Teach English in Xinqiao Zhen - Shanghai Shi

Learning DifficultiesWhile it is true that the TEFL teaching system and techniques focus on rendering the learning and teaching of the english language as a second or foreign language, as entertaining and motivating as possible, by using a series of tools and techniques, integrated in well-defined class plans, there are however students who may have several difficulties learning the language, due to geographical, social or environmental reasons. As far as geographical issues are concerned, these relate to students who are from a particular geographical area, in which their native language differs greatly from the english language. Those students, whose languages have a high contrastive analysis approach, will have problems of syntax and pronunciation, due to contrasting grammatical structures in their own language as opposed to english. They will have difficulties pronouncing certain sounds that they are not familiar with, such as the TH sounds, or problems pronouncing certain vowel usages, which do not exist in their native language. These students may also confuse certain items of vocabulary, especially beginners, or students from countries that do not have the Roman alphabet. The english language has a wide idiomatic usage, which can also be a problem, as can the differences between written and spoken english. Spelling is probably the biggest issue when learning productive skills, as it does not follow any alphabetical principle consistently. The students will also be faced with the variety of english speaking areas in the world. english spoken and written in the USA as opposed to England can vary considerably. Therefore pronunciation, grammar and vocabulary can be quite different depending where you travel to. Cultural differences may also influence students within a classroom, as the styles and differences in communication can be significant. Take the example of students from Asian countries, who have an ingrained respect for their teacher and have a very structured concept of teaching. These students may be surprised by the TEFL approach, as they do not consider classroom interaction and discussions as important or necessary. They are used to teacher-centered lessons, where the teacher?s role is to talk and the students? that of listening. In Latin American countries the opposite is true; this is why it is important, as a teacher, to be aware of the different cultural conditions, as these can affect how well the students will learn english. A teacher may have to deal with social problems in a classroom. These cases my include students seeking extra attention from the teacher, due to problems at home. Some children may not be doing well because their parents do not make sure they are getting their homework done, or do not provide the help and encouragement children need. These are the students who will give teachers more problems as far as discipline is concerned, and will have to be dealt with sensitiveness but firmness. Receptive skills such as speaking and listening are considered fundamental in the TEFL courses, although productive skills are also important, it is true that receptive skills are the most difficult to deal with, as students will be less inclined to talk for they may feel embarrassed, and will find it hard to express their thoughts and various concepts in english. Speaking and listening are fundamental for human communication, as we are most likely to have many more conversational exchanges in a day than written communication. This is why, although productive skills are also important, receptive skills are harder to deal with if students do not have an english teacher to monitor them. It would be impossible to practice receptive skills without an english teacher. On the other hand, students would probably be able to learn productive skills without a teacher if they really needed to, by using educational websites and course books. Therefore practicing speaking and listening skills is fundamental within the lesson and classroom. Entertaining interactivity and communication will help overcome those social barriers and nervousness foreign students may have when speaking english. TEFL teachers may have to teach two different groups of students; multilingual students, who are learning english in an Anglophone country, or monolingual students learning english as part of their school syllabus in their own country. In monolingual classes teachers may find students resorting to their native language when they are placed in groups, however if the teacher has given clear and simple explanations for the activities they are to carry out, they should be able to get on with their activities without using their own language, and a teacher can monitor the process of the activity. These students have a limited exposure to the english language, so the teacher has to make the most of practicing receptive skills, as he or she is the only source of english the students are likely to have. Multilingual students may have problems due to their cultural differences, as well as varied grammatical problem areas. The teacher will have to deal with different english difficulties in one same class. However, students will be forced to speak english to one another to be able to communicate, and have more exposure to the english language. Other difficulties teachers may encounter are those dealing with unmotivated classes, such as children, who do not realize the how important it is to learn english, as well as their limited attention span or general behaviour in the classroom. Children need to be disciplined, especially if the class is a large one. The role of the teacher and the classroom management are fundamental, as is the way the classroom should be arranged, in order for the teacher to be able to monitor and manage the students? behavior. Eye contact, the teachers? clarity of voice and simple and straightforward instructions, as well as his or her position within the classroom will establish a rapport and mutual respect allowing for better discipline and learning conditions.