How Can You Learn English Quickly?

How Can You Learn English Quickly?

Is it at all possible to learn English online in Dublin? How can you ensure you remember and implement what you are learning? People today want to learn English online or learn English Dublin centers.

The pace at which someone can learn relies upon their experience, how much time they have and their language objectives. Today, English has become so important that people are extremely motivated to learn English online. Everyone is looking for the fastest way to master the language however a language comes only with practice. That being said, there are several ways to speed up your learning process. Experts have gathered ways in which learning English can be made easier and faster for adults who venture to learn the language. Here are some tips that can help you with your goal.

How Can You Learn English Quickly?Try to match leaning English with your hobbies

It is recommended that people who want to learn English note their five most favorite leisure activities and consider various ways that they can learn English while taking part in those hobbies. Attempt to figure out how to learn English while doing things that you appreciate.

For instance, if you like to cook, are there any possible methods to learn English while cooking?

There are various language-related exercises around cooking, including reading recipes and watching cooking shows. These are both reading and listening exercises where people can work on adhering to guidelines — while making something tasty!

Meet new people and try to converse in English

It tests your English. You can understand how you’re going with it — what’s being comprehended, what’s your understanding, where your areas of improvement are and how you can take a shot at them.

Besides, conversing with English speakers means fighting your feelings of dread and fear and building up the will and confidence to speak out in the open.

In the event that you are studying or working abroad, it’s likewise imperative to attempt to make friendships with people from different parts of the world and communicate with them easily in English. Stay in contact — regardless of whether it be writing emails or speaking on the phone.

Work on your shortcomings

It is critical to know and perceive the areas that you have to work upon. This incorporates investing energy in your shortcomings, despite the fact that this may make you feel awkward and underconfident at times. When you’re learning English, it’s imperative to be capable in the majority of your English aptitudes — listening, speaking, writing and reading – if you truly want to master the language.

Invest more time in English

Volunteer at places where you might require speaking English, or maybe find work, where you need to speak English. Where possible, attempt to match it with something that you are enthusiastic about too.

Learning another language as a grown-up isn’t simple. You’re already an expert in one language and after that, you need to return to being a kid, basically, in another language, yet with a grown-up brain.” It is not easy, but it is possible.

Why Learning English Is a Good Idea

Why Learning English Is a Good Idea

English is a worldwide language. In spite of the fact that there are just around 375 million native English speakers around the world, there are an expected 1.5 billion English speakers when you incorporate speakers whose mother tongue is not English or about 20% of the total populace! Learning English allows you to converse simply with more people. More and more people want to learn English in Dublin. Aside from the need to communicate with more people, people learn English in Dublin for a wide range of reasons. Here are the three most significant reasons:

To Exceed Expectations At Work

As the world is beginning to turn into a global village, English is being favored in the business world. Regardless of whether you are in any business line, if you are global you will probably need to utilize English. You might be required to lead meetings with a global audience or go to seminars at the international level. Your job may require you to work with international clients or write communication in English. Most multinational corporations in Ireland require you to know English. This is the reason people want to learn English in Dublin. Even if their job doesn’t require them to know English, people feel that knowing the language can help their career growth in the future.

Why Learning English Is a Good IdeaFor Higher Education and Academic Research

The Internet has become the universal library of the scholarly world. Presently like never before, researches have access to peer-reviewed studies, papers, and thesis at the click of a mouse. Taking into account that 52% of all web content is in English followed by Russian at 6.5%, it is a smart thought to know English. Regardless of whether you don’t utilize the web as your fundamental source of research, English has turned into the most widely recognized language in academic research publishing as well. In the event that you might want your diligent work to be seen by your community of researchers and to make associations with people in your field, you need to be able to communicate in English.

For Personality Development

Not every person learns English to excel in their career or grow their business. Few people feel a profound, social fascination in the English language. Learning English can enable you to appreciate diversity to a higher degree. You can watch the most famous movies without being distracted by subtitles or having to endure poor dubbing. Or on the other hand, reading a top-rated book without the wait of a translation in your native language. People who love to travel will likewise see learning English as exceptionally valuable. Being from Ireland, imagine you have to make a sudden trip to China. Is it more likely that you will find Chinese people speaking English or Irish? It is easier to find English speakers across the world as compared to any other language. English makes traveling convenient which is why people learn English in Dublin as their second language.

