TESOL/ TEFL – A 120 Hour Certification Course

We are proud affiliate partner of

INTERNATIONAL ACCREDITATIONS

1
Module 1: Teaching and learning

Learning a new language can be difficult, so teaching a new language inherently comes with great
obstacles. To effectively teach English to someone new to the language, you must understand many
things, including the basics of the English language, how speakers acquire a new language, and how to
motivate students to succeed when they are struggling. In this module, we will discuss the basics of how to
get started, including taking a hard look at how to access the motivations of new students, how to use their
previous language and cultural background to your advantage, and how to get them started on the path to
English fluency.

Our expert authors hail from countries all around the

world, which means that they might be writing in
American English, British English, Australian English,
or other variations of our shared language. Please
keep in mind that there might be spelling variations in
our courses.

Module 1: Teaching and learning

1.1 Motivation

1.2 Understanding cultural backgrounds

1.3 The importance of a first language

1.4 Getting started

1.1 Motivation

Teaching any subject involves knowing how motivation affects a student. Without proper motivation, it will
be difficult for students to accept what they are learning and commit to the process. Since learning a new
language can be one of the hardest academic endeavors there is, it is even more important that you, the
teacher, understand the motivation behind your students' commitment to learning, and use it to your
advantage. We will discuss motivation by first breaking it down into its two smaller parts: intrinsic motivation
and extrinsic motivation.

1.1.1 Intrinsic motivation

Intrinsic motivation is the best stepping stone to success, but you can't teach it. Intrinsic motivation
characterizes someone who is compelled to do something for internal rewards. This type of motivation is
powerful because extrinsic rewards can be fleeting or disappointing, but an internal drive to succeed will
almost always motivate an individual. While you cannot teach someone to be intrinsically motivated, you
can help your students access intrinsic motivation they may not know they already possess, or that they

2
may have lost for the moment. If you know your students are intrinsically motivated, you can help them
succeed. Here are some tips to access and use your students’ intrinsic motivation:

Get to the root of what is driving the individual. While they may only acknowledge an extrinsic motivation for
learning English, you may be able to help them tie that to a grander internal drive. For example, if students
come to you wanting to learn English because they are moving to an English-speaking country and it will be
helpful to know the language, the superficial part of their reasoning points toward extrinsic motivation.
However, this extrinsic motivator points to
something internal: the desire to fit in and
not feel like an outsider.

Understand the basis for most forms of

intrinsic motivation. William Glasser, an
American psychiatrist, published a theory in
1998 proposing that humans have essential
needs that dictate our emotional health.
These needs are the need to belong or
connect, the need for power or competence,
the need for freedom, and the need to have
fun. Having these needs in mind could help
you when designing your lessons. Which of
these needs is this lesson satisfying? This is
a way to get away from the punishment and
reward system that is meant to access an
individual’s extrinsic motivation.

Be aware that intrinsic motivation cannot be forced, and does not abide by the classic reward and
punishment system that many people follow. For example, if someone is not reacting to your lessons, it is
not going to be helpful to intentionally make them feel that they don’t belong. For intrinsic motivation to
succeed, the individual needs to feel like he or she is in control of the situation, so try to access your
students’ internal drive but don’t force them.

1.1.2 Extrinsic motivation

While extrinsic motivation is not nearly as strong as intrinsic motivation, it is much easier, as the teacher,
for you to control. Extrinsic motivation refers to the external force compelling an individual to do something
for a reward. Because of their ease of use in teaching, extrinsic motivators are often the basis for
educational programs. The most common extrinsic motivator the assignment of grades. Teachers can
simply reward good behavior and punish bad behavior by assigning grades accordingly. (Behavior here
refers to whatever the student is expected to do). A student who hands in their project, follows directions,
and effectively addresses the purpose of the project is rewarded with an A, whereas a student who does
not is punished with an F.

