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The challenge: the lure of automatic pilot

Have you ever got to the bottom of the page in your favorite book and then realized you have no idea what you just read? This is due to being in a semi-conscious mental state called 'automatic pilot'. In automatic pilot mode, we are only partially aware of what we are doing and responding to in the present moment. If left to its own devices, it can end up masking all our thought patterns, emotions and interactions with those around us. Humans are habitual creatures, building functional 'speed-dials' to allow us to survive in the present while the mind is elsewhere planning for the future or ruminating in thought. The challenge here is that we are responding to the present moment based solely on habits learned from previous experience rather than making conscious choices based on the nuances of the moment itself. Luckily, mindfulness can help.

The solution: the importance of paying attention on purpose

Jon Kabat-Zinn, Professor Emeritus of Medicine at the University of Massachusetts Medical School, is often credited with bringing mindfulness into the secular mainstream. He defines the practice as: "paying attention in a particular way: on purpose, in the present moment and non-judgmentally."��

Paying attention on purpose is the skill needed to move out of automatic pilot. As such, practicing mindfulness starts with learning how to pay attention. The more we focus, the more the brain builds strength in the areas involved in this type of concentration - and the easier it becomes to do it automatically. In other words, it becomes a habit to be present.

In the early years of primary school, a child's brain is developing more quickly than it ever will again. Young minds are in the process of forming their very first habits, and so learning to pay attention on purpose will have a .

The why: why is this particularly important in schools?��

If you're a teacher wondering why this is important, mindfulness has many benefits in the classroom. Perhaps the most notable is its facility for improving children's attention span during English lessons and elsewhere in life. This is increasingly important as children are immersed in a world of digital screens and social media. Learning to focus can help to counteract the constant demands on their attention and develop greater patience and staying power for any one activity.��

, experts agree that our attention span varies depending on what we are doing. The more experience we have of how much attention a certain situation needs, the more the brain will adapt and make it easier for us to focus on those situations.��

The brains of school-age children develop rapidly. So, the more we can do to demonstrate to them what it feels like to pay attention for a prolonged period, the more likely they are to be able to produce that level of attention in similar situations.��

For teenagers it is even more important. During adolescence, our brains undergo a unique period of neural development. The brain rapidly streamlines our neural connections to make the brain function as efficiently as possible in adulthood. Like a tree shedding branches, it will get rid of any pathways that are not being used and strengthen up the areas that are being used: use it or lose it. So if teenagers are not actively using their ability to pay conscious attention and spending too much time in automatic pilot mode, through screen use and in periods of high exam stress, the brain won't just not strengthen their capacity to focus; it may make it harder for them to access the ability to pay attention in future.��

The how: three exercises to teach your students mindfulness��

These three mindfulness exercises will help your language students integrate awareness into everyday activities in their school and home lives.��

1. Mindful use of screens and technology��

Screen use is a major culprit of setting the brain into automatic pilot. This is an activity you can��practice in school during computer-based lessons or even ask the students to practise at home.

• Close your eyes and notice how you feel before you've started��
• Consciously decide on one task you need to do on the device��
• Consciously think about the steps you need to do to achieve that task and visualize yourself doing them��
• Then turn on the device and complete the task. When you have finished, put the device down, walk away, or do something different
• Notice if you wanted to carry on using the device (this doesn't mean we need to)

2. Mindful snacking

We eat so habitually that we rarely notice the huge range of sensory stimulation going on��under the surface of this process. This is a great activity to practise with your students during breaks or lunch.��

• Hold the snack in your hand and notice five things you can see about it
• Close your eyes and notice five things about the way it feels in your hand or to touch
• Keep the eyes closed and notice five things you can smell about the snack
• Bring the snack slowly to your mouth and taste it – notice five different subtle tastes

3. Counting the breath

A brilliantly simple exercise to teach the brain to focus attention on one thing for a longer��period of time. It can be done anywhere and can also have the helpful side effect of��reducing stress through passively slowing down the breath.

