How long does it take to learn English?

Nicola Pope
A group of young people sat together smiling

“How long will it take me to learn English?” This is a question we often hear, especially with summer intensive courses just around the corner. Students all over the world want to know how much time and effort it will take them to master a new language.

Teachers know the answer isn’t as simple as it seems. It depends on many things, such as; how different the second language is from their mother tongue, how old they are, whether they can speak other languages, how much time they will have to study outside the classroom, their motivation and ability to practice.

The truth is, it takes A LOT of work to become proficient in a new language – and students need to be aware that they need to study independently if they want to progress rapidly.

Explaining student responsibility

Becoming truly proficient in a language can take many years. In a study carried out by app they found that even for fast learners, it can take as much as 760 hours to enter the B2 CEFR level from <A1.

Also, most year-round courses are around 100-120 hours per level, (not including homework). So the reality is that it should take approximately 1000 hours to go from A1 to C2.

However, one of the biggest misconceptions students have is that there is a “fixed route” to language learning and that this is linear – and that time spent studying in class is all that’s required to make the progress they expect. This mistakenly puts the onus on the teacher, rather than the student, which means they may not take responsibility for their own learning.

While most language learners need great course materials, instruction, correction, and mentorship from their teachers, it’s key that they are motivated to become independent learners. Progress and success comes down to regular practice, feedback and the confidence to make and learn from mistakes. Students must understand this from the outset – so make sure this is a conversation you have with your classes from the very first day.

Understanding language goals

It’s also extremely important to understand your students’ language learning goals right away. Some, for example, will want to learn a language for travel purposes and may be happy to reach an elementary or pre-intermediate level of English. Others will want to learn it for work or study purposes and will need to reach a more advanced level. By definition, “learning a new language” will be very different for those two groups of students – and this will affect how you design and deliver your course.

Therefore, it’s key that you discuss individual learning objectives and then form a plan of how students will meet them. You should also explain that not everyone progresses at the same rate, but that is normal and should not be a cause for frustration.

In private language schools (PLSs), which offer English for specific purposes (ESP), business English, CLIL, English for Academic Purposes, intensive summer classes, and a range of other courses, it’s even more important to do this well. Correctly managed expectations, well-selected materials, and tailored courses will keep students motivated and help the business thrive.

Setting and meeting targets

At an institutional level, schools, PLS’s and even government agencies also need to be aware of the pitfalls of rigid target setting.

Not only can mishandled targets directly affect learner motivation when they are held back or moved up too quickly, but they also can force educators to “teach to the test”, rather than planning classes and designing courses that meet their students’ needs.

On the other hand, standardized testing systems help place learners at the right level, set benchmarks and show student progression. Examinations also give students firm objectives to work towards.

So, at the very least, management and governing authorities should consult with educators before setting broad targets.

Handling feedback and adapting to individual needs

Honesty is essential when talking to individual students about their progress (good or bad). It’s hard telling someone that they haven’t achieved the grades they need to move on to the next level, but it’s the right thing to do. Putting a person in a higher level to save their feelings only leads to frustration, demotivation, and self-doubt. Likewise, when a student has done well, praise is good, but you should still be honest about the areas in which they need to improve.

This is what happens at a successful PLS in Japan who run 1000-hour year-round intensive courses. They get results because they consult their learners in order to understand their goals and focus their courses on developing key communicative skills for professionals. At the same time, they track motivation levels and adjust their courses to ensure the student’s progress is on track to meet their expectations. Of course, this is quite a unique setting, with a very intensive, highly personalized approach, and the school has the advantage of tailor-making courses.

Using tools to help

They also used the Global Scale of English (GSE) to help design their curriculum and use the ‘can do’ descriptors to set goals. They then selected Versant assessments (which are mapped to scoring against the GSE) to measure student progress on a monthly basis.

Educators can emulate their approach. By using tools like these, as well as others, such as the GSE Teacher Toolkit, you can design syllabi, plan classes, place students at the right level and measure individual progress, helping you meet your institution’s targets while supporting your learners to achieve their goals.

An additional benefit from using the GSE, is that this granular framework breaks down what needs to be learned within a CEFR level. Our courseware, Placement, Progress and high-stakes assessments, like PTE Academic, are already aligned to the GSE. To help accelerate the learner journey, our courseware now features three new levels – A2+, B1+ and B2+. By moving to eight-level courses, it ensures students are able to master the content at a more achievable rate.

Explore our posts: 'What are the most spoken languages in the world?' and 'What is the hardest language to learn?'.

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    What’s it like to teach English in Spain?

    By Steffanie Zazulak
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    Tim Marsh has been teaching English since 1985 and has taught over 3,500 students, with ages ranging from six to 65. He is therefore well placed to describe teaching English as a “difficult and demanding” job, as well as to share the five lessons he’s learned during his impressive time in his career…

    1. Know your stuff

    “The Spanish expect paid professionals to know everything about their expertise but there are few teachers of the English language who do know everything. We should prepare lessons adequately when teaching aspects we’re not entirely confident about.

    Many CELTA tutors say that if you are asked a question that you cannot answer confidently, you shouldn’t panic but instead inform the student that you will check and give them the detailed answer at the following lesson. This may be useful when you first start out, but it shouldn’t happen frequently, as your honesty will not always be appreciated!”

    2. Expect the unexpected

    “Teaching English is very rewarding and can be full of surprises. As a result, it’s not a good idea to try to follow a rigid teaching plan. Write a plan that’s flexible enough to allow for a good dose of spontaneity to enter into proceedings. I can honestly say that not one single day is the same as another.

