www.coloty.com

CANCUN JOBS: There’s a TON of work in this town

We’ll start off in this article with listings of some principal institutes and Bilingual schools. Native speakers are always welcomed, although the competition for jobs having minimal qualifications can be stiff, especially during the Summer months, when the ever-present hordes of gringo tourists inundate the tourist segments of the city. You don’t think you’re the ONLY one who’d like to “hang out” for an endless Summer here, do you? With a TEFL certificate and some experience you’ll be OK though.
So, let’s rock

Xicalango Escuela de Ingles
Av. Nader and Uxmal Cancun
884 - 1065

At this institute all levels of English are taught for children to adults. Classes are normally scheduled from 7:30 am to 12 noon and then again from 4:30 to 9:00pm. Stop by and check them out during one of these periods to get a good feel for the types of students they have. You should be allowed to stick your head in to a couple of classes to see how they’re conducted as well. Be sure to ask. Pay varies according to their needs and your qualifications.

CETEC (computation and English)
Av. Xel - Ha Lotes 59 and 60 sm 24 Cancun
887 - 0909
E-mail: ceteccan@infosel.com.mx

Part of a chain of computer / English institutes with about 25 locations throughout Mexico that is very aggressive and busy with a lot of emphasis on a multi-media approach in their classes. Young adults and children as well as adult business classes are taught. Their programs can run up to 3 years in length with most students registering for at least a year. They don’t currently have any native speakers, so an experienced teacher with TEFL certification and a dynamic manner should have a good shot at a position right away.

Harmon Hall Canc

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While the lure of “learning English or another foreign language while you sleep” may be highly provocative and tempting for all of us in this not-enough-time-to-do-everything world, there’s still no “easy out”. Learning a foreign language can be a life-long pursuit or a summer project. In this second installment of our quest, we’ll briefly examine some theoretical approaches to English language or foreign language learning.

Theoretical Approaches

English Language Teaching and Learning theories support a number of useful, valid approaches for foreign language or second language acquisition. Considering the major language learning theories previously or currently prevalent, let’s briefly examine any basis for “sleep learning”. The following language learning theories have all been popular or prevalent during our current or recent decades:

Grammar / Translation method (F. Boas and O. Jespersen)

Direct Methods

Audio-Lingual (Darian, 1972 et al.)

Computer-Aided Language Learning

TPR - Total Physical Response (J. Asher, 1965)

The Silent Way (Gattegno, 1972)

The Communicative Approach

Suggestopedia (Lozanov, 1978)

The Natural Approach (Krashen-Terrell, 1983)

Neuro-linguistic Programming (Bandler and Grindler, 1982)

The Lexical Approach (Willis, 1990 et al.)

Community Language Learning ( C. Curran et al., 1972)

Howard Gardner’s Theory of Multiple Intelligences, (H. Gardner, 1983) while not strictly a language-learning theory, nonetheless, has had considerable application to language learning and acquisition. Of these, the following have aspects which seemingly might promote or support the concept of “sleep learning”. They are: The Silent Way (Gattegno, 1972), Suggestopedia (Lozanov, 1978), and Neuro-Linguistic Programming (Bandler and Grindler, 1982). Let’s briefly examine each of these.

The Silent Way

The Silent Way (ref. Richards and Rodgers, 2004) was developed by Caleb Gattegno (Gattegno, 1972) and is a method based on the premise that the English, or foreign language teacher, should be “silent” as much as possible and the language learner encouraged to produce as much language as possible. But while the method requires minimal external input on the part of the language teacher, it does provide for problem-solving, “discovery learning” and creation of memorable images to facilitate learner recall. Problem-solving and discovery learning certainly can not occur during the noted stages of sleep. Creation of “memorable imagery” is possible, especially during the dream state, but how many learners remember these images with any frequency?

Suggestopedia

Suggestopedia, also known as Desuggestopedia, developed by Georgi Lozanov (Lozanov, 1978) is based on a “science concerned with the systematic study of non-rational or non-conscious influences”. Music and musical rhythm to place the learner in a relaxed state, called Psuedo-Passiveness, (also ref. Krashen-Terrell, 1983; the Affective Filter Hypothesis) and to pace or structure the linguistic material also figure heavily in this approach. But using this method, learners must still “visualize” a context for the material to aid in its memorization. Materials are dramatized through varying tone and rhythm of audio readings the learner listens to. Cognitive skills such as context visualization and memorization are not actively applied to learning during stages of sleep.

