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Dianna Flaterud

Dianna may claim to be a native of Toronto. Does she deny her Western roots because she is so drawn to the big city, or is it because this cowgirl is slightly traumatized by her allergies to horses and other furry creatures?

Regardless, she left her small-town life and enjoyed living in several large Canadian metropolises such as Edmonton, Montreal, and Toronto.

After various visits to the Dominican Republic, she established herself in Santiago, where she currently lives with her husband and daughter. Her earlier training in TESOL methodology and her voracious appetite for reading well-written English books lent authenticity to her teaching.

She found her vocation to be teaching true beginners. The challenge of learning Spanish has enabled her to empathize and identify with those starting out on their personal language-learning journeys since she understands their fears and insecurities. Over the years she has banked a treasure trove of materials and techniques to use in the EFL classroom and regularly shares these in Professional Development Workshops with newcomers to the EFL field.

Jennifer Joy

It's funny why she ever wondered what she would do one day to become usefully employed. Never much of an artist with a paintbrush, frustrated since kindergarten by scissors made for the right-handed, and after music lessons that allowed her to acknowledge the difference between learned and natural talent, it should have been obvious.

Words. Where they come from, why they mean what they mean, where they can take you; and eventually, and more sensible economically, language and languages, learning and teaching and the brain. Fascinating!

Of course there has been plenty of training and observing and experience acquired along the way. Her focus has been directed towards how to make language learning appetizing to the brain and what can help new language information stay there.  Besides teaching English, Spanish, and American Sign Language in the class room, she has coached teachers and prepared and edited curricula and classroom materials and is also a Sign Language interpreter.

She stubbornly refuses to give up on the dream of someday drawing something called art, but for now, she is more likely to reach for her camera. As for music, she has wisely chosen not to perform in public at least for the present.

Give her a classroom full of apprehensive language students though, and stand back or risk getting zapped by all that synaptic activity in one room!

Winston Marcos

Since he was a year old, Winston Marcos would make small scribbles on everything.  As his love for pens and pencils grew, his scribbles started to take shape and win fans  worldwide.  He  never could  have imagined that his art would have followers from more than 20 countries.  Today, at all of 21 years of age, he no longer reaches for his colored pencils, but he still loves to draw and digital art has become his profession.

Follow Winston on IG: euwinst_on

Interesting Fact: Winston grew up drawing some of his childhood friends whom he calls the 'Winsteens'.   Throughout the book 'First Impressions' you will see these same real-life characters as young adults... Winston being the principal character.
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Terms Every English Teacher Needs to Know

New English teachers are often surprised at all the new terminology they come across as they are preparing classes. Many times abbreviations and acronyms of these terms are used. These shorter versions of existing words and phrases are designed to save time and take up less space. Below is a list of common terminology, abbreviations, and acronyms used by English teachers around the world. Included is a brief explanation of each.

L1 - Language 1

This refers to the students' first language, or their native tongue. For example, in the Dominican Republic, the native tongue is Spanish. The L 1 of most EFL students is Spanish and Haitain Creole is the L 1 of a few students.

L2 - Language 2

This refers to the students' second language...or really, any language that a student is learning in addition to his native language. (The number '2' can be misleading because a student may be learning his third, fourth, or fifth language.) Educators also use the term target language to refer to the language that the student is learning.

EFL - English as a Foreign Language.

You can be an EFL student or an EFL teacher. EFL students are learning English while living in their own countries, where English is not the native language. For example: A Dominican student taking English classes in the Dominican Republic, where he doesn't have an opportunity to use it every day because English is not the native language. In an EFL classroom, the EFL teacher and EFL students may share one common language.

ESL - English as a Second Language.

You can be an ESL student or an ESL teacher.

ESL is a common abbreviation used in English-speaking countries. ESL students are immigrants learning English while living in an English environment. For example: A Dominican man moves to the United States and takes English classes while living and working there.

In an ESL classroom, the ESL teacher will often have students from all different backgrounds and not share one common language.

TESOL - Teaching English to Speakers of Other Languages

This is a general term for anyone educating English learners. You may hear someone ask about TESOL certification. This course prepares teachers to interact with students whose native language isn't English. There are two other terms used:

(TESL) Teaching English as a Second Language involves teaching English to speakers of other languages while living in an English-speaking country. It assumes that the language of their country of origin is their first language and that English is their second language (although they may speak a few languages).

(TEFL) Teaching English as a Foreign Language involves teaching English in a country where English is not the primary language.

True Beginner

This is a student who hasn't had a lot of exposure to English and therefore, has very little English vocabulary upon which to build. He will need to train his ears to distinguish individual words while listening to the intonation or 'music' of English. He may initially feel overwhelmed as he struggles to find a learning style that works for him and may also feel intimidated by other students who seem to progress, or understand more readily.

False Beginner

This refers to a student who brings some prior knowledge of English to the classroom. Perhaps he studied at one time, or has friends or family who speak English, or has spent a lot of time listening to English music, television, or video games, but has had little formal English training. This student may decide to start at the first level in order to review or fill in 'gaps' in his knowledge.

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