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Reflections on Standard English in EFL classroom To be unable to write Standard English or to use its spoken forms in appropriate public contexts is to be disenfranchised, to be deprived of true citizenship…. Where it is appropriate to use the standard, you see it but there are many uses where other forms, or other languages, are as appropriates… It is astonishing to reflect that no linguistic theory has ever begun to pose the question of the permissible range of variation within a standard although it is obvious even from the history of English that
A year of teaching English to twelve-years-old children in Vietnam has provided some insight into some of the special areas of difficulty which derive from fundamental differences between their mother tongue, Vietnamese, and the language of the Anglo-Saxons. Language students everywhere have a problem in preventing the structure and tone of their native tongue intruding on their efforts in using the new language, and the problem is magnified when the two languages are s
The Vietnamese take English very seriously. Along with their own language and mathematics, English is accorded the highest priority in primary and secondary schools. Not only is the subject studied in school, but in Hanoi all parents that can afford the fees arrange for their children to receive extra instruction in the evenings and at weekends. Extra lessons taught by the school English teacher are virtually compulsory, as teachers need the opportunity to boost their i
This article has two main aims: to give teachers a variety of strategies for dealing with grammar in the classroom to explore ways of approaching grammar outside the classroom
My father came over to this country sixty- five years ago not speaking a word of English with barely a penny in his pocket with the clothes he was wearing for the journey and a spare pair of socks. Being a tailor by trade he was soon working in an all immigrant clothes factory where no one spoke native English and...
English is the most difficult language to learn, read her `why` and `what` to do about it.