25% de descuento en el precio de los cursos de inglés hasta diciembre: Londres y Dublín.

English Tutors byJordiPicazo te ofrece un 25% de descuento en los precios de tu curso en módulos semanales de inglés en Londres, 10% en Dublín.Classroom

Cursos para profesionales y adultos jóvenes. Residencia disponible en casa del profesor, en casa de una familia, en piso compartido o residencia e estudiantes.

House-Share-2 Host-Family-3

  Inglés General, Business o para Exámenes oficiales, más Conversación.

Our partner English Schools in  London

Tower-Bridge

Our Partner School is located in central London, Zone 1 in beautiful Bloomsbury Square. Location is important for most students and our school is located, just 1 minute walk from Holborn Metro/Tube Station or 7 minutes’ walk from Russell Square or Tottenham Court Road Metro Stations – Bloomsbury Square is a perfect place to have lunch and relax after class and creates a great view from all of the classrooms.

The School is based in a lovely Georgian building with 14 large, bright and modern classes. The building, includes fully-equipped high-spec teaching rooms, a computer room, a reception area and a student-room.

 

Building-outside

London is one of the most vibrant, cosmopolitan cities in the world. Whatever you are interested in, whether it is culture, fashion, sports, nightlife or being in one of the top 3 financial capitals in the world with a view to working after your studies, London is the place to be.

 

Tower-Bridge

Read more about our English Tutors byJordiPicazo

We aim to be the best English school in both the UK and Ireland and soon further afield! Key to this is having some of the most talented and happy teachers you will find in any English school and we take great care to make sure that is always the case. On top of this we have great support staff and this means we can offer you a service second to none in all aspects of your stay with us.

 

Classroom

Learning a language is not just about studying inthe classroom however and that is why we make enormous efforts to give you as many possibilities to practice English outside of classes and meet native speakers with a social programme that is a little different. If you want to visit London and learn English then Delfin English School is the place to be!

 

Conversation-Exchange

Contact Us

If you would like more information about learning English in London and attending our School.

Dublin City

Dublin City

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English Tutors byJordiPicazo: 7-razones-7 para hacer inglés con English Tutors por Skype

7-razones-7 para hacer inglés con English Tutors   por Skype:

1. optimización del tiempo (30 minutos, mínimo dos veces por semana),
2. no te desplazas para ello, y puedes cambiar día y hora avisando incluso el mismo día, 
3. nunca pierdes una sesión, la cambias de día, 
4. en una academia dejas de ir un 20% del tiempo, 20% del coste tirado a la papelera, 
5. cuando estás de viaje, te conectas con la tablet o teléfono móvil por Skype, o te llamo yo sin coste, 
6. certificación documental de horas tomadas y rendimiento. 
7. Profesor con 25+ años de experiencia, en Londres y España. 
http://www.englishtutors.es @ENGLISHTUTORSes

Casa Coll i Regàs
Richard Vaughan with Jordi Picazo, EnglishTutors byJordiPicazo

Join me in a get-together tomorrow Sun 22 June, 3 PM GMT for Spanish, and 3:45 PM GMT in English

Dear Blog friend,

Tomorrow Sunday 22 June some of us will get together on Skype to chat a bit about general things or maybe even professional matters…

Feel free you too, to join in at the announced times, for one of the languages or for both.

We may then even establish naturally some other groups and decide to meet at other times.

Just add me to your Skype account, or download Skype for free and open an account for yourself. My ID on Skype is jordi.picazo, I appear as Jordi Picazo, language coach.

See you tomorrow on air.

Jordi

 


 

TO MY RUSSIAN FRIENDS…

Please, feel free to join me in a chat on Skype. My Skype ID is jordi.picazo, u can find me there as Language Coach… 

 

35050-madziaskype

Podemos practicar el inglés o el español, o ambos. Y hablar de temas de interés mundial.

Los sábados y domingos podemos encontrarnos en Skype.

We can have a get-together for about fourty minutes and have fun practicing English or Spanish with me.

MOOC will teach English

MOOC will teach English

FutureLearn and the British Council see India as a major market for MOOCs that teach English. Photo: Nic Walker

Tim Dodd

The UK-based FutureLearn will ­partner with the British Council, which already provides English language education, to pioneer MOOCs that teach the English language.

