Monitoring Student Performance

Proving to students that they are improving has always been a challenge for teachers and schools. However, there are ways to tackle this age old problem.

Entrance Tests

Before starting a course, students should take a short placement test to discover their level. However this kind of test is limited and to test productive skills we recommend students complete a short essay before arrival. Feedback can be given during induction on the first day. To complete the entrance tests, students should take a five minute speaking test and be given feedback on their ability at the start of their course.

Regular Testing

Whether it is weekly or fortnightly, regular progress tests and tutorials need to happen and the results stored for both teacher and student to refer to. This is also a vital opportunity for students to tell teachers how they feel about their classes and for the school to respond to changing needs.

Remember: your feedback matters!

Exit Tests

If possible, it is a great idea for students to do quick grammar, writing and speaking tests at the end of the course. This allows quick and simple comparison with the tests done at the beginning of the course. If all goes well, we should be able to prove to our students how much they have improved!

At ELA-Edinburgh we employ all of these tactics to give our students the best possible service. Judging from our happy students, it seems to be working!

Paper or Computer?

For many people taking a Cambridge English Exam, the most important decision is whether to do the exam on paper or on computer. Here are some of the reasons why more and more candidates are taking Computer Based (CB) exams for KET, PET, FCE, CAE and CPE.

1) Listening.

Make sure your exam isn't hard to hear

One thing all candidates fear is poor sound quality in their listening exam. There are many stories of one pair of speakers for 100 candidates and a hall full of echos. With the CB exam each candidate has their own pair of headphones to ensure sound is crystal clear and at the perfect volume.


2) Writing

If you're worried that your handwriting isn't neat enough for the examiner to read the CB exam is for you. Setting out and organising your writing is a lot easier on a computer where you work automatically appears relatively neat and tidy.

3) Crowds

As every candidate must have their own computer in CB exams, numbers are limited so centres are less crowded and less stressful on exam days. It's an altogether less stressful way to sit your exam!

4) Results

We all know that waiting for exam results can drive you mad and with paper based (PB) exams you'll be waiting 4-6 weeks!!With the CB exam you'll have your result in around 2 weeks, a crucial difference if your entrance to university or job application depends on the result.

It's important to remember that PB and CB exams are exactly the same exam presented in a different way. The speaking format is identical for PB and CB. At ELA-Edinburgh our newly refurbished Exam Centre offers you great conditions for CB exams from A2 to C2.

Our newly refurbished exam centre

Using Film in the Classroom

Here at ELA, we believe that variety is the spice of life. Learning, like all things,  can get boring if you do the same thing all the time. That's just one of the many reasons why videos are an important part of our eclectic approach. Here are some of the other factors that can make videos such a useful tool in the classroom.

An introduction to authentic material

We want our students to be exposed to as much English language culture as possible. By watching TV programmes and films in the original English version, learners are likely to pick up new expressions and hear a wider variety of accents. However, this can be intimidating and many students wrongly think it is too difficult for them. Introducing shorter, more manageable videos in a supportive classroom atmosphere can persuade students they are capable of watching longer videos at home.

For the Teacher

From a teacher's perspective videos can be tailored to every level from beginner to advanced. We can choose what grammar points to raise and what vocabulary to highlight as long as we plan in advance and watch the video ahead of the lesson! There are also lots of fantastic websites to help you incorporate film into your lessons.

Share critically acclaimed short-films with your students

For the student

Students often find videos a welcome change from the textbook and can understand vocabulary more easily as the video provides a natural context. Videos can also inspire incredibly student-centred activities where learners take their mobile phones out of the classroom to create their own videos.

One of ELA's Interactive smartboards

Technology plays a vital role in any modern ELT classroom. Our school is lucky to boast two interactive smartboards and internet access in every classroom. There really is no excuse not to utilise film!

A New Year's Resolution: Use Grammar Accurately to talk about the Future

Welcome 2018!  Welcome our annual promises about the year ahead!  It's the time of year to make resolutions about what we will do (or are going to do) in the next twelve months. But, as we all know, choosing the right tense to talk about the future is not always easy.

Popular resolutions

This week the teachers and students at ELA-Edinburgh have been making their own resolutions. Three of the most popular were
   * Cook a new recipe everyday
 * Spend less money
  *Walk to school

The problem is, what tense should we use to express these promises?

‘Will’

Most textbooks will tell you to use will (or future simple) for promises. If you somebody tells you a secret you might promise “Don’t worry, I won’t tell anyone.” As resolutions are a type of promise it can make sense to say “I will walk to school every day”.