Nous faisons tous des erreurs!

Englishour classroom

Nous faisons tous des erreurs ! – un guide pour corriger les erreurs

La précision est évidemment une partie importante lorsque l’on parle une langue.

Beaucoup de professeurs d’anglais diront qu’il est important de ne pas faire d’erreurs mais en même temps, les étudiants ne devraient pas trop s’en soucier tant que leurs erreurs n’affectent pas la compréhension.

Les étudiants n’acceptent pas vraiment cette idée (ils veulent parler correctement !) Et je pense à juste titre.

Les gens se soucient de l’impression qu’ils donnent lorsqu’ils communiquent

Avant tout, les gens se soucient de l’impression qu’ils donnent. Que ce soit une bonne impression lors d’une première rencontre ou l’impression que l’on donne aux gens en général, nous avons une image de nous-mêmes que nous voulons représenter. Et cette image est généralement positive. Nous voulons être perçu comme des personnes éduquées, dynamiques et / ou prospères, et non comme des personnes qui faisons des erreurs. On s’en aperçoit notamment lorsqu’en cours d’anglais, les étudiants répètent souvent ‘please correct me’ aux professeurs.

C’est un dilemme pour les professeurs. D’une part, ils veulent corriger l’étudiant pour favoriser l’apprentissage exact de la langue. D’une autre part, ils ne veulent pas que l’étudiant perde confiance en lui, en le corrigeant trop.

En tant qu’enseignants, nous ne voulons pas corriger les étudiants chaque fois que nous entendons une erreur mais nous le faisons lorsque nous entendons des “erreurs habituelles”. Ce sont des erreurs ancrées chez des étudiants (souvent) de nationalités particulières. Ce sont des erreurs que des étudiants de mêmes nationalités font encore et encore.

Voici quelques exemples d’erreurs courantes

The last week I went to Cork. This is a common habit with the words next and last. Basically, there is no the when nextor last refers to nowLast week I went to Cork is correct.

The last week I went to Cork. C’est une erreur fréquente avec les mots next et last.

Fondamentalement, il n’y a pas the lorsque next ou last se réfère à maintenant

La phrase correcte est: Last week I went to Cork 

Un ne signifie pas deux…

I want one coffee please. Ici le problème est one. En Anglais, one signifie “pas deux”.

Cela veut tout simplement dire que l’on dit seulement “one” lorsque la personne à qui vous vous adressez s’attende à ce que vous dites « deux » (ou « trois », etc.).

Imaginez que vous avez été dans un bar avec votre ami pendant quelques heures pour commander et boire de la bière. Chaque fois que vous commandez une autre tournée, vous demandez « deux bières ». Cependant votre ami ne veut pas d’une autre bière. Vous décidez d’en commander une de plus pour la route. Vous appelez le barman. Qu’attend-il de vous ? Deux bières ! Bien sûr, car c’est ce que vous avez commandé toute la nuit. Mais vous demandez “une bière”. Un ne signifie pas deux, et dans ce cas c’est correct. Habituellement, vous demandez “beer”. Par conséquent, la version correcte de la phrase ci-dessus est : I want a beer please.

He’s 19 years. Ici, vous avez également la possibilité de dire he’s 19 years old, ou tout simplement, he’s 19.

Thanks for all. Ce n’est pas correct. On devrait dire ‘thanks for everything’. Le mot all est un modificateur utilisé avant un nom pour dire everything. Mais ce n’est pas un nom en soi. All the money, all the world, all Dublin…c’est correct. Sans le nom, vous devez dire everyone or everything etc.

Voix active ou voix passive ?

I cut my hair. Bien que cela soit possible, ce n’est probablement pas correct. Ici vous devez utiliser la forme passive « to have/get something done”. L’idée est qu’il y a des choses que nous ne faisons pas nous-mêmes mais nous payons quelqu’un pour nous les faire. Peut- être que nous ne les faisons pas car nous sommes trop fainéants (I get my grass cut every week) ou alors que nous n’avons pas le temps (I have the dog walked in the evening) ou encore que nous n’avons pas les compétences nécessaires pour les faire (I’m getting my car serviced tomorrow).

I want that he comes to the party. Lorsque vous voulez qu’une personne fasse quelque chose, la structure de la phrase doit-être la suivante : want+person+to+verb…I want him to pay me. She wants me to help her.