3
Why it works

Even though as stated previously, the drive initiated by extrinsic motivation pales in comparison to intrinsic
motivation, that doesn't mean you cannot find success with extrinsic motivation. These motivators access
an individual’s desire to find success even if someone else defines that success. Here are some examples
of extrinsic motivators that work in the classroom:

Grades: This is the most obvious extrinsic motivator. Individuals want to be successful and they feel better
when they receive a high score as opposed to a low score. If you teach in a high school setting, grades can
mean the difference as to whether or not the student gets into college (or a good college), so grades can be
a good motivator for students. Even when there is no next level, however, many students will be motivated
to succeed by grades.

Competition: Many individuals have an

innate desire to be winners, and putting your
students in competition with each other can
be a good way to motivate them to succeed,
especially if the ongoing results are available
to all students. This approach is often used
by teachers of younger students with such
things as performance charts, where
teachers give students who do well some
sort of visible reward, such as a gold star.
Conversely, teachers can punish negative
behaviors by posting the name of the
student in question on the board as
someone who is not behaving. This can
sometimes help motivate students to
succeed because they would like to do
better than their classmates.

Extra rewards and punishments: Besides grades, some teachers will offer extra incentive to succeed,
perhaps in the form of prizes. A teacher might, for example, make an agreement with a student that if he or
she improves, then he or she can go on the class trip. Conversely, punishments such as detentions or
phone calls home can be a consequence that motivates a student.

1.1.3 Which type of motivation is better?

While intrinsic motivation is stronger than extrinsic motivation, it is not very immediate and therefore can
lose effect in the short-term. Extrinsic motivation can be very helpful in the short term, but is often only
temporary. For that reason, the best type of motivation is a combination of the two. Even students with
intrinsic motivation sometimes need to be motivated by extrinsic rewards and punishments to keep them on
track. Here are some examples of how you can use both intrinsic motivation and extrinsic motivation to help
your students:

4
We’ll start with an example we have previously used: an individual would like to learn English because she
is moving to an English-speaking country. Whether she realizes it, this can be an example of intrinsic
motivation and her need to fit in and be successful. You can help her access this by asking her to write
down the reasons why she thinks it would be helpful to learn English, and then look deeply into those
reasons. While this desire can be a strong motivator, you may find that this student begins slacking off
during your lessons. She may be having trouble seeing the light at the end of the tunnel. Using extrinsic
motivators, such as grades or rewards, can help her over the hurdle and get back on track. The lasting
motivation that will drive her to succeed is the need to fit in, but the temporary motivation of grades or a
reward will help her succeed when she is having trouble seeing the finish line.

A man comes to you and tells you he wants to

learn English so he can get a promotion and
make more money in his corporate career.
While money and prestige are both extrinsic
motivators, the need for approval and
competence is intrinsic. This is an individual
who is driven by the desire to succeed, so
extrinsic motivators will be very effective on
him. If he wants to use this as a way of
advancing his career, then he will likely want
to learn English while attaining the highest
grades or scores possible so he can flaunt his
success. This is the extrinsic carrot that you
can use to help him succeed.

A woman feels stuck in a job that is stifling and wants to pursue a career that requires her to know English
and comes to you for help. This individual is intrinsically motivated by her need for control and freedom.
She is less likely to be motivated by outside influences and more likely to be motivated by a less
overbearing and prescribed teaching style. However, she may still require some extrinsic motivators to
continue striving for success, so you may need to let her frame her own definition of success and then
grade her on the framework she created. This will give her the freedom she wants while still holding her
personally accountable for her actions.

1.2 Understanding cultural backgrounds

One of the first steps you need to take as an educator is to take their cultural background into account.
Instead of trying to present you all the potential cultural backgrounds your students bring to the table (which
could be an entire course in itself), we are instead going to focus on why it is important to consider your
students’ backgrounds and why it can be useful to adjust your instruction to better address the varying
backgrounds of your students.

5
1.2.1 Why is it important to understand your students’ cultural backgrounds?

