Putting your best foot forward

 When applying for a new job in a multinational, it is almost certain that at least part of the interview will be in English. Furthermore, it is possible that you will have to participate in a tele-conference or give a presentation. Even if you have confidence in your language skills, some brushing up may be advisable; better still, invest in some professional English interview coaching.

 It is important to remember that in most cases an interview will be held in English for one or a number of the following reasons:

• The interviewer does not speak the local language.
• Contact with customers and colleagues will be in English
• The company is multi-national and uses English as its Lingua Franca.

 The point of the English interview therefore, is not to catch you out on some finer point of grammar but to make sure that you can communicate effectively and without confusion or difficulty.

 Here are some important do’s and don’ts

 Do

• Immerse yourself in English through CD’s and TV etc. if you are not in daily contact with the language
• Book extra language lessons and coaching, preferably with a native speaker
• Anticipate likely questions and plan your answers
• Think about the key points you want to communicate; say them in Polish and then ask yourself if you can express the same in English to your satisfaction
• During the interview, listen carefully to questions – it will go against you if you answer a different question
• Focus on speaking clearly and meaningfully
• Be concise but interesting and expressive
• Enhance your message with appropriate body-language

 Don’t

• Say you are fluent if you are only intermediate – you will be found out
• Plan every answer word for word – it will sound like you are a robot
• Particularly don’t do this with presentations – it’s really boring
• Don’t over complicate speech just to incorporate a complex tense
• Don’t make your answers too long
• Don’t panic or freeze if you can’t find the exact word you want, keep going and use the best alternative

 Remember that you have got where you are through hard work, thorough preparation and determination; carry these traits into the interview and you are sure to give a good account of yourself. Good luck!

First, we want to learn English , we must determine first of all for which we want to learn. You must choose the field that interests us: English for students ( school ), English for Immigration ( conversation ), English for work abroad in a specific area (specialized technical language), English tests internationally accredited: TOEFL, IELTS, Cambridge ESL / EFL etc.

Once we established what we interested in the English language, must decide on how much timeis needed to reach the desired result. Also, we must evaluate the level at which we know English (beginner, intermediate or advanced) and decide how we want to progress. There are several ways to learn English, but the beginning is always the hardest. So, we detail below the steps to follow depending on each situation.

Stages of learning English and they 

1. English school

In general, when we learn English for school, we need to cover some gaps (gaps). If the information does not have continuity, we can understand and learn English. Thus, we must know what information we do not master very well and insist on them. We need:

• A Dictionary of English – Romanian and Romanian – English, and more useful is an English dictionary – English

You really have to know how to translate words from English into Romanian and from Romanian into English. A dictionary is absolutely necessary. Given that English has many words with multiple meanings, an English dictionary – English would be more appropriate. This is a glossary with definitions in English. In addition, it also offers the family of words derived from the word, so we can learn much more vocabulary and definitions at the same time. In the link below you can find such a dictionary.

• Worksheets, exercises, grammar and vocabulary tests

Only the theory does not help in trying to learn English. We need more exercises, tests and evaluations that always tell us how we have progressed and where we need to insist. Tests can be combined (grammar and vocabulary) or directed Only a specific issue. The trick is to decide what you need and to work seriously. Also in the link below you will find these key tests, exercises and worksheets.

1. English tests and exams: TOEFL, IELTS, Cambridge ESL / EFL

In general, when we decide to give such a test, we need to know what level, where we go where we want to go and how long. Need:

• A Dictionary of English – Romanian and Romanian – English and an English dictionary – English

Like the above, we need a dictionary to that otherwise can not learn a foreign language. Given that we intend to learn English on Long-Term, most helpful would be an online dictionary.

• Intestinal English Course

If the type tests and exams: TOEFL, IELTS, Cambridge ESL / EFL most want to learn exactly what the exam is given and a short time. You must decide what level of difficulty according to the exam and prepare strictly for this purpose.