Par conséquent, la bonne version de la phrase ci-dessus est: I want him to come to the party.

Next week I will come back to Italy. Ici le problème c’est « come ». Fondamentalement, vous venez ici et vous partez là-bas (sauf au téléphone !). Come s’utilise lorsque c’est l’endroit où vous êtes et go s’utilise pour tous les autres lieux. Lorsque l’on est en Ireland, l’Italie est là-bas donc la phrase correcte devrait être :  next week I’m going back to Italy. J’ai également changé le temps au présent continu car c’est un événement planifié (I have the ticket).

Alors, quelles sont les erreurs que les professeurs devraient corriger ?

Le point positif dans la correction des erreurs habituelles et que cela ouvre les portes à des éléments de langage intéressants à explorer.

Ouvrez la porte, montez quelques escaliers (autant que le niveau que vous étudiez) ensuite repartez et passez à autre chose. Cela rend les classes intéressantes et dynamiques.

Une autre erreur à corriger c’est lorsque l’étudiant fait une erreur de langue qui sera traitée avec la classe. Si la classe étudie la grammaire, par exemple le futur, l’enseignant devra s’occuper des problèmes qui se posent autour de ce domaine de la grammaire. Encore une fois, le niveau de l’étudiant joue un rôle clé dans ce qu’il faut corriger et dans quelle mesure.

Avec ces erreurs en tête, comment en tant qu’enseignants pourrions-nous les corriger ?

Il y a bien sûr plusieurs moyens d’y arriver. Certains enseignants peuvent corriger les erreurs au fur et à mesure qu’ils les entendent et certains les rassemblent et organisent une séance de discussion linguistique à la fin du cours. Certains enseignants préconiseront de corriger les erreurs dès qu’elles apparaissent et d’autres créeront des exercices autours des problèmes rencontrés lors de la prochaine session.

Toutes les méthodes sont justes. La chose la plus importante est que le professeur facilite la compréhension chez l’étudiant. Il doit présenter l’utilisation de la langue dans son contexte et montrer à l’étudiant pourquoi une forme est utilisée et une autre ne l’est pas.

La clé est que le professeur doit être compris par l’étudiant, ce qui lui facilitera l’utilisation de la langue à travers ses devoirs, ses tâches. La clé de l’apprentissage des langues dépend de l’implication de l’étudiant.

De mon expérience à observer les professeurs, j’ai trouvé que les professeurs qui ont le plus de succès sont ceux qui « s’assoient » sur la langue.

Le temps que vous prendrez pour aider à la compréhension d’un sujet dépendra de l’étudiant. Dans la classe, le professeur est le filtre. Certaines erreurs passent et d’autres sont arrêtées et traitées. Grâce à l’enseignant, l’étudiant peut développer ses compétences de communication au point de faire des choix de langue appropriés à la situation dans laquelle il communique.

Après tout, c’est ce que veulent les étudiants, n’est-ce pas ?

By John Ryan


The Future and how English speakers see it.

Future tenses in English

When we think of the future we automatically think of will. But this is really only part of the story. In reality, will is just the first step in our thought process about our future plans.

Obviously we do not know the future. The recent past is clear in our memory like a series of short films playing in our heads. We replay those memories and remember those things which happened. The present is what we see now. What is currently happening all around us or what happens in our present routine. The future for us however is not events we see but rather plans we have for events to happen. We see them in different ways, and different shades of clarity, depending on the level of planning that we have already made.

The first step is will:

The lowest and first level of a future plan is will. Will is the big bang! When you say I will do something you have not thought about it before. It is the birth of an idea and is a decision you are making here and now at the time of saying it. It is unplanned and spontaneous. It is the first step in your decision-making process. For this reason, it is often preceded with I think or I reckon. It is not a firm decision. It is not arranged or planned. It is simply you deciding at that given moment that this action will play a part in your future life.

Will only expresses your desire and nothing more.

In English, your last testament is called your will. Your will is also what you wish to happen. It is his will – it is what he wants. It is a desire for the future, a desire for something to occur. When you say I will do something you are simply saying that this is your desire and nothing more. It is your first step in creating your future plan. But like the big bang, it is a fleeting moment. From the point of will it instantly changes from being a desire to something more focused.

