There are many ways of saying the #number0 in #English, and these do not include the #slang terms. Here is a short review on how and when we say #zero #nought or #nil
Spoiler alert: this is a text for all those who still believe English is simple because it has no overly developed vocabulary. To them and everybody else I suggest you take one simple item of vocabulary – the number 0 for instance – and try to think of at least three ways of saying it. Here is a hint for you: there are more than three.
Continue reading “How to Say 0 in English”
What I honestly find linguistically romantic in the unreal English past has mostly to do with the comparison to how other languages express situations that are far from reality. Some use conditionals, others use subjunctives; yet English has found a way to express distance both in time and from reality.
The English language has something as romantic as an unreal past. What is that – a past that is not real? Is it because it never happened? Never will? It´s actually a down-to-earth grammatical term and it refers to situations that are not real, because did not happen. But the beauty I still see in it is the distance the past manages to encompass.
not the distance in time the past usually sets, but the distance from reality,
from things that actually did happen.
The unreal past is often used in conditional sentences or in situations that express wishes or regrets. Broken down, it´s the use of past tenses – past simple and past perfect mostly – for hypothetical situations that might exist at some point, but did not yet.
Continue reading “All the Love for English Past Tenses”
This is not a plea against the native English teacher. It’s more of a defense of the teacher of English: that teacher who should be defined by how and what they teach, and not by their passport. English is no exchange good, no earthly possession someone has worked for to acquire. English is an amazing and original creation of all its speakers, whether natives or not. It evolves, it grows and it warps around every time a speaker thinks it, every time a teacher uses it, and every time a learner needs it. English is never-ending richness, a precious resource available to as many people as they want it: it belongs to all its speakers, learners – and ultimately its teachers, too.
cannot possibly teach English if you are no native; maybe you can explain grammar
rules, theoretical phrasing and irregular tenses, but only a native can really
teach the spoken, common, salt-of-the-earth, real language; English belongs to
My guess is some of the above is all too known to many teachers and learners of English alike, and unfortunately, it all comes down to a question of belief. That is, not based on any provable evidence from reality. And that is truly sad because most often than not, human beings are prone to embrace fiction, creativity, art, originality and then some more – but this suspension of disbelief is many times not even tolerated when it comes to teaching languages.
So basically, we are all too willing to accept the reality in a science-fiction movie, the love story of a power couple in showbiz, or even the given interpretation of the most beautiful impressionist painting – but when it comes to teaching languages, we know for sure that only native speakers can do it. It’s like a treasure that only natives have access to, a longed for good that only natives should be allowed to share, an earthly possession that only natives know how to use.
Continue reading “Learning English: Do You Need a Teacher or a Native?”
I think there is a certain amount of passion, motivation and even charm to be spilled by the teacher that could change this in the classroom. It’s all about a change of perspective: cast a spell, make English the carrot, and stop using it as a stick altogether.
Yes, after several years of teaching English as a foreign language in Spain, and after months of trying to inspire my students to love English for its versatility, liveliness, richness, and even playfulness, I have come to terms with the hard truth: Spaniards don’t like English.
Maybe there is no likability there; maybe that is a moot point; maybe there are several reasons to it. But the fact stands. I am not trying to make it a general statement, to fly this slogan over all Spaniards, or to impose my opinion on just about everybody. Let’s just say I currently don’t see any love lost for the English language in Spain.
From what I could gather, English has always been what Spaniards call la asignatura pendiente – a booed curriculum subject of sorts that pupils and students alike had to stumble upon at some point and that is doomed to never be ticked off the list. For some, the rejection started with the very first primary school English teacher who did not speak English and yet forced irregular verbs and plurals, tenses and adjectives on their pupils. For others, the resentment grew when once on a highly competitive and at the same time relatively restrictive labour market, they found themselves served with the mandatory English exam. To some, English is just the foul-smelling pill they have to swallow to have a chance at a job for life in the public sector. To others, it is just something they have to have in their resumes, since you know… you never know.
Continue reading “No Love Lost for English in Spain”
English – just as any other language – is one of those rare goods that belong to everybody and make you immensely rich at the same time. The English language is not the sole prerogative of native speakers and is as such not finite; it is limited to no specific group of people, it is there for everybody to enjoy and make the best of its use.