• Test structure – type tests, rubrics, assessments (preferably online)

To type an exam TOEFL, IELTS, Cambridge ESL / EFL, we must know which is the structure of the test and what is required at the level of difficulty of our choice. Such models you can find in the link below for each type of exam or test.

1. English for immigration and work abroad .
   

In this case, we need to focus specifically on situations that we need in everyday life and job you will be abroad. The approach is different depending on the level of English that you have initially.

• Vocabulary

For a beginner level , we must begin to learn English name of the objects that you already know in Romanian. For example, presentation and personal data would be a good start, then the objects that surround us, the family and its members, etc.. It’s also nice to imagine some situations that occur in real life everyday: prezetare and politeness formulas, an information request from the airport, shopping, hotel, restaurants, etc..

Do not despair! In more than 2-3 months after installation in a foreign country you learn English at a satisfactory level, if not better. In other words, you learn that you will be.

If an advanced level , we can focus on specific vocabulary that we will use it at work. It’s also good to know how to write a letter to both formal and informal English. Some rules of writing are, again, welcome.
 
Grammar

In English, the verb is the biggest problem for many times do not have a correspondent in Romanian. Also, many verbs are irregular in their forms and we must learn by heart. This is much easier through more exercise.

However, it need only insist on the Present Simple, Present Continuous, Past Simple Tens, Tens Continuous Past and Future. On this we will use most often.

• Need Dictionary English – Romanian and Romanian – English or an English dictionary – English

Whatever the purpose of learning a foreign language, we can not do without a dictionary. The reasons are listed above. A dictionary is perhaps the best investment. And do not forget to take it with you when you leave the country! If we opt for a dictionary Olin, we must ensure that we have access to it at any time.

• Conversation practice guide

A guide to practice English conversation – Romanians can be very helpful. The only condition is to be divided into situations that can occur in real life and in certain contexts (shopping, doctor, office, etc.).

• Tests, worksheets and intensive English course

All help to know English increasingly better. You might want to work these tests, worksheets and online exercises, so that we can check immediately when we can practice and satisfaction is immediate. In addition, we have access to them anywhere an internet connection! All these exercises in English worksheets, online courses and English tests, including an English dictionary online are very well structured and are available here ! Absolutely free!

The first group are not literate in English, nor their own language.   This is the most difficult group to teach because they are illiterate in both languages.  It would benefit this group to learn their own language first and then try to learn English.

These beginning speakers learn from gestures, signs, and pictures and usually study English for several years before they comprehend it.  They learn by repeating the words spoken by the professor or instructor.

However, some of the people in this group have no interest in learning their own language because of the time restraints involved.  Perhaps they are just interested in gaining knowledge of English for employment possibilities.  The instructor should respect the goals of the student in determining whether they should learn their own language before learning English.

The second group is illiterate in English, but they are literate in their own language.  These students often take notes in their own language rather than English because they fail to comprehend English when they hear it.  This group would benefit from listening exercises.  Often, they cannot write English because of the differences in vowel sounds and spelling in English.

The third group is composed of students who can read and write in English, but need to improve their enunciation and their comprehension of English.  This is someone who does not always comprehend what American are saying to him/her, people do not comprehend his English, and he/she may have difficult reading signs.  They may have scored very well on the TOEFL examinations, but need experience in using English.  This group would benefit from listening to CD’s or tapes, radio or television programs.

The last group is considered an advanced student.  They may read, speak, and write English very well, but may have asked for help in improving their skills.  Many have difficulty comprehending the idioms and with pronunciation, and sentence structure.  They may need help in expanding their vocabulary.

Whichever group the student falls into, the courses would have to be tailored to their specific needs.  For instance, some may not be able to comprehend their job requirements, nor can they perform their jobs because they do not comprehend the terminology.  A stay-at-home parent may not understand English well enough to read the directions on cans and packages of food or how to write a check.         

In conclusion, students at various levels of proficiency in English would need to have an English lesson tailored to their specific needs.

