With a background in linguistics and five years of experience teaching English as a second language (ESL), I bring a depth of expertise and a unique perspective to my teaching practice. Here's how: Th... eoretical Foundations: My linguistics major provides me with a solid understanding of the fundamental theories of language structure, including phonetics, phonology, morphology, syntax, and semantics. This knowledge helps me to analyze and explain the complexities of English grammar and usage to learners. Language Acquisition: My background in linguistics equips me with insights into how languages are acquired and processed. This helps me design effective teaching strategies that align with how learners naturally acquire language skills. Sociolinguistics and Pragmatics: Understanding sociolinguistic and pragmatic aspects of language allows me to teach English in a culturally sensitive manner, helping learners navigate different social contexts and understand the nuances of language use. Classroom Management: Five years of teaching experience mean I’ve developed strong classroom management skills. I know how to create a positive learning environment, handle diverse classroom dynamics, and maintain student engagement. Curriculum Development: My experience enables me to design and implement curricula that cater to various proficiency levels. I can create tailored lesson plans that address the specific needs of my students, whether they are beginners or advanced learners. Assessment and Feedback: With extensive teaching experience, I’ve honed my skills in assessing students' progress and providing constructive feedback. This helps me effectively track their development and adjust my teaching methods accordingly. Adaptability: My hands-on experience allows me to adapt linguistic theories to practical teaching situations. I can apply my knowledge to solve real-world language learning challenges and adapt my teaching strategies to suit different learning styles.read more

I am Rachayta, a Hindi literature and linguistics major with a special interest in the development of methodologies for teaching Hindi, Urdu and English as a second language. I was born and raised in ... one of India’s great cross-cultural collaborations: Delhi. It is the constant flux of the Perso-Arabic and Sanskrit registers in various states of purity and dilution that first kindled my passion to explore the etymologically eclectic vocabulary of my native language and track its diverse morphological features to their dialectical origins. My initial passion for the detailed examination of the lexicon of Hindi has in turn made me aware of the broader implications of language learning and teaching as a means to explore the nature of society and culture. Although I decided to concentrate my studies on Hindi and linguistics when I went to college, I have consciously used my academic work to explore the broader picture of Hindi as a language of many languages. To gain a better understanding of Hindi’s dialectical development,I studied older literary dialects, such as Braj Bhasha and Shekhawati. I have also since achieved proficiency in reading and writing Nasta’liq, which enabled me to deepen my understanding of morphological features Hindi inherited from the Arabic system of nominal derivation. My diachronic study of Hindi, its sibling Urdu, and some more related languages has opened my eyes to the fact that India’s languages and dialects have no rigid boundaries but are blended into a continuum of concerted cultural activity that dates back far into the past; the fluid nature of which is only emerging today, as people are less likely to remain rooted in one place and thus ask research to find new definitions for language, dialect, and culture – definitions that are as alive as the people themselves. After completing my Master’s Degree in linguistics,I have devoted my energies to Hindi and English tuition as a second language rather than to more purely academic research.read more