As it is usually said, languages are like bridges that help connect people and cultures. It brings us all a bit closer to each other. But before we start building the language bridge, we need to make sure we have all the right elements: content; learning resources; methodology; practice. But what happens when the construction field does not match our blueprints and, suddenly, we find a huge wall standing right where the language bridge should be?

This is exactly how students with learning difficulties feel. Those, who are blocked to learning a new language due to their learning differences and not due to lack of intelligence. They feel as if a high wall is erected between them and the language blocking their way to succeed in the language acquisition.

So, what about this wall? do we ignore it? by pass it? climb over it? tackle it? learn to live with it? can we lessen its negative impact on the learning process?

Before anything, we must admit that there is, in fact, a wall. A wall which is made up of bricks of difficulties that we need to acknowledge. This process of recognition will show us that we need something different to assess the situation. We need a different approach, a different type of learning strategy, a different method.

Let me illustrate this with an example. Once I was explaining an assignment to a small group of students in a summer school I was running. They were all staring at me. No one understood what I wanted them to do. So, I implemented my own strategy. I resorted to a more practical approach. I went from one student to another and explained, showed and demonstrated in their own notebooks what I expected them to do. And within 10 minutes all 15 students finished their assignment. No usage of board. No frontal teaching.

That very day I realized how students with ADD behave when presented with a new task. They look and stare at you but your words do not “sink in”. They don’t hear you, not because they don’t want to, but because they need a different teaching approach that would better apply to them. If you move around and show them individually what you wanted them to do, they will do it willingly and easily!

Hence, it became very clear to me that one key feature of my methodology should be practical and active work, even explanations should be practical and active!  The second key feature that I incorporated was small steps of explanations and very small steps of implementation. This is of vital importance. The less abstract, the better. The smaller the assignments, the better. Very small steps will lead to better and meaningful understanding and to long term memory development.

Small steps also guarantee success which leads to confidence building which is a vital component in successful learning.

When we talk about language disorder, we need to bring order to the process. It is extremely important to remember that a student with learning differences has no intelligent deficiency that is why we need to use logic in the process. We need to put more emphasis on logic than on memory. We need to use his logic to understand the principles and the behaviour of the language. This is how our student will overcome his/her reluctance to the process of learning and by intensive practice will remember what s/he has learned.

Disorder is tackled by implementing logic and order. Disorder is solved by order.

Throughout the years I have identified that one of the crucial problems that students face when learning a new language is the word order. This constitutes a crucial brick in the impairing wall. Right next to this brick we can find other two which render the whole structure even more difficult to tear apart: vocabulary and grammar. These three intertwined factors must be tackled by the student if he wants to succeed in the language learning process. This is when the third key feature of my methodology is put into practice. The grammatical approach of the language is taught through patterns of grammar in addition to lots of varied repetitive practice. By not separating the grammar from the vocabulary, we make the student produce a whole sentence from the very beginning, achieving the integration of all the factors of the language in order to make one complete sentence.  Through our exercises the student is encouraged to build, construct the whole sentence based on the introduced patterns and the new vocabulary provided within the context of the exercise, as if he was putting everything together with Lego bricks. All the required information is presented to the student in a simple, structured way so that he can resort to it and assemble the words into a coherent string of thought.

Instead of tearing the wall apart or climbing it we are reconceptualizing every brick that constitutes the wall so that the student can approach it as a tool rather than as an obstacle. This strategy fosters independent learning and helps the student grow his or her confidence and self-esteem regarding the learning process. The methodology is intended to develop, through employing logics, the student’s intelligence in order for him to construct sentences.

As we mentioned before, the language learning process requires that the student acknowledges the obstacles that he or she might have to face along the way. And it is our duty as language facilitators to introduce the students with new learning strategies, different from the ones they know, and to encourage them to address those obstacles in the best possible way they can. We must show them that a different approach to language learning is possible and that if they incorporate this new tool into their set of skills for building the language bride, there is no wall tall enough or thick enough that could stand in their way of succeeding and mastering a second language.

La mayoría de las veces, cuando comienzo alguna de mis conferencias con la pregunta ¿qué es la dislexia? lo primero que ocurre es que la audiencia enmudece casi al instante. Luego, poco a poco, se ven algunas manos tímidas que asoman de entre la multitud y arrojan frases del estilo “¿son aquellos que ven las letras al revés?” “son los que se confunden de dirección?” “son los que tardan mucho en copiar de la pizarra” “son a lo que les cuesta leer en voz alta”, entre otros tantos comentarios. Lo cierto es que, si bien estas afirmaciones no son del todo erróneas, parecería ser que tienden a simplificar el concepto de dislexia y pueden llevarnos a caer en falsos estigmas.