Get paid for writing.      

There are several reasons for this phenomenon and one of them is that when multilingual students study English, they are discouraged from using their own language as a reference point.  Spanish students use their native language in the home, but when they attend school, they are told to speak English as much as they can. 

Americans, conversely, use their language as a reference point when they enrolling a foreign language course.  Using their own language is helpful in using the thought patterns to make decisions in forming sentences and learning words. 

 The Tools of Communication

Spanish students cannot form thought patterns in their own language because they are not equipped, not knowing enough English to form thought patterns.  They are also at a disadvantage because the instructor, in all likelihood does not speak nor understand Spanish.

Language and writing skills are cultural tools which human beings use to reflect their experiences in their cultural group.  Spanish and other multicultural students cannot use their own cultural tools to reflect their experiences with English in the classroom.  Therefore, they perform poorly in school.

Set up to Fail

Another reason why multicultural students perform poorly in ESL classes is because of a misunderstanding of the English culture which is different, in many aspects, from their own country of origin.  Because they do not have the same cultural values, they cannot comprehend their meaning, as they do not have the same standards for behavior.  If they fail to understand the meanings, then they will never understand the language.

 In conclusion, if multicultural students are to excel in their school work, they should be allowed to use their own language to form the thought processes which will enable them to understand English.  Additionally, teachers of English as a Second Language will have to be more sensitive to the needs of the multicultural student so that they can better understand English.

Pass the Apple: This is a fairly simple game as ESL Games go. It’s great for use with younger students. Firstly get hold of a dummy apple, one of those plastic ones that you can pick up from an early learning center or somewhere. Have the students stand up and form a circle in the classroom. You might have to move some of the desks and chairs to make some space.

Procedure: Toss the fake apple to the first student and say an English word. The student then catches the apple and says another word in English, for example… cat. That student in turn tosses the apple to the next student who catches it and says another English word. The game is played until one of the students either drops the apple or can’t say a word in English. He or she is then out of the game and has to sit down.The game is played until only one student remains standing. That student is then the winner.

Variations: You could try introducing categories such as… Food, Animals, Jobs, Countries etc. You could also speed up the tempo of the game making the students pass the apple faster. You could also have the students make full sentences when playing this game, it all depends on the age group and level of your students.

ESL Games and ESL Activities are easy to play require very little prep time and teach basic English grammar & Vocabulary whilst adding a fun element to your lessons. More Games.

Teaching English as a second language can sometimes be quite challenging for teachers. ESL teachers must have a method, some self-discipline and a lot of patience. They must also be able to motivate their students and keep the study of English an uncomplicated process for them. Sometimes, it is even necessary to focus more on the language itself than on the rules of grammar. When theory is important, practice is essential.

Teachers can, for example, choose a particular topic they want to focus on during each lesson, such as a grammar rule, or the common use of a specific word or expression, in order to keep things clear for their students. A good idea is to focus on a text, from a book or a newspaper, and ask the students to find errors in that text, then and ask them to correct them.

Speaking slowly and making pronunciation as clear as possible is paramount, so that all students can follow the lessons and understand what the teachers are talking about. Teachers must also make an effort to slow down when they notice that someone is struggling. The use of easy and intelligible vocabulary, when talking to the students, is most important. Teachers should always avoid using phrasal verbs, slang expressions and idioms that their students would not understand.

The choice of one activity to focus on, during each lesson, is a good way to explain grammar to the students. For example, to make them learn how to express themselves and talk about their daily life, their work, their family and friends. Conversation is an excellent way to learn a language.

Finally, teachers must be extremely patient with their students. Learning another language is not only difficult, but also stressful and nerves-breaking for some people. As the real masters of ceremony in the classroom, teachers must show self-confidence and have a certain ability to keep it a pleasant and friendly environment to learn.

Polish Your English

Seminar!

