LITERATURE REWIEV a.

Theoretical support on the following topics:

Teaching a foreign language

If we think in any solutions for teach really we can some parameters like: the level and institution, because if we have a good plain for our students and take nice and beautiful preparations I can do spectacular results. The preparation in our University obviously helps in our progress. Some students hope (esta palabra no estaba clara) to fine the best condition for learn and spoke, speak, in conditions very clearly and rapidly, for example they have anxious (favor revisar esta palabra tambin) for speak work or practice with tourist or businessman. In the class I suppose that teacher has to give the better vocabulary in context for obtain excellent results. The grammatical rules, vocabulary of the new Language is possible chapter in a class or out of this, the teacher has a good command, pronunciation and resources go to get results when teach a foreign language like English.

Describe some situations where students were learning English, they propose for get new form for communicate with others persons, in the world. In any situations the students can speak with; businessman, tourist, students and so on. Some teachers use for teaching some points, books, magazines, newspapers, but dont always have the same programs, for this reason they need internet some contexts. The majority of English teachers use a list of words like vocabulary, grammatical rules of the target language.

The students have opportunity for practice some phrases, words and others outside the classroom, in other cases the students have contact with that language in the classroom.

Learners

Whether I fine some students highly motivates for get good results I understand that a teacher is necessary that he has highly motivated for get an special concentration with yours students that listen to him, for get best results the teacher have to provoke a good interest in your exposition or speech. Determining which type of foreign language instruction is best depends on a number of variables: the learners age, aptitude, and motivation; the amount of time available for instruction; and the difference between the native and the foreign language. Age: children, adolescents and adults (with emphasis on children)

We can fine some differences in our students in second to age, for example the children are very curious but in your concentration are disperse, is possible that external factors change the attention. There are some differences between children, is important view, because adolescents have problems when they need express your lessons, or speak in front of others.

The adults have some nervous state that produce stress (for your preoccupation) or other reaction by anxiety, but this group is more cooperative, we can say that is very important mark individual differences between groups. We can fine individual differences in learning that can may be very relevant for language learning, and also mark the work of some groups, like adults, adolescents or children like in my investigation I can observe in my work camp. When considering the earlier is better approach, three points often are overlooked:

A young child tends to absorb a language through massive amounts of input and exposure, while explicit learning, involving rules and systematic practice, plays an important role for adolescents and adults.

The impact of age of learning on ultimate proficiency is not always clear cut; in other words, some child learners end up with accents and incomplete second language grammars, and some adult learners become, for all practical purposes, as skilled as native speakers.

While young learners are more likely than older students to ultimately speak a new language like native speakers, adolescents and adults actually learn foreign languages faster.

If proficiency is the goal, teaching young children a foreign language in an age-appropriate manner means providing a full-immersion education, taught by teachers who know the language well. Such programs simulate the environment of growing up with a language by:

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Integrating the second language with instruction in other subjects; Giving learners ample opportunities to engage in meaningful discourse with other students and teachers using the foreign language;

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Exposing learners to a variety of native speakers of the target language; and Focusing instruction on attaining the language skills needed for communicating about and understanding academic subject matter, not on mastering a foreign language for its own sake.

Some parents and teachers may be concerned that total immersion in a foreign language could impede a childs grasp of English and ability to learn other subjects. However, studies have shown that, while there can be an initial lag in English achievement, fullimmersion students catch up, scoring at least as well as other students on verbal and mathematics skills. They may even exceed monolingual children on some measures of cognitive processing. Also, many language programs that call themselves immersion fail to produce the expected results, apparently because they do not provide an experience similar to exemplary immersion programs like those used in Canada to teach French and other foreign languages to English speakers.

Effective language teaching is age appropriate. Young children need full immersion that imitates growing up with a language. Older students require grammar and structure along with meaning and conversation. For young children, starting early can lead to mastery of a foreign language with no long-term detriment to their grasp of English only if it is taught through a well-developed form of total immersion instruction. A program consisting of a few hours of foreign language teaching per week is not enough. Older students and adults, on the other hand, need a judicious mixture of practice and communication. Deliberate direct instruction (e.g., studying grammatical structures, memorizing lists of vocabulary words) is vital, along with ample classroom and study time. As such students progress, their instruction should become increasingly communicative and should include an extended stay abroad for greatest effect. Learner differences

Historically, subgroups have been used to describe learner differences, as if understanding the category to which one belongs would explain strong or weak academic performance. Age, Socioeconomic status, ethnicity/culture, gender, cognitive ability, disability status, and English language learners have all been cited as reasons for diverse levels of academic performance.

