Colm Boyd, a materials writer and British Council teacher in Barcelona shows how attention to connected speech in pop music can help improve fluency in spoken English.
What is connected speech?
When people are learning English, they often pronounce words as they appear in print:
Where do you live? → /wɛr/ /du/ /ju/ /lɪv/
An English speaker who is very fluent will pronounce the sentence differently. This is mainly because of connected speech:
Where do you live? → /wɛrʤə’lɪv/
Both forms are valid. When it comes to pronunciation, the most important thing is to be clear rather than to sound like a native speaker. It is also understandable that many learners want to sound as natural as possible when speaking. Connected speech is an effective way to do this, and pop music is a great resource for practice.
What does connected speech have to do with pop music?
Pop songs are a fun way to improve your connected speech. Because they are repetitive, songs provide a great opportunity to notice links between words. They also give you the chance to practice connected speech as you sing along.
Here are five features of connected speech with pop songs to illustrate each point:
1. Elision – disappearing sounds
Here are some examples. The strong syllable, or the syllable with emphasis, is the one after the apostrophe.
When does it happen?
When the end of one word has a similar consonant sound to the next word, fluent speakers of English usually do not pronounce the first consonant. The two consonants might be the same, as in example A above. Other times, the two consonant sounds are similar, as in example B.
Pop songs where you can hear elision:
Beyoncé’s 2008 song Single Ladies is dedicated to the benefits of not having a partner. She sings her advice to 'all the single ladies'.
singe' ladies → /sɪŋgəˈleɪdiz/
Katy Perry’s 2017 song Chained To The Rhythm is about being trapped in the routine of modern life, where 'we’re all chained to the rhythm'.
'chainto → /ˈʧeɪntə/
2. Catenation – linking consonant sounds to vowel sounds
When does it happen?
When one word ends with a consonant sound and the next word begins with a vowel sound, the two words merge together with the consonant sound flowing directly into the vowel sound. You can notice this with phrasal verbs, as in example B.
Pop songs where you can hear catenation
In the 2017 song Shape Of You, Ed Sheeran sings about being in love with his girlfriend’s shapely figure as he tells her 'I’m in love with the shape of you'.
shapof → /ˈʃeɪpəv/
Little Mix’s 2016 hit Shout Out To My Ex is a song in which a woman ironically thanks her ex-boyfriend (a 'shout out to my ex') who treated her badly but allowed her to learn some important life lessons.
shou‘dout → /ʃaʊˈdaʊt/
Note that in connected speech, the letter 't' often converts to a soft 'd' sound when it appears between vowels.
3. Intrusion – inserting sounds
When does it happen?
When one word ends with a vowel sound and the next word begins with a vowel sound, fluent speakers often insert a mild consonant sound to make the sentence flow more easily.
How do you know which consonant sound to insert?
The consonant sound is a natural continuation of the preceding vowel sound. After a word ending with the sounds /oʊ/ or /uː/, we often insert a /w/ sound (see example A). After a word ending in /aɪ/, /iː/, or /ɛ/, we often insert a /j/ sound (see example B).
Pop songs where you can hear intrusion:
Take Me Out was a 2004 hit for Franz Ferdinand, in which the singer meets a stranger at a party and wants them to go on a date. He asks the other person to 'take me out'.
me’yout → /miːˈjaʊt/
You may remember Michael Jackson’s 1995 song You Are Not Alone about losing a loved one but still feeling their presence. They are telling you that 'You are not alone, I am here with you'.
‘youwə → /ˈjuːwə/
4. Assimilation – consonant combinations that change the sound of the word
When does it happen?
Due to connected speech, many words that start with the letter 'y' (or simply with a /j/ sound) can cause confusion for English learners. This is because the initial sound of the word often combines with the final consonant sound of the previous word, creating an entirely new consonant sound.
As in the examples above, the resulting new sound depends on the combination:
In her 2001 song Can’t Get You Out of My Head, Kylie Minogue sings about thinking continuously about someone, telling them that 'I just can’t get you out of my head'.
‘gechou out → /ˈgɛʧuː/
In the 1980 song Could You Be Loved?, Bob Marley wonders if people can learn to love freely and allow themselves to be loved by others. He asks 'Could you be loved and be loved?'.
‘coujou → /ˈkʊʤuː/
5. The schwa – small words that are barely pronounced
When does it happen?
The schwa plays a huge role in connected speech. It is a very short vowel sound, somewhere between an 'a' and an 'e'.
