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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.?

English not only opens up career opportunities beyond national borders; it is a key requirement for many jobs. It��s also no longer a case of just learning English for employability, but mastering English for business �C and that means an on-going commitment to learn.

My experience is consistent with this trend. If I had to estimate the value that being fluent in English has had on my career, I'd say it was my entire life��s earnings. Learning English has offered me educational options beyond the borders of my own country and enabled me to develop the skills to work for global companies that operate across national boundaries. I have been privileged to work in different countries in roles that have spanned functions, geographies and markets �C and my ability to learn and evolve my English skills has been an underlying factor throughout.

Alice Pilkington qualified as a CELTA (Certificate in Teaching English to Speakers of Other Languages) certified teacher in October 2009. She started working in Rome before moving to Istanbul, where she��s spent the past three and a half years teaching English to ��everyone from 8-year-olds to company executives; students to bored housewives��. Having taught in two very different countries to a diverse range of English learners, Alice shares with us the five lessons she��s learned:

1. Don't take things personally when you're teaching English

"I am probably not emotionally suited for this job. I take everything very personally and if a lesson goes wrong or an activity I have taken time and energy to plan doesn��t work, I feel like a complete failure. It��s a trial and error experience but when things go wrong, they can go very wrong, and it really makes you doubt your abilities as a teacher.

Having said that, the lessons that do go well can make up for these negative feelings. I shouldn��t take things personally; the majority of my colleagues don��t and it saves them a lot of sleepless nights"

2. Teaching English is incredibly rewarding

"There are very few feelings that I��ve experienced that compare to seeing a student use a word that you have taught them �C it makes you feel like a proud parent. Equally, seeing a student improve over a series of months is so joyful.?I have been teaching English university preparation students for the past year.

In September, they could barely say what their name was and what they did over the weekend. Nine months on and they��re capable of reading academic texts and speaking at length about marketing strategies and environmental problems. It��s a wonderful thing to observe"

3. Teach more than just English

"Turkish students love hearing about how you appreciate their food and cultural traditions. Equally, they are genuinely interested in understanding how things operate in the UK and enjoy hearing personal anecdotes.?I tend to be very open with my students �C even about my personal life.?I think it is partly because I have striven from the very beginning of my career to be seen as their equal.

Turkish students are used to having a huge respect for teachers, and there is a hierarchical system in schools here, which I can never go along with. In my first lesson with most students, I tell them that they must call me by my first name (usually you refer to teachers here as ��hocam�� which means ��my teacher�� and shows respect) and this can take a long while for them to get used to."

4. Failure to prepare is to prepare for failure... or is it?

"Lessons that you spend hours preparing for generally don��t go as well as you had hoped. There were several times when I��d spend hours cutting and sticking things on pieces of card and placing pictures all over the classroom, hoping it would get some vocabulary action going, only to start the class and receive no response from the students.

Conversely, lessons where you don��t feel very motivated or have no idea what you are going to do until you get into the classroom (which I call the ��flying by the seat of your pants�� lessons) can turn out to be the best ones. I once had a lesson in which I was, admittedly, rather hungover. On the way to the lesson, I grabbed a book called ��Taboos and Issues��, full of discussion topics, which I used as a basis for a rather impromptu lesson on addictions, which was very successful indeed."

5. Teaching English isn't easy

"Teaching English is a love/hate profession. There are weeks when you absolutely loathe it and want to quit, but then within the space of a lesson or two, you get inspired by something completely unexpected, rediscover your joy for it and love it again."

Why inclusive language teaching matters more than ever

You��ve probably heard the word ��inclusive�� more and more in recent years, though I first encountered it over 20 years ago. (I say 20 because that��s when I graduated, and we had a course on diverse learners called ��individual differences.�� But back then, actually meeting their needs wasn��t nearly as comprehensive as it is today.)

Today, learners come with a wide range of proficiency levels, cognitive styles, educational background, and personal goals. That��s why �� it��s essential. In simple terms, inclusive teaching means making sure all learners feel they belong and can succeed.

It calls for differentiated instruction, flexible assessment and learning materials that respect individual needs. That��s where the Global Scale of English (GSE) comes in.

Traveling to a new country is a wonderful way to practice your English skills, but sometimes speaking English in a foreign country can be a little daunting��and an can only help so much. That��s why we��re sharing these three traveling tips: try them the next time you travel to an English-speaking country. They��re sure to make communicating in English with others more interesting and fun.

Learn how to ��break the ice��

While you��re exploring, you��ll likely come across strangers you might want to ��break the ice�� with or speak to. A simple ��hi�� or ��hello�� along with telling them where you��re from is a great way to start a conversation.? Next, ask them for ��insider tips�� about their city, like their favorite places to visit or not-to-be-missed restaurants.

