Can anyone learn a foreign language online and free? Yes, you can!
“Wait a minute”, you might say … are you telling me I can learn any language online? For real? Yes, you can.
But …. of course, there had to be a BUT! The internet is full of free pages to learn a foreign language, but not all are reliable, either because they don’t offer a program structured to your level, or because the method presented doesn’t suit your learning personality. Moreover, online learning is not the ideal medium for everyone, let alone those who are not disciplined and organised.
As a teacher, of course I stand for classes with a teacher. That’s the best choice. But not always the feasible one.
How can you learn at home?
Firstly, find a way of motivating and organising yourself. Tell others what you’re doin; that should keep your accountable, at least initially. Secondly, set up a list of resources for your learning process.
Google up easy reading texts in your target language. Read a paragraph of a news story. A fairy tale. A piece of the transcript of an interview of a politician, artist, footballer or any other you might fancy and find interesting. Check the pronunciation, the vocabulary.
YouTube has tons of videos in your target language, not necessarily about learning the language. But clips of news or documentaries are great starting points.
Focus on listening to news and documentaries that have a clearer speech. Podcasts are a great source of listening material that you can download and listen to anywhere, anytime.
This requires some courage. Dare to speak. Skype provides a language exchange forum for you to connect with people around the world.
You see? As I told you before, free online language learning is posssible but no magical solution. You’ll have to apply yourself to it regularly, especially if your goal is to learn “fast”.
Quite often teachers of English as a Foreign Language find themselves between a rock and a hard place concerning teaching pronunciation. If they’re native speakers they hesitate in constantly correcting their students fearing they’ll pass an overbearing image and many times thinking … “well… I can understand them … whatever”. If the teacher is a nonnative speaker of English they might feel insecure about their own pronunciation or even worse… they might not be aware of the proper pronunciation of specific sounds in English which are different from their mother tongue.
So… why bother teaching pronunciation?
Students want and need to speak clearly.
Their phonological awareness has an impact on all areas of their language learning besides speaking: reading, writing, vocabulary, etc
But what’s the right pronunciation? What’s a standard accent? British RP? Only 3% of Brits actually speak it. American Midwestern? What about Mississippi or Alabama? How about global English?
That’s why it’s important to know why your students are learning English.
The teacher must then focus on speech comprehension rather on the student’s accent being good, bad or proper.
How to do it? Teaching pronunciation works best a little during every lesson instead of once a week or whatever frequency students have.
“The teacher must”, as Richard Cauldwell wrote, ‘focus on:
the greenhouse: isolated words.
the garden: mixing and growing words together, linking words.
The jungle: where everything is mixed”
The best way will be to integrate pronunciation with other skills and lots of repetition (practice).
In conclusion, our insecurity about the way we speak can be managed by raising our awareness and practicing to the student’s heart’s content.
N.B – Many thanks to Laura Patsko with her great YouTube videos on the subject of pronunciation – https://youtu.be/yyga6vIAroE
The role of the teacher in the classroom must not be underestimated. So whether you’re still wet behind your ears or have grown prematurely grey due to the many years of teaching, here are some good reminders
- Be keen and approachable. Make sure your students know your name. You have an identity. Apologise when necessary.
- Avoid too much TTT (Teacher Talking Time). No matter your students’ level they want to be able to speak. A lot of a teacher’s talking time is just lost on the students. It feels very teacher-oriented when one is explaining a lot and spending a lot of time setting up activities, but students still don’t know what’s going on.
- Teach the students, not the plan. The teacher must be adaptable and flexible.
- Find a balance between allowing students to communicate freely and proper pronunciation correction.
- Avoid a deluge of photocopies. It’s very easy to get disorganised. From the very beginning encourage students to create their own book with the copies and a binder.
- Don’t expect perfection, and give encouragement. Sometimes the teacher is so eager on perfection that they won’t let students utter anything without it being perfect.
- Seek a balance between the grammar, vocab and pronunciation.
The par excellence teaching approach philosophy today is “student-centered” which is all right and good, but then again, perhaps the classroom provides a space in which learners can basically get all the answers that they wouldn’t get if they were just out in the wild west of the real world, where nobody is there to lend a hand and it’s all just a question of survival. That’s where the teacher fits in.
This does require a particularly nimble teacher – one who is able to adapt on the spot and come up with feedback, drills, little practice exercises and questions that identify the specific problem the student has, how to remedy it and how to let the students practise it correctly. It also requires that the learners are able to go with the flow too.
Source: Thanks to the notes on teacher observation provided by Luke Thompson. Teacher Luke’s English Podcast https://teacherluke.co.uk/2018/02/16/512-my-experiences-of-not-learning-french-part-2-learning-language-in-a-classroom-vs-learning-on-your-own/
English is a flexible, malleable language. It is constantly changing, maybe even faster than other languages due to the huge influence it has worldwide in addition to the different cultures and languages immigrating into English-speaking countries.
In my case I feel passionate about the English language, the sounds, the complex yet simple grammar. How many books do I have about the English language? Most definitely over 22 – just about the English language – I’m not counting grammar or literature books.
Now many people learn English through their gaming addictions.
As an ESL/ EFL teacher, I try to encourage my students to enjoy the language learning process…. don’t see it as an end in itself but rather as a means towards an end.
One point of contention is that some students want to learn grammar while others just hate the sound of the word.
Since the inception of the communicative approach, the main trend in teaching grammar has been as an integrated part of the lesson. When teaching the simple past for instance – regular verbs – many false beginners have already seen them but never learned the proper pronunciation.
