THIS IS THE MOST EFFICIENT METHOD TO LEARN LANGUAGESLearning to speak several languages ​​is one of the most challenging but also most rewarding challenges. In addition to being able to communicate with a person who does not speak our mother tongue or having more job opportunities, being bilingual or multilingual allows you to develop cognitive processes that can even help you delay the mental effects of aging (such as memory loss).

If you want to learn another language, either as a hobby or because it will be useful to you in your work, but you are having a hard time being consistent in your studies, it is likely that you need help to find the best way forward. Sometimes, the fact that pronunciation is more difficult for us or that we do not understand grammar rules can be a reason for demotivation.


However, it is possible not only to learn another language but several. And you don’t have to spend hours in classes or reading books, and learning grammar. Multilingual people have developed different ways to become familiar with another language, and faster than you imagine, you can already communicate in another language. So do not miss these tips to master another language.





It is very important to know why you are learning a new language, and keep it in mind so that you always stay motivated. If you don’t have a good reason youporn, chances are you won’t be fully committed. So the best thing is to have a clear objective that helps you to be constant.




One of the best ways to learn a language is to use it as much as you can and practice every day. You can use different tools: listen to podcasts, watch movies or series, talk to yourself, write emails or anything you can think of to practice.


Learning a language with a friend or partner is a great way to learn. Not only will it help with your motivation, but having someone you are accountable to will be a way of not missing a lesson. Also, you will be able to practice with each other and you will improve much faster. If no one you know is learning the same language as you, apps like Tandem let you find someone to speak to and improve.


Choking yourself with texts and rules may not be the best option to learn effectively and lastingly. That is why a great piece of advice is to approach the language as a child would: with curiosity, without fear of making mistakes and without feeling self-conscious about making mistakes.

Think about it, when a child is learning to speak they make mistakes all the time. However these are necessary to develop their use of the language. It is the same in your case, even if you are an adult. Likewise, using fun ways to learn (songs, games, YouTube videos, writing poems, etc.) can be a great alternative to keep moving forward without so much pressure.


In that sense, the most important thing is to leave the fear of saying something wrong or not speaking perfectly. If you can, the ideal would be to talk to natives or foreigners to practice. To feel more comfortable, you can learn a phrase like “I am learning and I want to practice,” so that your interlocutor knows and feels more secure with you.

This will also allow you to make that language your own.



Learning a language involves not only speaking it, but also understanding it. Therefore, learning to listen is key, especially in natural and “street” situations, in which people tend to speak more quickly and informally. Listening is also important so that you can correctly imitate the pronunciation.

However, this not all. Speaking is not only a mental action, but a physical one. When we talk, we move our muscles in particular ways to make different sounds. If a language has a sound that isn’t in your native language, a great way to learn how to pronounce it is by watching others. See how they move their mouth or tongue and try to imitate them.

For this, YouTube is a great tool.




Studying is one of the oldest activities carried out by man. Even so, there are few who today can call themselves “study masters”, those who know the appropriate techniques to retain knowledge in the shortest possible time.

Before we go any further, let’s be clear: I’m not here to teach you how to memorize texts. For this, there are countless manuals that bring together the most efficient mnemonics techniques developed for this purpose. However, it is not the case.

Do you want to make efficient use of your time while studying and really learn for the long haul? You are in the right place. Keep reading to discover this compendium of infallible ideas to study and not die trying.




There is nothing better to start a study day than to translate knowledge into your own language, with your own words. Although it may take some additional time, developing your own notes requires you to do a detailed review of the content to rewrite it. Also, writing it down again helps you fix knowledge xnxx.

Additional recommendations? Use colors. One highlighters. Post-its, labels, footnotes. All of these elements are visual shortcuts that you can use to highlight important information and make it easier to read quickly.


Planning is the key. It applies to almost all aspects of life. Especially when it comes to studying. Do you need to obtain timely knowledge and do you have a finite, albeit sufficient, time? Take the opportunity to develop your study plan, taking into account your specific objectives.

Before making a study plan, it is recommended to answer the following questions:

What do you need to learn? What is your goal with that?

How much time do you have to do it?

What resources do you have at your disposal?



There is no better way to understand the theory than bringing it to the real world, especially if you are one of those people who get lost in technicalities or very complex languages. Consider fictitious examples, hypothetical situations where what you have learned finds its place to explain reality.

This is especially useful in college majors such as Finance, Accounting, Statistics, Business, Physics, and many others, especially those related to numbers.



Are you one of those people who tend to be mostly visual? This technique will be indispensable for you. Take the time so that, within your notes, you have graphic representations of the key concepts that you must learn. These images should be simple and easy to remember.

Note that your reference drawings may be semantic, figurative, linguistic, or free association representations. Let your imagination fly!