In individual words, we find it in syllables that don’t contain the stress. For example, in the word 'amazing' the emphasis is on the second syllable. So, in the first syllable the letter 'a' becomes very small:
əˈmazing → /əˈmeɪzɪŋ/
In connected speech, the schwa becomes the unique vowel sound of many smaller words. These words might be prepositions (from, to, of), auxiliary verbs (have, are) or pronouns (it, us). These smaller words don’t contain a lot of information and so in connected speech, they are difficult to hear.
Pop songs where you can hear the schwa:
In 1987, Roxette released the song It Must Have Been Love. In it, the singer remembers life with her ex and now decides that their relationship 'must have been love'.
mustə’been → /mʌstəˈbɪn/
Set Fire To The Rain was a huge song for Adele in 2011. She sings about the contradictions of a past relationship, saying that when she was with her ex, she 'set fire to the rain, watched it pour …'.
təthə’rain → /təðəˈreɪn/
The next time you turn on the radio, keep your ear sharply tuned to the way the words are connected to each other. Soon you may be conversing faster than Eminem, chatting up a storm like Adele, or even preparing for a pitch-perfect Mariah rendition.
You can find more teaching resources from Colm Boyd at Picnic English and One Stop English.
We asked Tangent Training English language teacher, Richard Best: Is it a teacher's responsibility to bring up difficult global issues such as women's rights, racism and poverty in the classroom?
What is the role of a teacher?
On a basic level, a teacher should plan, prepare and teach lessons that give students the information and skills they need to succeed. However, teachers also have the responsibility to encourage creativity, engagement, and critical thinking. These skills will help students adapt to their changing world.
Shouldn't teachers just stick to teaching English?
The decision is about choosing what is best for each group of students. When deciding whether to just teach a language or instead teach a language in a global context, teachers must place the needs of their students first.
I try to take a ‘global education’ approach to teaching English. Students don't just need to master a foreign language; they also need the knowledge, skills, and commitment to try to solve some of the world's problems.
Why teach global issues?
As teachers, we might ask: ‘What do these problems have to do with teaching English? Isn’t it our job just to teach grammar, vocabulary, and communication skills?’
Again, I would say teachers should choose what is best for their students. However, there are three big reasons why teachers may want to consider bringing these issues into the classroom.
Choosing teaching materials
It is important to pick the right materials. I try to choose activities and teaching materials based on the needs of each group of students. The materials must be clearly connected to the learning outcomes of each lesson. I include materials that encourage critical thinking about controversial situations, or represent people with diverse religions, ages, races, ethnicity, abilities, and cultures.
For example, I always try to include what is on the local and international news during the day or week of the lesson. I select news articles from the internet, and perhaps a video if there's one that comes with it, depending on the group.
Students may get better test results
About two years ago, I started teaching some teenagers who were preparing for an international English language test. I felt that they needed much more than just curricular activities, so I risked bringing global issues into their lessons, as well as teaching their more restricted syllabus.
With this specific group, I raised the topic of how poverty affects migration choice. At first, the students were not interested, but when I asked them to do a project about our own country and ancestors who migrated years ago, they became engaged and committed.
The results overcame my expectations. Both their language skills and their cultural awareness increased considerably. By luck, they ended up with a very similar topic for the essay in their language test and were also able to write about it for their pre-university tests. Ultimately, their results were far better than those of other groups in previous years, who had not been taught about global issues.
Whichever approach you choose, what really matters is the quality of teaching and learning. When students care about an issue, that often leads to better achievement.
February 2018 - Neil Rodrigues' interview with Richard Best
Noel Chivers has been teaching for 20 years. He shares some of his top tips for keeping students motivated.
How do you keep students motivated? I like to compare it to keeping a healthy successful marriage. Like passion, motivation eventually fades away if you don’t feed it every day. It takes time, effort and energy - but it is worthwhile.
In my experience, what keeps students motivated is a motivated teacher. If you have a passion for teaching, your students are more likely to show a passion for learning. However, I’m afraid it also works the other way around: if you don't care about teaching, your students won't care about learning.
So, here are a few effective tips I have collected over the years:
1. Involve your students
You will not keep your students motivated if you do not involve them and let them take an active role in your classes. Long gone are the days when teachers talked for most of the lesson, with students taking a passive role. Classes need to be student-centred. The teacher should act as a coach and facilitator; to help, guide and direct the learning process.