Speaker:

Conviron Altatis

Venue:

Student Center, Benguet State University,

Km 6, La Trinidad, Benguet

Dates:

March 12 and 19, 2011 (Saturdays) at 8 AM – 5 PM

Seminar Fees (inclusive of handouts and certificate):

General Admission:

PhP 100 per Part

(50% discount is granted to all presently enrolled students of Benguet State University. Bring your valid BSU student ID.)

Schedule of Topics:

PART 1

MARCH 12, 2011

(8-11.50 AM)

PRONUNCIATION

1.       American Consonants and Vowels

Some pronunciation rules of American consonants and vowels are linked to spelling. The common pronunciation mistakes in English are the consonants and vowels that are unique in English language.

2.       The American Accent

Expedite your accent reduction by being familiar with the American intonation, blending, and phrasing.

3.       British vs American

Compare the British and American languages as to pronunciation, vocabulary, and spelling.

4.       Commonly Mispronounced Words

Find out the most commonly mispronounced English words especially by Filipinos.

PART 2

MARCH 12

(1-4.50 PM)

VOCABULARY

1.       Commonly Misused Vocabularies

Find out the English words that are commonly used in a wrong context especially by Filipinos.

2.       Synonyms Interchangeability

Which sets of synonyms cannot be interchanged?

3.       100 Useful Vocabularies

Meet 100 vocabularies that you can use in various situations. Included are euphemisms with slang, colloquial, foreign, and formal expressions.

4.       Filipino Untranslatables

There are Filipino words that do not have a direct translation in English.

PART 3

MARCH 19

(8-11.50 AM)

GRAMMAR AND WRITING

1.       Non-errors, Prepositions and Dangling Modifiers

Some rules on prepositions and modifiers are often violated. Moreover, there are some sentence structures traditional English teachers say are errors. Well, they’re wrong.

2.       Essay Writing Techniques

There are practical ways to strengthen the impact of your essay.

3.       Fiction and Feature Writing vs Technical Writing

Should we write as we talk?

4.       Writing with Style and Influence

How do we add style and influence to our writing?

PART 4

MARCH 19

(1-4.50 PM)

ESL AND JOB INTERVIEWS

1.       General Job Interview Tips

What are the common job interview questions? How do we answer them?

2.       Tips for Korean Schools and Call Centers

How do we make a good impression when applying in Korean schools and call centers?

3.       Teaching English as a Second Language

Some principles guarantee success in ESL teaching.

4.       English for Koreans

It is very beneficial for Korean ESL students and teachers to be able to compare the English and Korean grammar, vocabulary, and pronunciation.

The Americans introduced the English language in the Philippines at the turn of the 20th century when the Philippines underwent a brief period as a colony and possession of the United States after the defeat of Spain in the Spanish-American War. Since then, English has become the language of communication in schools, in the print media and in the transaction of official business in private and public offices. Most Filipinos however do not speak the language in their daily conversations at home.

Knowledge of English as a second language is beneficial to non-native speakers because it is the lingua franca in many fields of human endeavor. It also gives edge to those who seek employment to countries where English is the native language.

For the non-native speakers of English they have to learn by heart the language in terms of reading, writing, hearing and speaking to be proficient in it.

Study of grammar is a step in learning a language. Diction is also equally important. Each and every language has its own peculiar mode of expression to convey a message. If a sentence or a paragraph in one language were translated verbatim in English, the result would be unintelligible or even amusing. Diction means the choice of words, or mode of expression and enunciation or vocal expression. With proper diction non-native speaker can make his English sound natural.

Knowledge of grammar can make a learner proficient in reading and writing a foreign language. He should however comprehend the language in speech sounds especially if he heard them from native speakers. With the technology that we have today like the internet and the cable TV, it is not difficult to deal with the problem. Getting used to hear English sounds by watching news and programs on TV whose anchors and actors are native speakers and watching English movies and listening to English songs can make the learner easily grasp conversations when he hears them. In addition he could also learn the proper pronunciation of words.