‘Going to’

However, the most natural way to talk about resolutions is with ‘going to’. We use this tense to talk about plans, things we have decided to do. This means that “I’m going spend less money” sounds a lot more serious than “I’ll spend less money.”

What are you going to do in 2018? Tweet us @E_L_Academy to tell us your New Year’s Resolutions!!

Christmas Vocabulary Guide

Earlier in 2017 we brought you tips on learning vocabulary. Now, to help you enjoy/survive Christmas, we present ELA-Edinburgh's top Christmas vocabulary.

Re-gift

Have you ever received a Christmas present you didn't enjoy? Did you think about giving that same present to somebody else? This is re-gifting and, for many people, it is not socially acceptable.

Hogmanay /hɒɡməneɪ/

Don't come to Scotland without knowing about Hogmanay. It's our name for December 31st and all the celebrations that go with it. We take Hogmanay take very seriously. The rest of the UK goes back to work on January 2nd but not in Scotland. We need an extra day to recover.


Stocking Stuffers

In the UK, most children receive a stocking full of relatively small presents. Stocking stuffer has become a synonym for small, inexpensive presents that can fit into the stocking. But remember, even stocking stuffers can't be re-gifted!

Scrooge

Scrooge is one of the most famous characters from Charles Dickens, the author that had such a huge influence on British Christmas traditions. It's such a powerful character that to be called 'a scrooge' is a big insult. Scrooges are mean, miserable and don't enjoy Christmas.


Togetherness

The opposite of scrooge in many ways. Togetherness is the feeling of community and family that many people in the UK feel around Christmas. For lots of British people, it's a time when being together with friends and family is especially important.

Happy Christmas from all the team at ELA-Edinburgh!

The Schwa

Following on from our pronunciation guide, we bring you the most common sound in English: the schwa. The only sound in English with its own name, you will find the schwa in many, many words.

What is it?

The schwa is an unstressed vowel sound. This means that if a vowel is not stressed, it is probably pronounced as a schwa sound. You can listen to the schwa here.

Can you show me an example?

Say the word 'vegetable'  to yourself. And again. This is one of the most mispronounced words in English because learners want to pronounce every vowel. However in 'vegetable' the second 'e' and the 'a' are schwas, the only vowel that is fully pronounced is the first 'e'.

Why is this important?

Remember that, unlike many languages, English doesn't respect its vowel sounds. English speakers are lazy! We reduce, or just leave out, a lot of vowel sounds. This is why the schwa is so important. If you don't respect the schwa, you will mispronounce many words and your English will not sound as natural as it could!

Supporting Equal Opportunities in English Language Teaching

In the English as a Foreign Language education sector, the most common cause for concern, is the 

unfair policy towards non-native speakers as English language teachers.

In English language teaching, many would probably agree, that there are great advantages to employing both native and non-native English speakers; both bring strengths to the classroom. Native speakers are normally great sources of vocabulary, whilst non-native teachers often have a stronger grasp of grammar, than a newly qualified native speaker. 

Ultimately, these pros and cons cancel each other out, and all we are left with is the individual qualities and characteristics of the teachers. This is what can truly make a difference a students learning experience, what really matters is the connection they developed with a teacher; one who exudes a genuine interest and passion for their work, over the source of their English skills. 

On reaching this conclusion, a school might find conflict with clients or parents who have strong views on what is best for them, and their children. From personal experience at private language schools, it has been the clients who were most resistant to non-native teachers, as there is an assumption in many countries that native is best. 

Perhaps, when put in this position, it is the duty of the school to remain in support of their non-native colleagues and it is the prerogative of an organisation to employ those they deem most suitable for the job. After-all, there is an implied and automatic trust on behalf of the client, in the school's judgement to employ the best and most appropriate teaching staff. 

For schools seeking accreditation, priorities are unfailingly awarded to qualifications over the origin of a teachers mother tongue, by accreditors or government bodies. 

At our Academy, we uphold equal opportunities among our teaching staff and are lucky to have a supportive mix of native and non-native teachers, which adds balance and value to our team. We are proud to be an equal opportunities employer, and this is something we will continue to promote through our place in the industry. 

ELA-Edinburgh is a supporter of TEFL Equity Advocates. Set up in 2014 to speak out for equal professional opportunities in ELT. The organisation campaigns to encourage schools and organisations to establish supportive and fair employment policies. 

Learn more - TEFL Equity Advocates 

info@elacademy.co.uk +44 (0)131 226 6182 

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