The second step is going to. This describes your intention.

This more focused thought is expressed with going to. The desire you expressed when you said that you will do something is now transformed into an intention. From I will do something you are now going to do something. The image in your head for the future becomes clearer. You see yourself on the path to that action. Future actions will drive it towards your goal. You are consciously open to achieving it. Young single people can say that they are going to get married one day and they are going to have children. The words express the path they will now take towards that future goal although in this case the when and with who is not at all clear.

The third step is the present continuous I am doing. This is when arrangements have been made.

The final step in future planning is to make solid arrangements. For example I begin my plan with a desire such as I’ll meet my friends this weekend. The will signals that this is what I want to happen. From that moment it becomes I’m going to meet my friends this weekend. I see the path which is in this case to contact people and arrange where and when to meet. This done, I’m meeting my friends this weekend – the present continuous tense. When you use the present continuous, there is the idea now that it is set in stone. My image has now shifted into something much more solid. I can see the place and the people in my minds eye. I may have hopes or fears for the event but the image is solid in my mind. It is happening.

Long term future and short term future:

One thing to mention is that for the short-term future, this week for example, there is little difference between I’m going to go to the cinema and I’m going to the cinema. We do not differentiate the two (in the short term) and native speakers will not think twice about whether the action is arranged or not. However, when we talk about plans further into the future we are much more likely to use going to as the plan probably has not been arranged. For example Next week I’m going to America sounds correct because it is likely that I have bought my ticket, reserved my hotel and got my visa as the action will happen soon.

However, Next year I’m going to go to America sounds much more plausible as this is probably just in the intention phase where it’s what I intend to do but without arrangements having been made, because the time is next year.

The difference could suggest a bribe!

Another example to illustrate the difference between going to and the present continuous is I’m going to get an A in my exam and I’m getting an A in my exam. I’m going to get an A in my exam sounds correct. This is because I’m simply expressing an intention or perhaps it is based on the evidence that I have studied really hard (going to can also express an observation that something will happen based on evidence seen in the present.

If you see a dark sky you say It’s going to rain). To say I’m getting an A in my exam would imply that somehow it has been arranged. Perhaps I bribed the examiner? If not that, then it sounds arrogant at the least.

To sum up, there are three basic stages in how we think about the future.

We say we will do something at the outset. This is the moment the decision is made. From there it immediately goes to I’m going to do something which signals that my mind has been made up and I am going to follow my intentions towards making that action a reality. During this phase of the journey I make external arrangements and the moment they become confirmed now I’m doing it.

I’ll have lunch with Teresa on Saturday – my first initial thought

I’m going to have lunch with Teresa on Saturday – It is now my intention

I’m having lunch with Teresa on Saturday – I asked Teresa to have lunch and (perhaps) booked a table. The arrangement is made.

An interesting thing about the short term future is that we generally know what we are doing, particularly if we live a life of routine (which most of us do). Therefore thinking about the next week or so we use going to and the present continuous a lot more than we use will. Will is only the birth of a new idea. Learners of English generally have the idea that will signifies the future, and it does. But only at the first step.

How the Black Death saved phrasal verbs

The survival of Phrasal verbs

To understand the English we use today, we need to understand how the language came about in our past.

It is a story of death and elitism but from these murky beginnings sprang the language we love today.

A thousand years ago, there were two main influences, the Normans from France and the Saxons who were a Germanic people. The meeting of these languages and cultures were to form the English language we speak today.

From the battle of the Hastings (1066) England was ruled by French speaking kings and the land was comprised of the aristocracy and those who they ruled, the poor serfs. French was the language of the aristocracy and by extension, the language of the law and commerce. Therefore, if you were ambitious and wanted to get ahead in these fields, French was the language you needed.

Today, the same is true. However, it is not French you need but rather the side of the English language which has evolved from French. This is what we call Formal English. It often looks similar to other Latin-based romance languages.

The Norman influence was set to dominate the language but the Saxon side (informal language, like phrasal verbs) was saved by the Black Death in the 1340’s as this killed a lot of people in built up areas (the cities were largely French speaking they were seats of Government and other institutions). Peasants living off the land and Saxon speakers were not killed in such quantities as they were living in isolated areas.

There is a very interesting idea here, that we have the Black Death to thank for the uniqueness of the English language today.