It is the first time that a major MOOC provider has announced plans to offer language courses. The two organisations said there would be a portfolio of English language courses ready in 2014 which would be focused on preparing ­students whose native language is not English for studying higher education courses taught in English.

The announcement was made in India, which FutureLearn and the ­British Council see as a major market for MOOCs that teach English. The two organisations said the MOOCs would also “provide a route for learners to take International English Language ­Testing System (IELTS) assessments at British Council testing centres”.

The British Council is a part-owner of the IELTS test, along with Australian company IDP Education, which ­operates a separate network of IELTS testing centres.

FutureLearn is owned by British education institution, The Open ­University, and has 29 partners which are mainly UK universities but also include the British Council and the ­British Museum.

Monash University is one of FutureLearn’s international ­partners.

The British Council is a non-profit organisation set up by Royal Charter to promote British culture and education internationally.

It is pitching English teaching MOOCs as a way of channelling ­international students to British ­universities.

“It is right that India should be one of the first places where we collectively launch the FutureLearn MOOC ­platform and courses,” said Martin Davidson, chief executive of the British Council. “FutureLearn will provide young Indians with another means of access to the UK’s world-class education ­institutions.”

In other news, the world’s leading MOOC provider, US-based Coursera, has raised $US20 million ($21.8 million) more than expected in its latest capital raising.

According to All Things D , Coursera’s $US43 million capital raising announced in July this year has expanded to $US63 million.

Three unnamed universities are responsible for most of the extra investment. Coursera has now totalled $US85 million in capital from investors.

Emancipating the English Language Learner

As you cooraptoriliate these words, make sure you flimp the scoglottora in proper schimliturn. You will only understand this column if hickitow glisps in baggaduanation. Use your joomering and begin.

Huh? _Look, everyone else reading this column has begun his or her work, why haven’t you? Seriously, use your joomering and get started. _What exactly do you want me to do? Hmm.  _Maybe you’re not ready for the level of comprehension this magazine requires of its readers. We might have a remedial magazine for you, perhaps something from Highlights for Children? _No, I really want to know. I can do whatever you ask, but I don’t know what it is. I’m actually a good reader and thinker, but I don’t use your words or have experience with your culture. Do not think of me as unintelligent!  _Maybe I could find something from the basic teacher texts for you if I only had the time. Just sit here a moment while I explain this information to the other readers and let them move ahead. I know this means you’ll be further behind than you already are, but it’s all I can offer right now.Wow. 

Just a couple of moments of walking in an English language learner’s shoes and a few things are abundantly clear:

  1. Well-intentioned yet uninformed teachers can offend English language learners (ELLs) if they are not careful.
  2. Some ELL students don’t receive appropriate instruction for their intellectual level.
  3. We feel a lot of anxiety when we don’t know the language or culture of the country in which we are living—so much so that some of us stop trying. It takes a tremendous amount of energy and patience every day to remain attentive and engaged when you’re learning a language, and some days ELL students are so emotionally drained they can’t muster either one.

We need to be mindful of the emotions at play when asking students to do all this thinking aloud in a language and culture foreign to their own. Students are stressed not only about learning a new academic concept, but also about having to adjust to different cultural expectations in which they may not succeed.Debra Coggins and her coauthors explain in English Language Learners in the Mathematics Classroom: “For students from cultures in which students are expected to wait to be asked before speaking, and where students are not expected to ask questions of elders, it is very important for the teacher to explicitly set the expectation for students to ask questions and express their opinions in the…classroom. Otherwise, classroom discourse becomes an exercise in trying to participate in a game where only others know the unwritten rules.”Simple StrategiesIf we embrace the promise of America from its earliest roots, we realize that with the noted exception of native peoples, we are a nation of immigrants. What can those of us not trained in working with English language learners do in our regular classrooms to help them succeed?Twenty minutes of empathetic reflection on the needs of ELL students yields some common sense responses that truly help them learn:

  1. Speak slowly and clearly.
  2. Repeat important words and information several times.
  3. Extend time for responding to prompts as necessary.
  4. Avoid using idioms and colloquialisms until students are more advanced with our culture; if we use them, we take the time to explain them.
  5. Gesture and point to what we are referring.
  6. Ask students to read text more than once.
  7. Label objects and concepts in the classroom frequently.
  8. Provide a lot of specific models, including hands-on experiences.
  9. Use visuals during instruction: pictures, illustrations, graphs, pictographs, as well as real objects.
  10. Frequently demonstrate what we mean, not just describe it.
  11. Make ELL students feel as though they belong and have a role to play in classroom learning. One way to do this is to find something in the student’s background that connects to the topic we’re studying.
  12. Use thinking aloud or self-talk to model the sequence of doing the task.
  13. Use cooperative learning groups; let ELL students work with English-proficient partners.
  14. Let students draw responses occasionally instead of writing them; use more than one format for assessing students if the general approach won’t allow ELL students to accurately portray what they know.
  15. Find ways to enable ELL students to demonstrate their intellectual skills and maintain dignity.
  16. Give students quick feedback on their word use: An ELL says in halting English, “This correct paper?” and we say in affirmation, “Yes, that is the correct paper. Thank you.”
  17. Spend time before lessons on important topics to build a personal background in English language learners so they have an equal chance to attach new learning to what’s already in their minds. This is good for all students, not just ELLs, of course. If we’re about to teach students about magnetic fields, for example, we can let them play with magnets, lightly pouring iron shavings near their poles to watch their pattern of dispersal or gathering.
  18. Stay focused on how ELL students are doing toward reaching their learning goals, not how they’re doing in relation to other students. This is huge. We remove all hope when we ceaselessly cajole ELL students into proficiency by comparing them to language-proficient students.
  19. Recognize the difference between conversational language and academic language and that students need help with both; learning one does not mean you’ve learned the other.
  20. Take the time to learn about English language learners’ home countries. This engenders good will and allows you to make connections in the curriculum.

In addition, in English Language Learners in the Mathematics Classroom, the authors remind us to

  1. Invite ELL students to learn and explore ideas in their own languages first, then translate them to English
  2. Provide ELL students with response stems, such as, “One thing that I learned was … .”
  3. Ask students to restate classmates’ comments as they begin their own comments
  4. Relate concepts in story format before specific instruction.

Stephen Cary, author of Working with English Language Learners: Answers to Teachers’ Top Ten Questions favors authentic talk over compliance talk. “Authentic talk” refers to real conversations about real topics to satisfy real needs, even when this includes the incorporation of local colloquialisms, phrasings, and terms. Consider the value of this dialogue:

Where can I buy soccer cleats? Mine are too old. I can’t turn fast in them. I’m the sweep this weekend.

  1. Wow, I hate playing sweep. I’m a mid-fielder.
  2. I can’t play mid-field very well. It’s too tiring. You have to be everywhere.
  3. Yeah, but you can get the other team off sides.
  4. Sometimes, but I don’t think about that a lot. So, the cleats?
  5. Oh yeah. Over at Fair Oaks Mall, there’s a sports store near the soft pretzel shop.

Students need plenty of experiences with real conversations. 

Something Else to Consider: Some people—educators included— equate low language proficiency with diminished mental function. Because teachers are so accustomed to using verbal and written responses as students’ manifestation of internal thought, they think ELL students are not capable of abstract or sophisticated thinking because their words are not abstract or sophisticated.

As a result, they don’t ask ELL students to make comparisons, analyze data, connect ideas, synthesize concepts, or evaluate performances. By not pushing their ELL students this way, teachers allow these students to fall further behind.Add to this the reality that our society tends to be insensitive to those who do not speak our language well or who do not have our same cultural references.

Many English language learners who are employed in service positions such as custodian, stock clerk, construction worker, and housekeeper have extraordinary depth, complexity, and rich educational backgrounds but are doing these jobs because their lack of language skills prevents them from working in other positions.

One year, I taught a student whose family escaped from brutality in former Romania. The student’s parents had been math professors at prestigious universities in Romania. Here in the United States, however, the student’s father was cleaning offices in the building next to my school and the mother was teaching English at the local library.

Even ELL students who are not from such academically advanced families think in wonderfully imaginative ways, often beyond what can be expressed in English.To not include metaphors and analogies in ELL students’ learning experiences due to language struggles is like assuming they don’t know how to feed themselves because they don’t eat the same food we do. It’s pompous, and it denies ELL students their basic instruction.