La dislexia, por definición, es una condición neurobiológica, es decir que su origen es de tipo neurológico y tiene un componente genético, que se estima en 60%, lo que significa que se pasa de padres a hijos (Silva, 2011). Conforme a esta definición es pertinente afirmar que la dislexia no es una enfermedad, por ende, no puede curarse.  Lo que sí podemos hacer es prevenir las consecuencias negativas que esta condición tiene en el desarrollo de la conciencia fonológica y posterior habilidad lectora de los niños.

Pero, ¿qué es la conciencia fonológica? La conciencia fonológica es una habilidad que permite a los niños reconocer y usar los sonidos del lenguaje hablado (Bravo, 2002). En otras palabras, es lo que nos permite identificar palabras que comienzan con el mismo sonido, palabras que riman, palabras que tiene la misma cantidad de sílabas o que repiten ciertos sonidos. Posteriormente, la habilidad para asociar e identificar esos sonidos con sus representaciones gráficas (decodificar) será lo que le permitirá al niño leer (Abilia Ruiz Miravalles, 2014). Es decir, pasar de sonidos a grafemas y viceversa. Los niños y niñas con dislexia presentan grandes dificultades en el desarrollo de su habilidad fonológica lo cual deriva en dificultades para leer con precisión y fluidez.

¿Qué pasa, entonces, cundo la correlación entre lo que escuchamos (fonemas) y su representación gráfica (grafemas) no es del todo “transparente”? Pongamos un ejemplo. Qué ocurre cuando escucho “eit” y en verdad debo escribir “eight”. La reacción lógica de TODO niño que está aprendiendo inglés es “¿de dónde apareció esa gh? Y ¿por qué no la escuchamos?” Esto nos muestra mediante un ejemplo claro, la opacidad del idioma inglés, el cual, comparado con el español, es 40 veces más opaco, menos transparente. Esta discordancia entre lo que se escucha y lo que se escribe o entre lo que se lee y cómo se pronuncia representa una dificultad para todos los niños, no solo para aquellos con dislexia. ¿qué podemos hacer, entonces, para ayudar a todos los niños a aprender inglés y sortear la dificultad de la opacidad del idioma?

Aquí le dejamos algunos tips y recomendaciones que hemos desarrollado a lo largo de más de 40 años de experiencia y que son el eje fundamental de nuestro método de enseñanza.

• Automatizar la decodificación
• No llamar a las letras por su nombre, sino por el sonido que producen.
• Utilizar imágenes de objetos conocidos por el niño para reforzar la memoria y ayudarlos a recordar el sonido de la letra.
• Trabajas con pseudopalabras o “palabras sin sentido” para asegurar que el niño realmente esté decodificando y no asociando de manera incorrecta con palabras que ya conoce.
• Recurrir a ayuda visual mediante el uso de colores para reforzar la discriminación visual de grafemas (letras) similares que pueden prestarse a confusión.
• Mucha práctica para estimular al cerebro a recordar y fijar los conceptos adquiridos e identificar ese conocimiento cómo útil.

Los niños y niñas con dislexia tienen todas las condiciones para aprender un segundo idioma, lo que necesitan es de un enfoque y un método adecuado, empático, sistemático y multisensorial que los ayude a desarrollar y entrenar su conciencia fonológica como base para conseguir una lectura fluida y correcta que sirva de base sólida para la construcción y el desarrollo del inglés.

Florencia N. Fojgiel

COO y Directora del área de capacitación de SoftEnglish Ltd.

Daniella De Winter

CEO SoftEnglish

Referencias:

Abilia Ruiz Miravalles, R. (2014). La enseñanza del inglés en la educación infantil: el desarrollo de la conciencia fonológica aplicando la fonética sintética y el método Jolly Phonics. Univesidad Internacional de la Rioja. Barcelona. https://reunir.unir.net/bitstream/handle/123456789/2313/Ruiz-Miravalles.pdf?sequence=1&isAllowed=y

Bravo, L. (2002). La conciencia fonológica como una zona de desarrollo próximo para el aprendizaje inicial de la lectura. Estudios Pedagógicos, 28: 165-177. Valdivia.

