Teaching English As a Foreign Language

It may seem to be a strange concept to think of teaching English as a foreign language. But not everyone in the world today speaks English. In fact English as a first language is about number three in world rankings. The first is one of the Chinese dialects. However, English is the common language for the computer. It is important for international travel. English is also the language the UN voted to use for diplomatic discourse with embassies. So it is not that unusual for someone to be teaching English as a foreign language. There are also many bi-lingual speaking people in the world. It is not that uncommon.

Teaching English as a second language is also not that uncommon in the United States. With a large influx of non-English speaking people entering the United States, there are many people who speak another language as their first language. They also attend school here and need to learn English. Or they may look for employment in the United States and they need English for job progression and even basic employment.

There are many public schools in the United States who have hired ESL teachers to teach English to the students attending the school. In fact many full time teachers also offer tutoring in English after their school day is over.

There are a lot of people who simply want to speak English better. They may have grown up in a home where two languages were spoken and they have a rudimentary knowledge of English. They want to improve their English speaking abilities. This makes it easy to teach English in this environment as the attendees really want to learn the language. This is different from students say in junior high that have no interest in learning English as a first or second language or any other subject for that matter.

Many companies send their employees to another country to live and conduct business. Sometimes they are sent to the United States to set up an office or distribution system or another form of business. These employees will have to learn English in order to be successful at their jobs. A lot of people are employed teaching English to these employees. They may be required to teach English to these employees in their home country before they come over to the United States. In that case, the teaching position would be in another country.

Some companies, however, send their employees to the United States or another English-speaking country and expect them to learn their English there. This still affords more opportunities to teach English as a foreign language.

There are many opportunities to teach English beyond the traditional English teacher in a traditional school environment. This may be an opportunity to leave your country and learn another language in a country where you might be the teacher who teaches English to the citizens of that country. This may also lead to a new life in another country which could be fun.

Selecting Schools Overseas to Teach English

Individuals who are not committed to any particular location, due to family ties, can take up jobs abroad and teach English, especially if they love to travel and wish to experience new adventures. There is a steady growing demand for English teachers overseas. According to a study carried out recently in Malaysia, students found it more comfortable to learn mathematics and science in English. It will soon become a necessity for teachers to travel overseas and teach English as more governments become aware of the need of their country to learn the language.

Here are some pointers to help you look for a good job as an English teacher overseas.

You may need to be able to set aside at least a year if you wish to go abroad and teach English so make sure you are able to stay away from home for this minimum period. Determine which location you would like to stay in and be prepared to compromise if the pay is not in keeping with your expectations. It is essential that you acquire an ESL certificate and try to get a TESL (Teaching English as a Second Language) or TEFL (Teaching English as a Foreign Language) certificate before you plan to go abroad.

If you have a bachelor’s degree and wish to launch into a career where the education is higher, you may have to get a master’s degree, as this will also help you if you wish to work at “distance education.” Try to learn the language of the country where you wish to teach before you reach there. You may need to use applications which will be easier if you are comfortable with the language.

Write out an attractive resume by highlighting extra-curricular activities. This will give you an edge for better interaction. For instance you may be able to supervise a baseball game which will be a plus point where your employers are concerned. Try to get as much feedback as possible, from teachers who have taught in the country, as this will help you view the entire experience from a better perspective.

Visit the school before you start teaching there and make enquiries about the syllabus, salary and the days that you are free to explore the country or rest. Find out the interests of the students to help you plan the appropriate lessons to enhance their skills in spoken English.

Allocate sufficient time during class hours, to encourage students to practice conversing with each other in English, especially during group activities. This will help increase their self confidence in speaking a foreign language. Be sensitive to the cultural differences when you teach students. When you teach, you are accepting a challenge to practice your skills which is akin to learning archery. There are several advantages to teaching English overseas and some of them are listed below.