2. Make learning fun
Make your classes memorable. Use games and competitions. Everybody loves competitions, and it gives students a nice opportunity to interact with each other, have fun and learn at the same time.
3. Step away from the textbooks
Bring in authentic material that your students can connect with, and that matches their needs and interests. Create your own activities and show them that you are also prepared to put in a lot of effort and time to help them succeed.
4. Explain why you are doing things a certain way
There is nothing more boring than a teacher telling students to open their book on page 22 and asking them to do exercise five. You need to explain why it is important for them to do this exercise, and what they are going to accomplish by doing it.
5. Give very clear instructions
When setting a task, be clear and allow students time to prepare first and ask you any questions. There is nothing more frustrating for them than not being able to perform well, because they didn’t understand the task. This is very important to students. They need to have a very clear idea of what they are supposed to do.
6. Set clear, attainable goals for every lesson
You want your students to leave your class thinking it was worth their while. Start your lessons by writing down your lesson plan on the corner of the board, so that students know what they are going to learn. At the end of the class, point to the lesson plan and go over everything they have learned. It’s important for them to see where they are now, and where you are going to take them next.
7. Vary the social dynamics and include movement
Ask students to work in pairs or in groups. Get them out of their seats and moving. Ask them to change partners regularly. To keep your students’ attention, set a variety of engaging, meaningful activities, and create a friendly atmosphere where they feel they can talk freely and ask questions.
8. Use different materials
We all know that our students prefer looking at a screen than at a book, so use visuals, flashcards, infographics, quizzes, and make use of new technology. There are plenty of sites that offer online quizzes, games or videos. As teachers, it’s up to us to seek out new resources that may benefit our classes and bringing technology into our lessons is a great way to motivate students. You cannot expect your students to be motivated if you spend half the class doing endless grammar and vocabulary exercises.
9. Don’t over-correct
Avoid over-correcting, especially when students are speaking in front of the class. Don’t undermine their confidence by interrupting every single time they make a mistake. Listen to them, and when they finish, thank them for their contribution and point out one or two important mistakes they might have made. You can then remind students that making mistakes is a natural part of learning and that everybody makes mistakes, even the teacher.
It is also very important to give students the opportunity to be successful. Give them tasks where they can see the results of their efforts. That feeling of 'yeah, I did it!', that 'a-ha' feeling students get when they have done a difficult exercise, boosts their motivation.
A 'WELL DONE', ‘GOOD JOB’ or a 'THANK YOU' at the end of their contribution, even if their answer was not correct, will boost confidence a lot, especially for weaker students. There is always something positive to say. Start with the positive thing, and then tactfully move on to what needs to be improved.
So, what is the best tip I can offer? The one I stick to after 26 years teaching, which probably best summarises all the tips I have shared here, is 'teach as you would like to be taught'. It is as simple as that.
What tips do you have to motivate your students?
Noel Chivers is a freelance trainer for Tangent Training.
We'am Hamdan, who teaches English at the British Council in the Occupied Palestinian Territories, describes practical ways to build 'noticing' in your next grammar lesson.
What is 'noticing' grammar and what is its role in the English classroom?
When I was learning English, my teachers spent a lot of time in class focusing on the form of the target language, but with no context. As a consequence, my natural and varied use of English suffered.
Later, I experienced ‘natural’ English through movies, music and novels. These resources helped me to work out the meaning and form of grammar simultaneously. They gave me firmer ground for language processing and learning. I also began to see the usefulness of the structures my teachers had focused on.
In his 'noticing' hypothesis, Richard Schmidt says that paying close attention to both the form and meaning of language items will contribute to one's learning.
So, how can teachers help learners develop language proficiency using the noticing hypothesis?
Help learners notice gaps in their language knowledge
'Noticing the gap’ happens when learners focus on the gaps in their own linguistic knowledge. This may happen when students do a ‘dictogloss’ – sometimes referred to as grammar dictation. The following is an example of how it works.
In one of my A2 (Common European Framework of Reference for Languages) adult classes, I put the present passive simple in context using a text about the olive harvest. After creating interest in the theme of the lesson, I read at a natural speed:
There are an estimated nine million olive trees in Palestine, which can produce tons of oil. Green ripe olives are picked in October by thousands of Palestinian farmers who work daily for over a month. More than half of the Palestinian population participate in the olive harvest. Once the harvest is completed, fresh olives are sent to the press. Olive oil is then extracted from the olives and packaged in yellow gallons. The product is not only sold in Palestine but also shipped around the world. (Text created by We'am Hamdan)
I checked learners’ general understanding of the text, then I re-read it. This time learners wrote down key words. In groups, they tried to reconstruct the text from memory, as close to the original as possible. Then they compared their version with another group and worked together to agree on one version. Finally, I showed the original version on an interactive whiteboard.
