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Can we learn a second language like we learned our first?

Can we learn a second language like we learned our first?
Robert William McCaul, winner (with Marek Kiczkowiak) of the TeachingEnglish blog award, examines the influential ideas of linguist Stephen Krashen, and the implications they have for the language classroom. If you've ever doubted whether you're a good language learner, then bear in mind that you've already learned one language very well indeed – your first. But this raises an interesting question: can adults learn a second language in the same way they learned their first as children? And if so, what are the implications for the classroom? Stephen Krashen and the acquisition of languages Perhaps no-one has looked at the question more closely than the linguist Stephen Krashen, who has introduced some of the most influential concepts to the study of second-language acquisition. Krashen sums up the idea in a famous documentary on the subject called A child's guide to learning languages, produced by BBC Horizon in 1983. 1. 2. 3. 4. 5. 6. The advantages children have over adult learners

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Online safety for teenagers This lesson addresses the topic of online safety in a motivating way, allowing students to discuss issues, share their opinions and ideas and then do some online activities to finish the lesson or as a homework task. Aims: To develop students’ spoken fluency and use of modals for advice. To develop higher level critical thinking skills by ranking a series of tips in order of importance. To encourage students to think about the importance of online safety. Age: Netflix and learn – six ways to teach English language skills with television How can teachers of English create learning material with streaming services? Melissa Thomson, a British Council teacher and trainer based in Bilbao, describes her top six approaches. Last year I asked my teenage learners to list the five places they were most likely to encounter English online, and the top answer was Netflix. Over 37 per cent of the world's internet users subscribe to Netflix, a streaming service for movies and television series. Almost everyone I know is a user of media-streaming services.

Differentiated Instruction: How to Make Lessons Accessible for All A Video Series When some teachers think of differentiating instruction, they imagine having to create a different lesson for every student in the room. “That insanity is not what differentiation is all about,” says veteran teacher and author Larry Ferlazzo. But what exactly is it? And how can teachers do it (without losing their minds)? Virtual Ice Breakers - Communication Skills From Mind Tools © iStockphotopniesen Break down the communication barriers caused by remote working. Virtual ice breakers are a great way of overcoming one of the biggest challenges of managing a remote team – that is the lack of opportunities for team bonding.

noticing The criteria for evaluating the worth of any aid to language learning (whether print or digital, and, in the case of the latter, whether app, program, game, or the software that supports these) must include some assessment of its fitness for purpose. That is to say, does it facilitate learning? But how do you measure this? Short of testing the item on a representative cross-section of learners, we need a rubric according to which its learning potential might be predicted. And this rubric should, ideally, be informed by our current understandings of how second languages are best learned, understandings which are in turn derived — in part at least — from the findings of researchers of second language acquisition (SLA). This is easier said than done, of course, as there is (still) little real consensus on how the burgeoning research into SLA should be interpreted.

Rachael Roberts - Planning for differentiation About the webinar The session will start by looking at some of the ways in which learners can differ from each other - needs, interests and abilities. We will briefly consider the term 'mixed ability' and why 'differentiation' is becoming more popular, and what exactly it means. We will then explore a range of strategies for differentiating by task, teaching method and outcome.

How to use ClassDojo with PBIS PBIS helps schools set consistent expectations across all classrooms, like "Helping others" and "Making good choices." Teachers can add these expectations to their classes in ClassDojo and then give specific, positive feedback to students PBIS helps schools set consistent expectations across all classrooms, like "Helping others" and "Making good choices." Teachers can add these expectations to their classes in ClassDojo and then give specific, positive feedback to students Teachers can give neutral feedback in ClassDojo to guide students toward classroom expectations. To provide more details on what happened, teachers can add notes describing the rationale and intervention taken.

Classroom Rules – Whole Brain Teaching Use the same approach for Rule 3 as you did for Rule 2. Rehearse the rule, “Raise your hand for permission to leave your seat” with the hand gesture; students raise their hands, then walk their fingers through the air. Then, use Wrong Way-Right Way. Reynaldo, on your cue, leaves his seat without permission. Great job of breaking the rule. Motivating pupils to read This article describes ways to generate initial motivation, the second one shows how to maintain this motivation. Motivation Creating the basic motivational conditions Generating initial motivation References Motivation Motivation is one of the key factors that determine the rate and success of L2 attainment. It provides the main incentive to initiate learning a foreign language and later the determination to persevere and sustain the long and often difficult learning process. Without sufficient motivation, even individuals with the best of abilities cannot accomplish long-term goals. Teachers working in state schools are first and foremost supposed to teach the curriculum, but we cannot ignore the fact that this cannot happen without motivating our learners.

The First Class Even experienced teachers often feel nervous on day one with a new group and many claim that the adrenaline actually helps the class go well. So, don’t panic if you feel a few butterflies in your stomach. There are several things you can do to help make the first day less daunting and ensure that the class goes smoothly. Firstly, be clear of your objectives.

The Adventures of Kara, Winston and the Smart crew - Childnet Our website, like most websites, uses cookies to distinguish you from other users. This helps us to improve your experience when you browse our website and also allows us to improve our site. By using cookies, the website is essentially able to ‘remember’ you during a single visit to the site, known as session cookie or for repeat visits, known as persistent cookies. Necessary Cookies Motivating speaking activities At this age, the learners aren't motivated by new language, they're motivated by an activity. It can be very difficult to get them to speak if they really don't see the point. You can approach this by focussing on the following.

Creative Spaces in Distance Learning Creativity vs. creative teaching First, let us define the difference between teaching for creativity versus creative teaching. In the first, we are developing creativity in learners, and in the later, educators are teaching in a creative way. The main difference between the two is, who gets to do the creative work — the teacher or the student? If we want students to be more creative, they need to do the creative work. In order to get our students to think about content with their creative minds, we as educators can help them better connect and create. Child protection The British Council builds connections, understanding and trust between people in the UK and other countries through arts and culture, education and the English language. We believe child protection requires everyone to take responsibility. We recognise that the care and welfare of children is paramount and that all children have the right to protection from all types of harm. The British Council recognises that we have a fundamental duty of care towards all children we engage with, including a duty to protect them from abuse.