• Close your eyes or take a soft gaze in front of you
• Focus your attention on the breath going in and out at the nostrils
• Notice the breath temperature on the way into the nose compared to its temperature on the way out
• Count 10 breaths to yourself – in 1, out 1; in 2, out 2; and so on
• If the mind wanders, gently guide it back to the breath
• When you get to 10 you can either stop there or go back to 1 and start again
• In time, it will become easier to stay focused for the full 10 breaths and for even longer

If a part of you is still wondering where to start with mindfulness, then paying conscious attention to anything that draws our senses to the present moment: the breath, physical sensations in the body, sounds, smells or tastes - these are all brilliant places to start. Remember that mindfulness is simply a state of mind, a way of interacting with the world around us. How we access that state of mind can vary depending on the school, the language lesson and the students - there are many possibilities. As an English teacher, it's important to encourage and help students academically and in regards to their wellbeing.��

Internships and work experience can help in numerous ways, improve someone's workplace skills, add extra value to a resume or even help a person realize if a workplace/profession is for them. They are also very helpful in developing language skills. Language development is an ongoing process that extends far beyond the classroom. While language courses and textbooks are often needed, real-world experiences like internships and work placements also play a crucial role in shaping a person's language proficiency. Whether you're a student or graduate deciding to take a placement or someone who just wants to reskill, it can be beneficial and help your language proficiency. Today we explore how internships and work experience can aid a person's language learning skills.

“Grammar, which knows how to control even kings”��- �ѴDZ���è����

When you think of grammar, “rule” is probably the first word that pops into your mind. Certainly the traditional view of grammar is that it’s about the “rules of language”. Indeed, not so long ago, teaching a language meant just teaching grammatical rules, plus perhaps a few vocabulary lists. However, I’m going to suggest that there’s actually no such thing as a grammatical rule.

To show you what I mean, let’s take the comparative of adjectives: “bigger”, “smaller”, “more useful”, “more interesting”, etc. We might start with a simple rule: for adjectives with one syllable, add -er, and for adjectives with two or more syllables, use more + adjective.

But this doesn’t quite work: yes, we say “more useful”, but we also say “cleverer”, and “prettier”. OK then, suppose we modify the rule. Let’s also say that for two-syllable adjectives ending in -y or -er you add -er.

Unfortunately, this doesn’t quite work either: we do say “cleverer”, but we also say “more sober” and “more proper”. And there are problems with some of the one-syllable adjectives too: we say “more real” and “more whole” rather than “realer” or “wholer”. If we modify the rule to fit these exceptions, it will be half a page long, and anyway, if we keep looking we’ll find yet more exceptions. This happens repeatedly in English grammar. Very often, rules seem so full of exceptions that they’re just not all that helpful.

And there’s another big problem with the “rule approach”: it doesn’t tell you what the structure is actually used for, even with something as obvious as the comparative of adjectives. You might assume that it’s used for comparing things: “My house is smaller than Mary’s”; “John is more attractive than Stephen”. But look at this: “The harder you work, the more money you make.” Or this: “London is getting more and more crowded.” Both sentences use comparative adjectives, but they’re not directly comparing two things.

What we’re actually looking at here is not a rule but several overlapping patterns, or paradigms to use the correct technical term:

1. adjective + -er + than
2. more + adjective + than
3. parallel comparative adjectives: the + comparative adjective 1 … the + comparative adjective 2
4. repeated comparative adjective: adjective + -er + and + adjective + -er/more and more + adjective

This picture is more accurate, but it looks abstract and technical. It’s a long way from what we actually teach these days and the way we teach it, which tends to be organized around learning objectives and measurable outcomes, such as: “By the end of this lesson (or module) my students should be able to compare their own possessions with someone else’s possessions”. So we’re not teaching our students to memorize a rule or even to manipulate a pattern; we’re teaching them to actually do something in the real world. And, of course, we’re teaching it at a level appropriate for the student’s level.

