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��Sharing a story with your child is one of the most incredible things you can do for them.�� �C .

Research shows that getting kids reading at home can increase their reading ability at school �C and improve their overall well-being. Parents and guardians can make a big difference. But how can teachers encourage parents to get their children to read more at home? We explore some strategies you can use.

Tell parents about the benefits

Reading can give children a break from technology-centered activities. It can help them to relax and unwind; reading a book can make children laugh and feel happier! Through hearing stories, children are also exposed to a rich and broad vocabulary.

��It is important for teachers to establish contact with parents as much as possible and give very clear guidelines on the benefits of reading, and how they can create a reading routine and help their children read at home,�� says Kasia Janitz-De La Rue, Product Development Director at ɫèAV.

So, encourage parents to find time for a reading routine. Just before bedtime is a great time, as .

Give parents practical ideas for reading strategies

Encourage parents to read with and not to their child. It doesn��t matter how long they set aside to read �C just 10 minutes of quality reading time can make a big difference.

Here are a few tips concrete reading tips for teachers to share with parents:

• Ask children lots of questions while reading.
• Use encouragement and praise to keep children engaged. Saying things like ��what fantastic ideas�� or ��you thought so carefully about that, what might happen now?"?will keep their minds working.
• Use their past experiences to talk about what��s being read. Things like ��have you learnt about��at school?�� or ��do you remember when we watched��and found out about��?�� are good conversation starters.
• Tune in and listen to children, and be curious about their interests. ��I didn��t know you knew so much about���� or ��I love reading stories about��with you,�� are good phrases to keep in mind.

It��s also a great idea to share online resources with parents. You can also suggest that parents look up read-aloud YouTube videos featuring authors, teachers or librarians reading their favorite stories. This way, children can watch and listen as often as they like.

Recommend graded readers

Graded readers are books that use language in line with a child��s learning level. They can help children build confidence, and help slowly expose them to authentic reading levels.

Encourage parents to identify what genre their child is interested in and show them the readers available. Each time parents see their children move up a level, they��re sure to see their children��s love for reading grow.

Suggest before, during, and after reading activities

Before reading

Parents can take turns with their children to predict what the story is about �C or what will happen next. Here is an activity teachers may suggest they try:

��Start with the cover of the book and the blurb on the back cover. Reveal the cover slowly to ask the child what they can see. Ask them to guess what is on the cover. Once they have seen the cover, ask them questions about the images on the cover �C who, what, why, where and how?��

While reading

Remind parents to focus on their children��s reading comprehension by using strategies like prediction, questioning, clarifying, and summarising. Teachers can ask parents to:

• check ideas and understanding as the child reads: ��So, you think that��.�� ��Did you expect��to happen?�� ��Why do you think that happened?��
• use the pictures in the book to help with comprehension
• describe what is happening and talk about the characters.

After reading

Don��t forget: parents can continue to explore the book��s topic once reading time is done! A few ideas to share with parents include:

• organising a puppet show for family members and siblings after making puppets of the characters in the book
• having children draw a picture of their favorite character or their favorite page in the story
• encouraging children to express their opinion on the book.

How can we help children (and ourselves) deal with turbulent situations?

As humans, we are programmed to position ourselves according to the constants around us: people, structures and boundaries. When those constants shift, it can be unsettling for adults and children.

Sometimes we find ourselves in unprecedented situations, and we each have our own approach to managing things. If you feel confused and without direction because of a turbulent situation, please know that that is okay.

We��ll look today at why that is, to help us understand ourselves a little more and why these simple mindfulness activities can help us navigate it.

What causes social stress?

There may be many reasons for feeling stressed in life, but during turbulent times in society, it is often due to not feeling safe.

Something in our environment is alerting our survival instinct. This makes our brains produce stress hormones, which get us ready to fight the threat, run from it, or freeze until it��s gone away.

The threat might be to our physical or even social survival �C and the two are linked. Things can feel even scarier when we also feel isolated from our social group, which keeps us protected from that threat.

