Qualified Professional
Hi. I'm Diana. I have had the pleasure of completing a Master of Applied Linguistics majoring in Teaching English as a Second or Other Language (TESOL). I had embarked on such a journey because dealing with a diversity of learners exposed me to a myriad of unanswered questions regarding language, culture, and psychology. Therefore, wanting to know more, I decided it was time to start another university degree after my Bachelor of Arts exploring in more detail the theories which deal with how language functions and the processes involved in language acquisition, with a primary focus on bilingualism.
Teaching English has shadowed me all my life from the ripe old age of five-ish, and formally since 1999. It began with helping immigrants in a multi-ethnic society and continued officially when I started teaching English as a Second or Foreign Language (ESL/EFL) in schools. As a result, almost all my life I have aided speakers in improving their proficiency in English, which is extremely rewarding.
After having finished high school in Sydney, I completed my Bachelor of Arts majoring in linguistics and Italian whilst teaching in two language schools. Then I qualified for a CELTA which is a University of Cambridge certificate for teaching English to Speakers of Other Languages (ESOL). Shortly afterwards, I started applying all the theory I had learnt by teaching English to students from all over the world.
What is involved in the study of linguistics?
Here is a list of some subjects in my course of studies to give you a better idea of what is behind language and language learning:
Me as a teacher
What are my thoughts as an English language teacher?
After years of experience, I believe successful language learning with a teacher works when there is a partnership between the teacher and the student. This means that both contribute actively to the learning process.
How is this done?
I assess my students’ language level and abilities by analysing their performance and by paying attention to their requests. At the same time, the students take their active role not only by engaging during the lessons but also by being clear about how they feel regarding any part of the lesson—for example, an activity or a topic.
What does all this look like?
The first few lessons are when most parameters and objectives are established and when we become more familiar with each other, meaning I know what my students need, and they get used to my methods. Just like any new relationship, you start off on topics that are of general interest to most people, and then, as you begin to get to know each other better, the activities become more suited—and that’s a sign of success!
What about the materials?
Books are great, and so are course outlines when used appropriately for the unique abilities and needs of the learner. I use a myriad of books: grammar, pronunciation, vocabulary, writing, and exam preparation books, and of course full course books, too.
What would I say is the secret to a good class experience?
As a teacher, I find it fundamental to create an environment where my students feel comfortable because they know I understand them and want to be active in their journey learning the English language. Hence, it is not just about knowing what you’re teaching—which, mind you, is essential—but it is also about interacting in a relationship in which both members are actively involved and have a common objective: improving competency in the use of English.
Now, these studies and experiences have joined together to create The English Lab, a place where we can meet to improve your proficiency and your understanding of the mechanics of the English language .
You are welcome to my lab,
The English Lab.