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Blog criado por Bruno Coriolano de Almeida Costa, professor de Língua Inglesa desde 2002. Esse espaço surgiu em 2007 com o objetivo de unir alguns estudiosos e professores desse idioma. Abordamos, de forma rápida e simples, vários aspectos da Língua Inglesa e suas culturas. Agradeço a sua visita.

"Se tivesse perguntado ao cliente o que ele queria, ele teria dito: 'Um cavalo mais rápido!"

terça-feira, 22 de março de 2016

"10 ways to respond to THANK YOU!"



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sexta-feira, 4 de março de 2016

HOW COULD DRILLS BE USED? WHY (NOT) USE THEM AFTER ALL?




TO DRILL OR NOT TO DRILL: IS IT NOT A MATTER OF PURPOSE?

EFL teacher Bruno Coriolano

Straight to the point: I do think that drills have a place in the teaching of English for speakers of other languages (TESOL) classes. Why is that? It is dead simple: I do not believe there is a perfect method that could be used in order to teach our students and because of that, I believe that teachers may (and should) use a variety of techniques in order to do so. Drills (why not?) could be used for different purposes in our classes, and in different moments. 

It is important to say that I am not stating here that drills have to be there, in all lessons, all the time. Otherwise, classes would become a real burden for both teachers and learners. So I wholeheartedly agree with those who constantly remind us that drills might be ‘boring’ if overused. However, we should constantly remember ourselves that anything – a lesson, an activity, tasks, and the like – overused during one’s classes may cause, among other things, boredom. It is undoubtedly the case of overdrilling (Harmer, 2011). 

    It seems interesting to mention that Communicative Language Teaching (henceforth CLT) arose when language teaching around the world was ready for (and in need of) a paradigm shift. That is, language teaching was no longer expected to be taught through the Audiolingualism perspective, for instance (Richards and Rogers, 2011). Needless to say, drills were (are) strongly associated to this particular method and they have been used for repetition, inflection, replacement, restatement, completion, transposition, expansion, contraction, transformation, integration, rejoinder, and restoration (for more details, please read Richards and Rogers, 2011, pp. 60-62).

In CLT, language input should be authentic as well as provide learners with opportunities “to listen to language as it is used in authentic communication” (Larsen-Freeman 2010, p. 128). Such paradigm shift in language teaching may have created the drill-and-kill kind of thought.

Knowing that language is supposed to be used (and taught) as communicatively authentic as possible within a CLT perspective (Almeida Filho, 1993), drills, as it seems, have been seen as a real villain in academia, for instance. I cannot deny that language teaching has changed the emphasis from drill-like, say, techniques to “communicative activities [and tasks] based on meaningful interaction which, if successful, direct learners’ attention away from language form and towards the messages they want to communicate” (Seidlhofer, 2001, p. 57).  

I hold the opinion that (language) teaching should not follow any particular orthodox method. On the contrary, we should bear in mind that we are in the so-called Postmethod Era (Brown, 2007). Moreover, teachers, in TESOL contexts nowadays, have opportunities to make choices about their own practices regarding English language teaching. Hence, teachers may make use of appropriate instruments in order to provide leaners with meaningful learning. Furthermore, teachers should take learners’ needs and interests into account while preparing their lessons. After all, the diversification of methodological options has also brought a diversification of learning goals.

Considering this scenario, I still insist on this debate: Isn’t the use of drills a matter of purpose(s)? If the teacher has a clear purpose (or objective) in mind, shouldn’t he/she consider using drills in his/her lesson?

HOW COULD DRILLS BE USED? WHY (NOT) USE THEM AFTER ALL?

EFL teacher Bruno Coriolano

ENGLISH OR SPANGLISH OR HINGLISH: Being a native English speaker is globally useless if you can’t speak other versions of English






Language skills are often trumpeted as a cornerstone of social integration, allowing citizens to participate fully in their host communities. British prime minister David Cameron recently announced a £20 million fund ($29 million) for English language lessons to tackle radicalization in the UK, for example. Similarly, US presidential hopeful Donald Trump has called for assimilation and English-speaking in the US.

