ɫèAV

What do we, as teachers, need to teach effectively in these times? Well, as a teacher – but also as an ESL learner��–��I’ve always believed that English is not something to be studied, it’s something to be lived: it's my mantra.��

Based on that idea, throughout my career, I’ve been seeking not only academic tools that support my teaching, but also resources that turn teaching into an experience, not just a class. That’s what I found when I first discovered the GSE, and what has drawn me so closely to ɫèAV – not just the textbooks, but the initiatives, research, projects, tools and more.

Adapting to technological change

Now, artificial intelligence was introduced into our lives not long ago, and it seems like it’s here to stay. Whether you’re a fan of it or not, we must accept that it’s part of our present – and our future. We need to learn how to use it wisely.��Living the language means understanding that the world changes – and we must change with it. Technology is essential (and I love it), but there are things it simply cannot replace: creativity, communication and leadership. These are deeply human traits and, as teachers, we must not only teach them but also create environments where students connect with others and grow as people through language.

Then, both students and teachers will be able to use their language, collaborative, leadership and empathethic skills in English-speaking environments – and these skills are crucial for thriving in the fast-paced world of technological progress.

The power of soft skills and confidence

There’s one experience that changed my mindset years ago – and it’s directly connected to the title of this text. The moment my English fluency truly improved was the moment I began to believe in myself. It was when I projected the version of myself I wanted to become. It was when I realized I wanted to speak to the world, and my confidence extended far beyond the classroom.

Long story short, my perspective as a student shifted dramatically when I got my first job. That’s when I realized the value of understanding the world, being able to communicate effectively, and developing essential soft skills – skills I didn’t even realize I was learning at the time, but which have been crucial to my personal and professional growth. Today, I’m glad that education is starting to include these elements in the classroom.

ɫèAV’s support for educators and students

I’m excited about ɫèAV's latest research into GSE Soft Skills (report coming soon). The GSE provides a methodological framework and resources to enhance my teaching. It also offers answers to my long-standing questions, including tools to prepare my classes more effectively and support my colleagues in helping students master both language and professional skills.

We must prepare our students for life beyond the classroom. By offering clear goals, role models, opportunities to practice and consistent feedback, ɫèAV helps us spend less time planning and more time engaging with our learners.

The world is moving fast – and sometimes faster than we can keep up with. By integrating creativity, communication and leadership into our lessons, we give our students the skills that employers value most and that technology can’t replace. These are the same skills that, without a doubt, helped me reach my goals.

In my case, I didn’t learn these soft skills at a very young age – but the sooner our students do, the better. The earlier they connect with their purpose, the deeper the impact.

When I think about myself as a teacher, I always try to remember what it was like to be a student. These tools remind me of the things I learned in my younger years – and that I now want my students to experience too. Embracing these global changes and resources allows me to better reflect who I am – not only as a teacher, but as a person.��

What do we mean by future skills?��

The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them.��

These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories:��

1. Ways of thinking

Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

2. Ways of working

Here, we’re talking about the skills of communication and collaboration.

3. Tools for working

Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local.��

4. Life skills

The final category covers life and career skills, and is all about personal and social responsibility.��

One way you can encourage young learners to build these skills is through STEAM subjects (that’s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation.��

The four Cs��

The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life.��

Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.����

So let’s take a closer look at the theory behind them.

1. Communication

We usually think of communication as speaking and listening, but it’s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills.��

2. Collaboration

Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children’s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other’s perspectives and skills.��

Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.��

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."