Silva, C. (2011). Causas de la dislexia. http://www.ladislexia.net/causas-etiologia/

This article is based on 40 years of experience teaching English as a second language (L2) and almost 20 years of experience teaching English as L2 to students with LBLD (language-based learning difficulties). In addition to this, it is also based on long-standing experience in teaching reading and correct spelling to native English speakers.
All this experience has been translated into special methodologies and techniques to teach reading, in the first place, and then spelling, reading comprehension and the English language as a whole. In this article, we will share our out-of-the-box method, which turns non-readers and dyslexic readers into readers. Further, we will also offer our out-of-the-box ideas regarding how to introduce reading to very young children.
In every learning process, reading plays a major role. The ability to read will determine the student´s achievements and success. Therefore, a student who is unable to read will regard his learning ability limited. For this reason, the formal education system should prioritize making all necessary efforts to have as few non-readers as possible. The key is to teach reading and to improve students’ reading proficiency, which, as a result, will lead to better reading comprehension and writing, better learning and higher academic achievements.
When it comes to language acquisition, reading is crucial. It is a tool to acquire, practice, memorize and improve the learning process efficiency to obtain better results. Non-readers develop a negative approach to the language acquisition process. They feel discouraged and, more often than not, experience a loss of faith both in general and, particularly, in learning a new language. We say, based on our experience, that people who can´t read feel as if they are blind to the language and the process of acquisition. They may be able to hear it, but they often cannot “see” it.
Moreover, whenever we think about improving teaching, we think about multi-sensory activities and techniques. We all know that the learning process should appeal to the five basic senses to achieve a more comprehensive and integrative learning experience. Sight is, indeed, one of the basic senses. Taking it away from the learner lessens the effectiveness and makes language acquisition even harder on the student.
Reading should be developed as an automatic skill in order to free the brain to achieve better understanding. Reading should become automated as driving or riding a bike. We don’t remind ourselves constantly to look at the mirrors while we drive, or to pedal in order to ride. These activities are done automatically, without thinking. The more effort needed for decoding, the less the brain is free to understand the content it is reading. Understanding is an abstract process, while reading is highly technical. Every technical process is easier than an abstract one since abstract is more intellect-dependent. Therefore, in order to free the bbrain, we need the highest possible proficiency of this technical activity, namely, “decoding.”
Question: What comes first, understanding the word or reading it? This will depend on whether we are talking about L1 or L2. In the case of L1, students first know the word and are familiar with it. In the case of L2, students should first be able to read the word (the technical skill) in order to familiarize with it (abstract process), as well as to later practice to remember it.
When dealing with L2, it is very important not to introduce a new word together with its visual representation if there are unfamiliar letters or reading patterns. What do we mean by reading patterns? By reading patterns, we mean all the letter combinations and effects the letters have on their neighboring letters; for example, pronunciation of the G’s, the C’s and the letter combination “ture” (as in picture). We have assembled most of the patterns, turned them into rules, and built a comprehensive practice program to train the reader to identify and attach sounds to each of them.
How about young children? How can we prevent dyslexic reading from a very early age?
Every parent knows that reading stories to their young child will have a great positive impact on the richness of their vocabulary. Bedtime storytelling is the best time of the day, but it can also have its disadvantages. That´s right, reading stories can have a downside, but we are going to offer a practical solution to this dilemma.
When stories are read to toddlers, they familiarize with the illustrations in the story, and, later, with the words but as pictures. Both the illustrations and then the words, are captured as a whole, as a picture. However, this does not constitute reading.
Let’s pose the following question. If a toddler can identify the word “cow” in the story, would he/she also be able to recognize the same word in a different place, out of the story? Or in a different story and different context? Moreover, would it be possible for him/her to read new words like how or ten made up from the letter appearing in cow, hen or cat? Probably not. Because, the truth is, they cannot actually read. The toddler hasn’t identified the different letters, hasn’t analyzed nor synthesized them to form new words. The young child has identified the word as a whole, as if it was a single visual representation, not different from the picture of the animal itself.
This is what I call a “global reader.” Global readers do not see the letters that compose the words and the patterns. This, naturally, results later on in poor spelling skills and difficulties in reading long, “complicated” words. Whenever a global reader encounters a new, unfamiliar, long word, he/she immediately starts an inner negative dialogue, which builds up frustration and desperation: “Why is it so difficult?” “Why is there a “G” here we don’t pronounce?” “Why are there no rules?” Endless questions are posed which lead to further frustration and slow decoding and understanding. We believe that fast decoding equals better reading comprehension. It helps retain the meaning of what is read which then is connected to one or more ideas. Poor and slow decoding causes interrupted and disconnected understanding.
Let us talk about painful “double losses”. These occur when the reader could have understood the word if s/he had read it properly. It happens when a reader, native or not, even if the meaning of the word is understood, is unable to identify and read a word and cannot resort to his previous knowledge to understand the meaning of it. For example, take the word biology. Although it may be written and pronounced differently in various languages, it sounds very similar in all of them. However, if the student is unable to read it, s/he will never be able to associate the sounds of an already familiar word as biology, not even in their own mother tongue.
To achieve fast decoding, we should first train the eye to see and identify the components of the word, i.e. each letter, individually. Only later can we introduce the patterns and the rules based on generalizations.
How do we do it with the SoftRead method? We have included a variety of activities, such as matching letters with pictures which represent their sounds; highlighting a particular letter; circling letters with the previous or following letters; coloring; copying; and pasting. Even if the student is too young to connect the sounds and read them together, s/he is still learning the linkage between the sounds and the letters and vice versa. Practicing with nonsense words is a good way of detaching the word from its meaning, making the act of decoding purely decoditechnical and automated. These pre-reading activities, even if the student cannot read yet, make them focus on and pay attention to what we want them to be aware of. In this way, we emphasize and train analysis and, later, also synthesis of the sounds. Most importantly, we avoid global reading and prevent dyslexic failures from a very early age.
In general, dyslexia is defined as a difficulty, a disorder, a deficiency or impairment. This means that it can be remedied, trained, and improved by using the right methodology and technique.
My long teaching experience has shown me that, by using this methodology, we can not only improve the reading skills of any student, but also, and most importantly, prevent them from developing global reading and dyslexia. This is why my ultimate recommendation is to keep reading to our children and grandchildren but at the same time to introduce all the aforementioned activities, which will guarantee phonological awareness, analysis, and synthesis in reading.
For more information please see our training course -how to become a readying therapist and/or our teacher’s guides.