Apart from being able to travel to a foreign country, you will be rewarded professionally which will give you a tremendous boost. You can experience new cultures and try your hand at learning a foreign language. In English speaking countries, teachers are expected to have advanced degrees and be a native to teach English in schools.

English can be taught in any country in the world especially where there is dispute and they wish to score by mastering the English language for communication. These schools ensure that English is taught so that children as well as adults can learn the language.

It is essential to check that the school that you are teaching in is recognized by their government or embassy. This will make you confident that they will live up to their promises. It is in your best interests to therefore look for reputed schools where you can teach and leave your mark as a great English teacher.

Teaching English in Italy: Some Challenges That Italian Language Learners Face When Learning English

I spent years studying the Italian language and leading an Italian social club in Atlanta, Georgia. All along, I was a teacher of English as a second language (ESOL) at various American schools for 21 years. I was later employed in Italy as a teacher of English for Italian students while, in my free time, I wrote articles, poetry, and fiction stories. The purpose of this article is to provide ESOL and TEFL teachers some tips about the challenges that Italian speakers often encounter when learning the English language. Each and every group of people with a unique language background faces its own challenges, but there are specific errors that tend to be made by most Italian learners of English at the beginning and intermediate levels. If not corrected in the early stages, those errors will later be difficult to unlearn.

Until a student reaches an intermediate level of proficiency, it is difficult to explore the literary analysis of English. This is why the first six months focus primarily on reading, writing, listening, and speaking with some attention to grammar. I often utilize some grammar to explain basic rules before putting those rules into practical use for direct communication. Most Italian students are very concerned about grammar although it is clear that one cannot rely on grammar alone in order to speak fluently and clearly. After having had many experiences with both the English and Italian languages, I have divided the primary challenges that Italians face into four categories: (1) problems with the use of gerunds, -ing verbs, and infinitives; (2) problems with the use of phrasal verbs; (3) challenges with the pronunciation of “-ed” and”th”; (3) issues distinguishing between when to use the present versus the present continuous tense; and (4) Italian students’ innate concern about learning the conditional tenses.

First of all, it is not easy for Italian speakers to decide which verbs must be followed by an -ing verb and which verbs must be followed by an infinitive verb. If teachers explore the Internet, they can find lists of those verbs that each require being followed by either the -ing forms or the infinitive forms. If students will dedicate some time to practice these gerunds and infinitives that follow other verbs, they will perform much better on tests such as the TOEFL and the IALTs tests. Since students usually do not know where to find these lists of verbs followed by gerunds vs. infinitives, it will be well worth your time to find them for your students and to keep them in your files for when they are helpful. Students can learn to use these verbs properly by practicing them. For example, the verbs “agree” and “consent” have to be followed by infinitives. Therefore, one says, “I agree to sign the paper, and I consent to buy the books.” On the other hand, the verbs “admit” and “practice” must be followed by gerunds. Therefore, one says, “I admit hiding the present, and I practice dancing.”

One of the reasons Italians report difficulty in using prepositions is due to the many English phrasal verbs which include prepositions as part of the verb. Some examples include: to put on, to put up with, to putoff, and to take off. Students must understand that phrasal verbs are like single words that work as a pair to create one unit with a specific meaning. All one has to do is to change the preposition following the verb and the verb’s meaning will change completely. It is helpful to provide students with a list of common phrasal verbs and to encourage them to begin studying those pairs rather than to introduce a few at a time. Numerous lists are available on the Internet and in books so the faster students become familiar with phrasal verbs the better off they will be in the long run. English has an extensive list of phrasal verbs that can be easily confused.

The “th” sound is usually very difficult for Italians because this sound does not exist in their language. Thankfully, most Italians do learn the”th” sound when they have a native speaker who gives them one-on-one pronunciation lessons. It does not seem to be much of an obstacle, but if one does not point out the correct sound to Italian speakers from the beginning, chances are they will continue to make the “t” or “d” sounds in the spot where one would normally pronounce “th” and this results in pronouncing the wrong words like “tree” instead of “three”. Once students have tackled the “th” and the -ed sounds, they will be able to express themselves much more confidently.

