Shauna Garry




  • This course has been extremely informative effective. It has allowed me to reassess both the resources I use and the style and manner in which I use them. It is a very practical course that has provided me with new ideas and new materials. My teaching will most definitely improve for the good of all of my students. Go raibh míle maith agaibh!

  • Unfortunately, I couldn't participate in the live video. However, I would just like to say 'thank you so much'. It has been a wonderfully informative and transformative course.

  • Thank you so much for these suggestions.

  • Bingo for minimal pairs sound differences are very popular in my adult EFL classes. I usually incorporate them at the end of the lesson as a revision activity, however designing and introducing them in a way that makes the task competitive, which I find my students love. Additionally, board races have proven successful as a follow-up activity. For example, I...

  • Extremely interesting and innovative ideas. Would be easily incorporated into a lesson. In a adult learning classroom, it may be slightly childish, however the tactile approach is interesting.

  • Such good materials, well designed and interesting. Will definitely be using them in future.

  • Really great activity to see what other approaches and activities colleagues would use. Also very constructive to receive feedback. It aided me in reassessing each step of a particular activity to keep in mind all styles of learning and difficulties.

  • Really helpful week, 'getting our hands dirty' with the tasks has been very insightful!

  • A very useful experience. It's important to gain feedback and insight from colleagues. Thank you.

  • Really interesting task this week to make us consider how we conduct our lessons that are inclusive of different learners. I enjoyed having to review and be critical of another's task.

  • EG: In Spanish the word for city is ciudad /see-u-dad/ I always teach my students to think of saying goodbye to their father before going to the city. It works a treat. Teacher: "What do you say to your father as you leave the house to head into the ______?" Students: "Ciudad!" /see-u-dad/ :) This also helps their pronunciation as many students initially...

  • I am delighted to see this activity here. I use something similar in Spanish for direct/indirect object pronouns.

  • I always write grammar in blue on the board and vocabulary in green. Drilling vocabulary words orally works well most of the time. Max of 10 per lesson.

  • Grammar: 1-3-4-7
    Vocabulary: 2-5-6-8
    My problem with most of my English-speaking students is that they can't identify grammar rules as they have no frame of reference to English grammar as it is not taught! While this is not solely an issue for dyslexic students I feel it is important to realise. I sometimes have to almost teach them English grammar in...

  • I think I will start giving lesson notes to my students ahead of the class so they have time to read through. This may help them in feeling more comfortable during the lesson. I think I will also perhaps, incorporate more online lesson reviews of the key grammar/vocab/topics covered, so students can work with them at their own pace, and have them as a resource...

  • I find students really enjoy using the IWB (interactive white board). However, at times too much IT can take the focus away from students and they find it difficult to concentrate. In my experience, a good mix of approaches, methods and tools is best.

  • I would like to know of different websites or apps that may help students. I am thinking of one in particular; duolingo. I find my students enjoy using it as it is short, colourful and applies different techniques that allow students to interact with photos, images, sounds, etc.

  • In our institution we have qualified assessors which help students to work through and with their SpLDs. It really helps students.

  • Various difficulties and various levels of difficulties across the four basic language skills. Interesting to see that given more time, after learning new vocab for example, the students may score higher in exams.

  • I have learned about differences and similarities of different learning disorders. It also became apparent that these difficulties can be found on a spectrum ranging from slight problems to increasingly serious issues. I have more awareness also of how to best aid my students in my language classes and to be more aware of what they might find difficult is...

  • This week I have reflected on how my students with dyslexia might feel when they face the task of learning a foreign language. I was reminded of the importance of giving short, clear instructions, in order to facilitate the students with a short attention/memory. Very insightful videos, thank you.

  • Really helpful video, clear and with appropriate examples. It has helped me to realise the different approaches that I can incorporate into my language classes to help my dyslexic students. Thank you.

  • Hi, my name is Shauna. I lecture in Dublin. My main areas are Spanish, English and Intercultural Studies. I am currently studying a PhD in Foreign Language Pedagogy.