If you ask an educator what would be the most important value they can share and transmit their students in the process of learning, they would probably say encouragement and motivation. But how can you encourage and motivate a student with language-based learning difficulties (LBLD)? How can you empower a frustrated student in the learning process after they have been failing again and again for years? How would you make them gain the necessary confidence to try again? The answer, according to my personal experience and perspective, is by providing them with hope. Hope is not a dream. Hope is not a wish. Hope is the notion that you can achieve a goal based on factual information and learned experience.
In the words of Vaclav Havel, “Hope is definitely not the same thing as optimism. It is not the conviction that something will turn out well, but the certainty that something makes sense, regardless of how it turns out.” Furthermore, as Brad Henry expressed so accurately, “A good teacher can inspire hope, ignite the imagination, and instill the love of learning.”
Funnily, if you check on google what the meaning of “instill” is, the first example you get is: It is part of a teacher’s job to instill confidence in/into his or her students. To that I will add that confidence is built on success and the teacher should make sure he breaks up the process into small steps and stages to guarantee success.
How many times in life have we had to face struggles and difficulties, both as teachers and as learners? Probably many more than we can actually recall. How, then, can we incorporate hope in the learning equation to achieve successful outcomes?
According to my own personal experience, there is no other feeling more related to learning than hope. Whenever I meet a student with LBLD who has been facing frustration and struggles for a long time, my number one priority is to show him or her that there is hope, because most of the time, that is exactly what the student – and his or her parents – has lost. I must help them regain their lost hope throughout the whole learning process. For an underachieving, discouraged, and frustrated student, learning English has become an obstacle that seems too difficult to overcome. Therefore, by not dwelling on their past experiences but rather moving forward into the new learning mechanism, we can begin the process of reversing their perception of learning English. That is, we shift English acquisition from an unachievable to an achievable goal. This is what the first minutes of every meeting with a new student are about.
In order to bring the student on board with this “Highway to Hope,” it is essential that I show them that such hope is realistic. How can this be done? By showing them that this is not just a dream but a doable and achievable goal, based on personal experience. It is not an abstract, ungraspable concept. Neither is it a promise or a dream. It is something real that the students need to experience by themselves to begin the process of changing their attitude towards learning English. How do I facilitate this experience? By making the student learn and retain something new in a very short period of time, and not necessarily something highly complex. On the contrary, it only takes a simple, but significant change in the student´s state of knowledge of the English language to help lay solid ground for factual hope and so, the “shifting paradigm” process begins in the student’s mind, thus opening the gates of hope for language learning.
During the first half of my standard initial meetings, the student introduces himself and expresses their difficulties and concerns regarding the language. I, therefore, have little time left to make my point and show the student that he can enhance his language knowledge. As time is of the essence, I focus on introducing the student to the different methods I offer for language learning, methods they have likely never used before. Here lies the key to regaining hope. We must introduce change and not “more of the same.” We must show the student different methods, different approaches, different mechanisms of practice and exercises.
This is an innovative, unique way of reaching understanding within the English language. Despite its apparent complexity, the presentation of variety and the reclamation of hope are achieved in a very short period of time, realistically no more than 10 minutes. This is another very appealing aspect of the methodology which helps the student feel motivated and experience positive results that reinforce his/her confidence and faith in the process.
In only a short trial of these different methods, the student gets to experience how the learning process is going to be different from anything s/he has been taught before. Hope, therefore, shifts from a mere promise to reality. If s/he retains the new information, we win our first battle. Yet, how do we make sure this is achieved? Again, the key is to understand the difficulty and then to adapt the procedure to the student’s personality, capabilities and needs.
At the end of this short trial, I always ask the student, “Have you been taught like this before? Is this way a new way for you? Are these methods, games or books new to you? If so, I can give you hope.” In my opinion, hope, as I mentioned before, should be based on facts. If the student realizes that we are about to start a different process with different methods than what s/he has previously experienced, s/he can renew his/her sense of hope based, this time, on self-experience and reality. This is how I provide hope to every new student I meet. It is crucial, vital, that the student leaves the lesson with a smile. This sign of confidence is clear proof that the student has regained hope and will be able to overcome his difficulties.
Obstacles and learning difficulties always arise in the process of mastering a second language. My personal aim as a developer of this new teaching and learning methodology is to help the student find his inner strength, based on his/her everyday learning achievements. I aim to provide them with hope, which will enable them to face any difficulty with the belief that there is no such thing as an unachievable goal, provided they feel confident and keep their hopes high.