Human beings are social by nature. We live and work in communities, we connect through love and empathy and we protect each other. There��s truth to the saying?��there��s safety in numbers��.

But it��s not just about safety. We also define ourselves by comparing ourselves to others and working out what we are not.

Research has found that we identify deeply with our role in society and the ��pack�� to which we belong. This holds deep ties with our sense of safety, contentment and self-esteem. If the boundaries by which we define and position ourselves have shifted or continue to shift, we will feel unsafe, threatened and therefore stressed.

Are children affected by social stress in the same way?

If we then apply this to children, the constants to whom they look for security are the adults in their life. If the adults are behaving differently, the children will feel a shift and feel unsafe and stressed too. If they don��t have their friends alongside them for social positioning, this too can lead to them feeling confused and uncertain.

Here are some key ways we can help:

Communicating and listening

Children may often lack the language to express what they are feeling, or even to recognize it themselves. Therefore, we must offer ways to help them make sense of the world around them, to help them feel safe and to help express their concerns.

Communication provides the necessary social interaction and models for them on how to handle the new situation. It firms up their boundaries, and provides a safe space where they feel listened to and acknowledged and this, in turn, helps diffuse their stress.

The activity below is a lovely way to invite children to express any worry they might be feeling, mindfully and with support �C and give them something to do with their feelings. It also has the benefit of helping them breathe fully and slowly, which will calm down their nervous system.

Breath activity: Worry bubbles

1. Sit together and invite your child to put their palms together.
2. Invite them to take a big breath in. As they breathe in, they can draw their palms further and further apart, spreading their fingers as they imagine blowing up a big bubble between their hands.
3. Invite them to whisper a worry into the bubble.
4. Invite them to blow the breath out nice and slowly. As they breathe out, they can imagine blowing the bubble (and the worry) away with a big sigh.
5. Twinkle the fingers back down to the lap, and start again, either with the same worry or a new one

Helping them find a safety anchor inside themselves

By helping children focus on breathing, we can teach them that even if things feel wobbly around them, their breath is always there. The act of focusing on the breath also helps settle the fight or flight branch of their nervous system into a calmer, more balanced state.

Breath Activity: Counting breaths

1. Invite your child to sit with you.
2. Invite them to place their hands on their tummy and breathe in slowly so they push into their hands, counting slowly up to four.
3. As they breathe out, invite them to count up to six, as they slowly empty the belly and their hands lower back down.
4. Continue until they feel calmer. You can do this every morning or evening to help sustain balance. With younger children, they might like a teddy on their tummy to push up and down!

These two activities can be lovely daily practices to try and provide some safety and structure to your child or students�� mental health right now. They are also enjoyable activities to try for yourself �C you may like to increase the in and out count of the breath a little bit for an adult breath.

What do we mean by English fluency, and how can understanding competencies across the four skills provide a more realistic picture of communicative English ability?

What is fluency?

As someone who worked in dictionaries, the meaning of words has always interested me �C and fluency is a particular case in point. Language learners often set themselves the goal of becoming fluent in a language. Job adverts often specify ��fluent in English or Spanish�� as a requirement. But what does being 'fluent' in a language actually mean? If we look in the Longman Dictionary of Contemporary English, we see that fluent means ��able to speak a language very well��. Fluent speech or writing is described as ��smooth and confident, with no mistakes��. In general, fluency is most often associated with spoken language �C but is that the goal of all language learners? And what does being able to speak fluently show about the other language skills?

Describing English proficiency

Before entering the world of dictionaries, I taught English as a foreign language in France. At that time, the Common European Framework of Reference for Languages (CEFR) had not yet been published and learners were described in very general terms �C beginner, intermediate, advanced �C with no agreed standards on what learners at each level were expected to know. As well as establishing standards, the CEFR also shifted the focus of language assessment from knowledge of grammar and vocabulary to functional competence, i.e. what can a student actually do with the language they��re learning across the four skills:

• listening
• reading?
• speaking
• writing

Interestingly, while calling out specific objectives for each skill, almost two-thirds of the information in the CEFR describes spoken language. This seems to imply that spoken fluency is indeed the most important goal for all language learners.