We can fine some differences between adults and younger age is that the former come to lessons with a long history of learning experience. The principal differences between adults or youngers are: the age, nervous, interest, etc. Language aptitude is generally regarded as a fixed variable which is positively correlated with achievement. A view of aptitude consists of three abilities: auditory, linguistic and memory, linked in that order to the stages of learning input, central processing and output. Of these, memory ability linked with output may be of particular importance for adult independent language learners, given that they are past the critical period for

language acquisition, and have increasing memory impairment. The fact that, despite this, many do well can perhaps be explained by their greater cognitive maturity and the selfmanagement skills successful learners will have acquired, which can, to a certain extent, compensate for waning memory. With regard to linguistic ability and central processing, there is evidence to suggest that while older learners are less likely than their younger counterparts to attain high levels of pronunciation because of the effects of age on coding and retrieval abilities, this is not so with grammar where the superior analytic abilities of adult learners may give them an initial advantage. Teaching for learner differences requires that teachers assess each students unique learning needs and then respond by planning and facilitating instruction that supports their learning strengths and allows them to grow in areas of weakness.

Motivation

The teacher knows that motivation is an interesting factor for the class, independent learners. For independent learners, motivation is possibly the most significant determining factor in retention and achievement. There are some demands of self-instruction, together with the shift of control from teacher to learner can be overwhelming, particularly in the early stages, that the students of my investigation. Difficulty in coping with the materials and assessing personal progress, perceived inadequacy of feedback, frustration at unresolved problems, and lack of opportunities to practice with others and share experiences are all factors that can adversely affect motivation levels. Close attention to materials design can help prevent some of these problems occurring, for example: short structuring texts (organizers) to activities, clear explanations, logical sequencing, and strategy development. Teachers need to be aware of the different types of motivational orientation and of the importance of high quality feedback in helping to boost or maintain motivation. Tandem pairing and self-help groups can also be beneficial by providing opportunities for mutual exchange and support.

Learning styles

Students are characterized by different learning styles, preferentially focusing on different types of information and tending to operate on perceived information in different ways. To reduce attrition and improve skill development in any studies, instruction should be designed to meet the needs of students. Learning styles are defined as characteristic cognitive, affective and physiological behaviours that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. Learning strategies, according are directly tied to the learner's underlying learning styles and other personality-related variables, such as anxiety and self-concept. While styles are generally viewed as relatively fixed, there is some evidence that they can change as learners gain proficiency, or in response to pedagogical intervention in the form of learner or strategy training. For independent learners, the conscious strategies classified as metacognitive (planning, monitoring and evaluating) are of particular importance because of their role in self-regulation and the development of autonomy. Studies have shown that greater learning may occur when teaching styles match learning styles than when they are mismatched, but the point of identifying learning styles is not to label individual students and tailor instruction to fit their preferences. In any other profession, students will need skills characteristic of each type of learner: the powers of observation and attention to detail of the sensor and the imagination and abstract thinking ability of the intuition; the abilities to comprehend information presented both visually and verbally, the systematic analysis skills of the sequential learner and the multidisciplinary synthesis skills of the global learner, and so on. If instruction is heavily biased toward one category of a learning style dimension, mismatched students may be too uncomfortable to learn effectively, while the students whose learning styles match the teaching style will not be helped to develop critical skills in their less preferred learning style categories. The optimal teaching style is a balanced one that sometimes matches students preferences, so their discomfort level is not too great for them to learn effectively, and sometimes goes against their preferences.

Teaching techniques

The Communicative Approach is the most common method. This approach focuses on meaningful communication, rather than precise grammar and usage. In the Audiolingual Method (ALM), students learn by memorizing phrases in order to learn common patterns in the language. The Total Physical Response method teaches by having students respond physically to language. This may include miming, gesturing or dancing and is usually for younger students. With the Silent Way method, students work out grammar rules based on example sentences, so most teachers use a mixture. In any case, independently of the used techniques, activities in the classroom should: 1. Provide opportunity to develop the four macro skills (listening, speaking, reading, and writing). 2. Allow information sharing and negotiation of meaning. 3. Occur in realistic communicative context. 4. Use appropriate heading. 5. Have a clear focus and objective. 6. Use understandable and clearly worded statements. 7. Be appropriate to the learners age and proficiency. 8. Relate to learners interests and personal lives. 9. Enable learners to imagine themselves in such situation. 10. Allow opportunities for choice (what and how to say). Teaching children