It is essential to point out to Italian students that the -ed at the end of gerunds and adjectives is usually a “t” or “d” sound unless -ed follows “t” or “d”. In other words, a term such as “jumped” is pronounced”jumpt” as the letter “e” remains silent. The word “played” sounds like”playd” without the letter “e”. Students benefit from learning the correct pronunciation early on because such mistakes become more difficult to correct later on. It can be quite difficult for speakers of a phonetic language like Italian to grasp the concept that English is not simply a phonetic language but that there are other patterns of sounds that are quite different from their spellings. Such patterns include digraphs like mb and th or trigraphs like dge, tch, and chr.

Issues that face Italians learning English often differ from those issues faced by Spanish speakers learning English. Fortunately, Italians do not voice the “es” sound in front of vowels, a common Spanish error, as in “eSpanish” or “especial”. Instead, Italians tend to add the “h” sound to some words, between two vowels, when the “h” is not needed as in “go h-away” and they leave out the “h” sound at the beginning of many words like “house”. Often, the words “angry” and “hungry” are mispronounced to convey mistaken messages.

One of the first aspects of verb tenses that I explain in class is the way English speakers constantly use the present continuous tense and how its usage differs from that of the simple present tense. Any English speaker who has studied Italian in depth knows that Italians use the present simple to describe almost every action they describe that is about the present moment. Whereas English speakers use the present tense to describe objects in the room, to describe habitual events, and to explain a story that they have already read, English speakers use the present continuous tense to describe an ongoing action that they are taking in the moment. For example, English speakers say, “I am sitting at the table where I am drinking a coffee and talking to my friend.” Instead, Italians say, “Mi siedo al tavolo dove bevo un cafĂ© e parlo con mio amico” which literally means: I sit at the table where I drink coffee and talk to my friend. If teachers do not point out that English speakers use the present continuous (to be + ing) to describe actions that are occurring, there is the risk that Italian speakers will continue to speak and write mistakenly in the present simple tense for years to come. Of course, English speakers who learn Italian also risk using the present continuous too often when they speak Italian if they are not informed of the differences in usage.

For those people who are just beginning to learn English or to teach English, I recommend starting with the following verb tenses: the present simple,the present continuous, the present perfect, the simple past, the future, and the future continuous. Students will be eager to learn all of the tenses immediately, but I do believe these tenses will be the ones that will be most practical for a quick start. When I learned what I know of Italian 34 years ago, I began with the simple present tense and the infinitive form. I was playful with the language, and I would still suggest starting out with a playful attitude when using English verb tenses. Sometimes one has to dive in and take risks in order to make long-lasting progress. After all, language is mainly a spontaneous communicative tool that binds us for the betterment of society as a whole if we will only be patient.

There are four conditionals which play an important role in the English curriculum, so if you are a new English teacher who intends to teach English in Italy, I would recommend being prepared to teach those four conditionals (0, 1, 2, 3) before you begin to formally teach in the classroom. Of most importance are the distinctions between the 0 and 1st conditionals. The 0 conditional describes something habitual that is repeated whenever the condition occurs. For instance: If it rains, I do not water the plants. Instead, the 1st conditional describes something that occurs once such as: If it rains, we will not work outdoors. Italian students tend to grasp the first two conditionals quite well because they correspond directly with Italian conditionals. The 3rd conditional tense is used to show something that is highly unlikely without meeting a specific condition: If I won the lottery, I would write books. The 4th conditional is impossible since a past condition has not been previously met: If I had remembered to study, I wouldn’t have failed the math test. I would recommend making your own chart with examples of the four conditionals on it prior to the first day of class, and keep it handy. Teachers can personalize their own charts to meet the specific needs of their students based on their ages, various cultures, and linguistic levels.

