The question raised in part 1 of this two-part article was, “Which type of test is best for formal and summative evaluations designed to assess language learning and ability or language level?” Of the five categories of assessment: Placement assessment, Formative assessment, Diagnostic assessment, Summative evaluation, and Self- assessment. (Cucchiarelli, Panti, Valenti, 2000), we identified aspects of Formative assessment and Summative evaluation. In my opinion, English language evaluations should be done using language performance assessments. In this, part 2 of the article, we’ll examine some reasons why.

The Common European Framework

In the Common European Framework of language teaching and learning, a rubric in the form of a series of “Can” statements is used to aid in assessing language skills and performance. These “can” statements range in level from A1, A2 basic levels through B1, B2 intermediate levels up to C1, C2 advanced levels. These are proving to be highly effective in learner English language performance skills evaluation on a global level since they provide standardized points of reference for both teachers and learners.

In demonstrating language skills, prospective employers, higher-education program administrators, business clients and recipients of business correspondence do not base their continued contact on how much you “know” about language, but rather on the ability to effectively communicate in the target language. Increasingly, this language is English. What you “meant” to say is seldom considered. What you actually say is paramount.

In immersion situations where communication can be critical, no one, for example would ask, “Can you conjugate the verb to be?” They well may however, ask for a response which would require use of the verb to be conjugated in the correct person.

Picture this: You, our intrepid English language learner, are standing at a corner of Broad and Market streets in Center City Philadelphia. You want to go to Veteran’s Stadium in South Philadelphia by taking a bus or subway train but don’t know how. What do you need, English language knowledge or English language performance skills?

Decided yet? That wasn’t difficult at all, was it? That’s why I advocate performance skills over language knowledge. But guess which one is promoted and measured in numerous schools and language institutes.

Effective Language Skills Indicators

What would be more effective language skills indicators, to engage a learner in a conversation that involves meaningful input and language production, or to ask for a regurgitation of grammar, rules and English language learning aspects? To write an essay on a topic meaningful to the learner or to step through groups of true-false or fill-in-the-blanks questions on a format? In deciding on an assessment or evaluation program, consider that language tests should be, situation specific. That is to say, a test can be very effective in one situation with one particular group of students and be virtually useless in another situation or with another group of students. (J.D. Brown, 1984) Also, remember that “in most language programs, any rational approach to testing will be a vast improvement over the existing conditions.” (J.D. Brown, 1984)

TEFL teachers require both knowledge and language performance skills, but in my opinion, English language learners should be focused principally on development of English language performance skills.

What do YOU think?

With the continuing expansion of English as an integral communications tool for education, science, technology, business and commerce, post-secondary education technical students are increasingly finding themselves in positions requiring them to manage high-technology studies in technical English. If you teach EFL, technical or business English, or teach a technical subject in English, you can use ESP workshops to successfully promote enhanced reading and comprehension in LEP learners.

A group of my Limited English Proficiency (LEP) students studying an Electronic Engineering class on antenna design had an American textbook in English, so it was necessary for me to convert chapters of the text into a series of ESP reading and comprehension workshops designed to allow the students to practice strategies for de-constructing the written text as an aid to understanding it.

A Series of Workshops

When my LEP Spanish-speaking Law faculty students were required to study aspects of Capital Punishment used in the USA, I again produced a series of materials as both written workshops and full multi-media presentations.

For my LEP Economics students to do comparative population studies of Colombia (population 44,222,000) with:

o South Korea (population 47,700,000)

o Poland (population 38,587,000)

o Argentina (population 38,428,000)

o South Africa (population 45,026,000)

o Ukraine (population 48,523,000)

A series of ESP workshops and multi-media presentations proved to be invaluable in promoting their reading and comprehension of their program’s technical materials in English. The process of creating effective ESP written workshops is not easy, but is well worth the effort required. It both benefits the learners in reading and comprehension of difficult written material and develops the resourcefulness and skills of the EFL teacher.