An Introduction to My Method for Teaching Reading, Particularly to Dyslexic Readers
Language development, especially in a second language, depends mostly on the ability to read. Reading is a goal in itself, but more importantly, it is a tool which helps achieve language fluency. The inability to read immeasurably complicates and delays language acquisition, resulting in frustration and lack of confidence in both the process and overall.
I firmly believe that every person should be able to read. When we don’t read, we give up one of our most important senses, sight, and in turn, rely only on our hearing, making things more difficult for us to understand, learn and retain.
Reading should be developed as an automatic skill, freeing the mind to achieve a more holistic understanding of what is being read. The more effort invested in the “decoding” process, the more the mind struggles to process the information. Additionally, the immediacy of automatic decoding improves the students’ memory, allowing them to retain the meaning of new words more easily and for longer periods of time. It is within these parameters and with the profound belief that everyone can learn to read that I have developed the SoftRead method.
SoftRead is a combination of phonetic and pattern-based approaches. It involves intensive, repetitive pre-reading exercises to train the eye and engage visual comprehension, then it links between the visual and the auditory output of the letters. Because it is not designed in the style traditionally used with younger students, it is suitable for all ages.
From 1975 I have worked to convey and develop new methods to teach the English language. I started by teaching adults, where the pedagogical approach to the English teaching necessarily had to be both highly practical and time-efficient. Some of my students had language-based learning difficulties, which meant that the traditional language teaching approach did not work for them. I needed to develop a new, down-to-earth method that would suit both native and non-native speakers. It was clear, from the very beginning, that the easiest and fastest way to master a language was through the ability to read. One of the most distinctive features of the SoftRead method, therefore, is that it can teach even students with dyslexia how to read in a very short period of time and, perhaps more significantly, can help prevent dyslexia before it even develops in the students.
For dyslexic students, one of the main barriers to successful reading is their inability to break down sounds into smaller units, or syllables. In other words, they are unable to analyze and synthesize these sounds as an individual unit, instead, they see new words as a whole. Reading, therefore, becomes a titanic task which they cannot accomplish and, quickly, frustration arises, the gap in comprehension widens, and the inability to retain new information hampers the learning process.
Over time, and as my own children were growing up, I developed the SoftRead method for young children, both with and without learning difficulties. As it turns out, everyone can learn to read. During my experiences with SoftRead, there has not been one person that did not succeed with my method. In fact, the only difference when using the SoftRead materials has been the length of learning time. Some people have learned in merely five lessons, while some have achieved literacy in ten or more. However, the outstanding achievement was that everyone, even people who had lost hope, could finally read!
By 2000, SoftRead was already out. In 2013, I decided to publish all the knowledge that I had gained over the years in a creative, accessible way that enabled anyone to learn English. The SoftEnglish collection of books and games is intended to promote independent learning. Teachers are considered facilitators, rather than instructors, in the learning process. The underlined purpose is that students be able to do most of the learning and practicing on their own. This will always guarantee better understanding and long term memory despite any personal difficulties, and will ultimately open the world of reading to more and more students with time.
Daniella De Winter