Speaking the language is a greater challenge for the learner especially if he lives in a non-English speaking country because he has few opportunities to speak the language. A second language learner also has also to deal with his accent to have a natural English sound in his speech. There are “English as a second language” courses offered on line and in local schools. The course includes developing a learner’s accent.

There are many ESL (English as a Second Language) schools around the globe. And there are also the EFL (English as a Foreign Language) schools. ESL training can also be obtained online either for free of for a fee. Foreign nurses applying for a job in the US who took their course outside the US, U.K., Australia, New Zealand, Ireland and Canada have to take and pass first one of the following tests for their language proficiency requirements: TOEFL (Test of English as a Foreign Language), IELTS (International English Language Testing Service) and TOEIC (Test of English in International Communication).

When teaching vocabulary to ESL students, the teacher has to remember that the goal is for the students to be able to understand and use the words and expressions they’ve learnt in different contexts. Just remembering the words and their definitions is not enough. That’s why it’s important to teach new vocabulary in four stages:

1. Introduction of the new words and phrases in wide context, such as a text (reading task) or a listening task. When introducing new vocabulary, the teacher should also check whether the students understand it correctly or not,

2. Drilling the new words, so that they are committed to memory. This stage can be the most boring part of a vocabulary-focused lesson,

3. Exercising the usage of the new words in narrow context, such as sentences, dialogues, and mini-texts,

4. Practising using the words in wider context through speaking and writing tasks.

Most vocabulary games and classroom activities focus on memorising words and their definitions, spelling, and using the new vocabulary in short sentences.

Here are some engaging ways of teaching new vocabulary.

Read more…

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Every year, immigrants make a decision to come to the United States, believing it to be the land of opportunity.  Some come legally with the help of their families.  Others however come into the country illegally, managing to find jobs which the Americans no longer want.

Most do not speak English; however, the employers still hire them at low wages to fill jobs that are increasingly difficult to fill.  Traditionally, the first generation immigrants resist changing their culture and their language out of pride for their heritage.  They find places to shop and purchase their native food from immigrants who came here before them.  They will move into neighborhoods around people who speak their language.

However, the second generation is more inclined to adopt American customs.  They stop eating their native foods and wearing their native clothing.  They speak better English because they are willing to integrate with Americans.  Most have lost an interest in even learning about their own culture.

 There are many programs for immigrants who want to learn English; however, many do not take the initiative to learn the language unless their companies require them to do so.  Before President Bush completed his last term at the White House, he ordered cutbacks on funding for English classes for the immigrants.

 Representative Steve King will be introducing legislation to make English the Official Language of this country and to stop companies from providing literature in Spanish.  Lawmakers are optimistic that the legislation will be passed.  Indian and Minnesota have already introduced legislation against providing information in Spanish on legal documents.

 Providing Spanish clauses on documents only makes it easier for the first generation to delay learning English.  It is very difficult in the United States for immigrants who do not speak English.  Many will seek the help of their friends or relatives who do speak English.  

 I have visited Montreal, Canada on a few occasions, but when I did, I tried learning French by reading the street signs whenever I went out among the people.  I am sure I would try to learn the language in any country I would visit, just out of common courtesy.  I also have a love of languages, so I would naturally learn how to speak.

 About two years ago, the family of a Spanish girl that I had tutored came to the U.S. to visit her.  They took me out to a Spanish restaurant where I was given a menu in Spanish. They explained the menu to me, as some foods were prepared with ingredients that I did not know.

 As they were explaining the food to me, I noticed one of the men was convinced that I would not like their food and tried to talk me out of eating it.  I could not understand his attitude.  I eventually ordered a pumpkin omelet with spinach and it was quite tasty.

 In conclusion, I believe that as a common courtesy, immigrants should learn how to speak English and seek ways to learn English when they first come to the country.   In this way, they could better integrate into the American culture. 

If you enjoyed this article, you might want to read:

Preparing for Literacy at Work

Proficiency Levels of ESL Students

Why Multicultural Students Perform Poorly in ESL Classes

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