During the activity, the learners used their linguistic knowledge and worked out the meaning and form of the emerging target language. This is how they ‘notice’ the gaps in their current version of English. The process can lead to a restructure in their mental picture of the language system.
How can learners focus on both meaning and form?
Many English language learners experience what Dave Willis refers to as ‘improvisation’ in his 2003 book Rules, Patterns and Words. This means that despite being able to infer rules and patterns about new language, learners communicate a message fluently but inaccurately.
Here is an inaccurate, but communicative example:
Man kill cat.
We know that a man is involved in killing a cat. The lack of grammar means this utterance could be any of these:
Grammaticalisation is a term coined by Dianne Larsen-Freeman and Marti Anderson in their 2011 book Techniques and Principles in Language Teaching. It means that learners focus on meaning and form simultaneously. Learners can express themselves precisely when they can add grammar to an utterance such as tense markers (i.e., past, present and future), articles (i.e., the/a/an/-), aspect (i.e., progressive and perfect) prepositions (i.e., on, in, at, and so on), plurality, negation and question forms.
In one of my B1 (Common European Framework of Reference for Languages) young adults’ classes, I read this ‘de-grammaticised’ text aloud:
Jemima – Jeremy – young – rich- couple – live – work – London – Sunday evening – drive – home – Jaguar – see – car – resemble – Porsche – rush – home – discover – Porsche – not there – stolen – feel – terrible- call – police. (source: Onestopenglish.com)
I asked learners to tell a story using the words. Then, I displayed the words on the board and encouraged them to create a story by adding the necessary grammar. When they finished, I displayed the complete story for comparison.
Jemima and Jeremy were a young, rich couple who lived and worked in London. One Sunday evening, they were driving home in their Jaguar when they saw a car resembling their Porsche. They rushed home and discovered that there; it had been stolen! They felt terrible and called the police. (source: Onestopenglish.com)
Learners improved their understanding of the past narrative tenses by 'noticing' and working out the form and meaning of the language.
How do you move learners from passive to active learning?
In his 1997 book Implementing the Lexical Approach: Putting Theory into Practice, Michael Lewis advocates activities that allow learners to notice and observe. These, he says, encourage learners to move from passive learning to active learning, which in turn ensures quicker and a more carefully formulated understanding of grammatical rules.
Teachers can do this by using a cloze activity, which tests learners’ existing knowledge as they predict missing language structures.
In a lesson on phrasal verbs for a group of B2 (Common European Framework of Reference for Languages) adults, I asked my learners to predict missing verbs in a text about Maya Angelou:
Maya Angelou was born in St Louis, Missouri (USA), in 1928 and ________ in St Louis and in Stamp, Arkansas. She was ___________ first by her grandmother and then her mother. As a child, she suffered violence and racism and at one point even decided to stop speaking for five years. Because of her love for the arts, she won a scholarship to study dance and drama in San Francisco, but at fourteen she _________ and was the first African-American woman to become a cable car conductor. After going back and finishing high school, she gave birth to a son, then _________ a number of different jobs, mainly as a waitress and a cook, to support her family […] (Source: Eales, F. & Oakes, S. 2015 Speakout: Upper-Intermediate Students’ Book Pearson).
As learners compared their predictions with the original text, they realised that the majority avoided using phrasal verbs, preferring the more familiar single-word verbs. This motivated them to investigate the differences, as well as the meaning and use of the target language.
What happens if learners do not notice grammar?
Without the chance to 'notice' grammar, learners might make errors despite significant experience with the target language. Learners could also correctly infer rules and patterns about new language based on what they have learned but avoid using these structures in real-life situations.
The transition from not knowing to knowing and using spontaneously is not instant. The transition may take moments, hours, or even days. Sometimes, it doesn't happen. However, it is the teacher’s job to train learners to discover how grammar works in real-world contexts.
While the world goes online, are UK schools falling behind as the cultural school-exchange visit loses its gloss?
Results from the British Council’s most recent language trends survey in UK schools have revealed that we are spending LESS time training our children in a second language and their learning experience is being curtailed by less emphasis on cultural exchange visits.