When you tell your students they need to learn something for the next lesson, what exactly do you expect? For instance, learning new vocabulary, a story, or a certain topic in grammar. But what do we mean when we say “learn”? Essentially, we aim for a result – and that result should be knowledge. So, what does it mean to “know”? As explained on https://www.vocabulary.com/dictionary/know, “knowing” refers to having a concept or information firmly established in one’s mind. This is commonly linked to languages or subjects that a person has studied and can recall, such as “I know Latin,” “This student knows their irregular verbs,” or “Can you recite the poem from memory?” Knowing involves both memorization and retention of the relevant information.

This aligns perfectly with my understanding of the concept of “knowing” within our domains. When I consider the term “know,” I have multiple associations: it involves remembering, as well as effectively applying and utilizing knowledge at the appropriate moment, location, and time.

I am thinking about the importance of “knowing” because understanding what I expect from my students helps me teach them effectively. It is my responsibility as a teacher to ensure that my teaching methods have a positive impact on their learning outcomes. The efficiency of their learning process is greatly influenced by the methodology I use, which in turn affects their results. Ultimately, our goal is for students to acquire knowledge and understanding.

Remembering a word is not sufficient; one must also be able to use it correctly in the appropriate context. Therefore, it is important to teach within the context. When introducing new vocabulary or grammar, it should be done within a relevant context. As a recommendation, it is recommended to always introduce and practice within context.

This is a general recommendation, but it is particularly important for learners with learning differences and challenges to have contextual clues. This will help them remember and implement better.

In a previous discussion, I highlighted how our learning approach prioritizes efficiency. Furthermore, I strongly believe that the true value of knowledge lies in its practical application and timing. It’s crucial to utilize one’s knowledge wisely, which requires a deep understanding of the subject matter. Logic plays a significant role in this understanding, as it helps us connect and retain information for extended periods. By enhancing our long-term memory, logic reinforces our ability to remember important details. This is particularly beneficial for learners who may face challenges or differences in their learning process.

As someone who values logic, I incorporate it into my teaching methodology when introducing new topics or concepts. I aim to avoid simply presenting new words to my students, instead encouraging them to derive meaning from the context. This approach is especially emphasized in my Reading Comprehension series, where I provide guidance and hints to support students in understanding words on their own. In doing so, I engage their thinking skills and memory more effectively than if they were simply asked to memorize definitions. It’s important to note that memory deficiencies are often a result of a “lazy brain,” as Barbara Arow Smith has pointed out. To combat this, I prioritize elicitation-based teaching methods that challenge the brain and encourage active learning. I discourage the use of dictionaries during learning, as I believe that relying on memory and critical thinking leads to more effective learning outcomes. Overall, I believe that a logic-based approach is key to successful teaching and learning, and I prioritize this approach in my own teaching methodology. For example, rather than asking students to memorize vocabulary lists, I help them learn new words in context, which helps them better understand and remember the material.

When it comes to learning grammar, many adult students only remember that there are times when we double a consonant, but they often forget when it is necessary. This is likely because the rule has been overemphasized and practiced out of context. However, the question remains: why do we even need this rule? In my opinion, it is not as important because it is not something that is pronounced. We cannot hear if there is a double consonant or not, and most devices now automatically correct spelling mistakes involving doubling. Instead, emphasis should be placed on pronunciation and sentence structure. It is also important to note that during assessments, students often remember the doubling rule but forget to use “am-is-are” in the present progressive. This shows that the doubling rule received more attention than necessary and that there wasn’t enough practice done in context. They even forget to use the am-is-are in a simple sentence like “the pen is on the table”.  Therefore, it is important to choose which battles to focus on, and I believe that the “am-is-are” battle is more important. Additionally, learning within context is crucial because the use of the verb “to be” is not obvious in all languages. A student who is not familiar with the function of “to be” in their native language will find it extremely challenging to remember to use it.

English grammar and its various tenses can be a challenging topic to learn. It’s not sufficient to only understand the structure; one must also understand the usage. While many grammar exercises focus on the structure, it’s critical to introduce, explain, and practice it within the context to ensure a thorough understanding and proper implementation of the usage. Knowing the correct forms is essential, but it’s pointless if you don’t know when to use them.