Language is directly related to culture because language is fluid and changes over time as the culture of a
region changes. This is why such languages like Italian and French can both originate from Latin but still be
fundamentally different. Latin was taken to these regions, and it developed as the culture of the regions
developed, taking two very different paths in Italian and French. So, as much as it is important to teach
cultural elements as you teach English, it is important to take into account the importance of an individual’s
cultural origins. These cultural backgrounds can not only affect the way they learn a new language, but also
the way they learn in general. Here are some ways that an individual’s cultural background can affect their
learning of a new language:

 A student’s environment can have an enormous effect on the way they learn. Studies have shown
that language acquisition is considerably affected by an individual’s background, and while learning
a new language isn’t the same as learning your first language, environment can still be important in
an individual learning a second language. A student who comes from a home that values education
comes from a home that nurtures what he or she is learning. A student who comes from a home
that values life experience over formal education might have more difficulty with traditional lessons.

 Students from various cultural

backgrounds will react to different styles
of teaching in different ways. Some of
your students may be coming from a
background of very strict, teacher-led
instruction. Others may be coming from
a background of more free, student-led
instruction. While both styles have merit,
you will find yourself needing to use
differentiation to properly reach both of
these students. You can determine how
to best meet the needs of your students
by simply asking them through an
informal conversation or a standard pre-
test. Let your students tell you how they
learn best, and adjust your teaching to
appeal to their needs.

 An individual’s cultural background can affect the way they think, which can affect the student’s
performance in your classroom. Taking your students’ cultural backgrounds into account when you

6
 are designing and implementing your instruction will help you account for the potentially different
ways that your students think.

1.3 The importance of a first language

More important than understanding your students’ cultural background is understanding how their first
language will affect the speed and ease with which they learn English as a new language. While a student’s
cultural background can affect the way they learn, a student’s native language can affect the way they view
language to begin with. What are some of the obstacles students face when trying to learn English as a
second language?

1.3.1 Language barriers

Every language has its own rules, and while many languages share similarities that make new language
acquisition simpler, some students will be trying to transition to a new set of rules and language structure.
Here are some examples of how language is structured differently:

 Some languages have been created based on

symbols or pictures that represent ideas rather
than words made of letters. The transition to
English from languages that follow such a
structure can be very difficult.
 Some languages are read from right to left
rather than left to right, which is how English is
read. This does not necessarily affect a
student’s ability to gain proficiency in speaking
the language, but it certainly presents a hurdle
for students trying to learn to read English.
 Many languages require a different sentence
structure than English does. One of the most
common examples is when languages place adjectives differently in a sentence than they are in
English. In English someone might say “go get the blue car.” That same sentence in some
languages would translate back to English as “go get the car blue.” This can make fluency difficult.
 Many students will be confused by the way verbs are conjugated in English. Many languages have
set rules that apply to the conjugation of most verbs, while English can seem like a free-for-all at
times.

1.3.2 How can we use our students’ native languages to our advantage?

While a new language like English will certainly present obstacles for your students to overcome, there are
ways you can take those obstacles and turn them into advantages. If your students are coming to class

7
already understanding a language other than English, why not use that to help them learn better? Here are
some ways that teachers can use a student’s native language to help them learn a new language:

 It is important that you understand cognates, and how to use them. A cognate is a word, or root
word, used in different languages and has a similar etymological background. In other words, you
can provide a link for your students between their native language and English. These cognates
can be little pockets of comfort for your students as they tread into the unknown territory of a new
language.
 Developing further on the above point, emphasize breaking words down to their roots as you are
teaching them. This helps students have a better understanding of the patterns of the English
language, which will help them succeed more quickly. This makes it easier for students to link the
two languages through cognates, but also makes it easier for students to make connections
between new words they are learning.
 Using different texts is a good way to help students ease into the new language. Providing a
translated version of the text may change the structure, connotation, and intent, but it will give the
student a frame of reference for when they get stuck. Translated texts can be a crutch for new
language learners, but if they are used properly, they can work as a guide to help students feel
more comfortable with a new language.

