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  • Exploring a new pedagogy: Teaching for Intellectual and Emotional Learning (TIEL) August 31, 2010
    The role of teacher educators is to develop the capacity in pre-service teachers for complex teaching that will prepare them to create and teach in “learning communities [that are] humane, intellectually challenging, and pluralistic” (Darling-Hammond, 1997, p. 33). To establish and maintain such learning communities, however, requires knowledge of intellectu […]
  • Teaching factual writing: purpose and structure August 26, 2010
    David Wray and Maureen Lewis remind us of the need to focus on the teaching of factual texts in primary classrooms. They offer one particular teaching strategy, ‘writing frames’, trialed by teachers in the EXEL (Exeter Extending Literacy) Project, as a useful strategy in assisting young writers learn to write factual texts. Introduction As members [...] […]
  • Who qualifies to monitor an ESP course: a content teacher or a language teacher? August 24, 2010
    As it is known, ESP materials are developed in order to respond to the specific needs of English learners. ESP is a branch of applied linguistics in which investigators attempt to put their fingers on the specific needs of individuals or groups of individuals in English in order to design materials related to their specific [...] […]
  • Defining whole language in a postmodern age August 22, 2010
    Can whole language be ‘defined’ in the true sense of the word? Lorraine Wilson believes that while whole language can never be ‘defined’ in the sense suggested by the word’s Latin root (definire = to finish, finalise), certain core principles and assumptions can be made explicit. In this article she describes how a group of [...] […]
  • Generic practice August 18, 2010
    In this article Jo-Anne Reid postulates the benefits of postmodern thinking in language and literacy education. She encourages literacy educators to think about what we are doing, each and every time, without relying on what we might accept (without thinking) as rules for the genre of teaching. Rather, she says, we should be engaging ourselves [...] […]
  • A guide to the advantages of a TESOL Course August 14, 2010
    TESOL is the condensed form of Teaching English to the Speaker of Other Languages, a globally acknowledged qualification. This course, suggests Manuel Kupka, offers you an insight into the fundamental approaches of instruction and learning in English. After finishing your course you will become a professional educator who can teach English to people who spea […]
  • Beginning reading: phonemic awareness and whole texts August 11, 2010
    By Paul Richardson It may be serendipity, or a function of the news media I sample during the course of each day, but I have increasingly heard it claimed from various sources that Australia is again facing a literacy crisis. Politicians, radio broadcasters and journalists have all claimed that a proportion of children in schools around [...] […]
  • Will an online TEFL course help me find jobs abroad? August 2, 2010
    There’s a lot of debate around online TEFL courses, notes Bruce Haxton. Are they as good as classroom TEFL courses? Do language schools accept them? And will they prepare you for a life of teaching English abroad? The truth is; they have their pros and their cons – just like classroom TEFL courses. For some [...] […]
  • How can speed reading be useful? June 27, 2010
    The second of two articles on speed reading by Adam Harley: Speed reading is an essential skill when you need to read large information quickly. Speed of reading means how many words you read in a minute. Different people have different speed of reading which can be improved by using different techniques and methods. It is [...] […]
  • An introduction to speed reading June 24, 2010
    The first of two articles on speed reading by Adam Harley: Speed reading isn’t too difficult. Try a couple of these tips and techniques, and you can already increase your reading speed. Speed reading is an enhanced form of reading. It uses many of the same methods and ideas, but enhances them to the point where speed [...] […]

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Teaching Beginners

June on the TEFL Times has been set aside for a series of articles from Sharon K Couzens de Hinojosa, the creator and writer for TEFL Tips.

As teachers it can be frustrating to teach beginners, everything seems to go painstakingly slow. But think how difficult it would be for you to learn a completely different language. Below are some tips to help you out when teaching beginners.


Explain things again and again. Most people aren’t going to grasp a concept on the first try. Be patient and be prepared to explain it again, but in a different manner.

Provide lots of review activities. Try reviewing a little bit each day. Also allow for different situations in order to practise what was learnt. Think of different grouping, such as individual, pairs, small groups, and whole class.

Be patient and don’t pressure students. While some students are ready to make mistakes and start talking, others are perfectionist who want to make sure they can say something perfectly before they say it.

Give students more time. Wait and then wait some more. Don’t worry if you have to wait 30 seconds or a minute to have someone respond. It’s not because they’re not interested. It’s simply because they’re thinking of how to say it.

Give homework. It sounds bad, but if you give homework, the students will open their books and be forced to review what they’ve learnt in class. The majority of students won’t open their books unless they have to.

Forget the slang. Learn to speak properly and enunciate your words. Say something and stop, don’t keep rephrasing what you’ve said. It will only confuse your students.

Give compliments. Let your students know that they are doing well. Have them save their past work so that they can see the progress they’ve made.

Make learning fun. Let’s face it, most of us would rather do something fun than boring, so apply this concept to your classes. There are plenty of websites and material out there to make your class a blast.

Use technology. There are websites that allow students to practise their English online. From games to online tests, there’s loads to choose from. Try assigning an online test or game for homework and you’ll see that most of your students will do it.

Enroll in a language course. This is the best way to empathize with your students. You’ll know how they feel if you feel the same way. You’ll understand that learning a language requires a lot of time and effort.

About the author

Sharon K Couzens de Hinojosa is the creator and writer for TEFL Tips, The LA Job List, and The Ultimate Peru List. She enjoys answering people’s questions about TEFLing and Peru.

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