Preparing the Workshop

In preparing an ESP written workshop, the reading text is broken down into manageable segments which can be more readily understood by LEP learners. Students are taught to identify in context such elements as:

o Cognates – words which look the same in different languages; True Cognates have the same or similar meanings, usage and connotation in different languages while False Cognates have different meanings, usage and connotation in different languages

o Connectors – words that join simple and complex sentences with others. Examples of connectors are: and, but, or, so. They can be of different types, depending on their function. There are connectors which express addition, contrast, time sequence, choice, cause or result

o Referents – words that refer to others that have been used before. They are used to avoid word repetition. Commonly used ones include such parts of speech (words) as: pronouns, determiners, quantifiers and proper nouns

o Affixes – consist of prefixes and suffixes. A prefix is a syllable added to the front of a root word to make another word with a different grammatical function. A suffix is a syllable added to the end root of a word to make another word with a different grammatical function

In addition, a list of key, high-frequency vocabulary is prepared along with a glossary of technical terms which may prove to be difficult for the learners. Pre-reading activities, while-reading and post-reading activities are incorporated into the written workshop to complement and round out the total package. A variety of exercise types are used to provide in-context practice with the lexis and grammatical elements of the reading. Comprehensive support in the form of graphics, photos, diagrams and pictures are included, as are video, animation and sound files when reading and comprehension workshops are produced online in websites, blogs or class pages.

ESP written reading and comprehension workshops can be an invaluable aid for LEP learners who need to understand and apply technical material related to their field or study or employment. A good workshop may take from three to five hours to prepare, but is timeless and can be used and re-used for years. With regular and frequent practice in ESP workshop preparation, teachers can often reduce preparation time significantly. The benefits to the learners are uncountable.

If you’d like some examples of complete, prepared ESP written workshops, feel free to e-mail me for an immediate reply with samples.

The history of English runes transverses several countries. The ancient characters were used in Scandinavia and Teutonic countries before they made themselves known in Anglo Saxon territories. The first users were the East Goths who probably derived the lettering from ancient Hellenic-Italic glyphs. The Goths began carving them on wood and stone around 300 A.D. The word rune comes from an early Anglo-Saxon word that means “secret” or “mystery.”

These English Runes looked like small tablets and were carved on wood, stone or gemstones. The markings themselves consisted of a few curved and straight lines. There were two types of alphabets used. One called the Futhark consisted of 24 runes and one called the Futharks contained 16 runes. In the history of the English Runes the Futhark runes are also sometimes called the “town” runes.

The town runes were used by many cultures throughout North Europe, Iceland, England, Scotland and Ireland. As their origins were Hellenic, Germanic and Nordic they were seen as pagan so the form of writing and divining was not considered to be very Christian. The arrival of Christianity in England did not make their use obsolete but their use was more hidden. Many ancient churches in England have rune writing on their walls or hidden in the constructions as many people were erring on the safe side when they were built. By concealing pagan symbols in the church they were betting on both God and the old ways to protect them. Until most major religious manuscripts and histories of the kingdom were written in the language of the old English Runes.

The Runic alphabet was always distinguished by other alphabets is because each rune is like a letter that has its own meaning as well. The runes also have religious or magical significance as well. Each time anything was written with a rune it was thought to also be performing magic. By naming something in words you were in essence using the rune language to make it happen. The interesting thing about the runes is that they could simultaneously spell words or sentences depending on how you arrange them.

Old English Runes were also routinely used for story telling and fortune telling. Telling a positive story with the runes was thought to trigger fortunate events in your life. You could also curse your neighbors by putting together an unfortunate story about crops being ruined. In some systems of Runic interpretation the runes also corresponded to Celtic or Nordic gods or goddesses.

Ordinary people for fortune telling also commonly used old English Runes. They are still used today, as they always have been to tell fortunes. Runes are shaken, scattered or pulled from a bag and the tiles inscribed with symbols are read. This is an inexpensive and traditional form of divination that can be enjoyed by everyone.

Use the Soccer World Cup in Germany as an English Language Teaching Tool?
No, I’m not kidding. Using popular events like the soccer world cup in Germany to teach English is in fact, practical. The learners’ Affective Filter (Krashen and Terrell, 1983) is so low using events like these to teach English, “a cockroach could leap over it”.

Can you imagine the reactions of my learners when I announced, “For English class everybody has to watch the world cup matches”?

“That’s great!” “Teacher, you’re the best!” “Oh man, we’ve never had an English assignment like that before!”

Although not a huge soccer fan myself, I did think it would be interesting to see matches between teams you know never get to play each other during a regular season. Italy vs. Ghana? The USA vs. the Czech Republic? Holland vs. Ivory Coast? Awesome!