So, to come back to grammar, once we’ve established our overall lesson or module objective, here are some of the things we’re going to need to know.

• What grammatical forms (patterns) can be used to express this objective?
• Which ones are appropriate for the level of my students? Are there some that they should already know, or should I teach them in this lesson?
• What do the forms look like in practice? What would be some good examples?

Existing grammar textbooks generally don’t provide all this information; in particular, they’re very vague about level. Often they don’t even put grammar structures into specific CEFR levels but into a range, e.g. A1/A2 or A2/B1, and none fully integrates grammar with overall learning objectives.

At ����app, we’ve set ourselves the goal of addressing these issues by developing a new type of grammar resource for English teachers and learners that:

• Is based on the Global Scale of English with its precise gradation of developing learner proficiency
• Is built on the Council of Europe language syllabuses, linking grammar to CEFR level and to language functions
• Uses international teams of language experts to review the structures and assess their levels

We include grammar in the GSE Teacher Toolkit, and you can use it to:

• Search for grammar structures either by GSE or CEFR level
• Search for grammar structures by keyword or grammatical category/part of speech
• Find out at which level a given grammar structure should be taught
• Find out which grammar structures support a given learning objective
• Find out which learning objectives are related to a given grammar structure
• Get examples for any given grammar structure
• Get free teaching materials for many of the grammar structures

Think of it as an open-access resource for anyone teaching English and designing a curriculum.

The English language (British English in particular) is a fascinating mix of regional dialects and unique slang, shaped by centuries of history and cultural influences. Throughout its long history, . From the Romans in ancient Londinium to the rolling hills of the Saxon heartland, and from the Viking raiders of the north to the Norman conquerors of the south, each wave of historical influence has shaped the dialects of the UK. Each region of the United Kingdom has its own distinct flavor of language and accent. Today, we embark on an English slang tour to explore some of the expressions from different regions.

Language is not only a tool for communication but also a means to explore and comprehend diverse cultures, traditions, and perspectives. Europe, with its vast array of languages, is a prime example of this linguistic diversity. Each year on September 26th, Europe observes the European Day of Languages, which is a day solely dedicated to celebrating and embracing this linguistic richness.

Europe is a magnificent tapestry of languages, with over 200 spoken throughout the continent. This diversity is a symbol of the rich cultural heritage of each nation and reminds us of the intricate historical, social, and linguistic elements that mold our identities. The European Day of Languages inspires people to cherish and honor this linguistic heritage.

Why September 26th?

September 26th marks an important date for celebrating linguistic diversity and promoting multilingualism. This day commemorates the adoption of the "European Charter for Regional or Minority Languages" by the Council of Europe in 1992, a crucial document that recognizes and safeguards the linguistic rights of minority languages spoken within European countries. By celebrating the European Day of Languages on this date, it renews our commitment to supporting the rich diversity of languages and cultures that make our world a more vibrant and fascinating place.

What type of events happen?

Language Exchanges

The European Day of Languages offers language learners a chance to participate in language exchanges, which is an exciting opportunity. During such exchanges, learners from diverse backgrounds partner up and teach each other their native languages. This not only helps improve language skills but also promotes intercultural understanding.

Language Workshops

Various European cities offer language workshops led by enthusiasts and experts, providing an introduction to different languages.

Multilingual Storytelling

Storytelling is an incredibly effective tool for learning languages. Libraries, schools, and cultural centers hold multilingual storytelling sessions, where stories from different cultures are shared in their original languages. This helps both children and adults to better understand and appreciate the beauty of linguistic diversity.

Film Screenings

Cinema provides a wonderful opportunity to explore different languages and cultures. Throughout Europe, foreign films are often shown with subtitles, enabling viewers to fully immerse themselves in new linguistic worlds.

Cultural Exhibitions

Museums often showcase exhibitions highlighting the linguistic and cultural heritage of various regions, providing insight into the history and traditions of different languages.

