Next week’s lesson is now online. I am also posting it below for your future reference so it will always be here in the blog.(Audio will be in tomorrow’s podcast).
Roberto’s Story of Learning
Roberto, a young man, sought my assistance with a persistent issue: retaining English knowledge. He expressed this concern in Spanish, saying truculently,
“I can’t seem to retain anything related to English, Teacher Joseph”
As we conversed, it became evident that Roberto held a high-level managerial position and led a generally contented life. In his 30s, married, and with two children, he insisted that he had no time for learning. However, my experience has taught me that when people claim they lack time, it often reflects a lack of willingness rather than genuine time constraints. If it was a priority, he would get it done.
Roberto presented a series of arguments and tasks to convince both of us that he truly had no time. He proudly reiterated,
“I have no time.”
I challenged him, saying,
“You sound conflicted. If time is genuinely scarce, why seek help? I am not in the business of selling time, I teach English.” This unexpected question left Roberto momentarily silent. He then confessed,
“I want to learn—I’ve been trying for 10 years.”
I responded,
“Being here is a positive step, but unless you can carve out time and commit to speaking in English, progress will remain elusive.” Despite my suggestions, each one was swiftly dismissed in Spanish:
- “Listen to English podcasts during your commute.”
- Roberto: “No, that’s my time to call my mother.”
“How about during your lunch break?”
Roberto: “I need to meet my wife; we usually have lunch together since we work in the same building.”
“Can you make any changes?”
Roberto: “No.”
Undeterred, I continued speaking in English, and he understood every word. Yet, he persisted in responding in Spanish. Curiously, I asked,
“Why do you want to learn?”
His reply: “Because it sounds good, and it could enhance my job prospects—I’ve always loved English.”
Roberto’s case highlights the delicate balance between desire and practical constraints. As we explored solutions, I thought perhaps he’d find a way to unlock the time he claims not to have. 🌟🗣️
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Study
Rewrite the above essay from Roberto’s point of view using reported speech, conditionals and comparatives. Was he happy, angry or sad? What was the conversation like from his point of view?
Try to write a 250 word essay for each of these sections:
Intention – Monday
In what way is Roberto’s Intention hindering him in learning?
What kinds of Intentions would be more encouraging for Roberto?
How could the power of imagination help Roberto in this case?
Language – Tuesday
Why was Roberto so apprehensive to talk in English?
Who do you think Roberto sought out a Spanish speaking English Teacher?
Why did the Teacher (me) choose not to speak in Spanish?
Attitude – Wednesday
Roberto booked a lesson but talked in Spanish, knowing he had no time to learn – why did he do that?
How did Roberto’s background of managing, affect his attitude to learning and his attitude towards the teacher?
He said that he simply “couldn’t retain anything”. Why do you think Roberto had this problem?
Success – Thursday
Roberto is clearly a very successful man, why has he not been successful in learning English?
Roberto clearly understood everything I was saying – what does this tell us about Roberto and his English.
How does Roberto’s idea of success hinder him in seeing how good his English is?
Your Learning – Friday
Can you relate to Roberto’s situation? What advice would you give him?
Why do you think the teacher said “Being here is a good start but unless you can free up time and are prepared to speak in English there is nothing I can do”.
I spoke in English during the lesson – How would that help Roberto?
Exercises – Saturday
Write out your intentions about learning English and why you chose to learn?
What has helped or hindered you the most?
Where is your English going? When was the last time you learnt some new words?
Sunday:
In what ways could we describe Roberto’s experience as painful for both the teacher and student?
How do you stay on track?
How does mindfulness or meditation fit into language learning?
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