To work the games in to English language practice, learners must use their skills in a number of different ways by applying Task-Based Learning (J. Willis, 1998) in addition to some Content-Based Instruction (Richards and Rogers, 1993). Do Ghana and Italy do business together? If so, what kinds of products or services? Useful activities for learners include ones such as:

o Preparing and giving profiles of the competing countries including economics, geography, capitol cities, etc.

o Being able to locate the countries on a world map and give bordering countries and geographic features

o Talking about key players on each team or dialogues between players / coaches / fans

o Describing aspects of key players on each team – age, height, weight, hair, looks, marital status and other features like bald, braces, glasses, tattoos, etc.

o Soccer match elements like player positions, scoring, and even how to play the game

o Giving commentary on game plays and goals using active or passive voice

o Making predictions using future tenses “going to” or “will”

o Using discourse markers or modals to express uncertainty (perhaps, possibly, maybe, might, could, may, etc.)

The learners are free to work up whatever formats they wish as long as they stay active and involved in the process. Some games are recorded with highlights reviewed / discussed in class. A few games are watched during class hours via multi-media facilities available at the university.

Other activity possibilities are:

o Reports

o Developing vocabulary lists in context based on vocabulary elements (Thornbury, 2002)

o Discussion / descriptions of cities where games are played

o Local architecture

o Regional foods

o Holidays

o Clothing

o almost any cultural aspect learners may find new and interesting

At the end (gasp!) of it all, learners will have compiled an extensive “portfolio” of written and multi-media materials that have allowed them exhaustive practice in the four English language basic skills. Written practice can be either Process-based (White, 1987) or Product-based (Fowler, 1988) Learners have also had extensive listening comprehension practice in English. With different sports moderators and commentators from different countries speaking English with a variety of accents, elements of listening and their associated difficulties can be examined. (Brown and Yule, 1983)

So, these activities are turning the soccer world cup in Germany into a marvelous English language teaching tool. The process could be rolled over and used with other international sporting events as well, like the Olympics, Baseball World Series, American football Super Bowl or numerous other world regional events. Think about sports or other types of events where you live. How might you effectively exploit them to teach your English EFL or ESL learners?

Learning to speak English well may be the best thing you can do to improve your life.

That’s right. Do you think it would be fun to have access to information that other people can’t get? Talk and write letters to interesting people that others can’t communicate with? Impress people around you whenever you opened your mouth? Make big jumps in your career, leaving others miles behind?

You can get all this if you speak English well.

Get access to knowledge

What are you interested in? Is it science? Music? Computers? Health? Business? Sports? Today’s media — such as the Internet, television, and the press — give you almost unlimited access to knowledge about your favorite subjects. After all, we live in the information age, don’t we?

There’s only one problem. Most of this knowledge is in English.

Here are some examples of knowledge you can use if you know English:

  • Most pages on the Web. That’s over a billion (1,000,000,000) pages of information! It’s amazing that learning just one language gives you access to almost all knowledge on the Internet.
  • Books — on any subject, from all over the world. Read books by British or American authors, and books translated from other languages. Whatever you’re interested in, you can read about it in English!
  • The press. Only English-language magazines and newspapers can be bought in every part of the world. You don’t have to search for Time, Newsweek, or the International Herald Tribune!
  • Science. English is the key to the world of science. In 1997, 95% of the articles in the Science Citation Index were written in English. Only about 50% of them were from English-speaking countries like the USA or Britain. (source)
  • News reports. Watch international television networks, such as CNN International and NBC. They broadcast news much faster, and more professionally, than smaller, national networks. And you can watch them everywhere in the world.

Communicate with people

We like to call English “the language of communication”. Why? Because it seems all the people in the world have agreed to use English to talk to each other.

  • About 1,500,000,000 people in the world speak English. Another 1,000,000,000 are learning it. (source)
  • 75% of the world’s letters and postcards are written in English. (source)
  • Almost all international conferences and competitions are conducted in English. For example, the Olympics and the Miss World contest.
  • Diplomats and politicians from different countries use English to communicate with each other. English is the main language of organizations like the United Nations, NATO, and the European Free Trade Association.

If you can communicate in English, you can:

  • Contact people from all over the world. Talk about your ideas and opinions on Internet discussion groups. Send e-mail to interesting people. Learn about their life and culture.
  • Travel more easily. Communicate with people wherever you go — English is spoken in more than 100 countries (source). Ask directions, have a conversation, or… ask for help. Who knows, maybe English will save your life someday!

Push your career forward

If you want a good job in business, technology, or science, get out of that armchair and start learning English now! (If you already have a good job, start learning before you lose it!)