Language Cafés

Cafés and restaurants might offer special menus featuring diverse cuisines and multilingual staff – a delightfully tasty way to explore languages and cultures.

Games and Competitions

Language-based games and competitions, such as crossword puzzles and spelling bees, are organized in schools and communities to provide a fun and educational way to celebrate language.

If you are a teacher hoping to celebrate this occasion make sure to on what to do.

Check out .

Just like the European day of Languages, we at ����app Languages are fully committed to empowering and celebrating language learners and educators alike. That's why we are now supporting French, Italian, and Spanish language learning with the Global Scale of Languages (GSL). With these new language learning frameworks at your fingertips, you can confidently design curriculums and personalize learning pathways to help fast-track your learners’ progress and help your learners be themselves in French, Italian and Spanish.

Whether you're a teacher, a language learner, or simply someone who appreciates the beauty of languages, the European Day of Languages and the GSL provide exciting opportunities to explore, learn, and enjoy the rich tapestry of Europe's linguistic heritage.

Find out more about the Global Scale of Languages

Can we play a game? How many times have you been asked this in class? And how often do you say Yes? Young learners love to play games, and if you choose the right ones, they can have a hugely beneficial impact on their learning.

As well as being fun, games can provide learners with necessary language practice, as well as lowering the affective filter (i.e. anxiety, fear, boredom and other negative emotions that can all impact learning). Games also foster a positive, relaxed environment.

So are you ready to play? Here are a few tried and tested games that work especially well in the primary classroom. Each game is designed to consolidate and review the language students have been learning, and take from 5 to 15 minutes. The primary games are flexible enough for you to adapt them to different learner levels, age groups and skills.

Are you teaching in a 21st-century classroom? Chances are, If you are an English educator working in the classroom today, you have already moved well ahead of your peers and colleagues teaching math, science, and good old-fashioned grammar. Now that you know you are a 21st-century teacher, what does that mean? And how do you know if you have moved ahead of the curve to embrace what we call 21st-century skills?

Actually, "21st-century skills" is a bit of a misnomer. The prized skills of this age have existed in teaching and learning as long as we have been teaching and learning. In a modern-day class, Socrates and Aristotle would feel right at home (although maybe underdressed).

The phrase itself is meant to imply a classroom ready for the upcoming STEM needs of employment that will allow for innovation, development and significant advances across tech and non-tech industries. Yet, the skills themselves do not imply a highly technological classroom. A modern 21st-century class can be a surprisingly low-budget place.

It can be summarized by the 4Cs:

• Communication
• Critical Thinking
• Creativity
• Collaboration

Reading through this list, you may think, "Hey, those are my classroom goals as an English language teacher!" Finally, the rest of the world has caught up with the modern English language classroom. Of course, when describing these skills, we aren't just talking about teaching English, but skills that can be used to prepare learners for the modern age. This means we want our students to be able to:

• Perform independently and with groups in a highly technologically advanced atmosphere.
• Be ready for daily, global interaction.
• Be capable of adaptive, flexible and creative thinking.
• Understand how to plan for, build, and include collaboration with peers who are colleagues and experts in the field.

Students and 21st-century skills

This goes a bit above and beyond the basics of the walls of the English language classroom. And yet, preparing our students for the 21st century doesn't require a classroom resembling a science fiction movie set. Several teachers have proved that you can embed these skills by utilizing the most important resource available in the classroom.

Your students.

Sergio Correra is an inspired young teacher at the Jose Urbina Lopez Primary School on the US Border with Mexico. After a year of teaching uninspired curriculum to disengaged students, he returned to the drawing board. He spent time researching ways to improve student engagement and performance and stumbled across exciting research that could be boiled down to one question: Why? Or rather, getting students to ask the question: "Why?" At the beginning of his next school year, he arranged the desk in a circle, sat his students down and asked: "What do you want to learn about?".

Using this as the jumping-off point, he encouraged students to ask questions, seek out more information, and find more questions to answer.