Studies have shown that children who are exposed to English or another language before the age of 10 have a better chance of learning to speak without an accent. The developing brain of a child undergoes physiological changes at the onset of adolescence that make it more difficult to distinguish and reproduce many of the sounds of a foreign language. Consequently, if we expose children to hearing native-spoken English from an early age, it will be that much easier to teach him to speak like a native. It's also important to start teaching English as a second language early, because young children have an easier time

learning languages than adolescents or adults. This is because young children are still using their intrinsic language-learning skills to acquire their first language. They quickly realize they can use these same skills when learning English. When children learn a new language, they will typically understand more than they can speak. In the beginning, most children will have what is known as a "silent period" in which they will listen to English being spoken and may respond nonverbally or in their primary language, but they will not speak English. It's important to allow this period to run its course without interference. Don't force the child to speak to you or others in English. Instead, focus on providing the child with as much exposure to the language as possible. That way the child can acquire English naturally. When trying to raise a bilingual child, reading aloud is crucial. If possible, reading the same story translated into both languages can provide added interest for the child and the opportunity to compare both languages. You should strive to make learning English as fun as possible. Set up play dates with other children who speak the same primary language as the child but are also learning English as a second language. Engage them in an activity while speaking English. Singing songs and reciting nursery rhymes is another way to get the child engaged in learning English.

Different contexts for teaching

There are different contexts for teaching, for example: large classes, discussion class, laboratory, etc. Large Classes For large classes, it is essential to be enthusiastic and to have students answer specific questions during the lecture to keep them engaged.

Personalize instruction: You may know some of your students from enrollment in a previous class or a student organization. Use this already established

relationship through casual remarks before and after class, and expand the nonverbal inclusion of others in the exchange. There are many ways in which a teacher can attempt to make a large class more personal. In general, these methods take time but are appreciated. Some strategies can include the following:

Learn students names. Use the Photo Roster to connect names with faces. Ask students to say their names before they respond to a question, and spend a few minutes after class memorizing them. Learning a small percentage of names in a large class gives students the impression that you are trying to connect with them. Ask them to tell something about themselves on the back of an information card, which you can distribute on the first day. Also, your course website is an excellent place to collect information from a Get to Know You survey, which will also foster a learning community. Emphasize willingness to talk outside of class by appointment, not just during formal office hours. Or, if you have a course website, use the online communication tools supplied. E-mail, group e-mail, and threaded discussion are all features that support communication.

Create a safe environment: To encourage student involvement, talk about questions students have raised in previous terms. Do you know the first thing students typically ask when present a problem? Or, the phrasing can be more specific: I had a student once who asked me such and such, and that is really an excellent question. Talking about student questions from previous courses is a simple technique, but it does say to students that the questions they raise are relevant and demonstrates your eagerness to respond to their queries. If a student asks a particularly insightful question after class or in an office session, the student can be recognized in class with a comment like, Janeth asked me an

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excellent question yesterday. In fact, it is so good Id like to take a few minutes in class to discuss it. Students are sometimes helped when a professor acknowledges that a concept is confusing. Explain your first encounter with the idea. What strategies and techniques helped you to clarify the concept?

Use humor: Humor can do much to communicate messages of humanness. Use it in ways that are natural and comfortable expressions of your individuality. Most important, do not be afraid to laugh at yourself. If you make a slip in pronunciation or drop three pieces of chalk in a row, and your behavior makes students smile or even laugh, join them. Never use sarcasm; it can too easily backfire if misunderstood.

Discussion class A discussion class is a small sub-group of a large lecture class, which meets regularly as a supplement to the weekly lectures. It can also be a small group formed online to work collaboratively either as part of an online course or as an activity that supports a course taught in the classroom. These are both subsets of the larger class, irrespective of class size.

Some points to considerate during a discussion class are:

Identifying the Purpose and Goals of the Discussion Class: The purpose of the group discussion must be determined during the course design. Facilitators will rely upon the lead instructor to guide them in using the group discussion period or online function in accord with the goals and objectives of the course. These should be clearly indicated in the course syllabus. Facilitators should communicate with the instructor to ensure that they clearly understand the purpose of the group activity. The students will use this time appropriately only if the monitoring person clearly conveys and supports the goals. Consider:

Is the discussion period or activity to be used for reviewing and explaining the material already covered by the lecture? Are students supposed to work together on homework problems? Are you expected to introduce new material, or are you expected to broaden the students ideas of specific aspects of the lecture materials?