To my most pleasant surprise as a language trainer, my students show an absolutely amazing English level even before we start classes. And this has to be addressed as such: in a country where English is not loved nor liked, where the subject has been subject to forced learning, despised grammar lessons and irregular verbs learning by heart, to actually meet people who speak English fluently, who make an excellent use of English and who know expressions and idioms I could only think of when teaching a specific class – well, that just leaves you in awe of them.
So imagine my bafflement when most of my students decidedly state, when asked, that they are definitely not bilinguals. To them – especially and specifically to those who have an admirable level of English – bilingualism has come to mean a perfect proficiency in both mother tongue and a second language.
But that’s just wrong. Bilingualism means speaking and understanding two languages, receiving and producing messages in two different languages. There is no limitation,
Continue reading “A Plea for Bilingualism”
The reason, briefly put, has to do with the fact that the Trinity exams don’t have the much feared and equally despised Use of English part. What is more, when examined by Trinity, candidates only have to take a two-module exam in one or two sessions, with two skills – a receptive and a productive one, respectively – tested at the same time.
Who hasn’t heard about the Cambridge exams? They are the most important English qualifications for non-natives and everybody knows all about them. Some English students and teachers alike even dream about the structure and know the scoring and scales system by heart. But the careful observer should not fail to look elsewhere: there is an alternative to the highly demanding, stairway-to-professional-success Cambridge ESOL exams, and it is just as prestigious and internationally recognized.
The English qualifications offered by Trinity College London are almost as old as the Cambridge ones, dating back at the beginning of the 20th century. They are just as ruthless with non-natives trying to get an EFL diploma and they have an equally recognized certification level within the Common European Framework of Reference for Languages.
Nevertheless, in recent years, many a student made a move towards the ISE Trinity exams either as a second option after failing a Cambridge exam or even as the very first choice.
Continue reading “Trinity College London: The Forgotten English Qualifications?”
British English tests and exams, American tests, exams and tests for Spain… Wher there is so much choice, there must be lots of differences. Relax! All these acronyms and abbreviations that sound like secret organizations have more in common than you would think: they are all about English, they all test both receptive (listening and reading) and productive (speaking and writing) skills and they all assess the level of English knowledge, whether for general or specific purposes.
British English tests and exams, American tests, exams and tests for Spain… Where there is so much choice, there must be lots of differences. Relax! All these acronyms and abbreviations that sound like secret organizations have more in common than you would think: they are all about English, they all test both receptive (listening and reading) and productive (speaking and writing) skills and they all assess the level of English knowledge, whether for general or specific purposes.
So let´s take a closer look to what the differences are all about.
Continue reading “The Great Divide: English Exams and Tests of English.”
FCE or TOEFL? Advanced or PET? TOEIC or APTIS? The Oxford Test of English or
IELTS? There are
so many of them and yet so little understanding of what each encompasses that you
come to feel that much choice is not actually what you wanted. But English is a global language and depending on many different purposes, you might be asked to
take one of them.
Cambridge FCE or TOEFL? Advanced or PET? TOEIC or APTIS? The Oxford Test of English or IELTS?
so many of them and yet so little understanding of what each encompasses that you
come to feel that much choice is not actually what you wanted. But English is a
global language and depending on many different purposes, you might be asked to
take one of them.
… there are tests and there are exams.
Continue reading “What´s the difference between an English exam and a test of English?”
People keep trying to put names on stuff and label experiences and thus necessarily corset any human possibility within the confined space of limits. I hate that word and everything it implies. Put a limit to thinking, put a label on what people are or are not and you´ve got a pretty full stop for just about anything.
There was this Woody Allen movie I once saw – Vicky Cristina Barcelona – where at some point, Scarlett Johansson’s character gets The Question popped after she confesses to her friend that she´s living with her lover and his girlfriend and she´s pretty okay with it. So the friend asks her something like “so what, you´re lesbian now? Or bisexual?”. And the answer is memorable – and not just because I remember it now for the sake of my latest blog entry – : “you know what? Why should I have to put a label on it? I don´t know what I am. And I don´t really care for naming it. I just know I´m happy and for now it just works out for me just like that” or something along these lines.
Continue reading “This Obsession of Labeling”