But with transnational mobility and trade as defining features of our times, have we considered Cameron’s or Trump’s own supporters and their ability to speak English within a wider international community?

Native English speakers are infamously unable to speak languages other than their own. As well as being a professional handicap, this has been shown to hinder exporters and hurt trade.

And now ironically, there is mounting evidence that in international business, native English speakers are failing to integrate as a result of their shortcomings in tailoring their English for this context. When it comes to English—the international language not only for business but also higher education and cross-border collaboration—research shows that, far from being able to rest on their laurels, native speakers are not masters of the world’s global language.

Baffling predicament

Speakers who have English as their mother tongue can find themselves in a baffling predicament. While at home they are persuaded that the rest of the world now speaks their lingo. Abroad they discover that their own English renders them incomprehensible to colleagues and business partners. In one piece of research into English as the world’s corporate language, a British expat in Scandinavia recounted: “When I started [in Denmark] I spoke I guess as I normally had done and wrote as I normally had done and people weren’t getting me, they weren’t understanding.”

Indeed, while her Danish colleagues were increasingly used to working in English with others from the wider international community, it was the native varieties that caused problems. Used to working with English speakers from all over Europe, a Spanish student in Denmark remarked to another researcher: “Now it’s more difficult for me to understand the real English.”

What is more, this “real English”—which dizzyingly encompasses the whole range of dialects from Liverpool in England, to Wellington in New Zealand, via Johannesburg in South Africa, and Memphis in the US—is only the start of the problem.

Communication breakdowns

When an American manager in Japan cannot understand why his Japanese staff will not give him the “ballpark figure” he has demanded, this breakdown in communication can lead to a real disintegration in workplace relations. And the underlying feelings of mistrust are mutual. The inability of the traveling native English speaker to refrain from homeland idiosyncrasies, subtextual dexterity, and cultural in-jokes has been found to result in resentment and suspicion.

International colleagues resent the lack of effort made on the part of the monoglot English speaker. They experience a loss of professional stature when having to speak with those who are not only comfortable with the language, but who appear to vaunt the effortlessness with which they bend the language to their will. And they suspect that the offending expat uses this virtuosity to gain unfair advantage in the workplace.

On a recent trip to Japan, a manager in an international consortium recounted to me how he and other international partners would hold back from actively contributing to meetings where his British and American partners dominated the floor. Following the meeting they would seek one another out to discuss matters between themselves in private.

This points to a very real danger that native English speakers, especially those who never mastered another language, risk missing out on business opportunities—whether in the form of contracts, idea development, job opportunities, and the like—due to a basic lack of understanding of what international English communication entails.

The travel writer Pico Iyer once described a social visit of a British friend to his partner in Kyoto. He remarked: “The three of us embarked on an utterly unnecessary conversation in which I deftly translated from English into English and then back again.”

When it is much easier to work with others who are on the same page as you, the intransigent native English speaker may actually be given a wide berth by their counterparts abroad.

This should be a wake-up call for politicians like Cameron and Trump. Rather than laying the problems of English at the door of those who speak it as a second, third, or fourth language, it would be wise for mother-tongue nations to do more to prepare their professional classes for the language challenges they face abroad.

We might take heed of Robert Burns, if you can understand him, when he wrote: “O wad some Pow’r the giftie gie us to see oursels as ithers see us!”

Reflecting on the difficulties others may have in understanding our English may well be a good start to becoming a better member of the international community. And a more attractive business partner too.

 This post originally appeared at The Conversation.



PORTAL DA LÍNGUA INGLESA has no responsibility for the persistence or accuracy of URLs for external or third-partly internet websites referred to in this post, and does not guarantee that any context on such websites are, or will remain, accurate or appropriate.
In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.
Is something important missing? Report an error or suggest an improvement. Please, I strive for accuracy and fairness. If you see something that doesn't look right, contact me!
Your feedback is welcome. Please direct comments and questions to me at bruno_coriolano@hotmail.com
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segunda-feira, 29 de fevereiro de 2016

Do you know what a BLOKE is?