Mapping out a personalized path to proficiency

As a global publisher, ɫèAV English recognizes that all learners are different �C in their backgrounds, learning environments and learning goals. This is why we have undertaken new research to extend the set of learning objectives contained in the CEFR to account for learners who need detailed information about their level in all four skills, not just in one (typically, that of speaking).

No learner will be equally proficient in all four language skills �C in the same way that no native speaker is equally proficient in all skills in their first language. Some of us are better at writing than speaking, and many are illiterate in their first language. A true measure of language proficiency needs to take into account all of the skills. Equally, not every learner of English will need to be 'fluent' in spoken communication.

Many researchers need to read papers in English and attend conferences in English �C but will only ever present and write in their first language. Is 'fluency' a good way to describe their goal? And if it isn��t, does that somehow diminish their language achievements? By acknowledging proficiency in individual skills �C rather than catch-all terms such as 'fluent' �C we gain a clearer understanding of goals and outcomes, and with this knowledge, we are in a better position to tailor learning to the individual.

Interested in learning more about the English language? Check out our post?How using jargon, idioms and colloquialism confuses English learners and our post on strange English phrases.

If you're looking to improve your own fluency (in any language) make sure to check out our language learning app Mondy.?

Teaching beginners can be daunting, especially when it��s a monolingual group and you know nothing of their language, or it��s a multilingual group and the only common language is the English you��ve been tasked with teaching them. Nevertheless, not only is it possible to teach beginners only through English, but it can also be one of the most rewarding levels to teach. To help you succeed in setting your learners firmly on the path to increasing proficiency, here are seven tips for teaching English to beginners.

1. Keep instructions clear and simple

When addressing a class of students, especially ones you��ve just met, it can be tempting to explain activities in your politest language. After all, no one likes to be rude. However, a student who has only a few words of English, if any at all, won��t appreciate the courtesy of (or even understand), ��OK, so now what I��d like you all to do, if you don��t mind, is just to stand up for a moment and come to the front of the class. Oh, and please bring your book with you. Could we all do that?��

Instead, make instructions crystal clear by using as few words as necessary, gesturing whenever possible, and breaking down a series of instructions into smaller units. If you want to be polite, ������𲹲��� and ��thank you�� will do. ��Everybody �C take your book, please. Stand up. Now, come here, please. Thank you.��

2. Let them listen first

Your students will likely want to start practicing speaking from the get-go. However, it takes a while for one��s ear to acclimatize to the sounds of a new language, and not everyone will be so keen; don��t pressure students into speaking before they��ve had lots of opportunity to listen to you using it (which doesn��t mean you should just be rambling on at the front of the classroom �C with beginners more so than with other levels, you really have to consider what you say and grade your language accordingly).

3. Drill, repeat, drill, repeat, drill��

Beginners need lots of repetition and drilling, especially as they get to grips with the sounds of their new language. It might seem boring to go over the same sentences again and again, but it is necessary. When practicing a new sentence, try back-drilling, breaking the sentence down into manageable units and then building it back up, working backwards from the end to the beginning; this helps ensure that your intonation is natural and that you get elements of connected speech right. For example, break down ��Would you like a cup of tea?�� as follows:

tea > cup of tea > like a > like a cup of tea > Would you > Would you like a cup of tea?

4. Establish classroom language early on

Classroom language �C Can you speak more slowly? What do we have to do? I don��t understand. What does�� mean? How do you say�� in English? �C is usually associated with , but it also helps with adult beginners. No matter how friendly and relaxed you make your classroom atmosphere, can still be daunting, especially when you feel you��re not entirely following what��s going on, or that you might be called on to say something that you don��t feel ready to say. It��s much better to equip students early on with classroom language that will help them navigate the lesson smoothly.

5. Avoid metalanguage

There��s no point in students knowing the terms past simple, irregular verb or adverb of frequency if they can��t use the actual structures or words they refer to. Don��t tell them how to say something: show them. Give as much context as you can (visual prompts work well).