Today, English speakers naturally ‘switch’ their language depending on where they are or more accurately, in what situation they are in, formal or informal. What the native speaker does is use language in a particular context, depending where they are, who they are communicating with and what they are doing. That means that the speaker, in any given situation, does not sound too formal or informal but rather just right. This is what we focus on in Englishour.

Context will dictate how we speak:

For example on the telephone:

Could I speak to John please?Is John there?
This is heThat’s me
Thank you very much. Goodbye.Cheers. Take it easy!

We can apply this to many different situations. Like in the office:

To whom should I send this?Who should I send this to?
Are you attending the party?You’re coming to the bash I hope?
A preposition at the end of a sentence signals informality

‘Bash is an informal version of party. It would be unsuitable in a formal context.

I love this musicI’m really into this music
Phrasal verbs are often the informal equivalent.
The economic situation in the aeronautical industry is improvingThe air industry is looking up


So, we see that spoken English uses short forms more. And idioms and prepositions.

TranslationIdiomatic version
He told me the gossipHe dished up the dirt
You’re guessing and you have no ideaYou’re clutching at straws
I stopped smokingI gave up smoking
Let’s continueLet’s press on
He gave me €2 and it was not enough for me and I wasn’t happy.He fobbed me off with €2
I am beginning to like this productI’m getting into this product
They loved itThey lapped it up
He ate everythingHe polished it off
I am visiting him for a short time laterI’m popping in later
They all entered at the same timeThey all piled in
It will not happen due to unforeseen circumstancesIt’s fallen through
I have an excellent relationship with himWe get on
I am leavingI’m off
He is pretending to be sickHe’s putting it on
They made a careless mistakeThey slipped up


Of course, both sides are equally important for learners to focus on. The formal language promotes accuracy and allows understanding in reading and listening in formal situations. The informal side is wonderful because it is so rich in connotation and it can express so much using so few words! We need a strong foundation in formal language of course but by bridging the gap between ‘translation’ and ‘spoken English’ we can start switching between the two.

So switching means that the learner can CHOOSE whether to say

I’m leaving, which may be appropriate in one circumstance or,

I’m off.

The key is to explore options of the same message. Learn how to say the same thing in different ways and base your choice on your surroundings.

John Ryan 2018

Present Perfect Tense – How does it work?

The present perfect can be a hard tense to understand and a beautiful tense to explain.

The problem for students is that it looks like and feels like the past. But it isn’t. The clue is in the title: The present perfect. It’s all about the present!

The present perfect tense isn’t about what you did yesterday, or what you did when you were a child or that time you forgot your key or any of that. It’s all about now. More precisely, it relates past actions to the present.

Some readers may not be sure what I mean by the ‘present perfect’. I have done my homework is an example. The simple past tense is I did my homework. So what’s the difference? This is the sixty-five thousand dollar question.

First, let’s think about the past.

When I think back through my past life I think about all the things I did, the things I enjoyed and tasted and felt and saw and experienced and messed up. And as I think about my past there is not one appearance of the word ‘have’. When I think about yesterday or last year, for example, I don’t think I have done, I think I did.

‘Have’ is all about now, in every sense of the word.

So back to the point. I saw the film and I’ve seen the film. What’s the difference?

When we say I saw the film, we have a particular past time in our minds, even if we don’t say it. We are thinking about the action AND the time in which it occurred. For example, if I say I met the president, not only do I think about myself and the president shaking hands but I also think about the particular time in which it happened. I’m thinking last week or three years ago or that summer I broke my arm. The past tense connects a past action with the past time in which it happened.

When I say I’ve seen the film I am not thinking about when I saw it. It’s just not important. It could be yesterday or a hundred years ago, it doesn’t matter. What is important is the action, and it is important for NOW. Where the simple past, I saw the film connects the action and the time in which I did it, the present perfect tense (the clue is in the title!) connects the past action with now.

So why do we want to connect past actions with now?

The answer is, for many reasons. For example, I want to explain to my friend that I don’t want any food now. I say No thanks, I’ve eaten. My eating in the past explains why I am not hungry now. I want to tell someone that I know about a place so I say I’ve been there. If I want to show how important I am now, I can say I’ve met presidents and kings. The I have done something is using my arsenal of past actions to have an effect on the present. I want to explain that I can’t pay for my drink so I say I’ve forgotten my wallet. I’ve finished my work tells my boss that’s it’s okay for me to leave now. I’ve cut myself says that I need a plaster and I’ve never done that could mean I’m interested.

