Teaching Languages

Teaching Languages


The practical fitness in skills has been for long recognized as a necessary constituent of communicative aptitude. The soundness and the dependability of many teaching methods through a realistic understanding play a big role in self-assessment as a teacher. Challenges associated with this learning come because of existence of varied communities with different practices. Regardless of the mounting curiosity in training the subsequent verbal communication, there seems to be fewer details with reference to classroom. This details regard to the practical skills that are essential as tools for evaluation in the course of training. This detailed case focuses on expressing the functionality standards of pragmatic in classroom setup. In addition, it exhibits the efficiency of a teacher- ground analysis of pragmatic skills as quoted by Ableeva (2007) on socio-cultural speculation.

Critical Response

In a Japanese institution, a teacher introduced a course of English through which the trainer focused on practical guidelines about the language. The Japanese teacher employed the use of combined developed real evaluation paraphernalia. This included the reflective script and peer-analysis among other methods that enhanced the relation and evaluation throughout the training session. The evaluation concept was aimed at educating the learner the importance of proficiency in the communal believes. This concept was also vital in educating the learner and making him conscious about the social reality and the origin of their language. In addition, it was meant to asses the level of understanding between the learners’ interpretation and that of the teachers.

Personal experience

Language teachers face similar problems that entail response and evolution. For instance, before I became a teacher, I had also many problems in English language. Most of the problems included poor pronunciation of vocabularies and my grammar was not coherent. This kind of problem came as a result of frequent use of my native language. My teacher managed to solve this problem by enforcing English to be spoken in school. The little English words that we knew become useful in the sentences construction. Therefore, the frequent use of English as my second language helped me to know English. This experience facilitated me when I was employed to teach language in a mission-based school in Africa. This was not an effortless task because English was a compulsory course of study. Students in that school did not know even a single word of English for they had been influenced by their cultural practices. Their eager to know English was to some extent in futile because their pronunciation was significantly tampered with by their native language. We did not have enough time to evaluate the learning capability of the students and this resulted to poor language among the students. This issue existed since the classes where crowded consequently making it difficult for me to evaluate each student individually. Essentially, the environment was not conducive for the reason that poverty and other social problem incapacitated the process.

One of the lessons that I have learned in this contest, is to have a consistent way of evaluating the learners’ understanding capacity. As a teacher, I should avoid talking so much but instead allow the students to talk. This shall be done through group discussions, for which every student shall have the opportunity to participate in speaking English. Learning a second language involves student emotionally hence, a humble environment is required. In this way, as a teacher I should bring forth humorous scenes that will dissolve the tension. Consequently, the students will love the lesson to an extent they will be longing for it. One principle of learning is employed where passion exists for it greatly facilitates understanding as quoted by Hymes (1972).

Repeating and rephrasing facilitate understanding of the keywords to the student. Emphasis on words and vocabulary expose the student and thus occupying his mind with words that he may not forget easily. Though for the first instance he may not understand, later the mind will remember due to the persistence. The other method that can help is through avoiding overcorrecting the student. This is because overcorrecting imparts a negative thought to the student leading to development of low esteem. This character makes a student detest the subject and as a result, he or she lags behind in the lesson. Therefore, it is appropriate for the teachers to evade from actions that will hinder the student from actively participating in the class.



Ableeva, R. (2007). Assessing listening for development: Language in action: Vygotsky and Leontievian legacy today. Newcastle, UK: Cambridge Scholars.

Hymes, D. (1972). On communicative competence: Sociolinguistics: Selected readings. Harmondsworth, UK: Penguin.



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