Knowing English will let you:

  • Put “excellent knowledge of English” on your CV. Get your dream job, and earn more money.
  • Gain technical knowledge. English is the language of technology, especially high technology like computer science, genetics, and medicine. If you’re going to read about technology, you’ll probably have to do it in English.
  • Learn computer science. Read technical articles without difficulty. Or write your own articles!
  • Be a world-class businessman (or -woman). It’s simple. International business is done in English. And all business today is international. So if you want to play, you have to know English — to contact other businesspeople, go to conferences, read international business newspapers and magazines, etc.
  • Become a better scientist. Contact scientists from other countries, go to international conferences, visit academic centers abroad. Learn about new scientific discoveries by reading papers, books, and magazines.
  • Use your computer more effectively. Most computer applications are in English, so you will understand them better — and become a better employee.
  • Learn new skills for your job. The section “Get access to knowledge” explains how English helps you learn.

Webster’s dictionary defines English as the application to apply the principles of English pronunciation, spelling, etc. (Webster’s 2004). The English language has clearly changed in pronunciation over the years. For example, the sentence, “Mom, do you wish me to unload the groceries?” is now said shorter like: “Ma, do ya want me to get the bags?” In our fast past society, we sometimes forget to utilize proper English and indeed some of us have forgotten to use it at all.

What are the specific “rules” today when teaching children the English Language? Dean, a former third grade teacher says, “Students are just not reading-nor are they writing enough in today’s world.. .furthermore, I can remember enjoying reading aloud, I even read a book in the top of my front yard overlooking the green grass and hillsides. Once I even read a book on a rubber raft in Lake Tahoe–an almost unforgettable experience.” Students are not used to reading in the year 2004, and thus, they need to be reminded at times to stay on task, and we must instruct them to that it’s fine to let a book take their breath away!

In my own personal life, years before any understanding of reading, my mind was left to try and develop the mechanics of the English Language. Consequently, I can understand what it is like for a student trying to learn the language. Myself, and my fellow students had to continually practice with speaking, writing, and reading. Another comment my 3rd grade teacher colleague made was: “Children today are not investing enough time to English, so like the old saying says-if you don’t use it, you lose it.”

Going back to the example of verbiage I used earlier of: “Ma, do you want be to get the bags? (groceries) English grammar has been shortened in some instances and one wonders how much English Grammar is being taught in the public school systems today. One hopes that the proper grammar usage is being taught to our students, so that they may begin or continue to see the “value” of proper English. We live in such a hamburger fast food society. We want it now. We want it fast. English cannot be learned properly in such a manner. We need to give examples to students in proper English versus quick slang, etc., and we should teach them the many instances in which proper English can be beneficial to them.

Teaching English, I believe, should be taught like a foreign language. English is a language that needs to be learned, not just memorized. It is the dominant language of our country and non-mastery of it cannot be tolerated from our students. One of the best ways, I assert, that a teacher can teach English mechanics, is to never allow a student to answer a question in incomplete grammar. This must be especially reinforced to ESL students as well. For example, let’s say I ask my student the question: “What is two times twelve?” Instead of just accepting the answer “24,” require the student to say, “It is twenty-four.” Also, expect them to add adverbs and adjectives as well–“It appears to exactly be twenty-four.” We must expect the best from our kids, or they will not put out their best efforts.

We all use language differently in different situations. We would not address our principal, if we are a teacher, in the same manner that we would the teenager that lives next door and won’t turn down his music. Our voice inflection, tone, but most importantly, our knowledge of proper English is essential to obtaining good jobs, raises and bonuses, and just in communicating with others in general. If one can give a compliment to a co-worker in proper English, it may never be forgotten.

In my lifetime I have watched the youth of this generation, especially their language, degenerate. By that, I mean it has gone way downhill in terms of usage and lack of vocabulary. The advent of Play Station II, less reading of books, and the informational age, has left students unable to compete and cope. My own brother may not even know to say: “Thank you sir or maam” after a job interview. I’m half sure he does not.

Why is English Grammar teaching important? Why is formal English usage important to daily life? The first thing we need to teach our students is that proper English will help you in your life to be a better communicator, increase and promote yourself in life, and that people will give you more respect and appreciation the minute you utilize it.