If they seem friendly and are willing to share more information, make sure you ask for their name and use it when asking more questions. Most people appreciate it when others call them by their names in conversation.

Learn how to ask people for help

It's normal to get lost during your trip, but don't worry. Most English-speaking countries will have tourist centers near popular destinations with trained staff who can help you with any questions.

If you can��t find a tourist center quickly enough, approach a friendly-looking person (students with backpacks are a pretty safe bet) and use the skills that you��ve already learned about approaching new people. You can include additional questions like ��I��m lost, could you help me?�� or ��Do you know where I can find _________?�� to let them know that you need their help. It��s also not uncommon for strangers to come up to you, especially when you��re carrying a map and look lost, to ask if you need help finding your way.

Learn to express gratitude

You will likely want to thank many people during your travels, like the new friends who just helped you when you were lost��and there are many ways to express gratitude.

Saying ��thanks�� or ��thanks so much�� is an informal form of ��thank you�� in many English-speaking countries. You can also add the phrase ��I appreciate it�� or say ��Thank you. I really appreciate your help�� if the person you are thanking did something really special for you, like helping you out with directions.

For some people, talking to someone you don��t know can be a little scary, especially in a second language. But don��t worry?�� most people will be pretty responsive to you. In fact, many people welcome visitors to their cities with open arms, just remember to be polite and have a smile on your face when approaching them.

I've always been fascinated by language and writing: as a child, I wrote newsletters for my classmates and books about my imaginary friends' adventures. That love of words eventually led me into a career as a writer, editor and proofreader. Over my career, I've checked thousands of reports, articles and blogs �C and I see the same grammatical mistakes time and time again.

In this blog series, I'll share my favourite tips and tricks to help you remember those tricky grammar rules; whether you're writing for work, to learn or just for fun, these posts will help you improve your English and write with more confidence. Here are the top three grammar rules that people ask me to explain:

1) "Which" or "that"?

2) "Less" or "fewer"??

3)?"Me" or "I"?

Content and Language Integrated Learning (CLIL) is an approach where students learn a subject and a second language at the same time. A science course, for example, can be taught to students in English and they will not only learn about science, but they will also gain relevant vocabulary and language skills.

It��s important to note that CLIL is not a means of simplifying content or reteaching something students already know in a new language. CLIL courses should truly integrate the language and content in order to be successful �C and success is determined when both the subject matter and language is learned.

Who is CLIL for?

CLIL can work for students of any age, all the way from primary level to university and beyond. So long as the course content and language aims are designed with the students�� needs in mind, there is no limit as to who can benefit from this teaching approach. However, it is most commonly found in primary and secondary school contexts.

What are the main benefits of CLIL?

Many teachers see CLIL as a more natural way to learn a language; when a subject is taught in that language there is a concrete reason to learn both at the same time. And as students have a real context to learn the language in, they are often more motivated to do so, as they can only get the most of the content if they understand the language around it.

Moreover, being content focused, CLIL classes add an extra dimension to the class and engage students, which is especially advantageous in situations where students are unenthusiastic about learning a language.

CLIL also promotes a deeper level of assimilation, as students are repeatedly exposed to similar language and language functions, and they need to produce and recall information in their second language.

Furthermore, it has the advantage that multiple subjects can be taught in English, so that students�� exposure to the language is increased and their language acquisition is faster.

CLIL also encourages students to develop 21st century skills, including the ability to think critically, be creative, communicate and collaborate.?

What are the challenges of CLIL?

As CLIL is subject-focused, language teachers may also have to develop their own knowledge of new subjects in order to teach effectively.

They must also structure classes carefully so that the students understand the content of the lesson, as well as the language through which the information is being conveyed.

And when it comes to classroom management, educators need to be very aware of individual student understanding and progress.

It��s therefore important to consistently concept check and scaffold the materials to be sure both the language and content are being learned.

How can you apply CLIL to your class?

It��s important to have a strategy in place when applying CLIL in your courses. One of the key things to remember is that the language and subject content are given equal weight and that it shouldn��t be treated as a language class nor a subject class simply taught in a foreign language.

According to Coyle��s 4Cs curriculum (1999), a successful CLIL class should include the following four elements:

• Content �C Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
• Communication �C Using language to learn whilst learning to use language
• Cognition �C Developing thinking skills which link concept formation (abstract and concrete), understanding and language
• Culture �C Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self

Using a number of frameworks can help you prepare your lessons and make sure activities are challenging yet achievable for your learners.

Bloom��s Taxonomy, for example, classifies learning objectives in education and puts skills in a hierarchy, from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS).

In the diagram below, you can see the levels increasing in complexity from the base up to the triangle��s peak.