Using the present perfect is like reaching back into the past and pulling a past action back into now and then using it to comment on the present in some way:

I’ve seen the film…I don’t want to see it, I know all about it, I can talk about it – are all possibilities.

You can say that we are the sum of all our past actions. Everything we do builds us and develops us for better or for worse. Sometimes, to show how we feel now, or what we know now, or what we want now, we use one of these past actions to demonstrate. We use the present perfect tense.

Thought experiment:

Imagine a man standing in an empty space. He stands there looking straight at you. Behind him, just a millimeter to his left stands himself again. Like a shadow. Again, a little further to the left, there is another image of the same man and this continues back and back, smaller and smaller. Each image of the man is a little younger than the previous going back. As you move further down the line into the distance the man becomes younger, then a teenager and then a child and then a toddler until the furthest speck is him when he was born.

If I point to any one of these ‘men’ I can say that they did particular actions. Some of them did their homework and when they got older they went to college or they travelled around the world. They had girlfriends and got into fights. They saw movies and slept on floors or in beds. The man we see now, he has a past, a history snaking behind him like a tail leading back to his first moment, his birth.

If the present man wants to talk about his past experiences, he will use the past. ‘In 1987 I had a beautiful girlfriend and we went to Bolivia and climbed the highest mountain.’ But here, he is simply talking about a particular past time, in this case, 1987. But sometimes in life we do not talk about the past time. Rather we use a past action to explain something about the present. We carry all those past actions in our heads and hearts, and suddenly we pull them out and say ‘this is me!’ ‘This is who I am’. ‘I’ve been to Bolivia!’, ‘I’ve had a beautiful girlfriend’, ‘I’ve climbed mountains!’

Reaching back into the past

It’s like we reach back into the past and pull a past action back into the present and use to comment on the present in some way:

I’ve seen the film

The present perfect tense uses the past to give the listener a message for now. I’ve seen the film may mean I don’t want to see it now or perhaps now I want to talk about it. The basic message is now, I know about this film.

The present perfect illustrates present knowledge by using the past as example.

Une école bon marché une bonne école

Classe D'Anglias Dublin

Une école bon marché peut-elle être une bonne école ?

À Dublin, il existe un large choix d’écoles enseignant l’anglais ayant toutes différents rapports qualité/prix.
Vous savez votre budget, mais comment savoir la qualité d’une école ?

Lire les avis

Vous pouvez vous faire une idée de l’école en question en consultant les avis des élèves. Ces derniers ont souvent tendance à publier leurs avis, qu’ils soient satisfaits ou non de l’école. Il est donc utile de les lire. Généralement dans les avis négatifs, les plaintes ne sont pas mensongères et sont souvent répétées par de nombreuses personnes. Lisez les commentaires sur la façon dont les étudiants sont traités. Si l’école ne traite pas bien ses élèves, alors il vaudrait probablement mieux l’éviter.
Du côté positif, les commentaires qui complimentent l’école et ses professeurs peuvent vous aider à affiner votre choix.

Et l’enseignement en lui-même ?

Les écoles d’anglais sont juste… des écoles qui enseignent l’anglais ! Recherchez des preuves qui montrent que les professeurs sont passionnés par l’enseignement de la langue plutôt que de proposer des offres pour gagner un maximum d’argent. Regardez aussi leur site internet : celui-ci mentionne-t-il le détail des cours ? Leurs méthodes d’enseignement ? Recherchez-les sur les réseaux sociaux. Même chose : Mentionne-t-ils la méthodologie de leurs cours ou évoquent-ils seulement des offres et des promotions afin d’attirer le plus d’étudiants possible ?
À côté de cela, il existe beaucoup d’écoles qui tiennent à cœur à enseigner l’anglais. Trouvez ces écoles et faites votre choix.

