Tag Archives: syntax

The BDSM Approach to English.

Looking through some language advertisements recently, I saw one I hadn’t been expecting: Free English Lessons! Now, I know that the world and their best friend are offering English lessons in these troublesome times, but free lessons? I had to find out more.

On further reading, it turned out that the advertiser was offering English conversation classes free to anyone who was prepared to walk up and down on his back while wearing high heels! This is certainly a novel approach to pedagogy, but not one that I would advocate for the serious student of English.

So, with so many people offering to teach English, what should a student look for when choosing where to study?

There are two types of factors to consider: those that cannot be controlled (your location, age or budget) and those where you have a real choice: the qualifications, experience and professionalism of your teachers.

For example, on the one hand, the students who come to HELLO English do so because they either live here, or were happy to come here for their course. On the other, they chose to come to us because they liked our combination of qualifications, maturity, professionalism and commitment to teaching English.

What our competitors don’t have, and what our students won’t see, perhaps, is our fantastic range of qualifications in foreign language pedagogy, including up-to-date language qualifications (CELTA 2012) and post-graduate studies in linguistics and philology.

Let’s be clear, though. You do not need to be an expert in grammatology or onomastics to speak sparkling, crisp English. But, if you want to teach students how to use such elegant expression, and to enable them to spring from stumble to fluency, then some serious qualifications in language and teaching will be needed.

On my philology course, we learned about phonetics, poetics, syntax and semantics, among other things, and I use this knowledge every day as an English teacher. But, do I really need to know the difference between prescriptive and descriptive grammars in order to teach about the present continuous tense?

Well, yes, actually. If you want to be able to answer your students’ questions with more than a simple ‘…because that is what the book says…’, you need to know as much as possible about the English language. You should be so fascinated that you live and breathe intelligent insights to convey to your students.

So, students should take care to choose not just cheap teachers (cheap at what cost?) but, rather, teachers who are experienced, well qualified, professional and committed to teaching English.

Elegant English is much like a swan. A great deal of hard work has to be done before you can glide gracefully through the choppy waters of linguistic life.

If you would like to swim smoothly through your English lessons, choose someone who really knows their subject. Talk to HELLO English today about conversation classes or Cambridge exams, IELTS or A-levels.
http://www.hello-english.co.uk

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Unleash your inner Viking.

Get to know a friendly Viking!

Danish Delights

Although I spend my working days teaching the delights of English, I often find myself referring to Danish in order to explain the quirks of the English language.

At school, I learnt Latin and French; at university, Old and Middle English. Along the way, to a greater or lesser extent, I have picked-up bits of Hindi, Hebrew, Danish, Swedish, Spanish and Italian. So, why is Danish – my Viking touchstone – so important?

Well, I think that Danish should be taught in England as a mandatory foreign language not just for historical and etymological reasons, but because it is so useful, and simple.

Simplicity

Unlike most languages we learn, Danish doesn’t have a difficult grammatical structure, there are no case-endings or weird irregularities, and many of the words are pretty familiar to a native English speaker. Almost all our vocabulary for the home, the family, farming or fishing, for example, has Danish roots and most are actually the same word, albeit pronounced slightly differently.

Which brings us to the one slightly difficult bit of this proposition: the pronunciation of Danish.

Danes will themselves admit that Danish is not so much a language as a throat sickness. For those of us raised on and accustomed to English, the articulation of Danish – which is further back in the throat – can sound a little akin to gargling.

This is often highlighted by the danes themselves, when they invite visitors to pronounce the name of a delicious redcurrant dessert, served with cream ‘Rødgrød med fløde‘, which is, of course, nearly unpronounceable for ordinary mortals.

Once this skill is mastered, however, the language is simple, clear and a delight to use.

Useful

Now, let’s be honest, there is no answer known to man that will persuade a truculent teenager of the utility of learning another language, but for calmer heads, the human and financial advantages are clear.

So, at a time when they might be learning Chinese, Arabic or Russian (1.6 billion speakers worldwide), why am I suggesting that we should encourage our children to learn Danish (estimated speakers 6 million)?

We will not gain a vast Viking export market, that’s certain. But, do we only learn languages in order to boost foreign trade?  Surely not? One of the most important roles for language learning is to enhance friendship  between nations and for us to expand our capacity to think and imagine in ways that are not possible within the confines of our own language. This is something we need to do.

We have so much to learn from the humanitarian and democratic societies that lies across the North Sea. Whether we are talking about Denmark, Norway or Sweden, these are countries that have been wise about their economies when we have been merely greedy, and have invested sensibly for their futures in their people and their skills. Shouldn’t we be learning more from them?

Apart from French, which is unsuccessfully drummed into most of us from an early age, Denmark is not only geographically close to us, it is our nearest linguistic neighbour. But French is – like English – a confoundedly complex and irregular language to learn.

As Britons, we have been dreadful at teaching foreign languages. So bad, in fact, that we have the worst record among the developed world, even when we have tried to teach children European languages which use the same alphabet, like French, German and Spanish.

How do we think we will do when we try to introduce the xenophobic and lazy linguists in our schools to Mandarin, Russian and Arabic?

Quite.

Viking for Progress

There is another way. By learning Danish as a first foreign language, British school children could choose to learn the more complex languages of our other neighbours having already succeeded in speaking a recognised European tongue.

The acquisition of Danish as a progressor language would give our students increased confidence, creativity and international employability.

Most importantly, improved linguistic confidence, nationally, would encourage the learning of other more complex languages, such as Dutch, French, Italian or German. After all, it is much easier to learn third and fourth languages once you have confidence in a language other than your own.

If we want to encourage language learning and be seen as a country that actually bothers about the rest of the world, perhaps we ought to start by teaching languages that our students will actually use and enjoy.

After all, within us all, there is a Viking waiting to come out!

 

HELLO English will be very happy to help you or any others who may be interested to discover their inner Viking. Others may find our excellent English teaching and successful courses to their advantage. Please do not hesitate to contact us through this blog or through the http://www.hello-english.com website.