Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

Text IV

How to be an Effective EFL Teacher 

Over the short history of the ESL/EFL field various methods have been proposed. Each method has in turn fallen out of favor and has been replaced with a new one. Audiolingualism, functionalism, communicative paradigms, and now the fad is "task-based syllabuses." In his critique of the task-based syllabus Sheen (1994:127) points out, "frequent paradigm shifts in the field of second and foreign language teaching have not resulted in significant progress in language learning." Since no method has been proven to be more effective than another, many teachers have jumped on the "eclectic" bandwagon. Common sense would have this as the best available choice since variety is the spice of language.

(Source: http://www.eflpress.com/teacher/EFL_teacher.html)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)

Text III

Here are some of the conclusions of a study conducted by The British Council to examine the policy, perceptions and influencing factors of English in Brazil:

[…] Brazil does not have a policy that focuses solely on teaching and learning English. The National Education Guidelines identify English as one of many foreign languages offered to students in primary and secondary education. Various English language learning initiatives have emerged at the federal, state and municipal levels however many English initiatives have limited success due to unbalanced curriculums, limited class time, teachers lacking the linguistic and pedagogical knowledge to effectively guide students, and minimal resources.[…]

Those working in internationalised industries, especially in management roles, do need English for employment though they may use it sparingly. As FDI ("Foreign Direct Investment") and interaction with other countries grow, especially in localised sectors, the demand for English as a medium of communication will increase. Currently, Brazil‘s average level of education and lack of English are perceived by some as detrimental to its economic growth and investment.[…] 

Perceptions of English language use are changing. Younger generations are more open to English and link it less to a political agenda and more with personal growth and opportunity. Although there seem to be deeply-rooted ideological barriers at a national level to prioritise English over other languages, at an individual level, the language is gaining increased value and influence.

(Source: British Council Education Intelligence. (2015). English in Brazil: An examination of policy, perceptions and

influencing factors. Retrieved and adapted from https://ei.britishcouncil.org/sites/default/files/latin-americaresearch/English%20in%20Brazil.pdf.)