Soyez attentifs à la taille de l’école

Les nouvelles écoles sont souvent pleines d’attentions. Elles prennent soin de chaque étudiant individuellement jusqu’à ce que le succès arrive car les élèves sont de plus en plus nombreux et il y a donc moins de suivi individuel.
Les professeurs qui ont commencé à travailler dans de nouvelles écoles se sentaient important aux yeux de leurs élèves et essayaient d’innover leurs cours. Une fois les écoles surchargées d’élèves, les enseignants sont moins motivés car ils ne peuvent plus les traiter au cas par cas. Et ce sont les élèves qui en font les frais. Le message de tout cela n’est pas que toutes les grandes écoles sont mauvaises, mais méfiez-vous de certaines d’entre-elles. Nous vous conseillons de choisir une école qui sera capable de vous offrir le suivi individuel dont vous avez besoin.
Une qualité reconnue
En Irlande, il existe plusieurs labels qui certifient aux écoles un certain niveau de qualité. Par ses labels, les écoles permettent à des inspecteurs indépendants de vérifier leur réel niveau de qualité d’un point de vue académique et administratif. Regardez si ces écoles contiennent des labels tel que ACELS ou MEI

Les professeurs

Le professeur est l’élément le plus important de votre cours car il est la première personne avec qui vous serez en contact chaque jour. Lorsque vous prenez contact avec une école, posez-leur le plus de questions possible. Concernant les professeurs, voici deux questions que vous devriez poser : Les professeurs sont-ils nés en l’Irlande ? Quels sont à chacun leur spécialité, leur point fort ? La façon dont l’école va vous répondre montrera la façon dont ils se comporterons avec vous. Plus vous en saurez sur leurs professeurs, mieux ce sera. Généralement, les professeurs les mieux payés font les meilleurs cours !
Tout est dit. Ce que tous les étudiants désirent c’est une école bien située, accueillante et professionnelle où apprendre l’anglais. Dans votre recherche d’école, ne sélectionnez que les meilleures. Si vous avez besoin de plus d’informations sur ce sujet, merci de bien vouloir vous adresser à
Bonne chance dans vos recherches !

¿Hay escuelas de inglés buenas pero baratas?

Escuela barata buena

Como saber si una academia de ingles barata es buena y ofrece calidad?

A veces, cuando queremos elegir una academia de ingles hay tanta variedad de escuelas que nos resulta difícil elegir la correcta.

Solo en la zona metropolitana de Dublin hay mas de 100 academias de inglés. Cada una ofreciendo una gran variedad de precios y muy variadas con respecto a la calidad que ofrecen relacionada con su precio.

Sabemos exactamente lo que nos podemos gastar (lo que hace excluir a las más caras), pero ¿cómo sabemos si la escuela que elegimos es buena?

Leer las opiniones

Aprovecha la experiencia de otros estudiantes para hacerte una idea de la escuela que están considerando.

La gente tiende a colgar sus opiniones cuando están muy satisfechos con la escuela, así que es importante leer las opiniones de otros estudiantes. Normalmente cuando hay opiniones negativas sobre el mismo tópico y de forma repetida tiende a ser verdad.

Busca los comentarios sobre los profesores y sobre cómo se trata a los estudiantes por la administración de la escuela.

Si la administración de la escuela no trata bien a los estudiantes lo mejor es no elegir esta escuela barata.

Por el contrario, las opiniones positivas de la escuela y sus profesores te ayudaran a reducir el mínimo de escuelas que son ideales para ti.

Busca el “idioma”

Escuelas de inglés, son exactamente eso, escuelas que se dedican a la enseñanza de idioma.

Busca pistas en las que se vea que en esa escuela están apasionados por la lengua y no sea solo negocios de hacer dinero.

Mira sus paginas web. ¿Tienen escritos material original sobre la lengua? Mira sus paginas en redes sociales y observa si tienen contenido sobre cuestiones como el idioma o sus paginas tienen solamente un objetivo para anunciarse para venderse a un gran número de estudiantes.

Hay escuelas que les importa de verdad ensenar Ingles. Encuéntralas y decide.

Mira el tamaño de la escuela

Las escuelas de ingles normalmente se fundan con las mejores intenciones. Al principio de su creación les importa cada uno de sus estudiantes, pero cuando triunfan, los estudiantes en vez de personas se convierten en números

Los profesores que al principio trabajaban en una organización la cual velaba por sus intereses y podían innovadoras dentro de la enseñanza al cambiar la escuela de tamaño solo pasan a ser piñones en un gran engranaje y al final son los estudiantes que pagan las consecuencias de este crecimiento. No quiero decir que todas las escuelas grandes o que crezcan sean malas, pero algunas sí. Encuentra una escuela que te apoye individualmente y que su estructura sea de tu agrado.