Language learning in schools is being greatly damaged by the reduction in opportunities to engage with native speakers and experience the culture at first hand. For decades, school exchanges and trips abroad organised by school languages departments have provided pupils with valuable first-hand experience of the language and culture being studied in the classroom. More often than not, they have presented pupils with their first taste of using another language in a real context and have not only given pupils a tremendous boost of confidence but inspired future learning and a love of the language. These are now threatened by a number of factors, including funding and the reluctance to allow pupils out of school because of the demands of other courses.
There also appears to have been a cultural shift in which teachers note a growing reluctance on the part of parents and pupils to host ‘strangers’ in their home or for pupils to be accommodated with unknown families abroad. Inventive teachers appear to be managing successfully to offer trips based on carefully selected youth hostels and in other subjects, schools provide opportunities to travel abroad for, e.g. sports trips. However, it is the DfE (Department for Education) guidelines which are proving to be a serious blow for school exchanges and trips, with a huge number of teachers commenting that well-established, long running programmes of exchanges and visits are having to be abandoned because of the guidelines. At the same time, funding issues are severely limiting the employment of native-speaker language assistants in state schools, individuals whose impact is highly rated in a wide range of areas including listening and speaking skills, extending pupils’ vocabulary and general understanding of the language, cultural awareness and confidence.
Given the limitations on school trips abroad, the role of language assistants would seem ever more vital in providing a model of authentic language in someone closer to pupils’ own age, opportunities for them to learn about cultural and current affairs, and practise using the language themselves.
The effect of all these factors is that language study is becoming more and more an exclusively classroom-based subject, starved of the air of experiences which give pupils an opportunity to use the language they have learnt to engage with the wider world – the sort of experiences which provide a sense of purpose and enjoyment. These issues must be tackled if language learning is to thrive again in our schools, since the subject cannot survive in a bubble.
Encouragement must be given to alternative methods of language acquisition for young people. E-learning, online resources and social media will pay a larger part in filling these gaps in the future.
Our overall conclusion is that, although there have been great changes on the wider political and international scene, the issues emerging for language teaching in our schools are very much those identified in previous years. Many teachers are working extremely hard to improve standards and recruitment to language courses in their schools and would welcome concerted action on an increased scale in order to ensure that the many positive aspirations in current government policy are successfully implemented.
Tangent Training Co. Ltd
Artificial Intelligence (AI) sounds like science-fiction. Our familiarity with self-aware machines in film, TV and online has given us a particular perspective on what AI can achieve in the classroom. Here are some areas where improvements in AI technology can be adopted in the virtual classroom sooner than you might think. The technology has yet to reach the level of self-awareness, but that doesn’t mean it isn’t being used in creative and innovative ways all the time. Read on for a few ways that artificial education can be used in your classroom and how it’s becoming the future of education.
Automating Tasks & Saving Teacher’s Time
We know how much work teachers take home with them. Things like grading tests and homework can take up a lot of a teacher’s day, leaving them with less time to focus on lesson planning and engaging their students. With AI, menial tasks like grading can be easily automated.
The technology exists that automates grading for multiple choice and gap-fill tasks. Software that can grade writing and essays is developing fast and improving automatic grading for the better. Freeing-up the work of teachers to be more creative and student-focused by using AI to automate grading is here.
Adapting to Students’ Needs
In language learning it is vital to understand your learner-type. Are your students visual learners? Do they respond more to audio input or are they kinaesthetic in nature?
With AI, it is now easier for teachers to accommodate the individual students’ learning needs. Many learning programs, software, and games exist that are adaptive to different levels and learning styles. AI methodologies like these respond to students’ specific learning needs and puts emphasis on topics that students are struggling with. Artificial education also allows students to work at their own pace, instead of trying to keep up with the classroom.
AI as Tutors
With the help of AI tutors, students can get help essentially 24/7 in subjects like math, writing, and language. AI style tutors haven’t completely wiped out the tutor job field, but advancing technology could soon make that possibility into a reality. AI-run tutors can make it easier for students to access the help they need. Students won’t have to spend time travelling to a tutoring facility and parents won’t have to spend large sums on private tuition.
AI Makes Education Truly Global
Thanks to artificial education, students now have the ability to learn anywhere, anytime. This means that if a student has to miss school for personal or medical reasons, they can easily stay caught up with the school work via artificial education software. Students also have the ability to learn from anywhere in the world, making higher quality education for rural students and those in low economic areas accessible and affordable.
