The English teachers voice

Why Tactile, Sensory Learning Still Matters in a Tech-Driven Classroom : Back in our Hands. For more than two decades, I have stood in front of classrooms filled with wildly different generations of learners. I have taught with blackboards and chalk , overhead projectors , CD players, interactive whiteboards , tablets, learning platforms , and now artificial intelligence . I have watched education evolve at breathtaking speed. And yet, one of the most powerful teaching tools I have ever used has not changed at all. It is the human hand . In an age where education is rapidly moving toward screens, apps, and automation, I find myself returning, again and again, to tactile, sensory activities . Not as a rejection of technology, but as a necessary counterbalance. Because learning, especially language learning , was never meant to live only behind glass. The Classroom Has Changed,  The Brain Has Not Our students today are surrounded by technology from the moment they wake up. Touchscre...

  AI , How to Boost Writing, Speaking, and Vocabulary Skills After more than two decades of teaching English, I’ve learned to be cautious with trends. I’ve seen “revolutionary” methods come and go, often repackaged versions of ideas we were already using. So when AI tools first started appearing in education, I’ll admit my reaction was mixed: curiosity, skepticism, and a fair bit of concern. Fast forward to today, and I’m still cautious, but I’m also convinced of one thing: AI is not replacing good teaching, but it is changing how we can support learning. Used thoughtfully, it can significantly boost writing , speaking , and vocabulary skills . Used carelessly, it can do the opposite. What follows isn’t theory. It’s what I’ve been testing, adjusting, and sometimes abandoning in real classrooms and with real learners. AI and Writing : From Fear to Feedback Writing has always been one of the hardest skills to teach well. Students struggle with confidence, organization, and clarity—a...

Learner Autonomy and Personalized Learning : What 20+ Years in the Classroom Have Taught Me When I started teaching English more than twenty years ago, learner autonomy was not a buzzword. In fact, the idea that students could choose what they learned, how they learned it, or track their own progress would have sounded unrealistic, maybe even irresponsible. Teachers taught. Students followed. That was the model. Fast forward to today, and I can say this with complete honesty: the most successful learners I’ve worked with over the years were not the ones who depended on me the most, but the ones who slowly learned how to depend on themselves. That shift didn’t happen overnight, and it certainly didn’t happen because of a new app or platform. It happened because both teachers and learners began to ask a different question: “How can students take real ownership of their learning ?” From Control to Guidance Early in my career, I believed good teaching meant control: carefully planned l...

How to Correctly Use Slang in Speaking and Writing After more than twenty years of teaching English in Peru , I’ve learned something very important about slang : the problem is not using slang, the problem is using it without control. Many of my students arrive at an intermediate or advanced level sounding grammatically strong but socially unsure. They ask questions like: “Is this phrase too informal?” “Do native speakers really say this?” “Why does this sound strange when I use it?” These are good questions. Slang is part of real English, and ignoring it completely can make your speech sound stiff or unnatural. However, using slang well requires judgement, cultural awareness , and restraint, skills that take time to develop. This article is about how to use slang appropriately, not excessively, and not dangerously. Why Slang Is Especially Tricky for Learners in Peru One thing I’ve noticed over the years is that many Peruvian learners acquire slang from media, not from real-life inte...

  How to Avoid Using Slang in Speaking and Writing After more than twenty years of teaching English to students in Peru , one issue comes up again and again, especially with advanced learners: “My English is fluent, but sometimes people say I sound too informal.” In most cases, the problem isn’t grammar or vocabulary. It’s slang . Slang is everywhere. Students hear it in movies , social media , music , and everyday conversation, and naturally they start using it. The problem is that slang doesn’t travel well. It changes quickly, it’s highly cultural, and in many situations it can sound inappropriate, unprofessional, or even rude, without the speaker realising it. This article is not about banning slang completely. Slang has its place. But if your goal is clear, professional, and internationally appropriate English, then you need to know how to avoid slang when it matters. Why Slang Causes Problems for English Learners One of the first things I explain to my students is this: nativ...

English Pronunciation : Aiming For Clarity Rather Than Perfection. After more than twenty years in the classroom, one thing has become absolutely clear to me: good pronunciation is not about sounding like a native speaker . It never has been. What truly matters is being understood clearly and confidently. I have taught thousands of English learners from different linguistic backgrounds , and I’ve seen the same frustration again and again. Students often believe that if they don’t sound “native”, their English is somehow wrong. This belief does far more harm than good. In reality, correct pronunciation is about clarity, not imitation. It’s about helping your listener understand you without effort. Pronunciation is also one of the most misunderstood parts of language learning. Grammar is intellectual. Vocabulary is memorisation. But pronunciation? Pronunciation is physical. You are training muscles that may never have moved in these ways before. That’s why it takes time, patience, and...