Furthermore, make sure you check they have understood by asking questions that test their comprehension �C never ask ��Do you understand?�� as:

a) many people are reluctant to let on that they haven��t understood and will pretend instead that they have

b) a student may think they have understood when in fact they haven��t.

6. Don��t forget that your students are fluent in their own language(s)

This may seem trivial, but it��s all too easy when listening to somebody speaking broken English to forget that behind the errors and the mispronunciation is a person with cogent thoughts, no doubt articulate in their first language, attempting to communicate their opinions or ideas.

As teachers, we not only have to be patient and proactive listeners, alert to the reasons why specific errors are being made while filling in the gaps in less-than-perfect communication, but we also have to steer clear of adopting the 'Me-Tarzan-You-Jane' approach to teaching, degenerating the very language we are aiming to teach.

Rather than degrading our language, we have to grade it carefully to keep it comprehensible while maintaining its naturalness, rhythm and spirit, ensuring all the while that, as far as possible, we actually converse with our students and listen to what they have to say. After all, even from the very first lessons, from the ��A�� in the alphabet and the ��am�� of ��to be��, communication is the goal.

7. Prepare well, prepare a lot, keep them talking

Even though teaching beginners entails progressing slowly and recycling and repeating language many times, that doesn��t mean recycling the same activities, especially not during one lesson. Ensure you have a range of activities to use, and don��t go into class without having first carefully thought through how you are going to introduce a new language, how you will check that the students have understood it, how you will practice it, and how you will deal with potential misunderstandings. The possibility for confusion at this level is much greater than at higher levels, and sometimes even harder to disentangle.

Also, remember, unlike with higher levels, you can��t rely on conversations developing simply because the students don��t yet have the linguistic resources to engage in anything other than simple exchanges (though in time, they will). This means that the onus will largely be on you to keep them talking.

Finally, enjoy this level. Although in many ways the most challenging level to teach, it can also be one of the most satisfying. Seeing your learners go from knowing nothing to knowing a few words to knowing a few sentences and structures to being able to hold rudimentary conversations can be incredibly rewarding. If they enjoy their initial exposure to the language, and feel confident and inspired to continue, then you will have helped pave the way to their further success.

Are you or your students preparing for an exam like ? If so, you might find that things are more stressful than usual or that motivation is starting to lack. When preparing to take an exam, it��s easy to overlook the fact that people also need to destress and relax a little.

Exam preparation is an important period. That��s why we��ve come up with some tips and advice that will help increase happiness and well-being. It will also help develop good study habits and ensure you or your students remain happy right up to their exams and beyond.

1. Create a study plan

A clear plan can help you get off to a positive start. At the same time, it will inevitably lead to more confidence and better results on the big day. Make sure to gather all the materials and equipment you will need (or provide your students with a list of what they need to gather). Once prepared, set up a comfortable workspace where you will feel happy to spend time. If you��re a teacher, you can ask your students to describe their ideal study spaces in class �C this will help them visualize what they need to do at home!

It's also helpful to create a schedule where you write down what you need to work on and when. Try to include all areas of the exam but prioritize those areas that may need more work and improvement.

2. Take time out

If you're starting to feel anxious or stressed as the exam day comes nearer, here are some ideas to help manage:

Take a break

It��s better to study for short periods rather than spending hours on end at their desk. It��s a good idea to break up study periods and take a short break at regular intervals. If possible, also go outside and get some fresh air at least once a day.

Try mindfulness techniques

Guided meditation apps such as or can help reduce stress and prepare learners to focus better on their studies. You can also find guided meditation videos and audio tracks on Youtube or Spotify.

Be positive

Remember how far you��ve progressed and celebrate what you can do, and if you��re an educator encourage them to visualize themselves confidently completing the exam.

3. Have fun!

Although exam practice and reviewing are important parts of preparing for an exam, you can also have some fun. Play games and base activities around a variety of different media, including short videos and podcasts and other forms of entertainment.