With the help of AI, students can learn more from home and come to the classroom with a set of core competencies that teachers can then build on. Artificial education is levelling the playing field of education for students across the globe and giving those without access to quality education equal opportunities.
The Bottom Line
While artificial intelligence and education may seem like a futuristic invention, it’s present in our lives and education systems today. With the help of artificial education, we can make both students’ and teachers’ lives easier. Artificial education gives every student the opportunity to receive a quality education, takes the load off teachers, and encourages autonomous learning.
What does this actually mean for individuals:
Continuing Professional Development helps individuals to regularly focus on how they can become a more competent and effective professional. Training and learning increase confidence and overall capability, and compliments career aspirations.
CPD enables individuals to adapt positively to changes in work/industry requirements. Planning CPD helps one to be more efficient with time, and recording CPD properly provides evidence of professional development (this can be useful for supervision and appraisals).CPD shows a clear commitment to self-development and professionalism. CPD provides an opportunity for an individual to identify knowledge gaps and to resolve these in a recognisable approach to improvement.
This is why language development is so suited to CPD strategies. The process of developing language skills is implicitly a continuous one and employees should be urged to adopt CPD strategies in their development of a second/third language skill. Tangent Training provides detailed data on measuring language development skills, uptake, usage and their improvement.
Accredited CPD Providers should make available to individuals a Certificate of Attendance to attach to their CPD log as evidence of development once training is complete or the desired standards of learning have been met.
So, it’s important to understand that truly meaningful CPD is a process of planning, recording, evaluating and reflecting on what we’ve learnt and how we can apply our learning to improve our performance.
And to justify the term, CPD needs to be:
So, the challenge is to develop a sound CPD system and build good habits that can support us to develop a really meaningful approach towards our own continuous professional development and ensure that whatever we do really does contribute to our CPD and uses our time to maximum effect, so that our performance just gets better and better.
Just how good are you with English prepositions? Try this quiz and find out!
Hint: A preposition is a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause, as in “the man on the platform,” “she arrived after dinner,” “what did you do it for ?”
Why do so many people fail to reach the final interview stages for cabin crew roles? Well let’s read about your experiences:
She first told me I have a very slim chance of getting through as I my English was not up to the mark. (I am in fact from one of the European countries) as they are more favourable for this job. At first I thought it was not true, and surely some people must get through... but no, only 3 out of 35 made it...
Our first and most important tip: PRACTISE, PRACTISE AND PRACTISE more on your English language proficiency.
You will do a one to one Role play and a group exercise for this interview. If successful with them both then a one to one with the managers. My advice to anyone is look your best but not over the top, walk with grace, do not rehearse your answers, talk to people, maintain eye contact...but above-all, your English speaking, listening and writing skills must be very good.
It does matter how you look, how well you work in a team situation, how well you interact with the managers. But, if your English isn’t good enough, you will be rejected.
Arrived thirty minutes early and all of our documents were checked. Once we had all completed a short form asking about tattoos, and pre booked holidays etc. we were asked in small groups to go and have our height checked and asked to confirm whether we had any tattoos and where they were.
Once everyone had done this we had a short presentation on BA and what a typical roster would look like etc.
After this we were all taken back to the waiting area where we were all called randomly for the group activity or the role play.
I didn’t make it to the group activity stage ☹ They said my spoken English was not good enough.
Think about the time and money these great people invested to get this far in the process only to find their hopes and dreams shattered by a simple failure to communicate effectively in English.
Do something about it now and prepare yourself for Assessment Day. Take Tangent’s English for Cabin Crew lectures or try our Interview Preparation courses and make sure you’re not going home until day 3 – when you know the job is yours!
Take your Free Sample Course today! Click here...
Managing today's busy international airlines...
We had a team of English teachers but the classes were often empty and the costs of the teachers plus employee downtime was very high."
Tangent Training contacted the company and discussed the use of a corporate language strategy. After a few presentations and some live demonstrations, a trial was agreed with 30 cabin crew. They were tested and grouped then given access to the Tangent's virtual classrooms via their tablets and smart phones.
"The trial was very impressive. The cabin crew could go online with their live trainer when they were in hotels on stopovers or turnarounds. They reported that the course was great fun and totally centred around flight attendants' language needs. Not only that, we actually saved money because of the time savings and we didn't need any locally employed teachers."
View our Asynchronous English for Cabin Crew Courses by clicking below:
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