Is faster = better?

How often should one take lessons in order to be able to know English?

                                                                                  By Zarela Cruz 

When someone decides to study a new language, the first question that comes to mind is: How frequent should my classes be? Once a week? Twice a week? Every other day? Every day? And the next question popping out is: How long should my classes last?  3 hours? 2½ hours? 1½ hours? 

When I interview a new student seeking registration, I usually ask them: What do you need English for?  How long are you planning to dedicate to your studies? Do you have a job? Are you a university student? Many times, prospective students want to do it all: e.g. work, attend classes within a master’s program, go to the gym and, the cherry on the cake, take English lessons.

Not only the regular study hours should be considered, but also the time you have to dedicate to prepare your classes, assignments, review grammar points, not to mention the practice of the language outside the classroom. Another aspect that should not be neglected is the schedule: If you are an adult, probably very early or late classes will be the best choice for you. Most of the students in those time slots are working people or university students. It is also important to feel comfortable with your classmates. Teenagers grasp the language faster and some adults will feel discouraged if they cannot go at the same pace. Some students prefer to make groups with their coworkers so they can be in the same class, which is a usually pleasant, but consider that the exchange of information from different backgrounds is useful as well, since it contributes variety in the classroom.

So, when students ask themselves about the best frequency for them to learn the language, they have to keep in mind a number of aspects such as: commuting time, schedule, activities before / after their classes and study time and, most importantly, their own driving force for studying the language. Inner motivation is a factor we should not neglect; therefore, all the above aspects are relevant.

My own experience

To me, frequency is not the only aspect to prioritize but dedication as well. I taught once a week courses for about 3 years.  They consisted of a 3-hour session every Saturday. Students came to class relaxed and they knew in advance they would share a space of knowledge and practice with students from different academic backgrounds. It worked really well. I remember particularly a student from Ayacucho, who came from her hometown every Friday night. Classes started at 8 am and, needless to say, she was the most dedicated student ever and an inspiration to the others.

I also took part in the launching of a Saturday program, with a weekly session of about 7 hours. I recall we started at 12 p.m., had a 30-minute break for lunch, another break in the mid-afternoon and soon afterwards the lesson was over!  The program was a success because it included the development of the four language skills. There were students from Chincha, Cañete and nearby provinces. The long trip was ideal for people who wanted to sleep a bit after a hard working week.

When I taught 1 ½-hour or 2-hour daily sessions, it also went well, since those students were eager to practice on a daily basis and were very enthusiastic in class.

Currently, I teach in a program that offers 3-hour daily sessions. It is not an easy task, since you need to use different strategies to keep the students’ attention, plan your class carefully with a variety of activities, and bring back the topic the following day to reinforce contents. It shouldn’t be forgotten that, according to cognitive theories, repetition is a key factor when learning.

Practicing the language outside the classroom walls

Last, but not least in importance, in former articles I have pointed out the transcendence of practicing the language outside the classroom walls and including it into their daily lives. For instance, when using Whatsapp, Facebook, or while talking on the phone, I always encourage my students to use technology. For example, intend to form a Whatsapp group and keep in touch using English. To my surprise, very few consider it as a means to practice the language. They are so keen on using it to chat about personal issues that they forget this can be an interesting learning tool. Learners should live and experience the language: listen to music in English, watch films with or without the captions in English, read books and newspapers, watch their favourite TV programs or the news. Each one of these is a valid technique when it comes to practice and/or reinforce what they have learned in class.

And now, it is YOUR turn:

What kind of courses do you prefer to teach?

Daily? Weekly?

Twice or three times a week?

What about your students' response?

Share your experience with us and let us know!

Further information

http://www.bbc.com/news/magazine-23407265

How many hours does it take to be fluent in English?

http://www.everythingesl.net/inservices/_long_does_take_learn_english_55843.php

How long does it take to learn English?

https://www.youtube.com/watch?v=5MgBikgcWnY

The first 20 hours: How to learn anything

BIODATA

Zarela Cruz graduated from Ricardo Palma University as a translator.  She also finished her master’s studies in Linguistics and took some specialization diplomas in English and Spanish: Higher Education, Virtual Courses Design, and Spanish for Foreigners. She has also completed a number of certificates:  Teaching the Working Adult, Online, Hybrid and Blended Education, among other self-study courses.   During her more than 20 years’ teaching experience, she has taught different courses, programs and levels. This article depicts her work experience.

