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.