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We love sharing stories of English learners and educators whose lives have been positively transformed by the language. One such inspiring story comes from Rodrigo Tadeu in S?o Paulo, Brazil. Discover why he holds a special appreciation for mastering English.

Motivations for learning English?

Rodrigo grew up speaking Portuguese in South America. As a child, he never thought about learning another language. However, when he became an adult?and began aspiring to a career, he realized that expanding his language abilities would help him achieve these dreams.

"I worked as an accountant for an American company," he said. "So, to communicate and achieve professional success, I had to learn English!"

Rodrigo has changed jobs since then. And even though he¡¯s no longer required to speak English with his new company, he still feels a responsibility to himself to continue his education.

The road to English fluency

There are many tools that you can use to improve your English language skills, and Rodrigo used several ¨C some he¡¯s still using to this day. First, he started learning English formally by taking classes in high school. However, his shy disposition made it difficult for him to practice because he was afraid of failing in front of others. At the time, he didn't have?career goals motivating him to learn the language either.

Later, however, our adventurous accountant decided to learn English in earnest, so he traveled to Canada to study and become a?confident speaker. When he returned to Brazil, he kept studying and continues to do so. Reading books and articles, listening to podcasts and copying other English speakers have also helped develop his conversational skills. Among his favorite podcasts are "English as a Second Language" and "Freakonomics".

English learning is not without challenges

Rodrigo noted that he struggles with pronunciation most.?¡°The way English speakers say words is very different than the way you would say something in Portuguese.¡±

He thinks the issue is the same for Spanish speakers as well.?"In Portuguese or Spanish, if you know the words,?you can basically speak exactly what you read. In English, it's totally different. You cannot speak the words that you are reading. So you have to know about this!"

This might be the most challenging part of learning the language for Rodrigo, but he assured us that he¡¯s not giving up.

English for enjoyment

Rodrigo may have initially studied English as a way to progress his career, but the language quickly became something he enjoyed.?And instead of being content with the skill that he has now, Rodrigo dreams of continuing his English-speaking education so he can travel and further enjoy his life.

"These days, English has become fun!" he said. "Now it's better to watch movies and TV in English."

He also mentioned that he eventually would like to visit Europe. But when asked about his dream destination, Rodrigo said that:?¡°I¡¯d like to move back to Canada, maybe live in Vancouver for a year or two!¡±

Advice for English language learners

After working hard for years to learn English, Rodrigo now offers advice to fellow Brazilians (and others) who wish to speak another language:

"You have to be confident, and don¡¯t give up. You have to keep your dreams. It's difficult to ... speak one language that's not your mother language ... If you can imagine, you can achieve, and you can do. So 'don't give up' is the perfect phrase."

Educators need to meet the needs of all students, including those who are neurodivergent. Neurodivergence refers to variations in the human brain and cognition, including dyslexia, ADHD, and autism. Among these, dyslexia is one of the most common learning differences, affecting how individuals process written and spoken language. Although each student¡¯s needs are unique, there are several practical, research-backed strategies educators can employ to support and empower these learners.?

Let¡¯s look at some tips for teachers, which cover everything from font choice and classroom environment to presentation of information and assessment design. Although these are designed to support neurodivergent students, they will in fact help foster?a more inclusive, accessible, and positive learning experience for all learners.

What do we mean by future skills??

The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them.?

These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories:?

1. Ways of thinking

Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

2. Ways of working

Here, we¡¯re talking about the skills of communication and collaboration.

3. Tools for working

Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local.?

4. Life skills

The final category covers life and career skills, and is all about personal and social responsibility.?

One way you can encourage young learners to build these skills is through STEAM subjects (that¡¯s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation.?

The four Cs?

The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life.?

Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.??

So let¡¯s take a closer look at the theory behind them.

1. Communication

We usually think of communication as speaking and listening, but it¡¯s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills.?

2. Collaboration

Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children¡¯s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other¡¯s perspectives and skills.?

Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.?