We can’t save advanced thinking only for advanced language proficiency students.Freeing Learners to LearnNearing the end of our first full decade in the 21st century, it is no longer acceptable to consider ELL students as someone else’s problem or beyond our instruction. They are just as much a part of the modern teacher’s daily commitment as taking attendance and making sure students have their supplies.We have effective tools for the regular education teacher to help ELL students find every success in our schools. It’s time to free them from what lack of language proficiency would impose.

Japan should take English lessons from Philippines

BY AMY CHAVEZ

The Japan Times Community

I’ve just come back from a two-week trip to the Philippines, where English is an official language along with the local Filipino language.

English was brought to the Philippines during the 1896-1946 American occupation and it still enjoys official status. This does not mean that everyone understands or speaks English, but it does mean that exposure to the language is so widespread that those who do speak it can communicate quite fluently. I was also impressed that people who had never stepped outside the Philippines were nevertheless fluent in English.

How can a nation acquire a second language so proficiently despite some claims that as many as 27.8 percent of Filipino school-age children either don’t attend, or never finish, elementary school?

It’s all in the approach to learning English. The Philippines not only teaches English in its schools but also provides its population with another tool crucial to language acquisition: exposure.

In all parts of the country, English signs abound, and they are not there for foreign tourists. “Don’t block the driveway,” say signs on the roads in Cebu. “House for sale,” informs a signboard in front of a dwelling in the countryside. Company logos, road signs and advertisements are in English. (Think about it: Are any of those things taught in a regular textbook-based English-language class?) As a result, most Filipinos learn English both inside and outside the classroom. It is not just about teaching English in schools but learning it through life experience too.

When I stepped into a taxi in Manila, the driver was listening to a radio program that featured two pundits discussing a recent bus accident in both official languages. The discussion took place in Filipino, with the commentator repeating the arguments and conclusions in English. This not only encourages English acquisition; it also allows people like me, an English-only speaker, to understand the conversations and issues in the program. While the bus accident may have been newsworthy enough to make it into the mainstream English news, I never could have hoped to hear such in-depth analysis of the event from a local point of view in the way this radio program allowed me to.

I should mention that the commentator used natural English, not the slow, instructional English you often hear in Japan that is used specifically for teaching. Rather than being an English language-learning radio program, this was regular radio reporting in the Philippines.

The country also presents national and world news in English on TV. These are not translations of Filipino-language news but news reported in English by Filipino anchors. In Japan, if you don’t speak or read Japanese, you must rely on slow, painful interpretation into often-unnatural English provided by Japan’s select TV news stations. This means that the news media themselves decide what Japanese news should be available in the English language.

If the government hopes to meet its goal of attracting 300,000 international students to Japanese universities by 2020, it should consider how the Philippines has significantly increased its foreign student enrollment: Top universities in the country teach all their classes in English. As a result, the Philippines is attracting foreign students from Iran, Libya, Brazil, Russia, China and yes, even Japan, to earn graduate and postgraduate degrees.

The Philippines offers one more alternative for people who would normally look at much more expensive schools in the United States, Britain and Australia. For Japan, teaching university classes in English would surely help attract more foreign students, as well as potentially position more Japanese universities in the world’s top 100.

It is hard to overemphasize the role of exposure in learning a second language. Not only does it allow people to experience the language firsthand in real situations, but exposure provides reinforcement — something Japanese students rarely, if ever, get outside the classroom.

Perhaps this is why Japanese students often major in English at university — as if English were a career — rather than choosing a profession such as teaching, engineering or medicine, where a knowledge of English would enhance their qualifications. As long as English is treated as a subject rather than a method of communication, students will get little exposure outside the classroom.

Some Japanese companies realize the importance of English for communication. The Renault-Nissan alliance implemented an English-only policy for its global communications more than 10 years ago, while other Japanese firms have done so more recently: Rakuten (2010), Fast Retailing (2012), Bridgestone (2013) and, in November, Honda, have all designated English as their global working language; Honda expects its employees to learn English if they don’t already speak it, or to use an interpreter.

It takes a certain amount of determination to learn a second language, and this is what the Japanese government lacks. Adding more English classes earlier in elementary school and having some lessons taught in the target language are all improvements, but the real problem is that Japan doesn’t treat English as a means of communication, nor as a vital way to make Japan globally competitive. Japan should consider not just better ways to teach English but better ways to learn it.

English is an official language in 60 countries. While making it an official language in Japan might be going a bit far, it couldn’t hurt to make English the de facto language of education.