We always encourage children to speak in their mother tongue at home and with friends from similar background. We strongly believe that Bhasha (language), Bhusha (dressing) and Aachar (manners) make and sustain our Sanskriti (culture). Since children at Balagokulam come from different regions, they have different mother-tongues. Learning one more common Indian language (example Hindi) in addition to their mother-tongue is sometimes hard on them.

English is used to communicate in each Balagokulam. The shlokas, prayers, are mostly in Sanskrit language. Songs are mostly in Hindi and sometimes in English, Sanskrit or any other Indian language.

Gokulam is the place where Lord Krishna's magical childhood days were spent. It was here that his divine powers came to light. Every child has that spark of divinity within. Balagokulam is a forum for children to discover and manifest that divinity. It will enable Hindu children in the US to appreciate their cultural roots and learn Hindu values. This is done through weekly planned activities, which include games, yoga, stories, bhajans (songs), shlokas (prayers), and arts and crafts.

The Office of English Language Programs is the home of over twenty Foreign Service Regional English Language Officers (RELOs). Some are based in Washington, but the majority is posted outside the United States. In their public diplomacy role, RELOs work with embassy public affairs sections to support host-country English language teaching initiatives. In addition to providing oversight for English language programs run by U.S.

Special preparation is required to be qualified to teach the Basic Language Skills curriculum. When appropriate, the Parent Resource Office refers parents to CALTs, Neuhaus-trained dyslexia specialists, or individuals working to complete the Dyslexia Specialist Preparation Program (DSPP). These referrals are specifically for the BLS curriculum or components of the BLS curriculum.

If your spoken and written English is of average standard you should be able to teach EFL. Some people may feel they are too shy to teach but this can be overcome; indeed many people are astonished at how much more outgoing they become after a spell in the classroom.

All our programs are taught by professional language trainers, with the target language as their mother tongue. Additionally, all clients have the opportunity to meet with the prospective teacher to ensure compatibility.

Learning to speak a foreign language from a book is very difficult. Even with supplementary CDs and practice, people who learn primarily from books typically develop a much worse accent than those who learn entirely by listening. On the other hand, for those whose primary interest is in translation or text-based communication (e-mail or instant messaging), a book is probably the best way to learn.

Many people mistakenly believe that to teach a foreign language, you need only know the foreign language. To teach a foreign language you need to know how to teach. And, you need to know how foreign languages are best learned. If you want your friends to teach you a foreign language, have them read our advice on learning, and a few books on practical linguistics and psychology of learning.

Most software products for teaching foreign languages are substantially worse than plain CDs. There are two reasons for this. Computers enable lessons to be flexible. The hardest thing about learning a language is knowing the effective strategies for learning. Many software vendors make "flexible" computer programs that give the user no guidance whatsoever.

Perhaps the most damaging bilingual parenting myth, which prevents many qualified parents from thinking they are qualified to raise bilingual children, is the myth that you should be a native speaker of a language to teach that language effectively to your children. You do not have to be a native speaker of a foreign language to teach that language to your children. Nor do you have to be living in a country where that language is spoken to teach it to your children.

The audio lessons we have produced, and those of one of our competitors, are very effective at causing the user to remember words and phrases and to understand how to put them together to make more complex meanings. However, to develop fluency you must be able to say what you want to say instantaneously, and without thinking about it. This comes from practicing. Once you've learned a sufficient number of phrases, it's up to you to begin using your foreign language.

Yes. You’ll have to make a commitment, but it’s certainly possible and you’ll gain a valuable life-long skill. Either you can spend 2-4 months at a language institute abroad learning the language intensively. Or, if you have a basis for the language, you should be able to raise your level sufficiently during that time. Then you can begin studying business at the exchange partner.

No, but some methodology training is needed. The same is true for ESL…a TESOL certificate is a good start, but we look for significant methodology training.