Over the next year, he saw his students' test scores rise, the engagement and enthusiasm improved and he received approval from his principal and fellow educators. With few resources and limited access to technology, he found his students shifting from the lowest testing group in the nation to being ranked among the highest for their performance on standardized tests in the country. One of his students was the highest-performing maths student in the country.

Mr. Correra was inspired by research and reports based on the work of the Indian educator Sugata Mitra. The principle behind Mr. Mitra's approach is to drive student's curiosity by letting them carry out their own learning. In one of his most famous examples, he walked into a classroom in India with computers loaded with information. He explained to the students, now curious about the big shining boxes that held inside something interesting.

And then he left the students to it.

In the course of a year, students had taught themselves everything from English to molecular biology, all without the guidance of a teacher. Rather, they were driven by their natural curiosity, playing off of each other's discoveries to go farther and learn more. Embodying what it means to be self-guided, innovative, collaborative and curious learners.

Keeping your curriculum up to date

These students who were given freedom are much more likely to ask questions out of curiosity, motivate themselves and learn without guidance. And while this may be wonderful for learners, this isn't exactly helpful for teachers. To get to the 21st-century skills and inspire motivation, do we have to throw away our syllabus and books and trust only in our learners to motivate themselves?

Fortunately for those of us who have chosen a career in education, that is not the case. We as educators can take lessons from Mr. Correra and Mr. Mitra and use these as a way to inspire interest and engagement in our own classroom while building these skills in our learners.

As language teachers, it's a matter of blending the 4Cs more thoughtfully into a student-centered classroom where learners can engage in high-interest content that is relevant, useful, and promotes innovation.

Take your average prepositions lesson as an example. Even in the best communicative classroom, a teacher may still spend time explaining the rules, setting up the activity and delivering instruction. By applying the 4Cs we can turn this lesson a bit more on its head, making a typical ELL grammar lesson magical.

For example:

Collaborate: Start by handing out magazines or picture books. Have the students work together and choose a picture.

Communication, critical thinking, and creativity: Ask your students��to work together to create two ways to give directions. One set of directions for a student who is blind. Another set of directions for a student who is deaf.

Encourage students to think outside the box and think about ways to give directions using a computer, a mobile phone, a television, or a YouTube video. While there may be some L1 use in the classroom, the goal is for the final product to be in English. Stand back and watch your learners go.

Another way to engage with 21st-century skills using a typical ELL lesson: the "What's your favorite food lesson?" At some point, we have all experienced it.

Collaborate: In groups, have students create a survey to assess classroom interest in 10 different foods representing different types of meals (breakfast, lunch, dinner, dessert).

Communication: Once finished, have learners use the information to create a pie or bar graph to communicate the results and determine which meals are the favorite.

Critical thinking: Have the students compare their answers with answers from other groups. How many differences are there in the reporting? Is the information consistent with the same foods or does it change drastically? Have students compare their results with other teams. Then ask the groups to create a short written or spoken piece to explain how their results differed from other students.

Creativity: Using the information collected from the class and after analyzing data from other students, have groups work together to create an advertising campaign that will make the foods that students liked least into foods students may like more. For example, if the survey said that most students did not like for breakfast, the group would need to work together to create an advertising campaign to make kim-chi-chigae seem like a tasty choice for breakfast. To do this students should consider what makes certain foods more popular in the class.

This may require further follow-up interviewing to find out why students like one thing and not another; this information can then be used in the campaign. This lesson may play out over a few days, but in the end, everyone involved will have gotten much more out of the lesson than they had anticipated.

Both of these examples represent the use of skills in the ELL classroom. Each lesson also embeds, in one way or another, critical STEM skills.

In the preposition lesson, the students may use engineering and technology to find a better way to give directions. In our favorite foods lesson, students engage with science (and a bit of sociology) and mathematics. Altogether it becomes a rounded classroom experience where teachers have an active role as facilitators and students become inspired, self-guided learners who still manage to work inside of the confines of the curriculum.