Have you guys ever heard of this expression (word)?



Well, it is basically a word that means ‘man’, ‘guy’. A British word for ‘dude’, ‘guy’, or ‘mate’. It is a stereotype of a male - the 'man's man' also used in Australian English. Some Aussie would probably advocate that ‘bloke’ surely has no particular reference other than denoting gender. However, some would say that it has connotations of masculinity, and it is used only in an informal setting.

READ THOSE EXAMPLES:



‘I met a bloke in the pub who give me a great tip for the gee gees.’

'I met this bloke in town who told me to stop wasting my time on the internet...'

Look at that well proper bloke over there.

I met a bloke in the pub.

That bloke is pissed.

Watch that bloke over there.

That man's really blokey.

He’s a really nice bloke.



It's origins are unknown or uncertain, but it is likely to have come from the Midlands in the United Kingdom (reference(s) needed), where it is commonly used. It has usage in Canada and the United States of America, as well.

 Now, why don’t you watch this bloke singing at the Beeb?



PORTAL DA LÍNGUA INGLESA has no responsibility for the persistence or accuracy of URLs for external or third-partly internet websites referred to in this post, and does not guarantee that any context on such websites are, or will remain, accurate or appropriate.
In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.
Is something important missing? Report an error or suggest an improvement. Please, I strive for accuracy and fairness. If you see something that doesn't look right, contact me!
Your feedback is welcome. Please direct comments and questions to me at bruno_coriolano@hotmail.com
Did you spot a typo?
Do you have any tips or examples to improve this page?
Do you disagree with something on this page?
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[The answer] What’s the difference between ‘as the manager’ and ‘like the manager’ in both sentences?

Some time ago, I asked you about the difference between ‘as the manager’ and ‘like the manager’, remember? Well, here’s the answer. (Read it here)

I decided to provide you guys with the answer today (February 29, 2016, a especial date). I hope it does not take me four years to write again on the blog!




Sue Casey is the manager of a company. As the manage, she has to make many important decisions.

‘As the manage’, in this case, means ‘in her position as the manager’.

Mary Stone is the assistant manager, like the manager (Sue Casey), she also has to make important decisions.

‘Like the manage’, in this case, means ‘similar to the manager’.

That’s it! see you guys around.


PORTAL DA LÍNGUA INGLESA has no responsibility for the persistence or accuracy of URLs for external or third-partly internet websites referred to in this post, and does not guarantee that any context on such websites are, or will remain, accurate or appropriate.
In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.
Is something important missing? Report an error or suggest an improvement. Please, I strive for accuracy and fairness. If you see something that doesn't look right, contact me!
Your feedback is welcome. Please direct comments and questions to me at bruno_coriolano@hotmail.com
Did you spot a typo?
Do you have any tips or examples to improve this page?
Do you disagree with something on this page?
Use one of your social-media accounts to share this page:


sexta-feira, 15 de janeiro de 2016

What’s the difference between ‘as the manager’ and ‘like the manager’ in both sentences?





Sue Casey is the manager of a company. As the manage, she has to make many important decisions.

Mary Stone is the assistant manager, like the manager (Sue Casey), she also has to make important decisions.


PORTAL DA LÍNGUA INGLESA has no responsibility for the persistence or accuracy of URLs for external or third-partly internet websites referred to in this post, and does not guarantee that any context on such websites are, or will remain, accurate or appropriate.
In some instances, I have been unable to trace the owners of the pictures used here; therefore, I would appreciate any information that would enable me to do so. Thank you very much.
Is something important missing? Report an error or suggest an improvement. Please, I strive for accuracy and fairness. If you see something that doesn't look right, contact me!
Did you spot a typo?
Do you have any tips or examples to improve this page?
Do you disagree with something on this page?
Use one of your social-media accounts to share this page: 

sexta-feira, 4 de dezembro de 2015

Season's Greetings



Good morning!

I am taking a short break in order to relax. It has been a very long term and I would like to take some free time in order to rest.

Thank you all for your visit. I hope to see you people soon!


Merry Christmas and Happy New Year!