Who is Likely to Handle Grammar better: 

Native or Non-Native Teachers?

By Carmen Hurtado

There is a lot of interesting research in this area, specifically comparing the grammar skills of native speakers’ vs. the ones of non-native speakers of a given language. You have probably heard expressions like, ‘If you really want to learn a language you’d better be taught by a native speaker,’ or ‘There’s nothing like learning a language from a native speaker,’ or so. Well, the truth is that is not necessarily truth. You can learn either from a native or an assimilated speaker as long as they are well prepared or had become specialists; that is, someone who had studied the language properly as a career, for instance.  

Alternatively, you might have noticed some unthinkable expressions such as: ‘I didn’t see nothing’, ‘There’s many people around here,’ ¿There were less than 20 people in the show last night’? ‘I’ve went to Brazil two times’, and the list goes on. Indeed, these expressions belong to native English speakers, or to those who have acquired the language and still lack grammar accuracy when using their mother tongue to convey messages orally or in the written form. So, where’s the mistake? What prevents natives from becoming proficient in managing their own language? Why is it hard for natives to be aware of those common mistakes? Let’s review briefly what Noam Chomsky states in his research which has contributed to linguistics, and especially to language acquisition, establishing four key concepts that support the objective of the article. 

Noam Chomsky is acknowledged as the best known and influential linguist of the second half of the Twentieth Century, who has made a number of strong claims about language.  In particular, he suggests that language is an innate faculty -- that is to say that we are born with a set of rules about language in our minds, which he refers to as 'Universal Grammar.'

The ‘Universal Grammar’

The Universal Grammar is the basis upon which all human languages are formed. If a Martian linguist were to visit the Earth, he would deduce that there was only one language, with a number of local variants. He would be able to study the language and determine the rules based on the patterns he hears and the patterns of other languages. 

Children do not simply copy the language they hear around them. They deduce rules from it, which they can then use to make sentences that they have never heard before. They do not learn a repertoire of phrases and sayings, as the behaviorists believe, but a grammar that generates an infinite number of new sentences. Have you ever been around a toddler as they are acquiring new language? They suddenly change from “I play.” to “I’m playing.” without any formal instruction. Children are born, then, with the Universal Grammar wired into their brains.

Language Acquisition

Language rules are complex. If there is not a Universal Grammar, how do children make sense of it all? When a child begins to listen to his parents, he will unconsciously recognize which kind of a language he is dealing with, and he will set his grammar to the correct one -- this is known as 'setting the parameters.' It is as if the child were offered at birth a certain number of hypotheses, which he or she then matches with what is happening around him. The child knows intuitively that there are some words that feel like verbs and others that sound like nouns; and there is a limited set of possibilities to fit them within any sentence. This is not information that the child is spoon-fed directly by adults, but rather offered to the child to interpret. That set of language learning tools provided at birth is referred by Chomsky as the “Language Acquisition Device”.

Generally, this disparity challenges linguist Noam Chomsky’s theory of a Universal Grammar by suggesting that being a native speaker does not mean that you’re automatically a master of your own grammar.

Why aren’t some native English speakers good at grammar?

Over the years, we have noticed this as a common aspect among native English speakers. Very often, they disregard the simplest rules, or lack the essential/appropriate usage of their own language. The opposite is seen among people who learn the language as a foreign one, they usually strive to master these aspects better than native speakers do. One reason for doing it might be the need to study the language to master its use either for educational or professional purposes. Nonetheless, these learners will frequently have the same problem in their own language, particularly when using it in everyday conversations and for communicative purposes.

Language exists for the sole purpose of communication, and if you are not able to speak or use it well, then you won’t be successful in that language. Therefore, some questions arise whether a native or non-native speaker will guarantee a successful language learning experience. 

What do YOU think?
If you are thinking of learning another language:

   Would you like to learn it with a native or non-native speaker?
 What would be the advantages and disadvantages in one or the other     scenario?

Leave your comments and keep following us… more to come to the fascinating world of languages in the next articles.