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Deciding what to cover during the discussion: If there is to be an effective discussion, it is essential for a facilitator to have a firm grasp of the course readings, labs, and lectures. It is crucial to have the same exposure to course materials and presentations as students. A lot of time and effort can be lost if assumptions are made about particular lectures or presentations. Appropriate guidance of discussion activities can only occur in the context of the course activities and materials to which the discussion relates.

Getting Students Involved: How to get students involved in discussion classes also must be considered. Be sure that students know at the beginning of the year what the purpose of the discussion class is, that it is not just a rerun of the lecture. Usually, it is an opportunity to address problems students may not thoroughly understand, to broaden their knowledge of what is already understood, and to give them some practice in applying the knowledge and skills they have learned. Demonstrate that you are sensitive to their concerns. Let them know that their input will help shape discussion topics and activities.

Laboratory classes Laboratory classes are taught in many different disciplines. These suggestions are meant to be generally applicable.

Preparation of the Lab: There is much to coordinate in a laboratory class. Not only must you know the material, you must also supervise and guide students through the lab. Preparation for labs will necessarily be a large part of your teaching effort. Efficient preparation is desirable for any lab facilitator, so take advantage of all available resources.

The First Lab Meeting: Careful thought and planning are essential for the first lab class. This is the time to set the tone for the rest of the term.

Running the Lab: With your preparations finished, everything is in place and ready to go for the students. Here are some suggestions for structuring the lab period. Go into the lab early and write a brief outline of what is to be covered on the board. o o o o Begin the lab on time. Briefly summarize the results of the previous weeks lab. Give a brief introduction to this weeks lab. Demonstrate any tricky techniques or apparatus and point out the location of special materials. o o o o o Interact with students. Never pretend to know the answer to a question if you do not know the answer. Let students take responsibility for learning. Pace student progress. Provide a sense of closure and clean up.

Supplementary material

Teaching materials form an important part of most English teaching programs. From textbooks, videotapes and pictures to the Internet, teachers rely heavily on a diverse range of materials to support their teaching and their students learning. However, despite the current rich array of English language teaching materials commercially available, many teachers continue to produce their own materials for classroom use. Indeed, most teachers spend considerable time finding, selecting, evaluating, adapting and making materials to use in their teaching.

Definition

Supplementary materials can be defined as books and other materials used in addition to the coursebook. This is, supplementary materials are any resource that complements the teachers work. Supplementary materials include reference resources. These resources are those sources which provide information concerned with the language and teaching process. Within these resources there is one specific type called reference materials, whose main objective is to serve as reference and provide with help about the language, for example, dictionaries, grammar books, etc; and those which provide with ideas to understand the process of teaching and learning. Importance

Supplementary material is very important because is used for:

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Checking the form and use of grammatical structures. Checking the spelling, pronunciation and use of lexical items. Anticipating learners difficulties. Looking for new approaches to teaching lessons and new classroom activities. Developing your own understanding of language. Finding out how to use the material in your coursebook. Getting advice about particular lessons or teaching materials.

Supplementary materials try to cover these lacks that coursebooks cannot. Besides, publishing houses try to facilitate teachers work by creating and selling this sort of materials in the market. Then, teachers should be careful when buying this sort of resources; otherwise, those materials may not be convenient. Teaching aids are important but no learning should be relied on them. Teaching aids are just that, a resource to facilitate teacher their work in class. However, teachers should find a balance in the use of these resources because if they are overused, the learning process may be lowered. Besides, its selection and use will depend on the teachers needs and teaching conditions. Role of supplementary material

The use of aids is conditioned by the circumstances in which the teaching and learning process is happening. Teachers should make decisions about the aids based on a previous analysis of their teaching situation. The main aims and subsidiary aims of a lesson will exert some influence in the teachers decisions. Some of the most common aims are described below:

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Classroom equipment Main teaching purpose Blackboard / whiteboard writing up planned vocabulary, grammar examples and explanations.

