantic movie at a new cinema that interested us. The aged couple in the movie argued and chased each other as they sailed down an unnamed river that tumbled and surged through rapids which boiled around jagged rocks. Frequently they were trapped and scared. When the colorized movie ended the two discovered that they really loved each other. Finally, at the disco, we danced, swayed to the music and hugged each other often. Whenever I kissed Doris she blushed and giggled. Both of us enjoyed our enchanted evening out together. We hope you liked our story.
(41 verbs in this section)

Using This Narrative Text

Try using this narrative, past-tense-of-regular-verbs-only text, wholly or in part to help your EFL or ESL, English as a Second Language, students with this all-important grammatical context. You can bold face or underline the targeted verb forms as done here or remove them to create a “fill-in-the-blanks exercise. Add addition reading, writing or pronunciation-based activities for getting even more usefulness form this narrative. Who knows? Your results may be even better than mine.

Grammatical Note: By the way, just to clear up doubts of any "grammarians" or "purists", also included above are past participles used as adjectives, but the verb forms are still past tense of regular verbs in English.


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 and Learn Spanish: An Interesting and Profitable Combination

Teach English and Learn Spanish

When a reader recently wrote in to ask,

“I am interested in teaching English (as a foreign language) in a Spanish-speaking country (mainly because I desire to reach some fluency in the language)."

I was, needless to say, intrigued since I myself teach in the Spanish-speaking country of Colombia. The correspondence finished up with,

“Is there any country that you would recommend as being the best place to learn Spanish?”

That was it, I was hooked.

Here’s some of what my response contained plus some added tidbits.

As for locations where the L1 (first language) is Spanish: The two best for newly-minted EFL (English as a Foreign Language) teachers are Mexico and Ecuador, in my opinion. Briefly, here’s why:

Mexico

Mexico has a straightforward, although not always quick infrastructure set up for ex-pat English language teachers. The money isn't too bad either in many locations. Getting to and from the USA is normally quick, easy and inexpensive. The FM-3 working visa that long-term teachers will need isn’t too big of a hassle to acquire, and while not actually cheap, it’s affordable. You can easily recover your investment working only for a short time. Many schools will even pay it for you on a one-year minimum contract. Otherwise schools at least help you with getting the work visa, even if you must “front” the money for it yourself.

There are an abundance of Spanish-for-foreigner schools in the larger cities like Mexico, D.F., Guadalajara and Monterrey, among others. ELT (English language teaching) jobs are relatively plentiful and the regional Spanish is a widely-understood, comprehensible variety.

Ecuador

Ecuador is also foreigner-friendly to a point. There are truckloads of Spanish-for-foreigner schools in Quito and other major cities. They use the dollar, which will stretch your savings to greater distances and the country is quite "Americanized" enough that you won't feel like an idiot from day one because you can't read anything or don't recognize anything around you. In a pinch, English speakers aren’t difficult to find in the more upbeat sectors of Quito or Guayaquil, either. There are so many Spanish-for-foreigner schools in Quito, it’s almost silly. At my last count more than 125 had their doors open for business. Other cities like Guayaquil and Cuenca have their offerings too. Jobs are reasonably easy to come by, especially if you’re prepared by a CELTA (Certificate in English Language Teaching to Adults) or a well-taught TEFL (Teaching English as a Foreign Language) course beforehand.

If you need more information you can check out my article series on English language teaching, and teaching English in Mexico posted at http://ezinearticles.com/?expert_bio=Larry_M._Lynch. I sincerely hope this offers you some guidance. Best wishes for a great career in a location that’s interesting for you.

… and good luck, you’re going to need it.


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 in Colombia Frequently Asked Questions

Teaching English as a Foreign Language in Colombia

The following comprise some of the most frequently asked questions I receive on teaching English in Colombia. While not a complete listing, the responses do provide some brief insight into EFL possibilities here. I have lived and taught in Colombia since 1995 and am currently teaching at the Santiago de Cali University in Cali pictured here.

Q: Do you have a list of EFL schools in Colombia or know where I may find one?

A: You will find some helpful information for teaching English in Colombia in an online article published by Transitions Abroad magazine at:

http://www.transitionsabroad.com/publications/magazine/0205/teachcolumbia.shtml

Q: I am particularly interested in spending time in Cartagena. I wonder if you might be able to advise me or point me in the right direction?

A: In Cartagena you can contact any schools there directly when you arrive since it's a relatively small city based solely on some tourism. Unemployment is very high there unfortunately. You should contact regular primary and secondary schools as well.

Q: I'm beginning to get the impression that perhaps Cartagena may not hold many opportunities. Does your comment about unemployment being high there imply that there's not much call for English teachers (to adults) in the town? I'm not being very successful searching for adult educational establishments in Cartagena.

A: With nearly 80 per cent unemployment, Cartagena might not be right for you. Beggars, thieves, con artists and a massive army of poor constantly surround you. You certainly can't go to the beach that the city is famous for because there they know you're a "tourist" with disposable dollars and you'll be absolutely miserable after the first 500 or so beggars have beseiged you in less than a couple of hours. Not much of a vacation spot now, I'm afraid. Sorry.

Q: I understand you have written a series of articles about teaching English in Colombia, could you point me in the right direction?

A: Your best opportunities will be in Bogota, the capitol, with more than 75 schools, universities and institutes from which to choose. Cali has about forty such options. If you'd like to be on the coast, you might try Barranquilla. The language institute at the university there is hiring EFL teachers on a continual basis and is online. It's the Universidad del Norte site in English is at:

http://www.uninorte.edu.co/english/int_relations.html

Q: What is the best time of year to go to look for work in Colombia?

A: As far as looking for work is concerned; July to August you should be pounding the pavement. The next best time frame is in early to mid January. Another critical period for job-hunting is May to June. Most importantly, choose where you want to live and work, or make a pilot trip to uncover essential facts, leads and information on a couple of cities.

Q: How much money do you think I should have before I travel to Colombia?
A: Try to have enough money to tide you over at least three months of savings to give you some breathing room, but even one month of savings might be enough if you find something fairly quickly. Just look at the exchange rate of U.S. dollars to Colombian pesos. Factor in the cost of living per month and you’ll likely find an approximate amount of savings that are necessary. You can compile a more accurate figure by checking out www.tefl.com for their Bogota city cost guide.

Q: Is there anything else you might suggest to me as a newly certified EFL / ESL teacher?

A: After a bit of tenure in Colombia you'll have other options, especially if your Spanish is passable. Also consider Spain, Mexico (my favorite), Ecuador, Chile and other Spanish-speaking countries. If you're not set on one of those, Turkey, Indonesia and China, along with other Asian countries pay very well and offer good opportunity for newbie native English speaking EFL teachers.

Q: Are your other articles available to read online?
A: Let me know what you have in mind and I might be able to offer some more specific suggestions. For even more information and readings, you might want to check out my articles online at EzineArticles.com cataloged at:

http://EzineArticles.com/?expert=Larry_M._Lynch

These should keep you interested, busy and informed for a while. Let me know if I can be of any further assistance.

Good luck.


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.