Make English a part of your leisure time. Watch series or films in English, listen to music or choose podcasts related to your interests. A good tip is to look for English-language alternatives to any materials or media usually consumed.

4. Stay healthy

The stress caused by exams can result in bad habits, and eating unhealthily �C fast food, snacks and caffeine can provide a false sense of energy. However, the food we eat and drink can greatly affect our body and mind. A healthy diet can improve our mood, our memory and our levels of concentration:

• Healthy carbs such as brown rice, pasta, whole grain bread and cereals will provide the necessary energy to allow students to keep working through the day.
• Oily fish like salmon and sardines are great for the brain, heart and joints, as well as increasing serotonin which makes us feel good!
• Other sources of Omega 3 such as nuts and seeds are a great substitute for vegans.
• A variety of fruits and vegetables will ensure that students have a balanced diet that will improve memory, brainpower and mental agility.

5. Get a good night��s sleep

Sleep is essential for learning to take place. The time you spend asleep is just as important as the time you spend awake. You should aim to sleep for 8 hours a night. This will help your brain to recharge, allowing you to start the day with energy and focus.

It��s especially important that you sleep well the day before the exam. This will help you relax and ensure that you are alert and ready to give your best performance.

6. Offer incentives

If you are studying intensively or for a long time, motivation levels may start to drop. If you��re a teacher and you see this is the case, your class will need some additional support and encouragement to help them keep going. Small rewards can help with this.

Teacher: You can offer rewards in class by allowing students to choose an activity they enjoy, but it��s also useful for students to give themselves rewards for any goals they set and accomplish. This personalization will make the reward even more satisfying.

Self-learner: When you get to certain checkpoints of your study make sure to reward yourself with something small that you enjoy. Small rewards include things like listening to your favorite song, eating a sweet treat or watching a funny video.

7. Reduce the workload

As the exam approaches, make sure to gradually slow down. Rather than trying to learn something new, spend the last few days reviewing what you��ve studied and practice English as much as you can. On the day before the exam, do something completely different, like go for a long walk or watch a good film. Just to get your mind to wind down and relax before your exam, which will likely be quite demanding on the brain.

Learning and understanding a new language is one of the most challenging things that your brain can do. But as well as the advantage of acquiring another language, it appears that the effort of giving your brain a good workout today by being bilingual could keep it in better condition in later life.

Research led by Dr. Daniela Perani, a professor of psychology at in Milan, found that people who speak two or more languages seem to weather the ravages of Alzheimer��s disease better compared to people who have only mastered one language. Alzheimer��s is a progressive mental deterioration that can begin in middle or old age due to generalized brain degeneration.

The study involved 85 people with Alzheimer��s �C half of whom spoke both German and Italian and half who spoke only one language. The researchers found that bilingual patients had greater connectivity in key brain areas. This was especially in the part of the brain that governs ��executive control�� �C a set of necessary behavioral cognitive processes that include problem-solving, working memory, reasoning and attentional control. The study also noted that the bilingual Alzheimer��s patients showed less severe symptoms of the disease.

The study concluded: ��Our findings suggest that the effects of speaking two languages are more powerful than both age and education in providing a protection against cognitive decline.��

Bilingualism and the brain

Although Alzheimer��s disease is currently incurable, the study supports a popular theory that people who have higher levels of education function longer with little manifestation of the illness. Part of the reason why bilingual brains may be better at resisting Alzheimer��s could be due to a lifetime of switching between languages daily.?

Learning and speaking more than one language changes how the brain carries out tasks that require focus and concentration on a certain piece of information without being distracted. It can also increase the density of white matter (connections) in the brain, meaning that there are more connections between brain parts, thus making this part of the brain more resistant to degeneration.

This is supported by a study conducted by a team led by Professor Ana In��s Ansaldo at the , which suggests that bilingual people have more robust and more efficient brains compared to those who only speak one language. This is one of the reasons why a bilingual brain can be a buffer against aging and dementia.

They recruited elderly people, half of whom spoke only one language and the other half who had learned a second language between the ages of 11 and 18. All performed equally well on a task that involved focusing on an object's color while ignoring its position, but brain scans revealed a big difference in how they processed the task.