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Overhead projector displaying prepared exercises on transparencies. CD player listening practice. Video recorder listening practice added visual information. Computer grammar exercises. Language laboratory grammar drills. Visual, audio, audiovisual, realia, online

Part of new teaching methodology involves integrated skills, or using several aids to produce the correct language. Many teachers shy away from using visual aids because they think it might be difficult to transfer to pronunciation (typically considered only to involve listening and mimicking). But there are many ways to add visual aids to your pronunciation teaching. The audiovisual aids are material that we can use for listen or visualize in class for get better results in students, chapter your attention and motivate. There are a big audiovisual aids that can use for best results in our English classes. For example, in the electronic market we can fine CD reproductor, computer, DVD reproductor, video camera and traditional resources like boards, cards, magazines, newspapers, etc. Is necessary know the majority resources for get our objectives, but is special work from to pupils in the use.

Use of visual resources The visual resources include images, objects, things, drafts or persons that students can look, like flashcards, posters, placard, etc. It use is important because:  Put in good condition the attention in the students in the significance.  Give a context for identify the action.  Propose and development any help for identify the significance.  Development especial interest to a language.  We can use in some steps for learning. The teacher is also a visual resource that can use gestures language, corporal bodily, for show the words or your significance.

The Board: This is the most common visual resource and is very easy and util in his use. The board has to take some characteristics like: big, clean, clearly and located in front of the classroom, a few years was black or green color now white color is dominant in the majority classrooms. Is recommendable device in four imaginary parts for better use like vocabulary, drafts, corrections or linguistics staffs, etc. Some writers says that is important write only a little part in this form, the students can get customs like only wrote texts. Other recommendation is that the better have a good size and clear for identify of any part.

Realia: We can considerate realia all naturals things that the teacher or students know for identify names or words in persons, things or others like birds, pets, insects that is easy identify in our environment. Different words, dialogues, imaginary situations, vocabulary, construction,

interaction, etc. Also we can use some exercises like: show any class objects and give instructions for students; put some things in a bag and say to students, in this object I put some things that has to use in your English class, please identify.

b. Theoretical support on previous studies about the researched topic (5 studies)

The use of supporting material in EFL or ESL classrooms.

Modern teaching techniques that take advantage of multiple intelligences such as musical, visual and kinetic exercises to involve all areas of the brain in effective English teaching in the ESL EFL classroom. Use Google Translate to Teach English Google Translate offers the most powerful, free online translation tools available. This English teaching helps and tips article focuses on using Google Translate to help out in difficult situations, as well as provide ideas on how to use Google Translate in class in lesson plans.

Google Translate: Translation

This is the most traditional tool. Enter text or any URL and Google Translate will provide a translation from English to your target language. Google Translate provides translation in 52 languages, so you'll probably find what you need. Google Translate translations are not perfect, but they are getting better all the time (more about this later).

Google Translate: Translated Search

Google Translate also provides a translated search function. This tool is extremely powerful for finding accompanying content to help students take advantage of authentic materials in English. Google Translate provides this translated search as a way to find pages written in another language that focus on the search term you provided in English. In other words, if we're working on business presentation styles, using Google Translate translated search I can provide some background materials in Spanish or any other language. Teaching Conversational Skills (Tips and Strategies)

When employing role-plays, debates, topic discussions, etc., I have noticed that some students are often timid in expressing their viewpoints. This seems due to a number of reasons: Students don't have an opinion on the subject Students have an opinion, but are worried about what the other students might say or think
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Students have an opinion, but don't feel they can say exactly what they mean Students begin giving their opinion, but want to state it in the same eloquent manner that they are capable of in their native language Other, more actively participating students, feel confident in their opinions and express them eloquently making the less confident students more timid

Pragmatically, conversation lessons and exercises are intended to improve conversational skills. For this reason, I find it helpful to first focus on building skills by eliminating some of the barriers that might be in the way of production. Having been assigned roles, opinions and points of view that they do not necessarily share, students are freed from having to express their own opinions. Therefore, they can focus on expressing themselves well in English. In this way, students tend to concentrate more on production skills, and less on factual content. They also are less likely to insist on literal translations from their mother tongue. Implementing this approach can begin slowly by providing students with short role plays using cue cards. Once students become comfortable with target structures and representing differing points of view, classes can move onto more elaborated exercises such as debates and group decision making activities. This approach bears fruit especially when debating opposing points of view. By representing opposing points of view, students' imagination are activated by trying to focus on all the various points that an opposing stand on any given issue may take. As students inherently do not agree with the view they represent, they are freed from having to invest emotionally in the statements they make. More importantly, from a pragmatic point of view, students tend to focus more on correct function and structure when they do not become too emotionally involved in what they are saying.