The second greatest fear of new teachers is "How do I teach students if I don't speak their language?" Though that's a good question, it's certainly not a deterrent for a prospective teacher. As a native speaker, you are most likely a "prized commodity" as a teacher, and it's quite unlikely that the school would waste your conversational abilities with students at the beginning level.

A – The second language taught at FFCA is Spanish. Spanish classes currently begin in grade four.

Yes, under the Regional Studies Option a student can take either 6, 9, 12 or 15 credits of foreign language; 6 credits must be in one language, but the remaining 9 credits can be taken in any combination of additional courses in the same language, courses in a different foreign language within the regional area, or cultural courses from the regional course list.

The three language formula thought by our revered Nehruji eej working very well, thank you. In addition to Hindi and English, all childrens in the South can learn their mother tongue also.

Children of ages 5 and above can participate in the Balagokulam. The children are grouped into two age-based groups. (See FAQ #17 for more info) Teenagers and adults have their own activities within the Balagokulam center as well. No one is denied entrance to the Balagokulam center, regardless of age or anything else

At a minimum, each Balagokulam should start with hoisting the saffron flag (which is considered as the Guru in Sangh*) and end with prarthana*. Most or all of the activities should remain regular and consistent. Frequent changing of the activities is discouraged. A typical time-line for a Balagokulam is given below (total 90 min):

In the Balagokulam, one person is assigned as the Mukhya-shikshak. He/she trains other karyakartas, and plays a key role in the planning and implementation phase of the Balagokulam. The Karyavaha of the Balagokulam is primarily responsible for overseeing the activities and environment of the Balagokulam. He/she also acts as an interface between the Balagokulam and society, in the sense that he/she maintains communication with local press and other personnel.

Each shaakha is branch of Hindu Swayamsevak Sangh. And the children's program in shaakha is simply referred to as 'Balagokulam' A person who comes to shaakha activities is called either a swayamsevak (male voluteer) and sevika (female voluteer). Thus a swayamsevak / sevika is a self-motivated person (volunteer) serving the society through tyaga (sacrifice) and sewa (service) without expecting anything in return.

There are numerous activities to list, a few of them worth mentioning here would be: picnic, visiting old-age homes, community service activities, parents-children get together, celebrating Hindu festivals, Balagokulam magazine, Hindu Heritage Camps for children, and many more creative projects are undertaken at various Balagokulam(s).

First off, what are your goals and what is realistic? This should help you make an assessment of what's right for your child. If reading and writing is what you want, homeschooling is usually the most practical solution.

First contact the licensee closest to you. See the list "Locations of Fun Language Clubs". If no clubs are running in your area, you may consider establishing your own clubs. Contact us for full details on info@funlanguages.co.nz Back to the top

Absolutely. Our English teachers are from the U.S., our Spanish teachers are from México and Latin America, our French teachers from France and Canada, our Portuguese teachers from Brazil, etc.

No. Some schools do appreciate it if you know the native language, if for no other reason than to be able to handle yourself more comfortably in the environment. In some cases, you may even be offered more money. However, if you've been trained in the Direct Method (the method utilized in BridgeTEFL programs), you should be able to teach English successfully in any country in the world, whether you know the language or not.

Although it is not generally necessary to speak a second language to teach overseas, it does depend a little on the country and it will certainly be helpful if you can learn a little before you go. This will help you to adjust both socially and culturally to the country where you are teaching.

There are only a few current projects involving great apes and sign language. The three main great ape/sign language organizations are the Gorilla Foundation, which works with Koko the gorilla (http://www.koko.org/); the Central Washington University Chimpanzee and Human Communication Institute (http://www.cwu.edu/~cwuchci/); and Project Chantek, which works with a signing orangutan (http://www.adfdesign.com/ test2/project.html).

Yes. All of our schools teach Business English. This can either be part of a General English course or a fully specialised and intensive Business or Executive course. You can also choose a one-to-one course, combination course or a tailor-made course.