Personalizing your teaching will make lessons much more pleasant for students. You will probably have to do some research to meet the needs of your class because everyone is a unique individual with his or her own learning style. Teachers should not neglect to consider that different strategies work for different students and that a wide array of visual, audio, and kinesthetic experiences will be appreciated.

Hopefully this summary of the major problems that face English language learners in Italy will be helpful to anyone who decides to teach English in Italy. The challenges that one linguistic group faces vary from those of other linguistic groups so if you are teaching in Thailand, for instance, the challenges will be different from those described in this article. Much of this knowledge is based upon my study of both the English and Italian languages in a comparative way. I found that having the basic knowledge of the learner’s first language was a useful tool that did not hinder me from using the English language as the primary means of communication in my classes. Once you will be teaching English in Italy, you will recognize the basic challenges described in this article and it should be easy for you to hone in on the most important lessons that you would like to teach.

Dispelling Myths About Teaching English Abroad

Going overseas to another country to teach English abroad is an incredibly rewarding experience that many people miss out on due to misconceptions or myths they have heard about teaching English abroad. In this article we will address a few of the most common myths, and explain what you really do need in order to teach English abroad.

You have to know how to speak the local language.

This is one of the most believed myths about teaching English abroad, and it couldn’t be further from the truth! Nearly all schools hiring TESOL (Teaching English to Speakers of Other Languages) teachers do not expect that they will speak the local language. These schools are more concerned that their teachers are native or native-level English speakers, and that they have been thoroughly trained in TESOL methodology (also known as TEFL certification). This allows teachers to thoroughly commit to the immersion approach to teaching English abroad, in which only English is spoken in the classroom. Many schools worry that if a teacher is also fluent in the local language, they will use that common language to communicate during class, and students may not feel the same motivation to really learn English. If you do know the local language where you will be teaching, that is fine, but you may be asked to only speak English with your students.

If you are worried about not knowing the local language, most schools offer local acculturation and language training courses once you have arrived at the location where you will be teaching. These courses help to acclimate yourself to the locale as well as learn your way around the area.

It’s dangerous to teach English abroad.

Most schools offering the opportunity to teach English abroad are located in or near primary and secondary cities in assignment countries. Learning centers and teachers’ accommodations are in safe areas, and most programs will work only with select schools that operate in similarly attractive, secure locations. Although these locations are all safe, it’s advised that teachers should be aware of local customs and rules, and always use common sense, good judgment and caution.

I have to get a teaching degree in order to teach English overseas.

While all schools do require excellent English speaking skills, many locations do not require a college degree – and even where they do, your degree does not have to be in English, Education, or a related field. Schools are generally more interested in candidates who will easily adapt to and thrive in new surroundings.

Once accepted to a program you will most likely go through intensive classroom training and hours of practice teaching before earning a TESOL Certificate. TESOL certification is widely regarded as a rigorous standard for teachers, and requires prescribed curriculum, and a minimum six hours of supervised practice teaching in an actual student-classroom environment. A TESOL certificate is widely recognized by EFL (English as a Foreign Language) teaching schools and programs as the mark of a well trained, highly qualified EFL teacher.

It’s a big decision to live and work overseas for an extended period of time – and you want to be sure you’re truly ready for it before you find yourself far away from home, and unhappy to be there! However, the above myths should not factor into your decision. If you’ve already spent some time in a country and culture other than their own and are anxious to do it again, or are genuinely interested in interacting with new people, and living in and learning about new cultures, you are an excellent candidate for teaching English abroad.

Teaching English As a Second Language

Bilingual education provides a host of benefits to adults. These benefits go far beyond language earning acquisition. In particular, most bilingual education programs foster community, leadership, confidence, and friendship while simultaneously teaching English. These traits are helpful to and often necessary for effective language learning. In his descriptive anthropology of unregistered immigrants, Chavez (1992) revealed that those groups of friends, family, and neighbors have a significant advantage in helping immigrants to establish a residence and gain employment. The author highlights the rate with which those who want to move north utilize these networks. It provides newcomers to the country with a social network, which is vital to language acquisition.