Of course, this is not to say that students should not express their own opinions. After all, when students go out into the "real" world they will want to say what they mean. However, taking out the personal investment factor can help students first become more confident in using English. Once this confidence is gained, students - especially timid students - will be more self-assured when expressing their own points of view.

Teaching Abroad Over the past few decades teaching abroad has become a career choice for many native English speakers. Teaching abroad offers an opportunity to not only see the world, but to also get to know local cultures and customs. As with any profession, teaching abroad can be rewarding if approached in the right spirit and with your eyes open. Teaching Abroad - Training Teaching abroad is open to almost anybody who has a bachelor's degree. If you are interested in teaching abroad to broaden the horizons, there's really no need to worry about getting a master's degree in ESOL, TESOL. However, it is important to acquire a TEFL or CELTA certificate when teaching abroad. The providers of these certificates usually offer a basic month long course that teaches you the ropes of teaching abroad. There are also online certificates to prepare you for teaching abroad. If you are interested in an online course, you can take a quick look at my review of i-to-i aimed at those interested in teaching abroad. However, many people in the profession feel that the online certificates are not nearly as valuable as certificates taught on site. Personally, I think there are valid arguments that can be made for both types of courses. Finally, one important aspect is that many of these certificate providers also offer help in job placement. This can be a very important factor when deciding which course is right for you in your efforts to begin teaching abroad. Choosing Props for the ESL/EFL classroom The use of various "props" can be effective in a number of ways: as a means of promoting conversation, as a visual tool for helping students learn grammar points, as a way of

involving other, less analytical brain functions and as a means of arousing student interest and involvement in class activities. In this feature, I would like to discuss the use of a number of these objects in the ESL - EFL classroom. First of all, here is a list of various objects that I have found useful:

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Personal Photographs Colored Chalk or Markers Building Blocks Tape or Video Recorders Hand-Puppets Paintings and Photographs

The use of these objects is very diverse and often depends on the teaching techniques and styles being used, as well as class composition and age. However, many of the uses discussed below can be used in a variety of teaching environments Suggestopedia for ESL This method was developed by Dr. Georgi Lazanov and is basically (very basically, this is all pretty new for me) on a teaching approach that seems to throw the traditional, grammar based - left brain approach out the window, and advocates a holistic, right brain approach. I won't try to describe the method in this feature. This approach is new for me (although I did write a short feature a while back based on some of its principles). I would prefer to lead you to some introductory articles on the Net discussing this technique as it is quite novel (at least for me) and, I think, has quite a lot of potential. CALL Use in the ESL/EFL Classroom There has been much debate over the use of computer assisted language learning (CALL) in the ESL/EFL classroom over the past decade. As you are reading this feature via the Internet (and I am writing this using a computer), I will assume that you feel that CALL is useful to your teaching and/or learning experience.

There are many uses of the computer in the classroom. In today's feature I would like to provide some examples of how I like to use CALL in my teaching. I find that CALL can be successfully employed not only for grammar practice and correction, but also for communicative activities. As most of you are familiar with the programs that offer help with grammar, I would like to focus on the use of CALL for communicative activities.

Successful communication learning is dependent on the student's desire to participate. I'm sure most teachers are familiar with students who complain about poor speaking and communication skills, who however, when asked to communicate, are often reluctant to do so. In my opinion, this lack of participation is often caused by the artificial nature of the classroom. When asked to communicate about various situations, students should also be involved in the actual situation. Decision making, asking for advice, agreeing and disagreeing, and compromising with fellow students are all tasks that cry out for "authentic" settings. It is in these settings that I feel CALL can be used to great advantage. By using the computer as a tool to create student projects, research information and provide context, teachers can employ the computer to help students become more involved in the task at hand, thereby facilitating the necessity of effective communication within a group setting. Whole Brain Learning The core concept of whole brain learning and related teaching concepts, such as Neuro Linguistic Programming, Suggestopedia, Brain Friendly, Mind Mapping and more, is that effective long term learning is facilitated when the whole brain is involved. In traditional learning methods, we tend to focus on the use of the left brain only, i.e. charts, logic, mathematical formulas etc. In the concepts and activities discussed on the following pages, not only right and left hemisphere learning is required, but also other areas such as the reflex brain, the limbic brain and the "new" brain. Music in the ESL Classroom The use of music in the classroom can make the entire learning process more enjoyable and can stimulate "right" brain learning. Six years ago researchers reported that people