References:

Noam Chomsky and Language Acquisition Theory

http://www.montgomeryschoolsmd.org/curriculum/esol/cpd/module2/docs/chomsky.pdf

4.1 child language acquisition theory – Chomsky, Crystal, Aitchison & Piaget

https://aggslanguage.wordpress.com/chomsky/

Noam Chomsky on Universal Grammar and the Genetics of Language with Captioning

https://www.youtube.com/watch?v=vbKO-9n5qmc

What is language acquisition device?

http://study.com/academy/lesson/chomskys-language-acquisition-device-definition-lesson-quiz.html

Biodata

Carmen Hurtado, graduated in the educational field; she holds a Bachelor’s degree in Educational Science, and the title of Licenciada en Educación by Universidad Nacional de Educación. She has also finished her master’s studies in Teaching English as a Foreign Language at Universidad de Piura, and taken some specializations in the EFL and Spanish fields. She has taught English and Spanish for over 20 years. She currently works teaching fully online courses. A lecturer in the late Annual Congresses at CIDUP, she works as a Pedagogical Specialist, Teacher Trainer and is a member of the Research Area at Universidad del Pacifico Language Center.

Travelling to an English-speaking country:

Does it guarantee fast and effortless language learning?

By Mayra Yaranga

It is no secret that many factors, not just one, make someone achieve proficiency in a foreign language. Several have been suggested, such as motivation, age, method, adaptation and particularly exposure to the target language, which has become the main justification for language immersion courses. These offer quick learning, sometimes in courses as short as two weeks, with good results. Is this the solution to all our language learning needs?

English abroad? Yes, please!

Schumann’s Acculturation theory (1978, 1986) argues that there is a close relationship between the leaner’s interest in the target language culture, the chance to interact with native speakers and the degree of success in mastering a language. Language programmes in English-speaking countries take advantage of this assumption. For one thing, students receive a great deal of language input all day long. Since they wake up, everything around is in English: the TV programmes, the transport signs, the ads in the street and the contexts for interaction, such as asking for directions, shopping, travelling around, etc. Without any doubt, these scenarios are translated into unique opportunities to use linguistic tools and interact in REAL LIFE situations (not “life-like” ones).

Another popular advantage is being taught by native speakers. Indeed, students will benefit from accurate pronunciation, not just in terms of articulation and stress but also pace of delivery, and will have the tools for imitation. It is also common to hear that being in an English-speaking country “unblocks your ears”, as learners will become aware of the vast diversity of accents in multicultural contexts, for example, if they are studying in cities like London or New York, with a high influx of foreign population.

Not all that glitters is gold

Indeed. Studying a language abroad may seem the perfect way to learn, but it should be noted that it has a number of limitations. In the first place, it is relatively prohibitive due to its costs; not everybody can easily afford a three-month stay in countries with a high cost of living, especially if they are not working at the same time (student visas may not allow them to work).

Other than that, there is an important point to make regarding language studying abroad. While studying in the target language country can cause excellent results and a marked improvement in language proficiency, some students may feel anxious because they do not have a language background solid enough to have a simple conversation. They are perfectly aware of this fact, which increases their anxiety enormously, making learning not easier, but a lot more challenging and somewhat frustrating. Time could also be a factor inducing anxiety, especially when the courses are very short and there is external pressure to perform; for example, someone who is sent by their company to learn quickly because there is urgent demand for a bilingual professional. Both cases echo what Krashen referred to as the “affective filter” hypothesis.

Final verdict

Language courses abroad, whatever their nature, are effective. We can be sure that there are countless success stories worldwide. However, we should be aware of their restrictions. In order to take full advantage of an immersion or language study programme abroad, the students interested should have a basic command of the language before travelling. Upon their return, the learning which took place abroad should be consolidated by means of formal instruction that helps learners use their experience abroad to develop their skills even further.

When your students ask you if it is a good idea to learn English abroad, what do you say?

References

Krashen, Stephen D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon. Retrieved from http://www.sdkrashen.com/

·     Schumann, J. H. (1978). The relationship of pidginization, creolization, and decreolization to second language acquisition. Language Learning, Vol 28/2

·      Schumann, J. (1986). Research on the acculturation model for L2 acquisition. Journal of Multilingual and Multicultural Development, Vol 7/5

Biodata:

Mayra Yaranga (1985) has completed Doctorate studies in Education at UNIFÉ; she holds a Master’s Degree in Media, Culture and Identity from Roehampton University (London)  revalidated by PUCP, a Bachelor’s Degree in Education from UPCH and the Professional Title of Licenciada from IPNM. Currently she works as Pedagogical Specialist and Member of the Research Area for Universidad del Pacífico Language Centre. She is also Associate Professor at UNIFÉ. She has published papers in the fields of English Language Teaching and Cultural Studies

Pronunciation and Grammar: 

two sides of the same coin

By Maria de La Lama

What does “grammar” mean?