My approach to language learning is based on comparative learning. This means that we compare a sentence expressed in the native language (L1) to the English translation. To ensure a structured and scaffolded approach, we start with basic sentences such as “the pen is blue” or “the chair is red”. We explore how these sentences are expressed in L1 and compare them to English, including the number of words used to convey the same idea. We begin with the basics, working from the bottom up. For example, the phrase “I am hot” can be expressed in different ways in different languages, such as “I have hot” or “Me hot”. I believe that learning grammar should also be based on context and structure.

In order to effectively teach languages, logic should be at the center of instruction, not just for mathematics or related subjects. Logic is an essential building block, even for language learning. By connecting topics to situations and context, memory retention is enhanced, ensuring proper and accurate application of the information. Ultimately, our goal as educators is for students to be able to recall and effectively use what they have learned in appropriate situations, and context plays a crucial role in achieving this.

The role of a teacher in the learning process and the significance of encouraging.

In the relationship between a teacher and their students, encouragement plays a crucial role. As we all know, a teacher plays an important part in the learning process. So, where should I start? At the e beginning, of course! 😊

When meeting a potential student for the first time, it’s essential to create a comfortable and welcoming environment. Many students may feel frustrated with their academic challenges and poor levels, but it’s reassuring to know they are not alone. I often compare this to a specialist’s clinic, where patients may share similar issues but may not openly discuss them. As educators, our role is to make our students feel at ease and encourage them to share their struggles, so we can better assist them.

It’s crucial to make time for listening to our students’ feelings and self-evaluations, both positive and negative. Understanding how they perceive themselves is essential to me. Then, we should objectively assess their level, evaluate difficulties and needs, and identify frustration levels. At the end of the meeting, we should provide a roadmap for the way forward. Just like patients, students want to know where they’re headed. Create a map of available options and provide insights and recommendations. Tag each option with a price and duration. It’s important to communicate how long it will take to reach milestones and how much time the student needs to invest. Time is valuable, and students must feel confident and engaged in the process. Let’s discuss all openly and transparently.

If you have read our article on Logic-Based Learning, you’ll understand the importance of clear and sensible processes to engage students. A logical approach should be implemented from the start. All this leads to trust.

As an educator, I often encourage students to fully engage in the learning process by letting go of any defense mechanisms and being open to their teacher’s guidance. However, I have noticed that individuals with learning differences may exhibit stubbornness and argumentativeness. While I don’t have academic evidence to support this observation, it is a common trend in my experience. As teachers, we aim to reduce these tendencies in students to create a more conducive learning environment. By defusing any desire to argue and fight, students can become more receptive to new information and to the learning process. Our job is to provide a safe and confident learning space, clarify our teaching plan, and approach students with sincerity, modesty, and kindness.

During our first encounter, I strive to provide a brief and concise piece of information that the individual may not have been aware of before. This approach helps me establish trust and credibility quickly by showing that this interaction is unique and valuable. This time, the methodology will be different and will offer the right solutions for the problem and need.

The process we are embarking on together belongs to both of us. To move forward successfully, I need to earn the student’s trust and confidence. I strive to involve the student in the process to the point where they feel a personal investment in its outcome. This creates a sense of accountability, making failure uncomfortable for the student.

Encouragement is extremely important throughout the learning process for several reasons. To begin with, if a student lacks self-confidence, they may struggle to even begin the journey. If they do start, they may feel like they are doing the work solely for someone else’s benefit and not their own.

Furthermore, students may sometimes feel like they are failing, regardless of the approach they take. Encouragement can have a Pavlovian effect, where positive feedback from the teacher can inspire continued progress.

As the student progresses, encouragement becomes essential in building their confidence and increasing their chances of success.

We know that positivity breeds more positivity, while negativity breeds negativity. Therefore, it is crucial to ensure that the learning experience is positive so that it can lead to other positive experiences.

I have observed an interesting trend among students – their confidence levels can skyrocket to the point where they believe they know more than they do. As a result, they may not adequately prepare for their school tests, which is a mistake. I have learned to caution them that what we cover in our lessons may not align with what is required for their tests, and it is their responsibility to prepare accordingly. While confidence is important, being overconfident is not always beneficial. 😊

During my time as a teacher, my main goal was to guide my students in their learning process while also shaping their attitudes towards it. One student in particular left a lasting impression on me. This student was around 50 years old and had dyslexia, making it difficult for him to write in his first language, which was not a Roman language. During our first Zoom meeting, he expressed that he had a limited understanding of the subject and struggled with reading comprehension. After assessing his level, it became evident that he lacked basic knowledge of the subject. It took some time for him to accept this, but eventually, we decided to take a hybrid approach to his learning. While he worked on a digital reading course, we had virtual Zoom sessions 3-4 times a week. Although he often claimed to have completed a section and was ready to move on, I insisted on hearing him read aloud to assess his progress. Unfortunately, his reading skills were quite poor. He struggled with recognizing letters, often mistaking them for one another and having difficulty blending sounds. As a result, he became impatient with himself and the learning process. I had to work hard to keep him on track and prevent him from sabotaging his progress.