Chavez states, “when recent migrants join more established immigrants, they are provided with a place to stay and their host often helps them find work” (p. 136). Such networks offer momentous benefits to the migrant workers as well as those whose first language is not English. The programs fill in the demand for a family while simultaneously decreasing the foreboding sense of unknown, which oftentimes leads to despair and depression. Such feelings are relatively common when people are presented with a new environment in which to work, learn, and live. Many immigrants have no ties to their native land. Bilingual education methods can extend adult learners’ circle of friends.

Many adults migrate with their children. With the will to live in a new country, comes the process of becoming acclimated to a new land. When children are involved, the acclimation process becomes even more vital. Bilingual education provides an opportunity to communicate in English as gain friendships. Bilingual or English as a Second Language education benefits adults because it is necessarily interactive. Teaching English as a Second Language allows teachers to have their adult students interact in class in many ways. By interacting, English as a Second Language students are also learning because the interaction is done in English.

Students Teaching other Students

Teaching and learning goes hand and hand, you cannot do one without the other. People who participate in community service value helping others. As a child, value does not mean anything; it is when they become an adult is when they can look back at their childhood and think about the nice things that they did to help another child. That is called value, once it is taught as a child then is it remembered as an adult. There are several ways when teaching English as a Second Language that students can be taught to help others. One way is by helping another student boost low self-esteem. For example, if a student is having a hard time with English, by helping, this encourages self-esteem in the person because it allows them be creative and expressive of words. In life this goes along way, seeing no color just a person. Another way adults can be taught to help others is by sharing. If a child is taught to share things with others or even their sibling, it is encouraged to always share and help with offering your wealth with others (Literacy Centers Help Immigrants; Lack of English Hinders Success of Newcomers, 2003).

Socialization is the process by which people learn about society’s values, roles, rules and norms. People become socialized through life experiences and observation of a variety of people and situations through which they come in contact. Socialization is a process that begins at birth and occurs throughout a lifetime. During a person’s early years, parents and close family members chiefly direct the socialization process; as an individual matures and makes decisions for him/her self, socialization is more self-directed.

The experiences of the socialization process have a significant influence on an individual’s identity or self (“What Is the Socialization Process?”). Socialization and other learned behaviors are an example of nurture. Genetics and and the genes that an individual receives from their biological parents also plays a role in a person’s identity, self and personality; this is an example of nature. This process can be altered and improved through education and teaching English as a Second Language programs.

Leaders are likely developed through a combination of nurture and nature. As with the age-old debate of which came first, the chicken or the egg, the importance of nature versus nurture in building leaders, or any other personality traits or behaviors, will not be solved with any certainty. Perhaps less important than determining which is more important-nature or nurture-is understanding the how these two determinants work together in the development of business leaders.

Leaders are not necessarily conferred as such due to their rank or status in a company. Certainly, the bottom line is that what the CEO says goes, but in the everyday minutia of a company’s inner workings, there is likely a leader or leaders who ensure the job is done. Who are these people? Philosopher Lao Tzu explained leadership as: “When the best leader’s job is done, the people say, “We did it ourselves!” To lead the people, walk behind them” (“Leadership-Nature or Nurture?”). In other words, a leader is someone who is able to motivate others, to inspire them, to help them see their own self-worth-not necessarily the person who barks out orders.

Learning the theories of leadership, seeing them in practice, being mentored by leaders-none of these assure that leadership skills will develop. Here is where nature may come into play, in that a person’s basic personality may require much effort on the individual’s part to metamorphose into those personality traits of a successful leader. Daniel Goleman, author of the book, Emotional Intelligence, asserts that the attributes of a successful leader can be placed into two broad categories: self-management skills and the ability to relate to others (Leadership Traits). Within each of these broad categories are specific abilities/skill sets that an individual who is a leader possesses.