Usually we equate the teaching of Grammar with the teaching of Syntax.  However Grammar is defined   as the total knowledge of a language and as such  it is much more than Syntax. When we talk about grammar, Phonology, Morphology, Semantics, and Pragmatics also need to be considered. This common equation of grammar = syntax has contributed to the omission of the teaching and practice of a very important component of the language: Phonology. 

Typically, a grammar lesson provides students with oral and written exercises followed in most cases by a hand-on- experience in which the new structure is used in a   real communicative situation. Even in this new millennium a pedagogical harmful trend persists when teaching grammar: students do not get any instruction on how to pronounce the new structure; in most cases not even a hint!  The truth is that we have separated Grammar and Pronunciation when in fact they are the two sides of the same coin. The following examples will show us how these two areas of knowledge need to be taught together.

Much more to learn than word order

Let’s consider that our students are practicing giving commands or instructions such as   “Give her an apple”.  Apparently, if we only consider its structure we can assume that it is quite a simple utterance which poses almost no difficulties for our students. Its simplicity may cause that important phonological components may pass unnoticed for our students while in fact there are plenty to teach in the given phrase if Phonology is considered. relevant aspects such as the emphasis of content words: give and apple; the omission of the sound /h/ in the pronoun her since this sound is linked to the previous word and the fact that this phrase needs to be pronounced as one piece and not as four different words according to the linking patterns that characterize natural speech such as consonant +vowel and vowel +vowel. Also, our students need to get the right rhythm pattern when saying the phrase which usually requires practice.

Another example is the teaching of phrasal verbs which is quite a challenge since teachers spend valuable lesson time explaining   the difference between transitive or intransitive phrasal verbs or on motivating students to use phrasal verbs   when speaking English, not an easy task for Spanish speakers. However, usually a basic instruction on how to pronounce phrasal verbs is not given and then our students do not know if they have to stress the word speak or the preposition up in the following example: Please speak up.

Pronunciation and listening comprehension

The teaching of pronunciation will enhance the listening comprehension skills of our students. Once   our students have developed a good understanding of the main features of the English phonological system they will be able to cope with the characteristics of natural speech.   Going back to our example of “Give her an apple,” if our students are not trained on its correct pronunciation they will not be able to understand it nor to say it in a natural way. 

Should Grammar and Pronunciation be taught apart?

What is Grammar anyway?

Reference

An Introduction to Language. Victoria Fromkin and Robert Rodman.

Holt, Rinehart and Winston, editors.

Biodata
Maria de La Lama: Master´s Degree in Applied Linguistics and Bachelor´s Degree in Theoretical Linguistics from the University of California; MBA Universidad del Pacífico.  Current Director at Centro de Idiomas de la Universidad del Pacífico.

Poka-Yoke, an error-proof way of thinking and designing our classes

By Flor de María Vila

Beginning a new school year in Peru: We want to make the most out of it without “dying” in the attempt, don´t we? So, why not try a Poka-Yoke mentality to design classes and activities? Before going into the Poka-Yoke thinking, let’s explore a probable familiar situation.

What was our experience like last year?

Last year is gone, but some experiences remain in our memory. Are all of them good? Bad? What did we do that made those teaching-learning experiences successful? What did we do that made those experiences not as successful as we wanted them to be? Has it ever occurred to you that sometimes the “solutions” to those kinds of “problems” are there just in front of us, but we haven´t found the way to use or organize the information in the best way yet? Sometimes, there are inadvertent mistakes that do not allow us to use our resources well enough and that could be related to what we are focusing on: we might be looking at classes from the wrong perspective.

What do we take into account when we prepare our lessons?

We have heard a lot about the pre-existing knowledge with which students come. In fact, it is very likely that in our lesson plans and lessons, we have to consider eliciting students’ previous knowledge at the beginning. This is supported by the contemporary view that learning means that people construct their new knowledge and understanding based on what they already know and believe (1). According to Vygotsky (2), this is extremely important. He introduced the concept of Zone of Proximal Development (ZPD)(2)(3), which is the gap between what a learner has already mastered and what s/he can achieve when educational support is provided. Regarding this: What do we know about our students´ ZDP? Do we really know how much knowledge, experience, skills, beliefs, and concepts our students come with? Even more, do we really know them?  How can I prepare a lesson if I do not know who my students are? Just think about this carefully: Would you be able to choose a gift for, let´s say, me without knowing my likes, preferences or anything that could give you a hint on how to select the right one? What details did you have in mind while choosing a gift for some relative or close friend last Christmas?  I am quite sure that you knew something important about that person in order to pick out that gift, didn’t you?