It has become a routine: during each lesson, he would try to rush through things, while I would insist on taking our time to do them correctly. Eventually, he learned that hurrying wouldn’t work. He believed that learning meant just going over things and understanding them, without realizing the importance of practicing, reading aloud, and hearing himself. He didn’t know how to learn effectively, but he was content with his achievements and unaware of his mistakes. He felt confident and happy, able to read signs and car labels, but he didn’t realize that it wasn’t enough. For instance, he once sent me a recording of a fish restaurant sign, reading the owner’s name correctly as Ibrahim, but misreading the word “fish” as “pish.” Despite his difficulties, he was a cheerful student who appreciated my efforts, even though I had to raise my voice at times to make him listen. After almost six months, he realized that he needed to start the digital course again, this time paying more attention to details. It was a challenge to change his attitude and teach him how to learn effectively, but he sent me a thank you note after each lesson, acknowledging my hard work and his difficulties.

As a teacher, it is your responsibility to do what is right for your students, to prioritize what is best for your students otherwise they might fail again.

As a teacher, you must  Do not compromise on this because they may not perform well again.

Let’s focus on providing positive reinforcement for success instead of encouraging failures by saying “Next time will be better.” To ensure success, we should create a secure environment for students by giving them small assignments with clear instructions and providing reasons for positive feedback. It is our responsibility to assign feasible tasks that match the student’s level of ability and ensure they are doable.

In any relationship, mutual respect is essential. As I see it, the role of a teacher is that of a trainer and coach, requiring not only teaching skills but also psychology, kindness, and a great deal of respect.

There should be no condescending behavior between teachers and students. Both parties are equally intelligent and capable, with the only difference being the teacher’s greater knowledge of English. The teacher should build a relationship with the student over time, fostering a receptive attitude towards learning and an appreciation for the process. This will result in a positive change in the student’s attitude and academic achievement.

In my article, “The Importance of Logic in Language Learning,” I emphasize the significance of logical-based procedures in teaching and learning, even for young children. A fundamental aspect of this process is deciphering, which is valuable in the early stages of reading acquisition.

Deciphering, within the realm of reading, refers to the essential skill of converting written symbols i.e., letters or combinations of letters, into their corresponding sounds or phonemes. It is analogous to cracking a code, enabling a reader to unlock the secrets hidden within written words.

To illuminate this concept imagine deciphering as solving a secret code. When we read, our eyes scan the letters on the page, and our minds swiftly recognize the sounds associated with each letter or letter combination. For instance, we know that “m” makes the sound “mmm,” “a” sounds like “ahh and “t” makes the sound of “ttt”.” By blending these sounds together, we form “mat” which represents a word or part of it.

Deciphering involves piecing together these sounds, much like assembling puzzle pieces, until we can pronounce the entire word accurately. This skill eventually not only facilitates smooth reading but also enhances our comprehension of the text’s meaning.

This straightforward analogy serves as a useful tool for young learners, parents, and educators alike, helping them grasp the concept of deciphering and appreciate its pivotal role in the journey of learning to read. It underscores the idea that reading is similar to unveiling a concealed message and highlights how understanding the sounds of letters enables us to unlock the language’s written code.

Furthermore, my approach extends the concept of deciphering beyond letters to encompass illustrations that correspond to these letters. Each letter sound is associated with 2-3 different illustrations, enhancing the decoding process. This innovative method empowers the brain to not only decipher but also to blend these sounds into what I term “sound units,” which need not necessarily form real words. In fact, I find that using nonsense and meaningless words in this context is more efficient, as it challenges the decoder’s skills more effectively.

In conclusion, deciphering is a fundamental stage of reading acquisition, particularly for young learners. It equips them with the ability to decode written symbols, recognize sounds, and ultimately decode and recognize the written word.

Children’s acquisition of essential reading and language skills can be ensured by employing logical-based procedures such as deciphering in the learning process. These techniques can foster reading acquisition, enhance comprehension, and promise a lifelong love for reading.

Our “Young SoftRead” series is designed to help readers interpret illustrations BEFORE relying on written letters or words adding another layer to reading practice.