Do you feel ready for your exam? Before the dreaded day of the final evaluation, prepare small drills yourself. This technique will allow you to identify not only the areas that you need to prepare a little more. But, in addition, it will help you mentally prepare for the final moment.

An alternative to mock exams is joint study sessions, where your friends or fellow students ask you key questions. A fun and dynamic way to learn!

These are some of our best study techniques, designed to help you succeed like a champion in your next exam. Which are yours? Tell us below.




The Old Rural School As I Remember It By Velma Fowler Matson – PART 1

Having attended a rural school for the first eight years of my formal education and then teaching in rural schools for eleven years, gives me license, I think, to expound upon their characteristics – good, bad or otherwise. I must admit, though, that i n the interests of a good story, the information contained in this paper is about the rural school of my childhood. By the time I was teaching, some aspects of the rural school had changed, although the main characteristics remained the same.

“What is a rural school?” you ask. A rural school contains a plot of ground, the buildings, (of which more will be said later) as well as the school district and the people within its boundaries. A map of the said boundaries of many school districts c ontained the epitome of gerrymandering. No one really knew why these boundaries were so irregular. Perhaps it was because of the density population or lack of it, or of the distances to walk, or of some families’ preferences or of some other reason, but o nce there, those boundaries pretty much stayed that way. Some districts were entirely within one township, others spilled over into two or more townships and were known as fractional districts. In those days people lived quite distant from each other, but families were large, so there was usually a large school enrollment. It was not uncommon to have four or five members of a family in the same school. I personally remember attending school with seven members of the same family.

A three-man Board governed the district and I mean “man”. Never, in those days was there a woman Board member. The Board consisted of a Director, a Moderator and a Treasurer. The only qualifications were to be a man and to be respected by your neighbor s in the district. Many a rural school board member did not have an eighth grade education, yet the whole business of running the school was in the hands of this Board and the “schoolmarm” was directly responsible to these men. Except for the one big annu al district meeting, the three men conducted all business relative to the school.

The school building was usually set upon quite a large plot of ground. (Land was cheap and some community-minded farmer would be glad to donate a corner of his farm especially if it were likely the school would bear his name and besides this, it usuall y meant that his own children would not have to walk far to the “seat of learning”. Sometimes, this also meant that the “Schoolmarm” boarded at his home which also enhanced his standing in the community.) As a general rule, the only buildings on this plo t of land were the schoolhouse with woodshed attached and two little outbuildings in back. At that time, they were not labeled “His and Hers” or any other such designations, but believe me we knew which was which. Two-seaters were the rule of the day, but occasionally a third hole at a lower level was added to accommodate the little folks.

The school building was usually a rectangular structure with a shed attached to the back. In one end of the building was a cloakroom sometimes a separate room, but more often a part of the big room. The roof was always peaked with the chim ney at one end and the belfry at the other. Inside the big room, in the center or in one corner was a big pot-bellied stove. Students near the stove toasted while those on the outer edge needed an extra pair of “long-johns”. The teacher’s desk was up front. Directly in front of her desk was a long recitation bench. Behind this, packed in like sardines and solidly nailed to the floor were rows of double seats for the pupils. Not much attention was given to putting a child in a desk to fit his size. In fact , in the interests of discipline and help to the teacher, many a tiny boy or girl was seated with big sister or brother. Six or eight tall narrow windows the only light, as electricity was then unknown in rural areas. Tucked in somewhere around the room w ere homemade shelves for the few library books and for the water bucket and wash basin. It was a real sign of progress when the water bucket and dipper were replaced with a so-called fountain the kind where a huge glass jar was inverted onto a standard an d the wastewater ran into a pail under it. Many a time did the teacher turn around during an arithmetic class just in time to see a stream of water from the overflowing pail, streaking toward her high-top shoes. Hands were all washed in a tin basin and wi ped on the same cloth towel. Wainscotting of a dark color, so not to show many dirty handprints, came up about four feet from the floor with a lighter-colored painted wall above it. George Washington, Abraham Lincoln, Benjamin Franklin or other early patr iots looked sternly over the pupils from their pictures on these walls. Lucky were those students whose school’s walls also held a Rosa Bonheur or still life painting. Every self-respecting patriotic school also had an American flag displayed on one wall as well as one flying from a flagpole out of-doors. Somewhere near this flagpole was the deep well that provided a cooling draft of water after a hard game of baseball during recess, as well as to meet the needs inside the building.