 Try asking questions in the student’s native language, but ask them to answer in English. Or switch it
around and ask them questions in English that they need to answer in their native language. This may
be more work for you, depending on the diversity of your classroom, but it can help students ease into
understanding English.
 Use your students’ native language to
help scaffold and model in English. This
can be as simple as having your
students write in their native language
and then showing them how it would
look in English. You could then ask
them to do the same thing following
your model. Unfortunately, this may
require you to be fluent in many
languages, but you can work through it
with the student if you don’t speak their
native language.
 Have your students help each other.
Even if the students do not speak the
same native language, they are going
through the same process and can
bond in their desire to learn English and
help each other learn.

8
1.4 Getting started

It is no mystery that teaching students a new language is a difficult task, but it can be infinitely rewarding.
So, how do you actually get started on your career? The first step, of course, you have already taken,
which is to seek training. Let’s take a look at some other important aspects of successfully helping your
students.

1.4.1 Ensuring your success

Here are some basic tips to ensure that you are successful and able to help your students learn English as
a second language:

 Make sure you are well versed in the structure and makeup of the English language. We will
discuss many things you need to know, but it couldn’t hurt to supplement this course with further
study of the language. The English language is incredibly complex and full of rules that are not
necessarily logical, so it will always help you to study up.

 While we will give you many

tools to become an effective
teacher of English as a second
language, it is important you
continually seek out research
and professional journal articles
to keep up with the current
educational trends. We are
constantly discovering how we
attain language and how we
learn, so teaching English as a
second language is a lifelong
educational commitment.

 Make sure you understand how

learners acquire new knowledge.
As we have discussed earlier in this module, that does not just refer to language acquisition, but to
knowledge acquisition as a whole. Learn everything you need to know about differentiation (which
we will discuss at length in a future module) to give your students the best chance to succeed in
learning their new language.

 Be prepared to be patient. If you do not come from a teaching background, you may not be aware
of the patience it takes to help someone learn something new. If you do come from a teaching
background, then understand this may be the most difficult thing to teach someone, and you will
need to be even more patient than you may have expected.

 Continually use your experiences to build strategies and concepts that work for your students. All
the training in the world will help you, but the true answers to your questions of “how?” will come
from experience. Make sure you don’t forget any of the lessons you learn along the way.

9
1.4.2 Understanding the basics

There is a basic framework you will need to follow to be successful in helping students learn a new
language. While we will discuss most of these concepts in detail in future modules, here is an overview to
help you get started on your path to success:

 Linguistics:

Helping your students understand the basics of linguistics will help ensure that they understand the
basics of how the English language is structured, how we break down and diagram the
components of a sentence, and how we communicate in English. This concept will give students a
structure on which to build their true understanding of the language.

 Reading:

Reading is one of the first skills you will develop with your students. It is typically where most
teachers of English as a second language begin, because having words in front of the student can
make them feel more comfortable when trying to decipher them. Students can learn to see words
and sound them out with the guidance of the word in front of them.

 Writing:

The next step is usually to work on your student’s skills in writing in English. They will have the
guidance of the words in front of them as they do when they learn to read, but it requires them to
take the next step because they will be the ones producing the words. This is a great time for
students to work on the linguistic principles they already studied, and practice sentence structure,
syntax, and other basic concepts of
English.

 Speaking:

Speaking can be the most difficult part

of learning a new language. Having to
sound the words out loud can add an
extra level of anxiety because
everyone in the class will hear the
student if they make a mistake.
Creating a classroom of respect and
support can go a long way to assuage
your students’ anxiety. If the student
feels comfortable enough that they are
not afraid to make mistakes in front of
the class, they will be more willing to
take risks.

10
 Listening:

While listening is arguably a more difficult skill than speaking concerning a new language, students
often feel more comfortable with it because they are not required to put themselves out there as
much. However, listening is the next step after the students begin learning to speak the language. If a
student can listen to something in English, comprehend it, and respond properly, they are exhibiting a
complex understanding of the language, and are usually doing it without a visual reference (besides
body language).

11