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What do we mean by English fluency, and how can understanding competencies across the four skills provide a more realistic picture of communicative English ability?

What is fluency?

As someone who worked in dictionaries, the meaning of words has always interested me – and fluency is a particular case in point. Language learners often set themselves the goal of becoming fluent in a language. Job adverts often specify “fluent in English or Spanish” as a requirement. But what does being 'fluent' in a language actually mean? If we look in the Longman Dictionary of Contemporary English, we see that fluent means “able to speak a language very well”. Fluent speech or writing is described as “smooth and confident, with no mistakes”. In general, fluency is most often associated with spoken language – but is that the goal of all language learners? And what does being able to speak fluently show about the other language skills?

Describing English proficiency

Before entering the world of dictionaries, I taught English as a foreign language in France. At that time, the Common European Framework of Reference for Languages (CEFR) had not yet been published and learners were described in very general terms – beginner, intermediate, advanced – with no agreed standards on what learners at each level were expected to know. As well as establishing standards, the CEFR also shifted the focus of language assessment from knowledge of grammar and vocabulary to functional competence, i.e. what can a student actually do with the language they’re learning across the four skills:

• listening
• reading��
• speaking
• writing

Interestingly, while calling out specific objectives for each skill, almost two-thirds of the information in the CEFR describes spoken language. This seems to imply that spoken fluency is indeed the most important goal for all language learners.

Mapping out a personalized path to proficiency

As a global publisher, ����app English recognizes that all learners are different – in their backgrounds, learning environments and learning goals. This is why we have undertaken new research to extend the set of learning objectives contained in the CEFR to account for learners who need detailed information about their level in all four skills, not just in one (typically, that of speaking).

No learner will be equally proficient in all four language skills – in the same way that no native speaker is equally proficient in all skills in their first language. Some of us are better at writing than speaking, and many are illiterate in their first language. A true measure of language proficiency needs to take into account all of the skills. Equally, not every learner of English will need to be 'fluent' in spoken communication.

Many researchers need to read papers in English and attend conferences in English – but will only ever present and write in their first language. Is 'fluency' a good way to describe their goal? And if it isn’t, does that somehow diminish their language achievements? By acknowledging proficiency in individual skills – rather than catch-all terms such as 'fluent' – we gain a clearer understanding of goals and outcomes, and with this knowledge, we are in a better position to tailor learning to the individual.

Interested in learning more about the English language? Check out our post��How using jargon, idioms and colloquialism confuses English learners and our post on strange English phrases.

If you're looking to improve your own fluency (in any language) make sure to check out our language learning app Mondy.��

Teaching beginners can be daunting, especially when it’s a monolingual group and you know nothing of their language, or it’s a multilingual group and the only common language is the English you’ve been tasked with teaching them. Nevertheless, not only is it possible to teach beginners only through English, but it can also be one of the most rewarding levels to teach. To help you succeed in setting your learners firmly on the path to increasing proficiency, here are seven tips for teaching English to beginners.

1. Keep instructions clear and simple

When addressing a class of students, especially ones you’ve just met, it can be tempting to explain activities in your politest language. After all, no one likes to be rude. However, a student who has only a few words of English, if any at all, won’t appreciate the courtesy of (or even understand), “OK, so now what I’d like you all to do, if you don’t mind, is just to stand up for a moment and come to the front of the class. Oh, and please bring your book with you. Could we all do that?”

Instead, make instructions crystal clear by using as few words as necessary, gesturing whenever possible, and breaking down a series of instructions into smaller units. If you want to be polite, ‼����𲹲���” and “thank you” will do. “Everybody – take your book, please. Stand up. Now, come here, please. Thank you.”

2. Let them listen first

Your students will likely want to start practicing speaking from the get-go. However, it takes a while for one’s ear to acclimatize to the sounds of a new language, and not everyone will be so keen; don’t pressure students into speaking before they’ve had lots of opportunity to listen to you using it (which doesn’t mean you should just be rambling on at the front of the classroom – with beginners more so than with other levels, you really have to consider what you say and grade your language accordingly).

3. Drill, repeat, drill, repeat, drill…

Beginners need lots of repetition and drilling, especially as they get to grips with the sounds of their new language. It might seem boring to go over the same sentences again and again, but it is necessary. When practicing a new sentence, try back-drilling, breaking the sentence down into manageable units and then building it back up, working backwards from the end to the beginning; this helps ensure that your intonation is natural and that you get elements of connected speech right. For example, break down “Would you like a cup of tea?” as follows:

tea > cup of tea > like a > like a cup of tea > Would you > Would you like a cup of tea?

4. Establish classroom language early on

Classroom language – Can you speak more slowly? What do we have to do? I don’t understand. What does… mean? How do you say… in English? – is usually associated with , but it also helps with adult beginners. No matter how friendly and relaxed you make your classroom atmosphere, can still be daunting, especially when you feel you’re not entirely following what’s going on, or that you might be called on to say something that you don’t feel ready to say. It’s much better to equip students early on with classroom language that will help them navigate the lesson smoothly.

5. Avoid metalanguage

There’s no point in students knowing the terms past simple, irregular verb or adverb of frequency if they can’t use the actual structures or words they refer to. Don’t tell them how to say something: show them. Give as much context as you can (visual prompts work well).

Furthermore, make sure you check they have understood by asking questions that test their comprehension – never ask “Do you understand?” as:

a) many people are reluctant to let on that they haven’t understood and will pretend instead that they have

b) a student may think they have understood when in fact they haven’t.

6. Don’t forget that your students are fluent in their own language(s)

This may seem trivial, but it’s all too easy when listening to somebody speaking broken English to forget that behind the errors and the mispronunciation is a person with cogent thoughts, no doubt articulate in their first language, attempting to communicate their opinions or ideas.