    If a Spaniard is not in the mood for working on a particular skill, as will happen from time to time, then be prepared to change that lesson at the drop of a hat. It’s always a good idea to keep four or five ‘favourite’ lessons filed within easy reach for just such occasions – preferably skills lessons that can be easily adapted to the theme that you are currently working on.

    Whatever you had planned for this week can always be done next week. The customer is always right and, when living in Spain, big lunches, high temperatures, Barcelona against Real Madrid and the after-match party can bring about very unexpected lessons!”

    3. Stick to what you’re being paid to do

    “The Spanish are extremely friendly people who love to talk and are happy to share – sometimes in great detail – the problems in their working and even private lives. In an effort to establish friendly relationships, they often create an intimacy: what is referred to in Spanish as ‘confianza’.

    This is much the same kind of trust and confidence that we have with our doctors or lawyers, so, unless you’re careful, you can find yourself doubling as teacher and therapist, which will alter the dynamic of the classroom.

    A teacher of English teaches English. Stick to what you know, stick to what you’re being paid to do and create a professional framework in which to do your best as a teacher and not as a therapist.”

    4. Do not offer guarantees

    “The busiest time of the year is often during the summer, when language schools begin to fill up as state-school exam results come in. Parents enroll their children on intensive or exam revision courses so that they can take their resits in September.

    English courses are often expensive and parents will expect a guarantee that their child will pass the school English exam at the end of the summer. Never offer a guarantee! There are usually a number of reasons why the child has failed in the first place and it is better to lose a client than to make promises you can’t keep.”

    5. Have a good pair of shoes

    “Many years ago, the famous soprano Rita Hunter was asked what she considered to be the most important requirement when singing opera. She answered, “A good pair of shoes.” She went on to say that when she was appearing in a Wagner opera that started at 5.30 pm and didn’t finish until 11 pm, the most important thing to look after was her feet.

    I’ve always tried to avoid institutions that insist on a uniform or on wearing a shirt and tie. Students often feel uncomfortable in a classroom where the teacher is formally dressed. I have always found the working environment much more relaxed when dressed in a similar way to my students. This and the fact that in Spain the temperature can hit the 30s in June and stay there into September mean that I dress casually, often in shorts. And I always wear a good pair of shoes.”

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    Travelling to an English-speaking country? 6 simple things you need to know

    By Steffanie Zazulak
    Reading time: 2 minutes

    Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.

    Here are six simple things you need to know when travelling to English-speaking countries:

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    Translating sayings into English – with some funny results

    By Steffanie Zazulak
    Reading time: 3 minutes

    We all use phrases to express our emotions and feelings. These are known as idioms – an expression with a figurative meaning that differs from its literal meaning. Sometimes they don’t appear to make any sense at all and this is because they have evolved to mean different things.

    We’ve previously looked at some of the strangest English phrases – where they came from and what they mean. But these quirks of speech exist in many different languages. Here, we take a closer look at some common phrases and you’ll see that translating your favorite sayings into English can produce some amusing results.

    Not my circus, not my monkey

    This idiom, “nie mój cyrk, nie moje malpy”, is used by Polish speakers to state that something is not their responsibility or “not my problem”.

    An English phrase with a similar meaning is: “Tell it to the hand.”

    Not all doughnuts come with a hole

    This English translation of the Italian phrase “non tutte le ciambelle riescono col buco”, is a reminder that things do not always turn out the way we expect. A “ciambelle” is a round cake that is popular as a treat in Italy.

    An English phrase with a similar meaning is: “You win some, you lose some.”

    The raisin at the end of a hot dog

    This Icelandic saying, “rúsínan í pylsuendanum”, acknowledges that it’s not usual to find a raisin at the end of a hot dog – so sometimes you might find an unexpected surprise at the end of something.

    An English phrase with a similar meaning is: “Out of the blue.”

    I’m not hanging noodles on your ears

    This Russian saying, “вешать лапшу на уши”, means you’re not trying to fool someone, emphasising that what you’re saying is true – even if it appears to be a surprise.

    An English phrase with a similar meaning is: “I’m not pulling your leg.”

    As clear as dumpling broth

    A sarcastic saying from Germany, “klar wie Kloßbrühe”, means that something is not at all clear – because dumpling soup is not at all clear or easy to see through.

    An English phrase with a similar meaning is: “Clear as mud.”

    Pay the duck

    This Portuguese phrase, “pagar o pato”, is used when someone takes the blame for something they didn’t do.

    An English phrase with a similar meaning is: “Be the fall guy.”

    Give pumpkins to someone

    We’re not sure why giving pumpkins to someone became such a bad thing in Spanish-speaking countries, but this idiom, “Dar calabazas a alguien”, means that you reject someone.

    An English phrase with a similar meaning is: “Show them the door.”

    To let a frog out of your mouth

    This Finnish saying, “päästää sammakko suusta”, is uttered when someone accidentally says something they shouldn’t have. There’s an animal-related English phrase that is similar, but it involves cats...

    An English phrase with a similar meaning: “To let the cat out the bag.”

    Not the yellow from the egg

    The German idiom “nicht das Gelbe vom Ei” literally translates to "not the yellow from the egg," and it is used to express that something is not particularly good. This phrase often implies that while something may be acceptable, it falls short of being excellent or ideal.

    An English phrase with a similar meaning: “It's less than perfect.”