��While bilinguals were recruiting very specific brain areas and a small number of areas to perform the task, monolinguals were recruiting a much larger number of areas that were consuming much more resources. And the networks they were using were very, very complex,�� says Professor Ansaldo. ��That led us to think that the bilingual brain was more efficient in terms of the amount of resources that bilingual people require to do complex tasks as opposed to the monolingual brain.��

The study concludes that bilingualism shapes the brain in a different way or how people approach complex tasks. It could be because bilinguals must inhibit the language they are not using to focus on the one that they are using.

Critical thinking is a term often thrown around the teacher��s lounge. You often hear, ��Of course, teaching critical thinking is essential.�� However, in that same space, we may also hear the question, ��But how?��

Teaching students to think critically involves helping them to develop a critical mindset. What exactly does that mean, and how can we do that?

What does it mean to think critically?

Critical thinking is a complex process that involves students reflecting, analyzing and evaluating ideas. Building a community of critical thinkers in our classrooms involves going beyond the cognitive domains and building the affective domains.

The cognitive domain concerns subject knowledge and intellectual skills, whereas the affective domain involves emotional engagement with an idea or learning material.

This deliberate teaching of critical thinking needs to be part of our teaching toolkit. We need to develop a mindset around it in and out of our classrooms.

How can teachers develop a critical-thinking mindset?

Consider all the questions we pose to students during our classes. Do we expect a yes or no answer, or have we established a classroom environment where students offer considered reasons for their responses?

By following some guiding principles, we can get into the practice of naturally expecting deeper answers:

1. Students need to engage in critical thinking tasks/activities at all levels.
2. Teachers need to provide space/time in the classroom to build critical thinking learning opportunities.
3. Practicing critical thinking must be incorporated throughout the course, increasing complexity as students improve their critical thinking ability.
4. Students must be given opportunities to practice transferring critical thinking skills to other contexts.

Activities to foster critical thinking in the classroom

Activity/Strategy #1: Categorizing

Provide a set of vocabulary terms or grammatical structures on the board (or pictures for true beginners). Ask your students to gather in pairs or small groups and have them categorize the list. Ask them to be creative and see how diverse the categories can be.

Example:

Desk, computer, pencil, stove, dishes, forks, novel, cookbook, sink, shelf

• Made from trees: pencil, novel, cookbook, desk.
• Made from metal: fork, stove, sink, etc.

Activity/Strategy #2: What��s the problem?

Provide students with a short reading or listening and have your students define a problem they read or hear.

Tomas ran up the steps into Building A. The door was closed, but he opened it up. He was very late. He took his seat, feeling out of breath.

• Determine why Tomas was late.
• Underline verbs in the past tense.
• Create a beginning or ending to the story.

Activity/Strategy #3: Circles of possibility

Present a problem or situation. Consider the problem presented in strategy #2 above: Ask the students to evaluate the situation from Tomas�� point of view, then, from the teacher��s point of view, and then from his classmate��s point of view.

This activity generates many conversations, and even more critical thinking than you can imagine!

Activity/Strategy #4: Draw connections

Provide students with a list of topics or themes they have studied or are interested in. Place one in the center, and ask them to draw connections between each one.

Afterward, they should explain their ideas. For example:

��Energy and environment are affected by sports. Most sports do not harm the environment, but if you think about auto racing, it uses a lot of fuel. It can negatively impact the environment.��

Activity/Strategy #5: What��s the rule?

Play students an audio clip or provide them with a reading text. Draw students�� attention to a particular grammatical structure and ask them to deduce the rules.