As teachers, we not only have to be patient and proactive listeners, alert to the reasons why specific errors are being made while filling in the gaps in less-than-perfect communication, but we also have to steer clear of adopting the 'Me-Tarzan-You-Jane' approach to teaching, degenerating the very language we are aiming to teach.

Rather than degrading our language, we have to grade it carefully to keep it comprehensible while maintaining its naturalness, rhythm and spirit, ensuring all the while that, as far as possible, we actually converse with our students and listen to what they have to say. After all, even from the very first lessons, from the ‘A’ in the alphabet and the ‘am’ of ‘to be’, communication is the goal.

7. Prepare well, prepare a lot, keep them talking

Even though teaching beginners entails progressing slowly and recycling and repeating language many times, that doesn’t mean recycling the same activities, especially not during one lesson. Ensure you have a range of activities to use, and don’t go into class without having first carefully thought through how you are going to introduce a new language, how you will check that the students have understood it, how you will practice it, and how you will deal with potential misunderstandings. The possibility for confusion at this level is much greater than at higher levels, and sometimes even harder to disentangle.

Also, remember, unlike with higher levels, you can’t rely on conversations developing simply because the students don’t yet have the linguistic resources to engage in anything other than simple exchanges (though in time, they will). This means that the onus will largely be on you to keep them talking.

Finally, enjoy this level. Although in many ways the most challenging level to teach, it can also be one of the most satisfying. Seeing your learners go from knowing nothing to knowing a few words to knowing a few sentences and structures to being able to hold rudimentary conversations can be incredibly rewarding. If they enjoy their initial exposure to the language, and feel confident and inspired to continue, then you will have helped pave the way to their further success.

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Are you or your students preparing for an exam like ? If so, you might find that things are more stressful than usual or that motivation is starting to lack. When preparing to take an exam, it’s easy to overlook the fact that people also need to destress and relax a little.

Exam preparation is an important period. That’s why we’ve come up with some tips and advice that will help increase happiness and well-being. It will also help develop good study habits and ensure you or your students remain happy right up to their exams and beyond.

1. Create a study plan

A clear plan can help you get off to a positive start. At the same time, it will inevitably lead to more confidence and better results on the big day. Make sure to gather all the materials and equipment you will need (or provide your students with a list of what they need to gather). Once prepared, set up a comfortable workspace where you will feel happy to spend time. If you’re a teacher, you can ask your students to describe their ideal study spaces in class – this will help them visualize what they need to do at home!

It's also helpful to create a schedule where you write down what you need to work on and when. Try to include all areas of the exam but prioritize those areas that may need more work and improvement.

2. Take time out

If you're starting to feel anxious or stressed as the exam day comes nearer, here are some ideas to help manage:

Take a break

It’s better to study for short periods rather than spending hours on end at their desk. It’s a good idea to break up study periods and take a short break at regular intervals. If possible, also go outside and get some fresh air at least once a day.

Try mindfulness techniques

Guided meditation apps such as or can help reduce stress and prepare learners to focus better on their studies. You can also find guided meditation videos and audio tracks on Youtube or Spotify.

Be positive

Remember how far you’ve progressed and celebrate what you can do, and if you’re an educator encourage them to visualize themselves confidently completing the exam.

3. Have fun!

Although exam practice and reviewing are important parts of preparing for an exam, you can also have some fun. Play games and base activities around a variety of different media, including short videos and podcasts and other forms of entertainment.

Make English a part of your leisure time. Watch series or films in English, listen to music or choose podcasts related to your interests. A good tip is to look for English-language alternatives to any materials or media usually consumed.

4. Stay healthy

The stress caused by exams can result in bad habits, and eating unhealthily – fast food, snacks and caffeine can provide a false sense of energy. However, the food we eat and drink can greatly affect our body and mind. A healthy diet can improve our mood, our memory and our levels of concentration:

• Healthy carbs such as brown rice, pasta, whole grain bread and cereals will provide the necessary energy to allow students to keep working through the day.
• Oily fish like salmon and sardines are great for the brain, heart and joints, as well as increasing serotonin which makes us feel good!
• Other sources of Omega 3 such as nuts and seeds are a great substitute for vegans.
• A variety of fruits and vegetables will ensure that students have a balanced diet that will improve memory, brainpower and mental agility.

5. Get a good night’s sleep

Sleep is essential for learning to take place. The time you spend asleep is just as important as the time you spend awake. You should aim to sleep for 8 hours a night. This will help your brain to recharge, allowing you to start the day with energy and focus.

It’s especially important that you sleep well the day before the exam. This will help you relax and ensure that you are alert and ready to give your best performance.

6. Offer incentives

If you are studying intensively or for a long time, motivation levels may start to drop. If you’re a teacher and you see this is the case, your class will need some additional support and encouragement to help them keep going. Small rewards can help with this.

Teacher: You can offer rewards in class by allowing students to choose an activity they enjoy, but it’s also useful for students to give themselves rewards for any goals they set and accomplish. This personalization will make the reward even more satisfying.

Self-learner: When you get to certain checkpoints of your study make sure to reward yourself with something small that you enjoy. Small rewards include things like listening to your favorite song, eating a sweet treat or watching a funny video.

7. Reduce the workload

As the exam approaches, make sure to gradually slow down. Rather than trying to learn something new, spend the last few days reviewing what you’ve studied and practice English as much as you can. On the day before the exam, do something completely different, like go for a long walk or watch a good film. Just to get your mind to wind down and relax before your exam, which will likely be quite demanding on the brain.