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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 – 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 – 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 – 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 – 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 – 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 – 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 – Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
• Communication – Using language to learn whilst learning to use language
• Cognition – Developing thinking skills which link concept formation (abstract and concrete), understanding and language
• Culture – 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.

English is one of the most widely-spoken languages in the world, but how much do you know about the language? Here are 11 facts about English��that you might not know.

Students all over the globe learn English for many reasons. Some of these motivations may come from the students themselves – perhaps they are learning because they are travelling to an English-speaking area, or they want to be able to converse with English-speaking friends and colleagues. Other reasons for learning could include meeting school requirements, studying abroad, or progressing their careers.

As well as different reasons to learn English, there are also different goals. Many students are still focused on becoming fluent in English, and we are seeing an increase in people who want to learn the language for specific reasons. For example, immersing themselves in a particular culture or simply being able to order from a menu while travelling abroad.

Teachers are focusing on these personal needs to help students achieve their actual goals. It’s likely you’ve already spoken to your students about why they want to learn English. Understanding this is important as different motivations can influence a student’s attitude towards learning the language – and it may be necessary for you to adapt your teaching strategies for different groups of learners.

Teaching English to different groups of learners

Let’s meet some different groups of students, learn a little more about their motivations and explore whether different motivations alter how students learn English. You may recognise some of these learners in your classes.

1. Adult learners

These students are learning English for pleasure or personal reasons. It might be because of travel, social or family reasons or perhaps because a better grasp of English might assist them with their careers. There are also adult learners who could be learning English as an immigration requirement.

For example, 23-year-old Alice decided to learn English so she could meet people and have more meaningful interactions with her English-speaking neighbours. She says: “I was very shy and not very confident in speaking to people, but learning English helped me connect with others and meet new people. I have changed a lot.”

A motivation like Alice’s requires strong teacher support and peer motivation woven into structured learning. Alice can set her goals and with the GSE Learning Objectives map out what she needs to do to achieve them. Teacher encouragement and personal support – and easy access to digital coursework, a social community of others all learning English, and small classes that emphasise conversation – keep people like Alice engaged and motivated to achieve her language goals. “I cannot do it without them”, she says.

2. Professional learners

These learners are typically in a more formal type of English programme and are learning the language to achieve specific career milestones, such as a promotion. Their employer might even be paying for their learning or they might be reimbursed for the cost of their lessons.

Vincenzo is 33 and works as a Product Manager in Milan for an international organization with offices around the world. He says: “I asked to take English classes as part of my professional development. My company chose an English provider and gave me a choice of group or one-to-one classes. I chose one-to-one classes as I’m easily distracted.”

Professional learners like Vincenzo succeed using a blended learning model of learning in class and at home that they can tailor around their lives. They have a strong motivation to succeed – that’s why learning at home works for them – but step-by-step progress provided by the GSE Learning Objectives is also important to keep this motivation alive. “I met with my teacher once a week where we would work on mistakes I would make while speaking English. He would also give me extra practice materials, like interesting games and videos to listen to in my own time, to help me really get a better understanding of the language,” Vincenzo says.

3. Academic learners

Learning English is a requirement for many school programmes and students will continue this at college or university. Many of these students will be learning English with a formal course that offers practice tests for high-stakes exams.

Seventeen-year-old Subra is from Malaysia and learns English at school. Some of her family live in Australia and she is considering studying abroad to attend a University that specializes in health care. When she was young, she learned in a traditional classroom backed with tests that helped her see how she was progressing. Now she uses technology, such as her Android Huawei phone to practise her English but still needs the validation of regular testing to know she is on track.

Subra��says: “I am used to studying for tests as I prepared hard for exams to get into middle school and senior school, which was totally determined by test results.”

Academic learners like Subra need to see demonstrable results to help them stay motivated and guide them to the level of English they need to achieve to get the required score on high-stakes tests. With the clear GSE Learning Objectives and a placement test, academic learners can map out where they are right now and where they need to be in order to reach their academic goals. These learners need encouragement and validation of their progress from their teachers to help keep them on track.

Understanding student motivations will help you teach to their specific needs, thus helping them to stay focused and motivated in achieving their goals.

A shared language is central to many families, and this can carry extra meaning when your children are growing up in a country that speaks a different language. It's not just about words; it's about culture, identity and connection. If you'd like to teach your kids the language that holds a special place in your heart, here are some tips to get you started.