Activity/Strategy #5: Establishing context

Show your class an image and put your students in small groups. Give each group a task. For example:

The Jamestown settlement in the United States
��A famous historic site is the Jamestown Settlement in Virginia. People from England were the first people to live in Jamestown. When did they arrive? They arrived in 1607. They built homes and other buildings. They looked for gold, silver and other materials. They sent the materials back to England. It was a hard life. Jamestown wasn��t a good place to settle. The winters were cold, and the settlers didn��t know how to protect themselves. After some time, they traded with the Native Americans, including tools for food. This helped the hungry settlers. Did many people die? Yes, many of the first settlers died. Later, more settlers arrived in Jamestown. It wasn��t easy, but in the end the settlement grew.��

Ask questions like this:

• If this were in a movie, what would the movie be about?
• If this were an advertisement, what would it be advertising?
• If this were a book, what would the book be about?

There are many other wonderful strategies that can help build a classroom of critical thinkers. Getting your students accustomed to these types of tasks can increase their linguistic and affective competencies and critical thinking. In addition to these on-the-spot activities, consider building in project-based learning.

How can you incorporate project-based learning into your classroom?

Project-based learning often begins with a challenge or problem. Students explore and find answers over an extended period of time. These projects focus on building 21st Century Skills: Communication, Creativity, Collaboration, and Critical Thinking.

They also represent what students are likely to encounter when they leave our English language classes.

An example project

Consider this project: Our cafeteria is outdated. It does not allow for food variety, or for guests to sit in groups of their desired size and activity level. Survey students who use the cafeteria. Follow up the survey with interviews. Determine how your group can reimagine the cafeteria. Prepare a proposal. Present your proposal.

You can imagine the amount of language students will use working on this project, while, at the same time, building a critical mindset.

Teaching critical thinking is all about building activities and strategies that become part of your teaching toolkit, and your students�� regular approach to problem-solving.

English for Academic Purposes (EAP) classes are designed to prepare students for higher education delivered in English. Students are expected to hold their own among a class full of fluent English speakers. So it��s essential that they have not only the language skills, but the academic and social skills that tertiary education demands today. And it��s up to teachers to ensure our students develop these skills �C but that requires a balancing act.

Many EAP courses lack the authenticity of the college classroom experience. Lectures are generally relatively short, only 5-10 minutes long. Reading is scaffolded, and the content is very structured, even overly structured. Then, our students move into their academic courses where they encounter two-hour lectures, 50+ pages of reading, and content that is far from scaffolded. So, how do we bridge these academic, linguistic and social gaps? Let��s look at some techniques to help students succeed in higher education.

Bridging the linguistic gap

Linguistics gaps may involve content-specific language, or the informal language students encounter when they work with other students, or the connotative and denotative meanings and contexts of a word. To bridge this gap, we need to build deep conceptual vocabulary knowledge. We don��t want students only to have label knowledge. Label knowledge allows students to pass a vocabulary text where matching or multiple choice is present. But that is not enough in an academic environment. Deep conceptual knowledge means truly knowing a word.

So, what does it mean to know a word? Well, according to linguistics scholar Paul Nation, a student needs to know the following:

• The spoken and written form?
• The parts of the word that have meaning
• The word's forms and their meanings
• The concepts and vocabulary associated with the word
• The grammatical function, any collocations
• The register and frequency of the word

That is a whole lot!

To build this extensive knowledge, we need to do so in an intentional manner. We need to build various activities that develop and foster critical thinking skills and engage students.

Here is an example:

��Hello! I am so glad to see so many of you at our special lecture today. Today, I am going to describe how a mixed community is planned and built. First, let��s look at what a mixed purpose community is, and then we will discuss the planning and building. As many of you know, a mixed purpose community is a neighborhood that includes residential spaces, business spaces, services and green spaces. How about the planning? First, when planning mixed purpose communities, architects, city planners and builders work together to plan where everything will be located. Because they want the community to be a fully walkable one, they need to think about how far homes are from schools, services and other businesses. Then, they carefully look at what kinds of businesses and services are needed. Next, they must design sidewalks so people can easily get to anywhere in the community, and not worry about car traffic. Today, planners are even looking at including bicycle paths, as more and more people are riding bicycles to work. Lastly, they need to consider the different types of residential space they will need. They build homes and apartments to attract all a wide variety of residents. These communities are becoming more and more popular, but planning them still takes time and a team of people.��

The terms mixed and community are bolded. You can engage students with a simple noticing activity of how these words are used, the forms they take, the words around them, their collocations and the concepts associated with these words. An exercise like this will help students develop a deep understanding of these words. And that deep understanding will enable students to make connections and draw conclusions around these terms.