They will be fated to fail when trying to say these verbs for instance.
So the best approach is to integrate grammar into the other skills, they’ll learn the grammar but also the listening and speaking part of the language .
Defenders of teaching grammar as a stand alone part of the class is that it would get lost in the noise of other points – it’ll be explicit teaching. Many times the proper grammar has never been acquired because it’s never been noticed.
So a blending of the two approaches would bring the best of the results. That’s I would call the Blended Approach.
Ask anybody from Santiago to Shanghai and they’ll answer the same: English is a global language and very important to learn.
So … why is it that after decades of public efforts in several countries to teach students English as a Foreign Language success can be so limited and even negligible?
Let’s use Brazil as a reference but (it most certainly applies to many other countries in Latin America, Asia or Europe).
in Brazil (almost) everybody in public and private schools studies English as a foreign language – there are around 57 million students in primary and secondary education but a very little percentage can claim to have a remedial level of English. Why is that?
1. English is taught as another subject not a tool – lack of proper speaking skills and pronunciation and accent reduction in both teachers and students make them embarrassed and afraid of speaking the language.
2. Out-of-dated English course programmes with focus on grammar and rote memorisation. Asking primary and secondary students I could observe that over 60% of those questioned don’t like to study English, but over 80% replied that it would be nice to have an English aptitude level for university entrance exams and / or traveling abroad.
3. The sheer dimension of the country and the prevalence of a monolingual society with lack of incentives towards learning a second language. Brazilians in practical terms miss academic and professional opportunities in other countries because they can’t use English properly.
This scenario will only change if and when foreign language teaching becomes a tool towards a goal and not an end in itself, and the teachers on the front become multipliers of language learning and not barriers.
Keep on learning,
Quite often I come across students who say they have been studying English for ages but they still can’t think in English. They spend precious time translating the word or phrase they’re trying to say. They feel discouraged and frustrated with this lack of performance. A couple of weeks ago I came across these very brief and useful tips on how to fix this problem. Check out Simple English Videos on YouTube (https://www.youtube.com/user/vickihollettvideo)
Here are the 5 easy steps to help any language learner internalize and start thinking in English, Spanish, Portuguese or any language they’re trying to learn:
1. WORDS – look around you – do you know the names of all the objects surrounding you? Look them up. Expand your vocabulary.
2. SIMPLE SENTENCES – use those words in simple sentences – that painting is on the wall. There’s a stapler on my desk.
3. THOUGHTS – internalize those words and ideas – say them aloud and also just think of them.
4. CONVERSATIONS – try to talk to someone in English – a friend, a co-worker, etc. You have nobody to talk to? Get a little text and read it aloud – listen to your own voice
5. DREAMS – by practicing the 1 through 4 steps daily, pretty soon you’ll be having dreams in English.
Presto – you have overcome the translation barrier – now your language production and reception will be smoother and faster.
Muitas vezes, pessoas me procuram em busca de um professor para aulas de inglês, espanhol ou francês e sempre perguntam:
Tudo bem Moacir?!
Então, estou pesquisando sobre aulas de inglês e lembrei de você, por isso entrei em contato com você por insta, pois não sabia entrar em contato.😅
Gostaria de saber qual a frequência de aulas semanais mais apropriada para o aprendizado, se vc tem disponibilidade de noite ou fds e qual seria o valor das aulas 😊
Um contato sempre é bom – se alguém está cogitando fazer aula comigo é porque algum aluno já indicou ou a pessoa já me conhece de algum evento. Claro que o ideal seria fecharmos o contrato e iniciarmos as aulas. Mas já faz um bem danado ao profissional saber que está na mente de alunos/ clientes em perspectiva.
Geralmente minha resposta segue as seguintes linhas:
Obrigado pelo contato. Olha …, o número de aulas semanais vai depender dos objetivos que você tenha: viagem a passeio? Trabalho? Desenvolvimento pessoal? Acadêmico? Manter o inglês atualizado pra não enferrujar, etc.
Nisto entra o seu nível de inglês – Beginner? Intermediate? Advanced?
Em média as pessoas fazem 1 ou duas aulas de 60/ 90 minutos por semana. Depende também da disponibilidade de tempo e dinheiro.
Por que só uma ou duas vezes? Porque o aluno precisa assumir o controle do aprendizado… o aluno tem que passar tempo ouvindo – muito, mas muito mesmo. Tem os vídeos do Ted Talks no YouTube que são muito bons ou documentário do NatGeo ou History Channel. Também pode baixar podcasts e ouvir enquanto vai para o trabalho, por exemplo. São excelentes para praticar o listening. Então o aluno precisa praticar todos os dias – mais tempo, mais progresso. Zero tempo? Zero progresso.
Além disso, o aluno precisa incorporar à sua rotina alguns momentos para ler e pensar na língua que está aprendendo. Claro que não estará compondo poesia, (pelo menos de início) Rsrsr, mas estará se familiarizando com a nova estrutura do novo idioma.
No meu caso como professor leciono presencialmente – o aluno vem até o meu office – ou online via Skype ou FaceTime. No momento não tenho horários à noite. Quanto ao fds como Adventista guardo sábados, domingos e feriados. Rsrs 😂😂
Lógico q o preço da “consulta/ aulas” varia com cada profissional mas como valor de referencia cobro R$ X por 4 horas/ mês.
Mas é o q falo para o pessoal – se as pessoas fossem todos os sábados à English Sabbath School Class no UNASP SP e estudassem a lição diariamente nem precisariam de professor.