Armando's Motivation In Teaching English As A Second Language

The English Language has been one of the most critically important languages for arguably the last sixty years. For reasons that range from politics to economics, English will perhaps be the Lingua Franca of the world for years to come. The need to learn English has been central to the rise of English Language learning around the world. One key challenge that remains in the Teaching English as a Foreign Language (TEFL) field, is understanding the most effective way to teach English to such a diverse world. By assessing personal motives from a student, it will shed light on the reasons and techniques involved in meaningful approach to effectively teaching. In this essay, the outcome will be to recognize what the process and motivations are

His motivations for acquiring proficiency in the English Language are defined as extrinsic in the TEFL field. Extrinsic Learning, as defined by International Teacher Training

Organization (ITTO), “motivations derived from influence of some kind of external incentive.” (ITTO, pg.173) The reason Armando wants to learn English is more to do with external factors, like gaining work opportunities, than personal factors. Armando’s focus it to use English as a tool for gaining employment, which would be characterized as external reasoning for learning English, or an extrinsic motivation. Keeping in mind his learning style will be the best way to construct a successful learning plan. Knowing Armando’s motivations is an important aspect of quality teaching.

Learning Style of

This activity is beneficial to the student by providing a useful skill of interviewing, but also a scenario where one to one conversation is necessary. With every lesson the student will be taught cultural context and how nuanced American culture can be. With every lesson there is an opportunity for a cultural lesson, which point out the subtle differences in different cultures. As cited in “For Workers in Chin, Culture Class”, the New York Times article explains that there is obvious difference economics globally, yet the subtler customs are the more important they may be. (Seligson, H. 2009) It is important to feature a cultural context for the student. From interview to reading an American newspaper, the lesson will be a twofold approach. The first being reading, the second being comprehension of the article. The cultural lesson could be added too if time permits. No matter the activity, there is often a way to add two skills being worked on that provide the