scored better on a standard IQ test after listening to Mozart. Other tests soon followed: Rats raised on Mozart run through mazes faster and more accurately. People with Alzheimer's disease function more normally if they listen to Mozart and the music even reduces the severity of epileptic seizures. Just think of all the times you have used music to help you study for tests, think clearly about something, relax from daily stress, etc. If you think about it, using music in the ESL EFL classroom is a pretty logical thing to do considering how helpful it can be to the learning process. Setting the scene Musically Using music to introduce an exercise is a great way to activate vocabulary and get students thinking in the right direction. The most important point to remember when using music to accompany learning is that it be an aid to learning and not a distraction. Let me give an example, if your class is doing a grammar exercise and you want to use some music in the background to help students concentrate, choose music which employs regular periods (repeated phrases and patterns) - something like Hayden or Mozart, maybe Bach. Choosing abrasive, disharmonic music will distract students while their brains try to make sense of the disharmony. Choosing something melodic which employs musical patterns will not distract. Not only will this type of music not distract, the regular patterns of the music also help to underline the repetetive nature of grammar. Here are some suggestions for appropriate music for different activities:

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Grammar - Mozart, Haydn, Bach, Handel, Vivaldi Imagination exercises (descriptive writing, speaking) - Ravel, Debussy, Satie Current Situation, News in the World - Rap (for inner cities and their problems), Ethnic Music from the discussed countries (you would be surprised at how many people quickly associate the type of music with a part of the world) Making Future Plans - Fun upbeat jazz ("Take Five" by Dave Brubeck) Discussing "Serious" issues - the "serious" Germans: Beethoven, Brahms - even Mahler if you are adventurous!

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Use your imagination and you will quickly find that your students will be using their imaginations to improve their English - usually without being aware of it. How to Choose Teaching Materials Finding the right coursebook is one of the most important tasks a teacher needs to undertake. This quick guide will help you in your decision making process and point you to some of the resources on this site that can help you find the right coursebooks and supplementary materials for your course. Here's How: 1. Evaluate the makeup of your class. Important considerations include the age, final course (are the students going to take a test?), objectives and whether the class is made up of students learning for work purposes or for hobby. 2. If you are teaching a standard test course (TOEFL, First Certificate, IELTS, etc.) you will need to choose a coursebook that specifically for these tests. In this case, make sure to choose the coursebook based on the age of the class. Don't choose a book that prepares for another test as these tests are very different in construction and objectives. Here are my recommendations for the TOEFL and the First Certificate tests. 3. If you are not teaching a standard test course, are you going to teach a standard syllabus or do you want to focus on a specific area such as conversation or making presentations? 4. Standard syllabuses require books that will cover grammar, reading, writing, speaking and listening skills. I highly recommend the English File series or the Headway series for this type of course. You might also want to take a look at this 120 hour intermediate level teaching syllabus. 5. If you are teaching a non-standard syllabus class, maybe focusing on one skill set, you'll need to get some resource books for your classroom work. Here are my

recommendations for classroom resource books for adults, and these are my recommendations for young learners. 6. If you would like to take a different, non-grammar based, approach then I highly recommend taking a look at either the lexical approach (focusing on building language skills from vocabulary and linguistic forms) or the Brain friendly approach (focusing on bringing a wide variety of learning types into play). 7. If you are going to teach a Business English or ESP (English for Specific Purposes) course you will need to not only find a standard special English book, but also use the Internet as a means of finding specific information and content related to the industry. Here is a fantastic book entitled Internet and Business English. 8. You may also want to consider using software as a means of extending the possibilities in the classroom. Here are guides to my recommendations for beginner, intermediate and young learner software packages. BRAIN Friendly English Learning The use of both the left and right hemispheres of the brain and employs information from theories of multiple intelligence, suggestopedia, and neuro-linguistic programming. The underlying foundation (greatly simplified) of this learning/teaching theory is that there are many factors which need to be integrated into the learning process

The right brain and the left brain

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The left hemisphere is concerned with logical and analytical skills The right hemisphere is the center of visual, rhythm, "artistic" abilities

The reflex brain

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Stimulated by activity, the "reflex brain" makes sure the brain has the oxygen it needs to function well.