Self-awareness or the ability to understand one’s own motivations, ambitions, goal, strengths and weaknesses are essential before an individual can begin to understand others, another essential trait of leadership (Leadership Traits). Self-regulation is also an attribute that falls within Goleman’s self-management skills. Leaders are no different from other human beings in that they experience impulses, fear, and even phobias. What an individual who is a leader does, however, that is different from many other people is that s/he does not act on those feelings, but is able to exert control over them (Leadership Traits).

Goleman’s third attribute within the self-management area is that of motivation. A leader is a self-driven individual, not requiring prompting from others to take action. A motivated individual can lead by example and work to provide an atmosphere where motivation can thrive, but no one person can make another person be motivated (Leadership Traits).

In author Goleman’s second broad category of traits of a successful leader, that of the ability to relate to others, he asserts that empathy, social skills, and what is termed as active listening are the attributes (Leadership Traits). Empathy is the ability to see a situation through another person’s eyes. An empathetic person can more easily relate to a wide variety of people in any occupation because of their ability to walk in the other person’s shoes, so to speak. Empathy is not to be confused with sympathy-one generates understand while the other pities.

Social skills, for Goleman, are the culmination of all the other traits in this category (Leadership Traits). These necessary social skills are “the ability to build rapport with other and get them to work together towards a common goal” (Leadership Traits). Active listening is a learned or acquired skill. It goes beyond merely hearing what the other person is saying. It requires concentration on the part of the listener, taking care not only to hear the message of the speaker but to note nonverbal clues too. An active listener does not try to finish sentences for the speaker or to be so busy thinking about the response the listener wants to make to the speaker when s/he is done talking.

An active listener will give cues to the speaker such as a nod of the head or occasional “I understand” as the speaker talks. This provides feedback to the speaker and reassures them the listener is indeed paying attention. When the speaker has finished talking, the active listener will paraphrase back to the speaker what the listener has understood the message to be. This reinforces to the speaker that the message has in fact been heard and gives the speaker the opportunity to clear up any misunderstandings the listener may have had. In looking back over Goleman’s set of traits of a successful leader, it is easy to see that nurture-or learning-is what is required for each trait rather than a certain genetic code or predisposition. These traits do not differentiate between male and female, or ethnicity or age.

In yet another perspective on what constitutes the attributes of a successful leader, author Napoleon Hill, the first Dale Carnegie of our time, had a list of eleven traits that he felt a successful leader possessed and embodied:

Unwavering courage: Despite fears to the contrary a leader will exhibit courage in the face of adversity by using his self-knowledge and all tools of understanding both the business and related factors.

Teaching English as a Second Language – Self-control

A keen sense of justice: In order to be respected, a leader needs to maintain a sense of fairness and utilize it in his dealings with others. Definiteness of decision: A leader makes a decision based on experience and knowledge. Once a decision has been made, a leader moves forward with it. The habit of doing more than paid for: This follows closely with Goleman’s trait of motivation. A leader does not wait for someone else to tell him what needs to be done; a leader looks for things to be done and does them.

The leader must understand everything about his position, responsibilities and duties. Willingness to assume full responsibility: The successful leader will understand that a shortcoming or mistake by one of his/her followers is a reflection on the leader him/herself. Because of this understanding, the successful leader will take full responsibility for the actions/inactions of his followers. Think Harry Truman and his famous, “The buck stops here.” Cooperation: Eliciting cooperation among his followers can only be done if the leader exhibits his own spirit of cooperation.

As noted with Goleman’s list of traits, Napoleon Hill’s list also sets out traits and attributes that must be learned. People are not born with these traits. Rather, they develop them over their life span. In nearly every list of traits and attributes of successful leaders, whether they be in business, government, or social areas, the traits described are those things which must be learned. There is no DNA for empathy, for cooperation, for active listening.