It is important that I, as a future teacher, explain to them that proper English is essential to the business, educational, and religious world. In business, students need to be able to close deals, communicate profit margins, forecast future sales, and much more. I will endeavor to explain to them that proper English will have to be utilized, because as a business person they will be more than likely talking to colleagues with masters and doctorate degrees, and they will not be permitted to say things like: “Aint this a great pic, dudes?” In education, proper English will gamer the respect of their peers and their professors. They will be looked up to as a “smart” person, and not a “dumb” one. I will also explain that it will help them be better writers on their papers, and they may increase test scores-especially on the S.A.T. in high school! For religion, I may explain how the Apostle Paul was well versed in Greek Culture, and in fact, was a teacher. Even in the religious realm-one is more respected if they can speak fluently and reverently to God.

As long as the teacher is finished with the academics and pre-requisite requirements in teaching English as the Second Language or a graduate of a baccalaureate course having English as the major field of study in the academic years, then this non-native speaker of English has the capability on delivering English lessons to the students, especially the young learners to learn English as the Second Language.

Non-native English Teachers are equipped with sufficient knowledge and skills for these youngsters to learn English. During the time where these non-native teachers are still on the process of learning how to teach English, all the possible problems to arise were thoroughly discussed and evaluated. In fact, most of the resources and references used in learning the language and on how to impart it came and were written by prominent personalities like Avram Noah Chomsky, Zellig Harris and more are native English speakers and a language enthusiast themselves. Furthermore, other references, techniques and strategies on how to impart English as the Second Language which were then authored purely by English Speakers were adapted by these non-native English Teachers.

Today most non-native English speaking countries are hiring English Teachers for their young generation. This is an obvious phenomenon that English Language will be the international language to be used soon in transacting business or in a simple communication with another country.

But most of these non-native English speaking countries hire teachers from English speaking countries. Of course, it is logical that the best teacher will be the person who is very much inclined and a natural speaker of the language. Recently I have spoken to an Arabian National who, according to my understanding, he owns a school catering young Arab kids with ages ranging from 6 to 10 years old. He is hiring non-native English Teachers. That according to him, even though these teachers are non-native English, he is confident that they could handle and train these kids to learn English as their Second Language. And he told me that his teachers (non-native English Teachers) had proven a lot to him and to kids.

Teachers are trained to teach with their chosen field even if he/she is a non-native teacher of English. It true that a native English speaker will be a good teacher of the language, but this is through imitation purposes only. Unless of course it the teacher is a qualified teacher and graduated as an English teacher. The youngsters will surely imitate their teacher’s diction and articulation and so on, because these kids are in that stage of learning by imitation. Unless of course, if the teacher has the knowledge, techniques and strategies on how to impart the language is another thing. Whether it be a native English speaker or a non-native English speaker, as long as they both passed to a certain qualification and have the necessary requirement to teach English, both teachers knew how to make these kids learn English.

Though it is the prerogative of the non-native speaking countries School Administrators to hire teachers whom they see fit to teach English with their young generation, they should look beyond what a language teacher really is especially Language and English Teachers.

Pupils and students the world over may need extra tuition owing to the fact that they may have weaknesses in one area or another. In a bid to overcome these weaknesses the students may need extra coaching in the various subjects. They may need coaching in Science, English or math. Some tuition centres have assisted students to excel in their grades despite the fact that they were initially very weak in the various subjects. The English language is one of the areas that challenge many people who use English as their second language.

Students can be coached in a tuition centre to overcome the various challenges in the use of the English language. The use of oral and written English is a major challenge to people who use English as their second language. Pupils from Primary 1 to Secondary 4 can get assistance from the centre to help improve their oral and written English.

English is the most widely used media of communication in the world. With over two billion users across the globe the language is used for business, science and day to day communication. The use of the language helps people to communicate their thoughts and feelings. The better one uses the English language the better they are in communicating with other people who use the same language.

Students can be coached in how to compose using the English language. Composition is critical since you can communicate your thoughts and feelings on paper. The pupils and students are trained in how to compose sentences and the use of English grammar. The tuition centre helps the students who are weak in both oral and written English to excel in the use of the language.

The students are taught how to comprehend the written language. This is important since that way they can read materials written using the English language. A weakness in the area of comprehension may lead to the students not understanding instructions, causing them to fail exams in other subjects that are set in the English language. A student of history may not understand historical events that are written in English and thus can easily fail in history lessons just because they cannot comprehend the language.

Both oral and written literature is important for the students. The students should be able to appreciate poetry and other forms of writing. The tuition centre assists the students to develop their English language prowess, making them become better citizens. They can read newspapers and other current events as well as ancient writings.

