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

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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.



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.



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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.



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!



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Dublin City

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Que no! No són bojos!


“What languages do you speak?”

“English, Spanish/Castillian, and Catalan.”

The next question is either “What’s Catalan?” or “Why/how did you learn Catalan?” (neither of which ever really surprise me). How I answer the first question should  be obvious at this point (it’s the language spoken in Catalonia, etc) but how I answer the second has changed a bit with time.
At the root of my interest in Catalonia is something simple: football. I’m a Barça fan and the club has literally turned my life upside down. I wouldn’t have half the friends I have now, or have gone to a quarter of the events that I have in the past four years, or have taken half the classes I did last semester, or be writing this blog post if it wasn’t for Barça. (I would have saved a lot of money because I wouldn’t have dropped hundreds on jerseys, but that’s besides the point.) I was kind of a slump when I encountered the beautiful game and in a sense, Barça gave me life.
I became determined to scheme up something to give something back to Barça, to thank it for that. The scheme I originally came up with was learning Catalan (as time went by the scheme eventually snowballed into this project). When I came to Columbia and found out that not only do they offer the language but that the professor was the biggest sweetheart on the planet/Columbia’s secret gem/literally the best person on earth, I knew it was meant for me to learn the language. Okay, that’s a bit dramatic. Not the part about Elsa but the second part.  In my head it was as if everything fell into place and so I enrolled second semester. By that point, the answer to “why did you learn Catalan” became a motley of “because I love Barça,” “because the professor is fantastic,” “because language classes are so much fun,” “because why the hell not,” and “because I wanted to.” That’s the answer that still stands today and while I was in Barcelona I sprinkled in a little of “because I wanted to visit Barcelona and get the most out of my stay.”
The past few days, I’ve been thinking about that second question a lot. I’ve also been thinking a lot about a documentary about the Catalan language that pops up on my Twitter timeline every so often. It’s called Són bojos, aquests Catalans?! It’s about this German girl who decides to learn Catalan instead of Spanish because she’s dating a Catalan guy and is moving to Catalonia. She gets there and takes a little road trip to see exactly how useful her new language skills are. She’s riding around in this van that is reminiscent of the Mystery Machine, talking to all sorts of people and going to all sorts of places. I first watched the documentary in 2013 and thought it was interesting, gave it a thumbs up. When I took my Catalan Cultures class, again with the wonderful Elsa (TAKE ONE OF HER CLASSES COLUMBIA STUDENTS TAKE ONE OF HER CLASSES), I watched it again for a homework assignment.

To give a little more context about the purpose of the film, here’s its summation as provided by the director, David Valls:

The Catalan language is spoken by about 10 million people. This makes it the ninth most spoken language in the European Union and within the 100 most widely spoken languages in the world. It is a medium size language, comparable in number of speakers with languages ​​such as Czech, Swedish, Bulgarian, and it has more speakers than Danish, Estonian, etc.. Despite these objective facts, what it happens to Catalan that it does not happen with these other languages​​? Why [is] Catalan is not in a similar situation such as other languages with a similar amount of speakers? Why [isn’t] its use it isnot normalized? Why [do] we assume [its behaviors] as normal linguistic behaviors [when they] are not? Why [do] Catalan speakers often code switch to Spanish? What are the actual uses of Catalan? What difficulties are there?
As a viewer, there’s two ways to look at the film. The first: you can think of the film as illuminating the obstacles that the Catalan language still faces, as the director’s summary leads one to do. The documentary shows that Catalan isn’t used in the courts, on food or medicine labels, or in machinery user-guides. It explains that universities have different sections for classes (sections taught in Castilian and others in Catalan) and the presence of the language in radio, publishing, television and even in other regions of Spain. It’s informative and exposes truths that people like me all the way over here in America wouldn’t have known otherwise. If you look at it this way, then the film won’t (or at least shouldn’t) discourage you from learning the language. Sure it faces obstacles, but that’s okay.
The second: you can think of the film as legitimizing the lack of a need for foreigners to learn the language. Here’s an entire documentary about foreigner that takes time out of her life to learn a language, heads over the only place the language is spoken, and then realizes that she was probably better off learning Castillian because the whole Catalan thing isn’t as important as her boyfriend made seem. She lucked out because she got her story turned into a movie, but clearly, that won’t be happening to you — she covered all the bases and the world doesn’t need two movies about the same irrelevant language. Why learn a language that faces obstacles when you could stick to Castillian and survive just as well, if not better?
I didn’t realize this second way until watching the movie a second time. Please note: realizing and adopting the second way are not the same thing. I realized it but vehemently disagree with it and here’s why:
  • I was already a month into my Catalan course to know that the language was 1. beautiful, 2. fun, and 3. a hidden gem (much like the Catalan professor at Columbia TAKE HER CLASSES TAKE THEM). Plus, ain’t nobody gonna convince me a month into doing something that all my efforts were pointless.
  • There’s something, I dunno, just plain obvious about the importance of learning a nation’s language before you visit it. This point is mainly for all my monolingual Americans who plan on stamping up their passport without cracking open a book about the places they want to see. Don’t be the ignorant American who hops off the plane and forces everyone they encounter to speak English because you can’t communicate in any other way. That’s just plain disrespectful and inconsiderate. Additionally, as my coworker recently pointed out, If you’re one of those Americans who demands that those who come to America learn to speak English, you should realize that you have the same responsibility when you go abroad. No one is asking you to be completely fluent in the language, but make an effort to learn and use it. You don’t even have to learn it before you get there — you can learn it while you’re there. This, to me, is part of being a decent traveler and a huge part of respecting other people’s cultures. (Some of you may chime out with the “well, newsflash you Ivy League brat: some of us don’t have the money to take language classes!” To you I say, get to a library and use the Internet or borrow a book. If you have the money to travel abroad, you most likely have money to at least do that.
  • When you go Barcelona and speak Catalan, new opportunities open up.It’s a conversation starter because not many foreigners speak the language. You’ll most likely be much more intriguing and you can finally become friends with the locals and see what the real city is like. Some people may open up faster and decide to take you under their wing and show you around themselves. You’ll be able to read the menu without having to bug the waiter to translate it for you. You’ll avoid ordering things that you know you won’t like or that you’re allergic to. You’ll be able to navigate the supermarket a lot faster and understand those cute signs that line the streets asking people to keep the noise level low at night. You also open up the door to a whole world of fantastic music. (There is a small chance that speaking Catalan may run you into some trouble but I’ll explain that tomorrow and it was literally a one in a million event that ended up flattering me instead of insulting me in the long run.)
My point is if you end up watching that documentary and regarding it in the second way, think the whole thing over again. Learning Catalan is a good thing. It’s a little weird, sure, but do it. It’s worth it — it’s fun, it’s different, and ultimately, it is useful.
BIANCA GUERRERO  http://biancaincatalonia.wordpress.com/2014/08/04/que-no-no-son-bojos/



CAMPAMENTOS DE VERANO en Inglaterra y otros países de habla inglesa en verano para jóvenes, CON JÓVENES DE HABLA INGLESA, plazas limitadas. Estancias en casa del profesor para individuales o en matrimonio. También cursos de verano con otros estudiantes extranjeros. Puedes contactarnos en summercamps@englishtutors.es


Para PROFESIONALES EN CASA DEL PROFESOR, individuos o matrimonios/for professionals at the home of the teacher, both for individuals and married couples: homestay@englishtutors.es


In Spain for young people. Immersion Summer Camps with Spanish kids doig sports and cultural and learning activities. Limited availability, Please, do contact us at campamentosdeverano@englishtutors.es


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… 



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.

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.