In considering the importance of nature versus nurture in the development of a leader, it can be noted that the level of intelligence and the basic personality with which an individual is born hold direct bearing on that individual’s ability to be a leader, but anyone of average intelligence can learn what traits and thought patterns a leader should have. Of the traits discussed by Goleman and Hill, motivation is perhaps the trait that is most closely tied to nature in that some individuals possess a more basic driven nature than others do, but that does not rule out that other individuals through determination and perseverance cannot develop that trait as well.

Socialization and English learning strategies for Teaching English as a Second Language Programs

The peer reviewer gains various benefits by reviewing his or her peer’s assignment. It has often been stated that people learn the most when they teach a subject, and while the reviewer is certainly not the teacher, there are several commonalities that are personally beneficial. For example, by reviewing another’s paper, it is necessary to think critically and determine what the author does well in addition to what the author can improve upon. Some of the effective strategies that the writer uses can be incorporated into the reviewer’s own work (ESL Adults Check out Wealth of Information at Library, 2007).

Far from plagiarism, the process would be subtle and mostly unconscious. Several writers, Stephen King, to name but one, has said that during his early years writing, his style fluctuated based on whom he was reading. Eventually, as he became an expert writer, he developed his own writing style. By critically assessing another’s work and providing constructive feedback, the reviewer has the opportunity to think about issues and writing strategies that may be useful in his or her own writing. Furthermore, it allows the reviewer to think like his audience or to keep his audience or reader in mind while writing (Ernst-Slavit, Moore, & Maloney, 2002).

Drawbacks to Peer Reviewing

One of the possible drawbacks is that the person who is being reviewed may not be comfortable being assessed by another person. Nevertheless, such feedback is important to improvement. Another possible drawback is that unless the reviewer reads the assignment critically, he or she may wind up internalizing some of the person’s errors.

Teaching English as a Second Language – Other Methods of Peer Review

There are several methods to review a peer’s paper. For example, the peer could do proofreading and editing. If he or she sees any errors, they can be fixed and noted. Then, the person whose paper it was originally, can communicate back and let the reviewer know which parts they thought were improvements and why as well as which parts the person thought was okay or needed fixing but a different fix. This dialog will make sure that errors are not repeated or internalized. MS Word also has a feature for editing and proofreading, which would offer additional educational value since the reviewer would learn how to use this feature. Other methods for Peer Review include rewriting a passage so the original author can read a different way of writing the paper and possible add this new way into his or her writing arsenal. For example, some people use questions. Others have shorter sentence styles or longer styles. Yet others make use of transitions.

Teaching English as a Second Language – Community

Community work gives an added security to helping others such as knowing they are a good person inside which boost lifelong self-esteem. Community service also helps a child realize to learn to appreciate the things they possess. Learning to appreciate things in life gives a better understanding of value. Kids as well as adults have to know that life is not about receiving. In the younger years if a child is repetitiously getting things they will automatically think it is always okay. Instead, there should be lesson learned for things a child acquires. Valuable lessons learned such as giving the child an allowance for taking the trash out or rewarding them when they do something without an adult asking them to do it. In doing this, it allows that child to know that work is the only way to acquire certain things. Also once a child gets an allowance let them spend it how they choose but also teach them that once the allowance is gone they have to work for it again. This will teach them to spend wisely and value the money without wasting it. For children, everything is a valuable lesson.

Community Service effectively molds leaders in life when adults give kids options in taking action. Children are like adults when it comes to making decisions. They have to be given choices and the outcome that comes from the choice they made. Giving kids that opportunity grants them the knowledge to distinguish basic right from wrong. In teaching this, their communication skills are crucial. The child learns to make effective and substantial judgments. This is what it takes to be a leader in life.

To be a leader in life means to take charge of certain situations. A leader in life means to be an effective listener, have an unbiased take on all things. A leader means to stand for all that is good and fight for what is true in heart. A leader is a front-runner. The fulfillment of becoming a leader grants confidence, loyalty and power. When teaching English as a Second Language, confidence helps the teachers and students feel as thought they can accomplish anything.