The tuition centre has put an emphasis on the attainment of good grades. The centre has put in place the infrastructure and the human resources required to assist the students from Primary 1 to Secondary 4 to get the best grades possible. The centre in the past has produced students with excellent grades in the national and international exams. The holiday training programs have gone a long way in assisting students to overcome their challenges in the use of the English language and in the other areas of training such as math and science.

The ACT exam results for the 2010 high school graduating class are being released. The ACTs are used as part of admissions to colleges and universities, and the results show that barely 25 percent of high school graduates are prepared for entry level English Composition (ENC 1101) courses alone. At the same time, not all colleges and universities require that students take English Composition – or subjects such as math and science that are also on the ACT.

The American Council of Trustees and Alumni believes so strongly in the value of subjects such as English Comp that its members graded institutions on their core requirements. ENC 1101 courses provide students the ability to write clearly and accurately, enabling them to better participate in the workforce and society, according to the council’s “What Will They Learn?” website. The site also mentions a survey where employers reported that having excellent writing and reading skills that are a part of English Comp to be important.

For What Will They Learn, the Council gathered information on more than 700 institutions throughout the United States and found that 77 percent of them made ENC 1101 courses a requirement. Even fewer require courses in the other subject areas. Lamar University made the council’s “A” list. This Beaumont, Texas, institution is one of sixteen four-year colleges and universities requiring that students take six to seven of what the American Council of Trustees and Alumni considers core courses: math, science and English Composition, as well as literature, economics, foreign language and US government/history.

Students who take the ACTs are graded on a scale of 1 to 36 in the subject areas of English Composition, algebra, social studies and biology. The ACT also provides a means for determining the “college readiness” of students. ACT results varied among states and demographic groups, with 71 percent of West Virginian students and 59 percent of New Mexican students prepared for college level English Comp, reports from KRQE News 13 and the Huntington Herald Dispatch showed.

In Abilene, Texas, students scored above the statewide college readiness level in this English course and social studies and below it in biology and algebra, according to an article in the Reporter-News. ACT results also suggested that a little more than one-third of Iowa’s African-Americans are prepared for ENC 1101, the Des Moines Register noted. In Minnesota, a representative of one institution told of a new testing and English placement policy where students have to meet certain requirements in order to take required English Composition courses.

With the number of international students attending American colleges and universities on the rise, English Composition courses might take on added significance. International students who are non-native English speaking students particularly often participate in English as a Second Language programs. To help Tulane University’s international students succeed in their educational pursuits, English professor Kathleen Carlin offers an advanced English Comp class, the student newspaper, Tulane Hullabaloo, noted.

The University of Southern California requires that all students take at least two English Composition courses. Depending upon scores for placement tests taken at the institution, the university might also require that they take Introduction to College Writing or its non-native English speaker version, Introduction to College Writing in a Second Language. As part of the University of California’s American Language Institute, students can also gain the skills they need to write dissertations.

If you are aiming to improve your understanding, you need to learn how to speak English. It is your access to knowledge. You can get hold of valuable information if you understand and speak English.

It is true that the English language can improve your life. Most textbooks and online references are in English. Furthermore, a large percentage of the world’s population speak English. You will be out of the league if you can’t understand or if you can’t speak English.

If you know how to speak English fluently, you can make big leaps in your career. It is always an advantage that you are fluent in the use of the English language especially if you are in an international company. Other than career purposes, learning English language will be beneficial on the following cases:

o Travel. English is an international language. This being said, you will not have to worry about being totally misunderstood if you go to different countries. As long as you speak or understand English, there will always be someone that you can talk to.

o Study. Method of instruction in schools is mostly English. School subjects like Science, Math, History, Geography and others are all taught in English. It will be to your advantage if you know how to speak it. Learning will be so much easier.

o Information. Most information that you can get either from printed materials or from the internet are in English. You have higher opportunity to learn more if you master the English language. Seldom are there any translations on informative materials like textbooks. Imagine there are over a million pages on the internet that contain valuable information. 80% or more of these pages are in English. See how much you will be missing if you don’t know it?

o Communication. There are billions of people all over the world who speak English. A large number of conferences, seminars and trainings are in English. International competitions are as well. People from all parts of the world consider English as the international medium of communication. If you communicate in English, you can discuss your ideas with other people – no matter where they come from – very easily.

o Entertainment. Most of the time, excellent movies use the English language. You will be able to appreciate movies even more if you can understand what the characters are talking about. Theatre plays are mostly in it as well.

Learning the English language has loads of advantages. This is because of the fact that communication is, indeed, a very vital part of life.