This might be one of the issues we are not considering and is preventing us from having incredible success? Thus, in order to use effectively this existing knowledge, experience, and so on, we must know as much as possible about our students. If we ignore this fact, the outcome may not be what we expect. Here´s what we must consider about our students and know when preparing our lessons: age, sex, cognitive level, learning style, language level, likes, preferences, social and economic background. Furthermore we need to know students’ expectations both from the course and from us as teachers. Then, we will be more prepared to give a lesson. We will be even more prepared to motivate them at the beginning of the class because our decisions will be based on facts and not just on assumptions.

Are we ready now to start working on a POKA-YOKE (4) teaching strategy?

Until now, we have just found out with whom we are going to work. Next step is to prepare the lesson. In order to make sure that there won’t be any unforeseen mistakes and that we are ready to overcome most possible problems, we need to consider the following aspects in the plan. Do you know what a poka-yoke teaching strategy is? This strategy is based on the poka-yoke mechanism, a mistake proofing approach that uses visual signals to make mistakes clearly stand out or become evident. For instance, you may have noticed that when you assemble a desktop computer, it is simply not possible to plug in the keyboard or mouse into the wrong holes of the CPU. That is because the designer used poka-yokes to help the user achieve his goal without possible mistakes. Likewise, teachers can use poka-yokes in their classes to help students achieve their learning goals without getting lost on the way. Thus, we need to make sure of having visual signals that let us identify the mistake, if any, easily. We also need to guarantee that all steps are followed. Regarding any lesson, we need to clearly identify the objective of the lesson; what we need the students to be able to do by the end of the class. Knowing the objective of the lesson may sound obvious, but you would be surprised to see how many teachers act in class as if “performing the activities” were the objective and not the means to achieve a superior learning objective.

Once we know this, we should determine the following based on the self-assessment sheet (5):

1. Activity proposed and its objective
2. Resources used
3. Did the activity help you to achieve its objective? Did it work?
4. What evidence (visual signal) do we have that it worked?
5. What should I do to improve this result for the following class?

In addition to this, we should think of the possible problems that may arise.

The poka-yoke teaching strategy implies having the minimum elements to work with a very high probability that the results we expect will become true.

Definitely, there are other factors that affect learning. Even though they are important, they are not more important than students and teachers themselves.

If you liked this reflection on how to make classes inevitably successful, please choose any of the following questions and share your thoughts.

1. The article gives the example of poka-yokes used in a computer. You can also find a poka-yoke when a computer program double checks with you if you are sure you want to delete a file, thus helping you avoid the possibility that you delete it accidentally. Can you give other examples from everyday life where you find poka-yokes (a design thought to help avoid mistakes)?
2. In trying to make an activity work like a poka-yoke for students to fulfill a learning objective, which of the following factors is in your experience the most important? Why?

a.       The lesson plan

b.      The teacher’s motivation

c.       The classroom environment

d.      The appeal of the activity to students’ interests

e.      The objective of the activity

3. Can you suggest other factors, ideas or strategies that can contribute to an inevitable attainment of learning goals in class (just as a poka-yoke does)?

References:

(1)    How people learn (2000) edited by John D. Bransford, Ann L. Brown, and Rodney R. Cocking.

http://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition.

(2)    Lev Vygotsky- biography

http://psychology.about.com/od/profilesmz/p/vygotsky.htm

(3)    ZPD definition

http://psicologiaymente.net/desarrollo/teoria-sociocultural-lev-vygotsky#

(4)    POKA-YOKE definition

http://www.businessdictionary.com/definition/poka-yoke.html#ixzz3tmZ5ZNrX

(5)    https://www.dropbox.com/s/mfxa8ta3k84eswt/Created%20by%20Flor%20de%20Mar%C3%ADa%20Vila%20Azabache-updated%202016.docx?dl=0

Biodata
Flor de María Vila. M.A. in Cognition, Learning and Development from PUCP, B.A. in Education with a major in English Teaching. Ms. Vila is currently Pedagogic Advisor and Member of the Research Team at Centro de Idiomas de la Universidad del Pacífico. She is Academic Director of International Contacts (test training & foreign applications advisory) and Relationship Associate Manager for American universities´ MBA admissions officers with International Contacts. She is official Examiner for several University of Cambridge tests, former freelance consultant with Universidad ESAN, experienced speaker on diverse English teaching issues for prestigious institutions, and senior international examinations trainer (GMAT, GRE, TOEFL, IELTS)

Why if I speak English well…,

English speakers do not understand me

By Enrique Rojas R.