The limbic system

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Links memory with emotion and is stimulated by "self investment" i.e. personal involvement

The new brain

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The new brain is the area of the brain that creates new material

Different learning styles

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The idea that language is best learned when presented and worked on through a combination of the ear (auditory), the eye (visual), and by movement (kinetic)

In this style of learning/teaching, any given exercise stimulates many of the above areas in order to involve as much of the brain as possible in the learning experience, thereby producing more effective results. Memes in English Language Learning A meme can be a simple idea, or a complex idea. The most important point about a meme is that it propagates. In other words, a meme is an idea, value or pattern of behavior that is especially attractive and is passed from one person to the next - or even one society to the next. Let's take an idea of a simple meme: 'love, love, love (music) love, love, love ...' If you are familiar with the Beatles you probably are humming that tune right now. That tune is a meme (at least as it is understood by the experts - references below!). It is passed around the world through the radio, people singing, etc. The Beatles were very good at creating musical memes, and the life of their music continues on beyond their own lives. A more complex meme might be the idea of democracy. Many feel that this is the best system in the world, while others might vehemently disagree. It's an idea that's very attractive and has been passed down through the generations. Some people (Richard Dawkins who originated the idea) claim that religions are memes.

The great thing about thinking about ideas, values, etc. in terms of being memes is that it allows you to distance yourself from memes. If it is just an idea that is propagated effectively, it is not necessarily THE TRUTH. How does this apply to learning English? I think that many of our learning techniques are memes. They are ideas that have been passed down from one teacher to another, to students, etc. They are ideas about how you should learn a language. Unfortunately, what makes a good meme does not always make a good language learning technique! Let's take a look at what I consider to be some of the more damaging memes. The best way to learn grammar is to study all the rules. It's best not to speak if you are going to make a lot of mistakes. The only way to read English is to make sure you understand each and every word.
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You should be able to translate from your own language while speaking English.

Multiple Intelligence Activities The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. Here is a discussion of the eight different intelligences Dr. Gardner proposes and their relationship to the ESL / EFL classroom. Each explanation is followed by lesson plans or exercises which can be used in class.

Verbal / Linguistic Explanation and understanding through the use of words. This is the most common means of teaching. In the most traditional sense, the teacher teaches and the students learn. However, this can also be turned around and students can help each other understand concepts. While teaching to other types of intelligences is extremely important, this type of teaching focuses on using language and will continue to play the primary role in learning English.

Visual / Spatial Explanation and comprehension through the use of pictures, graphs, maps, etc. This type of learning gives students visual clues to help them remember language. In my opinion, the use of visual, spatial and situational clues is probably the reason

learning a language in an English speaking country (Canada, USA, England, etc.) is the most effective way to learn English.

Body / Kinesthetic Ability to use the body to express ideas, accomplish tasks, create moods, etc. This type of learning combines physical actions with linguistic responses and are very helpful for tying language to actions. In other words, repeating "I'd like to pay by credit card." in a dialogue is much less effective than having a student act out a role-play in which he pulls out his wallet and says, "I'd like to pay by credit card."

Interpersonal Ability to get along with others, work with others to accomplish tasks. Group learning is based on interpersonal skills. Not only do students learn while speaking to others in an "authentic" setting, they develop English speaking skills while reacting to others. Obviously, not all learners have excellent interpersonal skills. For this reason, group work needs to balanced with other activities.

Logical / Mathematical Use of logic and mathematical models to represent and work with ideas. Grammar analysis falls into this type of learning style. Many teachers feel that English teaching syllabi are too loaded towards grammar analysis which has little to do with communicative ability. Nonetheless, using a balanced approach, grammar analysis has it's place in the classroom. Unfortunately, because of certain standardized teaching practices, this type of teaching sometimes tends to dominate the classroom.

Musical Ability to recognize and communicate using melody, rhythm, and harmony. This type of learning is sometimes underestimated in ESL classrooms. If you keep in mind that English is a very rhythmic language because of its tendency to accent only certain words, you'll recognize that music plays a role in the classroom as well.

Intrapersonal

Learning through self-knowledge leading to understanding of motives, goals, strengths and weaknesses. This intelligence is essential for long-term English learning. Students who are aware of these types of issues will be able to deal with underlying issues that can improve or hamper English usage.

Environmental Ability to recognize elements of and learn from the natural world around us. Similar to visual and spatial skills, Environmental intelligence will help students master English required to interact with their environment.