Bridging the academic gap

EAP students move from very scaffolded EAP courses to courses where they must listen and take notes for 50 minutes or read 50+ pages before class. Additionally, their professors often do not build background knowledge, or scaffold learning, as they expect students to enter their classrooms with this understanding. And this can create an academic gap.

When it comes to bridging this gap, content can be the vehicle for instruction. Exposing students to the language of academic disciplines early on can build background knowledge, and be highly motivating for students who crave more than rote language instruction.

Bringing the social gap

When students enter their university courses they will be expected to work with peers, engage in group activities, negotiate, take turns and assert their own ideas into a dialogue. These social skills require language which needs to be developed and practiced in their EAP courses.
You can do this by building instructional tasks and learning around developing and practicing critical thinking skills. Consider introducing project-based learning to your class. In project-based learning, students must work with their peers, learning how to prioritize, negotiate and assign responsibility. Bringing in these types of tasks and activities helps develop soft and critical thinking skills.

��The world is undergoing revolutionary changes, we need a revolution in education too.�� -?Creative Schools, Ken Robinson?

In February 2006, the late Sir Ken Robinson delivered a talk at TED titled: . This was some years ago and time seems to have stood still in education since then.?

Creativity is a key 21st century skill. Our young students need to harness it in order to be successful in further education and the workplace, especially now that technology is advancing at such a rapid rate.?

So what can we do to encourage creativity and create a safe learning environment? I��ll take you through three activities that I use with my own students to help them flourish.?

Clear and structured objectives?

To nurture and encourage creativity in the classroom, it is important to have clear, well-structured objectives and routines that give students a safe learning environment. Here��s a breakdown of a few you can try in your classroom.?

1. Monday activity?

As part of your routine, do something different every Monday and have your students guess what it is. For example, you could change your earrings or only wear one. You could shave your mustache, wear a hat, or do something less obvious.?

Students should participate too, so have them do something different every week. Select a student in the class and everyone must guess what has changed that Monday.?

This activity is designed to encourage students to pay attention to each student in the class and notice things about them during the week. At the same time, it will encourage them to be creative and think about how to do things differently and mix up their own routines.?

2. Friday team building challenge?

Every Friday, my class play a team building challenge activity which helps them set and follow rules, be respectful to one another, and work and play with students from different circles.?

Here��s a simple, energetic team building activity you could try:?

• Have students call out all the new vocabulary words they learned during the week. Write them on the board as they do so.

• Split the class into teams of four or five students.

• Tell them they have to use their bodies to spell each word (if there are lots of words, pick the top three). Wipe the word off the board and explain that they can stand up, lie down, and use their arms and legs �C but they should work together to form the shapes of the letters. The first team that correctly spells the word you dictate wins a point!
  

3. "Hurray, I failed�� activity?

The final activity is all about celebrating failure. Start by putting students in a circle or a line, and have them each name a color out loud. If someone repeats a color or takes longer than five seconds to answer, they must stand up, dance, and shout ��hurray, I failed!�� as loudly as possible.?

You can select any topic �C such as nouns, countries, or, even better, your students�� interests. The intention is to create a safe learning environment for your class, where students feel supported and being wrong is fun and okay. This will enable students to participate in class without fear of judgment or criticism.?

Try it out until your students become comfortable with dancing and 'hurraying' in front of everyone in the group.?

This activity has yielded fantastic results with groups of people I��ve worked with, regardless of their age group (young, old, junior high). Participants may feel silly or shy, until one participant starts doing it for fun, and then the rest of the group will start feeling comfortable with being wrong. They will realize it��s okay, and the exercise will start to flow with greater ease.?

If your group is shyer or your students are more introverted, you can ask the person who makes a mistake to wear a silly hat �C until the next person fails.