It happens every time. A very dedicated student of English as a foreign language learns the lexis, the structures, the grammatical rules, the expressions; in addition he manages to demonstrate that is able to read and write in this language, but when they get in a situation in which they have to chat with native speakers, finds it very difficult to understand what they say, and even more grueling trying to make himself understood by them. For heaven’s sake! Why does this always occur?

If one were to learn a language from another part of the world, the first thing we would try to gain knowledge of would probably be the alphabet. In order to penetrate the system of transmitting ideas through words, you have to become familiar with letters, which are the main constituents of terms. Of course, it is also possible to just memorize sounds, to get to know what they mean and become able to produce those utterances. But we will not get to genuinely master a language that way. And it will not be the path we will follow if we are already literate people.

Now, when we refer to the most common western live languages, such as English, French, Italian, Spanish, Portuguese and others, we assume that we use the same alphabet for all of them but, is this assumption true? In this space we are going to briefly analyze the case of Spanish and English.

All of the mentioned languages use the Latin or Roman alphabet, which is still the most widely employed alphabetic system in the world, since it is the one used by most of Europe and the areas settled by Europeans. It has its origin in the Etruscan alphabet and it can be traced through Etruscan, Greek, and Phoenician scripts to the North Semitic alphabet utilized in Syria and Palestine about 1100 BC.( Encyclopædia Britannica). The name comes from Late Latin alphabētum, and this from the Greek  ἀλφάβητος : alphábētos, made up over ἄλφα : álpha 'alfa' y βῆτα : bêta 'beta', names of the first Greek letters.

In the first place, it may be convenient to define what we understand for alphabet. Encyclopædia Britannica describes it as a “set of graphs, or characters, used to represent the phonemic structure of a language” adding that “In most alphabets the characters are arranged in a definite order, or sequence.”  The Oxford Advanced Learner’s Dictionary depicts it as “A set of letters or symbols in a fixed order used to represent the basic set of speech sounds of a language, especially the set of letters from A to Z.” In both definitions we clearly observe the presence of two dimensions, a written or graphic one, and an oral, that deals with sounds. The graphic individual components are named graphemes and the oral ones, phonemes.

            For a native Spanish speaker there is probably no reason to know that there are languages with no one-to-one correspondence between sound and written symbol, since in our language there is a 1-1 spelling-to-sound correspondence.(*) They are aware that there are some differences in English pronunciation and try to imitate the most obvious ones without suspecting there is a whole phonological system they must become familiar with. As a consequence, they treat English graphemes as if they were Spanish graphemes, conferring upon them the same phonological value. Small wonder it is so difficult for them to make themselves understood by native speakers of English. It is no surprise also that although they can understand their peers’ English, and maybe their teachers’, they do not come to terms with the one spoken by people who have been raised with this tongue.

            So, our suggestion to English teachers is that, right from the beginning, you should convey to your students they have to deal with a different sound system. (See the article Teaching pronunciation, why is it so difficult? in this blog). And, for goodness sake, if you want your students to read (not to mention speak or write) you must teach them the alphabet (all of it) first.

Biodata

Enrique Rojas. Graduated in Journalism at the PUCP, Peru, Enrique Rojas R. holds a MA in Journalism and MA in Inter American History from Southern Illinois University, USA; an MA in Literature from University of the Americas, Puebla, Mexico, all the coursework for a MA in TEFL at Universidad de Piura, Peru and BA in Education from Universidad Federico Villarreal. He has also obtained Certificates of Proficiency in English both from Cambridge University and the University of Michigan and the Diploma for EFL Teachers from Universidad del Pacifico. He is an Oral Examiner for the Cambridge University exams and has been awarded the title Expert in E-Learning from Asociacion Educativa del Mediterraneo and Universidad Marcelino Champagnat. He has worked as a professor in universities in Peru, Mexico and the United States; as a newscaster and a producer in radio and television stations in the United States and Mexico, and as a writer and editor in daily newspapers of the same countries. He has been in the staff of CIDUP for 17 years teaching English and Spanish specializing in International Exams, English for Business, ESP and Teacher Training. He is a member of the Research Area of Centro de Idiomas de la UP.