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Learn with top instructors from the best universities in Europe

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Halina’s English

 

Learning with a real teacher and a structured course helps you to stay motivated and disciplined

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Private 1 on 1 Skype lessons
Your teacher spends all his/her time on you and you do not have to wait on other students.

Your teacher will provide you with as many online learning materials as you want. You will get YouTube videos, audio files, interactive exercises, pdfs and printable documents.

The Essentials About Halina’s Teaching

I am a passionate non- native English teacher from Poland. Teaching is a crucial part of my life. With that understanding, I am a lifelong learner.

 

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In the picture, you can see my Polish as a foreign language class. We are studying in the library.

I am applying a blended learning/ training and flipped classroom approaches.
The traditional physical classroom settings are not efficient enough, for my lessons

In my opinion, technology gives us countless new possibilities.
As I have already specified, I prefer blended learning, which means, taking advantage of both, traditional f2f techniques and opportunities confronted with new technologies.
An occasion to meet and connect with people from the entire Globe is one of the reasons I appreciate online communication, very much.
I retired in October 2013 and signed for a freelance Senior Lecturer occupation at the Wroclaw University of Technology.
At present, I am going to continue taking and giving online English courses.

TTO-Halina-Ostankowicz--Bazan-1167767 (2)

What is more, I am confidently getting ready to finalize my online project Halina’s English Academy
http://halina123dotcom.wordpress.com

Thinking in a foreign language is precisely what I want my students to accomplish.
I teach without a bridge language, or lingua franca also known as a common language, trade language or even vehicular language. Students do not share any language.
When I teach Polish, my foreigners and I have to speak only Polish, and my English classes are run entirely in English.
This means they are required to forget about their native language and start speaking as well as thinking in a foreign language.
My students learn English in different contexts, mostly singing phrases, expressions, collocation, idioms, and phrasal verbs, and also telling stories. Moreover, I encourage them to talk to everybody, even to themselves in a foreign language. As a result of this, they can establish a set of compelling stories.

I correct only substantial mistakes. I do not want them to stop talking. I also encourage my students to listen to songs, watch movies with subtitles in a language they learn, read a lot and so forth.
Additionally, I often use YouTube videos to improve a student’s pronunciation, as well as movies with English subtitles and of course songs.

jason-studio

The picture shows my super friend Jason Fluency MC.

I have been taking advantage of Jason’s English classes since I ran into him in 2011.

https://youtu.be/YJm0PRJPNhE?list=PLSY4veVfjc63CFZvyfcU96ZodmJp3h5xV
Music in English Teaching Part 2 Movies
https://youtu.be/gjrhnf8Fshc?list=PLSY4veVfjc63CFZvyfcU96ZodmJp3h5xV

I believe in using music in English teaching. My approach is that we do not speak the language, but rather we sing it. English bears a unique melody, rhythm as well as intonation.
My students enjoy English lessons with me because they are never bored.

Some publications available online
https://www.researchgate.net/profile/Halina_Ostankowicz_Bazan/publications https://pwr-wroc.academia.edu/HalinaOstankowiczBazan/Papers

 

 

The long and winding road to success by Tatiana Njegovan

On the 31 October 1991 my ten-year old dream came true – I became an English teacher. I was born in Belgrade, the capital of former Yugoslavia, today Serbia. I successfully passed my State Certific…

Source: The long and winding road to success by Tatiana Njegovan

English as an International Language – lesson plan by Sarah Priestley

4Thank you very much for the post by Sarah Priestley.
I am going to use this lesson plan, starting from today.

TEFL Equity Advocates

This lesson plan can be adapted to any level from Intermediate to C2, depending on the difficulty of the audio recordings you use in the listening stage 3 and the vocabulary used in stage 4.  I did it in an 80 minute lesson with a C2 adult class.  If you’re short of time you could skip stage 2 (the discussion) or shorten the number of tasks for this part. You can download the pdf handout here

1. Warmer

Don’t tell ss the topic of the lesson yet.  Instead, ask them to note down the qualities of a good language teacher. Get them to compare with a partner and have brief group feedback.  Here’s what my C2 conversation class came up with in June 2016:

4Interestingly enough, I asked my group whether knowledge of the language was a quality to consider, as I noticed that nobody had mentioned it.  They…

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Learning styles – important or not?