Neurolinguistic Programming (NLP)

Neuro-linguistic Programming or NLP is a collection of techniques, patterns and strategies for assisting effective communication, personal growth, change and learning based on a series of underlying assumptions about how the mind works and how people act and interact. (Revell and Norman, 1997) In the mid-1970s, John Grindler (Bandler and Grindler, 1982) and Richard Bandler (Bandler, 1985) developed NLP as an alternate form of psychological therapy. A series of step-by-step procedures that would enable people to improve their lives, therapist could use these techniques in building rapport with clients, gather information about their views and help them to achieve goals and bring about personal change. (ref. Richards and Rodgers, 2004)

A behaviorist approach though, requires conscious effort and application of cognitive, meta-cognitive, communicative and social strategies. (Rubin, 1987) As such, this does not take place in full during stages of sleep. Conscious, active effort and application are genuinely required over an extended period of time for full benefit. For an even more detailed look at implicit and explicit approaches to teaching and learning grammar, see the article: “Grammar Teaching: Implicit or Explicit” available online at:

http://ezinearticles.com/?Grammar-Teaching:-Implicit-or-Explicit?&id=89342

Apart from theory, methodology and didactics, language is a communicative tool. It allows us, as humans, to share our knowledge, thoughts and ideas in a way and at a level that none of the other animal species ever can. But what actually constitutes good practice in English or foreign language learning? How can we identify or become a good language learner? In the third installment of the article series, “Can you really learn English or another foreign language while you sleep?”, we’ll examine some of the many aspects of good language learners.

Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

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When English EFL, ESL or foreign language learning students ask you, “Teacher, what can I do to learn more words faster?” Here’s an answer that will serve you and them handsomely. Create your own TEFL vocabulary building games, activities and puzzles to boost your vocabulary in record time. Not sure how to go about it? Here are some suggestions:

Complete the Chart

First fill in a chart of foods under categories like:

Fruits

Vegetables

Meats and Proteins

Fish and Sea foods

Dairy Products

Cereals and starches

You can use a dictionary, talk with classmates or friends, look at pictures, etc. whatever you can to get yourself the biggest list you can as fast as you can. Once you have a good “stash” of vocabulary, reinforce it by using it in other activities like the ones that follow.

Create a Word-Find puzzle

Make a 15 space by 15 space grid on a letter-size sheet. You can use a computer or manually draw one. Leave space at the top of the page for a title and other data. There should be an even larger space at the bottom of the sheet. This is going to be the space for your word list. Now, using any of the words from your chart, make a list of about 25 to 30 words at the bottom of your puzzle page. Then, fill in the grid spaces using those words. Horizontally, vertically, diagonally, even backwards will do to use up as many spaces as you can.

If you’re using this exercise in a class, students swap papers to solve each other’s puzzles. They can also check for errors, omissions and missing words or letters. You’ll be using peer correction to its fullest.

Categories to Be Used

Word lists are created using relevant themes from the class. Examples of “evergreen” themes which can be used repeatedly include:

Clothes and colors

Occupations - Jobs

Food and food categories

Parts of the body

Furniture and Rooms of the House

Animals and Pets

Cities in your state or country

Cities and Countries of the World

Famous - Historic People and Places

Verbs (Regular or Irregular)

Music (artists, types of, instruments, etc.)

The list of possibilities is virtually endless. You’ll also be able to use these same categories and word lists in other exercise types coming up in Part 2 of this series.

Three of my favorite puzzle creation programs are available online:

Puzzle Maker website www.puzzlemaker.com is the simplest and easiest of the trio of puzzle creation programs. It will also allow you to create word finds and other puzzle types. It’s available free online, can be learned in a few minutes and doesn’t require downloads or prior knowledge.

Hot Potato website for creating puzzles http://web.uvis.ca/hrd/halfbaked/ is fairly simple to manage, although more complex than Puzzle Maker. A demo version is available for free online, with the full version requiring only free registration if you’re in the USA.

If you love flashy colors, are an artist who paints, draws, cartoons, creates or crafts, then your brain is highly - developed in the visual - spatial area. Do jigsaw puzzles increment and stimulate your brain? Then visit this website for more info and to try your hand at some visual - spatial activities. You can create or associate word lists to accompany each of the puzzles offered for free download at:

Jigsaw puzzle free downloads http://zone.msn.com/deluxegames/

We’ll continue in Part 2 of this series with more suggestions for developing English language vocabulary at the fastest possible rate for learning English as a foreign or second language. The same techniques exactly apply for developing foreign language vocabulary. In the next section we will focus on creating specialized puzzles like cross word puzzles, using the same vocabulary lists you’ve already developed. See you in Part 2.

For Part 2 of this article go to: http://bettereflteacher.blogspot.com

Prof. Larry M. Lynch is a bi-lingual copywriter, expert author and photographer specializing in business, travel, food and education-related writing in South America. His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News and Brazil magazines. He now lives in Colombia and teaches at a university in Cali. Want lots more free tips, help and information on language learning, public speaking, writing and mental skills development? Go now to: http://bettereflteacher.blogspot.com Be sure to ask for your free, in - depth special report on making yourself smarter using these strategies with sample practice activities.

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