En Irlanda hay marcas de calidad que garantizan niveles mínimos de calidad en las escuelas.

Al ser parte de este sistema las escuelas son frecuentemente visitadas por inspectores independientes que investigan si las escuelas ofrecen a sus estudiantes lo que anuncian ofrecer, en su aspecto académico y administrativo

Busca escuelas reconocidas y dentro del marco ACELS o MEI. Puedes encontrarlas aquí pinchando aquí.


El profesorado es lo más importante a la hora de elegir tu escuela ya que durante tu curso es la persona principal que tendrá contacto diario.

Un buen profesor te guiara a través de la lengua y un gran profesor te inspirara el resto de tu vida.

Cuando contactes con una escuela, pregunta tanto como quieras. ¿Con respecto a los profesores hay dos preguntas esenciales, Son tus profesores nativos?

¿Cuál es la experiencia combinada de tus profesores? La forma en que te respondan te dará una idea de cómo aprenderán y te trataran si decides elegir esa escuela barata.

Contra mas sepas de los profesores mejor será.

¡Los profesores bien pagados como su profesión corresponden que serán más felices y sus clases serán las mejores!

Lo que cada estudiante le gusta es una escuela bien ubicada, una escuela profesional y de trato amable, la cual te ensenara ingles adaptándose a tus necesidades. En la búsqueda de la escuela barata perfecta, considera los puntos anteriores y te deseamos buena suerte.

Si necesitas más información, no dudes en contactar conmigo

When is a cheap school a good school?

Englishour building in Abbey Street, Dublin

Deciding which cheap school is the best for me

Sometimes when choosing an English school, we are spoilt for choice! In the Dublin area, there are over one hundred English language schools. Some are cheap schools and some are expensive and they are also very different when it comes to quality. We know what we can afford (which rules out a lot of the more expensive schools) but how can we tell if the school we are booking is good?

Read the reviews

Use other people’s experience to form a picture of the school you are investigating. People tend to post reviews when they ae very happy or very unhappy with a school so read these reviews to see what previous students have thought. Generally, with negative reviews, there tends to be truth in a complaint which has been repeated by a number of people. Look for comments about the teachers and about how the students were treated in the office. If the school administration does not treat students well, then this is probably a school to avoid.

On the positive side, reviews which compliment the school and its teachers can help you to narrow down your choice towards finding the right school for you.

Look for the language

Language schools are just that – schools which teach language. Look for clues which show that they are passionate about teaching language and not just businesses to earn money. Look at their websites. Have they written original content about language? Look at their social media pages. Again, do they post content about language or are their pages simply marketing tools to find more students? There are schools out there who care deeply about teaching English. Find these schools and make your choice.

Look at the size of the school

Language schools often start out with the greatest intentions. When they are young they care about each student individually, but as success comes, students stop being faces and start being numbers. Teachers who before worked in an organisation they felt cared about them and were innovative in their industry now feel like cogs in a giant wheel and of course, it is the students who suffer. The message here is certainly not that all big schools are bad, just some of them. Look for a school which you feel can offer you the individual support you need as well as the school facilities.


In Ireland, there are quality marks which assure minimum levels of quality in schools. With these marks, the schools are open to independent inspectors who can check if they are doing what they say they do, both academically and from an administrative point of view. Look for quality marks such as ACELS or MEI. You can see their lists of members at or


Your teacher is the most important element of your course as it is they who you have primary contact with each and every day. A good teacher can guide you through the language and a great teacher can inspire you for the rest of your life. When you are making contact with a school, ask as many questions as you like. Regarding teachers, there are two questions you can ask: Are your teachers native speakers? What is the combined teaching experience of your teachers? The way schools answer your questions will give you a clue as to how they might treat you in the future should you become a student and of course, the more you can learn about their teachers the better. Happy, well-paid teachers give the best classes!

What every student would like is a well-located, friendly and professional school which will teach you the English language. In your search for this school, consider the above points and we wish you the best of luck! If you need any more help or information on this topic, please contact

By the way, one last thing. The word ‘cheap’ in English can have a negative connotation meaning ‘poor quality’. A positive way of saying ‘cheap’ is ‘inexpensive’.