Study skills are not just for students. Study skills are transferable – you will take them with you beyond your education into new contexts. For example, organisational skills, time management, prioritising, learning how to analyse, problem solving, and the self-discipline that is required to remain motivated. Study skills relate closely to the type of skills that employers look for. (See Transferable Skills and Employability Skills for more.)

Find more at: http://www.skillsyouneed.com/learn/study-skills.html#ixzz47TfSnaiW

ELT planning

This week I watched a presentation called ‘Changing the way we approach learner styles in teacher education’. This was delivered at IATEFL 2016 by Carol Lethaby and Patricia Harries. If you get a spare half an hour this week I thoroughly recommend seeing it – you can access it on the British Council/IATEFL site.

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‘The Native factor’ Silvana’s plenary – IATEFL 2016 Day 2

‘The Native factor’ Silvana’s plenary – IATEFL 2016 Day 2

IATEFL 2016 Plenary Day 2

Silvana  Richardson

Silvana introduced herself: she is not tall, she is not male, not single, not an atheist, not a sport, not fantasy buff, not a native speaker. She was stressing that she is a non-native English speaker?

Why do we still refer to an aspect of the professional identity of over 80% of the teachers of English as a ‘non’?

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This is the reasoning;

  • The native speaker is the best model, the ideal teacher.
  • I am not the perfect model and not the ideal teacher.

Because;

  • I am a non-native speaker.
  • I can’t be a good English teacher.

Silvana gave us results  of some studies and asked to decide what the findings show.

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Silvana summarised by saying that students generally value professional and personal qualities over nativeness.

Both NEST and NNEST are perceived to be competence each with unique strengths. Preference is inconclusive. Some indicate both, some one, some the other.

 

Next, she discussed Discrimination and Recruitment.

A majority of the advertisements favoured NESTs and rejected NNESTs. This could be seen as a severe discrimination.

The presenter also talked about the issues of confidence and self-esteem.

It is about all teachers whose first language is other than English.

Silvana’s session was for me very special as well as significant.

In my view, this discussion is very educational and should be wildly continued.
I have been questioning all kinds of debates around ” who is a better teacher, native speaker or non-native language teacher?”
I have been teaching Polish as well as English for over 40 years.
As a Native Polish speaker, I have been a lot more stressed out teaching English because I always have felt a bit behind new expressions, phrases, vocabulary, and so on
I agree with James Alvis Carpenter’s thinking:
“ What does it mean to be an English, teaching professional? Is it the ability to speak English? Capacity to teach English? The professional credentials attendant to both? Or a combination of tangible and intangible elements—like the ability to speak English coupled with the ability to think creatively and connect with people from different cultures? ”
I believe that generally speaking, it does not matter if you are a native or not – native speaker.
The most important is to be a good creative teacher, with competence to motivate students to learn a language.
Passion for teaching, friendly attitude towards learners, love of the subject, a readiness to alter, a willingness to give, support and reflect are vital education skills.
Above all, it is essential to be a lifetime learner, so to continually look for the best ways of improving teaching methods. We should take courses to master teaching techniques.

Kiczkowiak, M. (2016). Current supporters. Available: http://teflequityadvocates.com/get-involved/support-us/. Last accessed 7th April 2016.

Here is the slide from presentation;

TEACHERS and SUPPORTERS

Picture1Silvana encourages to remember about;

  • Equal Opportunities policy

–Have one!

–Implement it

–Promote it (Be an EOE- and proud!)

–Use it to challenge customers’ prejudices and to explain your recruitment strategy

  • Recruit staff based on their qualifications, experience, the merits of their teaching abilities and their language proficiency
  • Create opportunities for collaboration
  • Create a working environment that values and promotes equality and diversityA screenshot from our kickoff event at the iTDi Summer School MOOC with Jason Levine and Chuck Sandy (by Leo JC)

Non- Native English Teacher

 

Posted in Conferences, IATEFL 2016


The Native Factor: the discussion continues

FromLet’s be the majority, not the minority. We shake our heads at the unpleasant (often an understatement!) things our ancestors have done in the name of labels and arbitrary categories, but let’s remember that we also need to shake our heads and stand up against what’s happening now. This is the only way to rid our profession of discrimination and ensure that we have qualified teachers teaching English rather than people who have been hired because their first language is a particular variety of English and (in some cases) because they have white skin.

Lizzie Pinard

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