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Carlos - Philippines1084 EGP
1084 EGPI can teach you how to speak Filipino/Tagalog Language in an easy way and with confidence
Hi, my name is Carlos. I graduated BACHELOR OF SECONDARY EDUCATION major in FILIPINO LANGUAGE in Urdaneta City University here in the Philippines. I have been teaching Filipino Language and Literature for almost two years. I'm teaching Filipino Language in Grade School level, Junior High School and Senior High School level here in the Philippines. I am a LICENSED PROFESSIONAL TEACHER. In terms of teaching style, I learned various teaching strategies for Filipino language to make it easier for students to understand. As a Filipino/Tagalog language teacher, I bring a robust command of the target language, excellent communication skills, cultural sensitivity, and adaptability to various learning styles. My patience, coupled with the ability to create interactive and engaging lessons, ensures an effective teaching environment. Additionally, I hold formal education and certification in language teaching methods, enhancing my proficiency in facilitating language acquisition. As a language teacher, I cultivate a deep understanding of the target language, employ effective communication techniques, embrace cultural nuances, and adapt my teaching style to diverse learning preferences. My patience and creativity manifest in engaging lessons, fostering an environment conducive to language acquisition. Additionally, my formal education and certification in language teaching methodologies contribute to my expertise in guiding students toward linguistic proficiency.
Vocabulary · Tagalog · Literature
Nastaran - Sweden1571 EGP
1571 EGPQualified English Educator in Sweden-Accredited instructor specializing in teaching Farsi as a native language, based in Sweden.
As an English teacher, the categories that best align with my class are typically centered around language arts and literature. These categories encompass a range of subtopics, including but not limited to: * Grammar and Syntax: Focusing on the rules and structures of language to enhance students' writing and communication skills. * Literature Analysis: Exploring and dissecting literary works, including novels, poems, and plays, to develop critical thinking and analytical skills. * Writing Skills: Teaching various forms of writing, such as essays, creative writing, and research papers, to improve students' ability to express themselves effectively. * Reading Comprehension: Enhancing students' ability to understand and interpret written texts through reading exercises and discussions. * Vocabulary Building: Expanding students' vocabulary to improve both their written and verbal communication. * Speaking and Listening Skills: Cultivating effective oral communication skills through class discussions, presentations, and listening exercises. * Cultural Literacy: Introducing students to the cultural and historical context of literature, fostering a deeper understanding of the material. By incorporating these categories into my teaching curriculum, I can provide a comprehensive and well-rounded English education for my students.
Language arts · Literature · Communication skills
Valodia - Jilin City, China1158 EGP
1158 EGPLiterary overview of Latin America: in Spanish LE
Trusted teacher: The literary text provides a resource with great potential in the language classroom and offers the student an exponent with which to develop both their linguistic and pragmatic, discursive and cultural competence. The above will be reinforced with the emergence of the communicative method for teaching languages and in which literature, through the use of functional texts, that reflect aspects of daily life and that make use of natural language, gives greater connotation to communicative competence and spoken language; Therefore, it is considered a very effective resource for the development of the four skills within a significant cultural context. Literature provides the student with samples that reflect the expressive diversity of language, contributing to developing their ability to differentiate connotative and denotative meanings and their interpretive skills. Likewise, they confront him with various textual typologies, variety of registers, sociocultural contents and involve him emotionally when dealing with topics and situations that he can extrapolate to his personal life, providing the affective component so important in learning. Furthermore, literary texts offer multiple interpretations and opinions that give rise to useful dynamics of interaction and negotiation in the classroom. So the subject Latin American Literary Panorama offers a general vision of the literature made in Latin America divided into four major stages: the pre-Columbian, the colonial, the independence and the revolutionary, taking into account the literary movements that developed in each use. Included are literary works of all genres that have received recognition from readers and specialized critics as the most relevant in each literary movement. On the one hand, the aim is to analyze and comment on these works from an aesthetic perspective and on the other, to study how these works fit within the framework of the cultural and intellectual history of Latin America. To this end, students will verify through the proposed readings how the historical and political events together with the movements on said continent constitute a unique corpus within universal literature.
Literature · Spanish
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