In the end, 21st-century skills, and using them in the classroom is not really about teaching at all. These skills are truly ones that will spell success for our learners in the future, leading them to be capable, Independent and curious individuals.

Our real challenge as educators is to model a desire to embrace the known, the unknown, and the just plain unknowable. As Alwin Toffler, writer and futurist, put it: "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn."

Anyone who’s ever taught a business English class knows that their students are busy people. Sometimes they get sidetracked by their other tasks - even during class. This means we have to make the most of the time we have with our learners and focus on what they really need.

How you do this depends on the sector your students work in (or plan to work in), their previous experiences studying English and their own strengths and weaknesses.

Teachers often focus on teaching hard skills, such as writing reports or running meetings. We do this because it can be challenging for many business students to do these things in English and also because hard skills have an immediate and positive impact on their workdays.

But, if there’s one thing that all business people can benefit from, it’s soft skills.

Soft skills are interpersonal or people skills. They include things like active listening, teamwork, decision-making and influencing skills. Mastering these skills will help students progress more rapidly and become more independent learners. However, isolating the specific vocabulary or grammar structures that these skills use is complex and they often get overlooked in language learning classes as a result.����

Are you thinking about embarking on a career in education? If so, you’ll be opening the door to an entire world of possibilities. An education degree can help you to work anywhere in the world, making it one of the most rewarding career paths you can choose. In this blog, we’ll delve deeper into just how this field of study can broaden your horizons more than you ever thought possible.

Why choose an education degree?

Without teachers, there are a lot of valuable life lessons that we just wouldn’t learn. Of course, learning isn’t just limited to the classroom, but educated teachers seem to consistently have the most impact on young people all over the world. This potential to change young lives is what makes studying for a teaching career desirable for many.

Studying education will also enable you to work from anywhere that you like, as teaching jobs are widely available across the world. The opportunity to teach English to second-language learners in particular can be found in even the most remote locations. Teaching abroad frequently comes with perks, too, , and the chance to meet people from all walks of life.

Where can I work with an education degree?

In short: almost anywhere. Some of the most popular places people immigrate to with an education degree include Australia, New Zealand, the UAE, and Saudi Arabia. The latter is particularly attractive, as international school teachers are paid well here, and frequently awarded free accommodation and travel.

Saudi Arabia is also known for its vast riches, which they invest in building beautiful, gated communities for their expats. These often include air-conditioned housing and community pools. If you choose to relocate here, you’ll usually find yourself teaching a mixture of fellow expats and locals – most people find the exposure to such vastly different cultures particularly exciting.��

Teaching schemes and programs are available to people with relevant education degrees and overseas teaching roles are always in demand, so it's not uncommon to see new programs pop up over time. Make sure to check out relevant embassy and government websites for up-to-date news on schemes that are running.

If you find a program that interests you, make sure to do your research and find out from others who've participated to ensure its the right program for you. One person's experience teaching can be a lot different from someone else's. The kind of wage, accommodation and benefits can differ greatly depending on the scheme and where you work so its a good idea to research that, comparing it to the area's cost of living.

What should I study alongside my education degree?

If you’re choosing to study education you’re already on the right path to an enriching international career – however, you may wish to study other subjects alongside this to make sure that your future job applications stand out.

An English degree complements education studies nicely. The English language teaching market created approximately , and this number continues to grow. Alternatively, subjects such as maths and computer science continue to be popular choices for hiring companies abroad.

Education is generally seen as the precursor to a PGCE (Postgraduate Certificate in Education), which enables you to work abroad. In the UK alone as of 2023, so when it comes to getting started on your academic journey, the options are endless.

Education: the key to the world

Studying education at degree level will give you the key to the wider world, and is the first step towards a rewarding international career. If you choose to go down this route academically, you’ll have the opportunity to submerge yourself in vibrant global cultures. So, choosing to study for an education degree is sure to be the start of an exciting journey.