The teacher was almost always a single lady and had to be a “paragon of virtue”. She also had to be a tireless worker with the “patience of Job”. First of all, because of the transportation of the time, it was necessary that she board in the district. It was not always easy to find a place and when one was found, it usually left “something to be desired”. Sometimes, it was with one of those big families and she would have to share a room with one of the younger girls. There was no privacy, so teacher s tayed at the schoolhouse as long as daylight would permit. However, with all her duties, there was always work to be done there. Her typical day went something akin to this: She arose early, dressed for school, ate breakfast, packed her own lunch and walk ed to school whatever the distance. Upon arriving, she carried wood and kindling from the woodshed and built the fire. As the building was warming, she carried in the day’s water for drinking and washing hands. The room was tidied, lessons for the day wer e reviewed, plans were made and questions, plans and instructions were written on the blackboard. Time was always too short, as pupils soon began to arrive with things to share, questions to be answered, quarrels to be settled, etc. etc. From 9:00 A.M. un til school was dismissed at 4:00 P.M., not one moment could she call her own. During the day, she “wore the hats” of superintendent, principal, counselor, teacher, coach, nurse, janitor, referee, baby-sitter and others. Decisions to be made were her own – there was no one to help or advise and no telephone to call for help should she need it. Even during recesses and the noon hour, she was on playground duty. When 4:00 P.M. came and the last child had left, she drew a sigh of relief, picked up the broom, did the sweeping, checked the buildings and grounds, began her planning for the next day’s lessons and on and on. Finally, as the sun was getting low in the sky, she trudged her weary way toward her boarding home, loaded down with a big pile of papers to correct. Yes, it took a special kind of person to be a teacher in a one-room rural school. And if she were that special person, she received her reward in the satisfaction and joy of her work. Her pupils lobed and respected her – they wanted to help her and to share with her. “An apple for the teacher” was no trite expression. There were apples for the teacher and many other goodies as well. Until a monitor schedule could be set up, the pupils vied with each other over who would clean the erasers, wash th e blackboard, raise the flag, ring the bell, etc. Students wanted to learn for her and learn they did in spite of many adverse conditions. Parents, in general, were behind her in her efforts and gave cooperation. Most of them were advocates of the old say ing, “If you get a licking at school, you will get another one when you get home”. Therefore, seldom was such a punishment needed. Parents taught respect and honor for the teacher. Many a young female student was inspired by her “schoolmarm” to become a teacher in later years.

Winners of the 2004 ICT R&D Small Grants Programme

Acacia and Connectivity Africa, the two African ICT4D programmes of Canada’s International Development Research Centre, awarded six small grants for research on the effects of information and communication technologies (ICTs) on African communities, and for innovative ICT applications in support of sustainable development on the continent.
The grants of up to CAD $30,000 each were awarded as part of the 2004 ICT R&D Small Grants Programme, out of a total of almost 50 applications.
The winning proposals include a plan to develop a prototype low-cost, solar powered computer in rural Nigeria, a study of how ICTs are changing the work of African journalists, and a project to assess the impact of ICT skills on employment prospects for youth in rural areas of Kenya and Tanzania. Many of these small-scale research projects aim to address the policy and practical barriers that prevent marginalized communities from communicating and accessing information using new technologies.
IDRC supports the use of ICTs for African development through the Acacia Programme Initiative and Connectivity Africa. Acacia is a programme to empower sub-Saharan communities with the ability to apply ICTs to their own social and economic development. See: Connectivity Africa supports innovative approaches to improving access to ICTs on the African continent.



Alternative billing methods for Internet services
Tanzania Commission for Science and Technology (COSTECH), Tanzania

COSTECH will develop alternative methods of measuring and billing for Internet use that will render the services more accessible and affordable to low-income users.
Contact: Ali Ayub Kalufya.

Expérimentation de livres électroniques pédagogiques en éducation supérieure
Centre d’études supérieures du multimédia et de  l’Internet (CESMI), Sénégal; Informatique documentaire édition électronique (IDEE), Canada/Sénégal.

This project involves the production of a collection of electronic law books, which will be tested at the Faculty of Law, Cheikh Anta Diop University, Dakar. 
Contact: Marc-André Ledoux.

How are “early adopters” among African journalists and newsrooms using ICTs in their work?
Journalism & Media Studies Department, Rhodes University, South Africa

Working with journalists in the Highway Africa network, this project will develop baseline data and a typology of the use of ICTs in African newsrooms.
Contact: Prof. Guy Berger.

The impact of ICT on youth livelihood strategies in Kenya and Tanzania
Global Education Partnership (GEP), USA

GEP will assess the impact of ICT and entrepreneurship skills on the prospects of youth in rural communities.
Contact : Ed Marcum.

Information programme on rural telecommunications in Africa
Panos Institute, United Kingdom

This project will examine the current status of rural telecommunications and rural telecommunications policy in four African countries.
Contact: Kitty Warnock.

Tropicalized computer in rural Nigeria
Fantsuam Foundation, Nigeria

This project will research and pilot a low-budget, solar-powered computer suited to rural settings in tropical climates.
Contact: John Dada.