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Marcia G.

Taking one step at a time

Taking one step at a time

$60/hour

4.9 (244 ratings)

  • 1,166 hours tutoring

About Marcia

Bio

Philosophy:

When I was growing up I told my father that I wanted to be multilingual. I studied French, Spanish, Italian, German, Russian and Arabic. In addition to Portuguese and English, I now speak, read and write (native fluency), translate and interpret three of the six languages listed above.

I also told my parents that I wanted to be a world traveler and learn about other cultures. I did so and lived, worked and traveled in and to around 37 countries. My linguistic skills...

Philosophy:

When I was growing up I told my father that I wanted to be multilingual. I studied French, Spanish, Italian, German, Russian and Arabic. In addition to Portuguese and English, I now speak, read and write (native fluency), translate and interpret three of the six languages listed above.

I also told my parents that I wanted to be a world traveler and learn about other cultures. I did so and lived, worked and traveled in and to around 37 countries. My linguistic skills helped me break the ice and fit into those cultures, while my interest in history, geography and world religions (acquired through conversations with my grandfather) coupled by international relations and international business (derived from my studies and foreign service experience) further helped developing and maintaining interpersonal interests aroused.

I basically taught all my life: piano and dance, foreign languages, history and geography, linguistics, ESOL, wherever I lived and wherever I worked. I like the interaction with people. And I like teaching them and opening their horizons. My father and grandfather taught me the importance of reading and studying and be prepared at all times. They also taught me the importance of listening, yet, being interactive by asking and answering questions.

This is how I teach my students and this is what I bring in my bag: preparation in my subject, patience, persistence, willingness to do whatever it takes to help someone achieve the best of his/her potential. I do not believe in memorization, but rather the understanding of what the matter is about, the development of that understanding and the ability to recall the information when that is needed. I believe that teaching is a two-way street: it requires a teacher to teach and a student to study. The teacher teaches, the student reviews the information in class and after class. Reviewing what was studied helps the brain retain the information. And the learning process is completed.

I require my students to be seriou

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Education

Universidade Federal do Ceara/Fortaleza, Brazil
Foreign Languages
University of South Carolina - Applied Linguistics
Masters
University of South Carolina - Internatinoal Relations - all course done except for thesis
Graduate Coursework

Policies

  • Hourly Rate: $60
  • Rate details: Discounts:* 3 + h/w: - 5% 5 + h/w - 7% 6+ h/w - 10%
  • Lesson cancellation: 8 hours notice required

  • Background check passed on 1/12/2014

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Subjects

Business

Marketing,

Marketing

I studied basic finance and economics, while doing my studies in International Relations and working as a translator/interpreter in the field, at the Business Department, USC. A few years later, I was transferred to Brazil and started working for a multinational corporation as a translator/interpreter for their newly developed products and the products they planned on developing. Soon after that, I became deeply involved with market research, customer preferences and habits and statistics on the products and their acceptation. And started working with the principles of consumer advertising and client presentation. I moved on and worked for a marketing magazine in the same country. By then, I became a Marketing Executive. Aside from writing and editing articles on the subject, I created advertisements for both the makers of products and the consumers these products were geared to, trained the sales forces in presentations to clients, made a few sales calls, myself, and participated, either as an active participant or as a presenter in several market and advertising conferences. The fluency I acquired in foreign languages landed me consulting assignments with Arab companies who wanted to invest overseas, Brazilian companies who wanted to do the same and led to several conferences on "How to do Business in...." - something that I still do occasionally... Marketing is a wide field, but not one where everyone can penetrate. It is not just sales, or numbers. It is also an active knowledge of the product one is pursuing or developing, or selling, based on real figures and profits. It is a basic knowledge of the human nature and what might or might not benefit a specific company or client, through a veiled observation of their mannerisms and body language. And, when dealing with specific clients, add to those, a deep knowledge of their background, their likes and dislikes, beliefs and cultures. I lived and I still live "marketing." When passing this knowledge along, I do use books and articles and writing
Public Speaking

Public Speaking

I sang songs and recited poetry since I was 6, on stage, and represented my school in school contests and presentations. From stage presentation to teaching it was just a step away to acquire experience in public speaking. A teacher is a public speaker and a public speaker is a teacher. They both have something to say, pass along, and teach and they both have to say that message well to entice his/her audience. They both have to search for the correct words, use them with the right intonation and body language, making them interesting, happy, sad or serious - whenever and wherever the occasion requires. A public speaker knows how to enunciate words and make them clear to the listener. He puts feelings and sentiments and force in his words. He is prepared to face emergencies and has to learn how to improvise. He knows his speech by heart. Ultimately, he is also an actor, by giving life to the speech he or others wrote, but that he already knows so well.. He knows how to keep eye contact with members of the audience and knows how to use them to his advantage. By helping people with Public Speaking, I review the phonetics of the language to be used. In the speech. Check for fluency and intonation, all intended to make the sentence sound the way it should. The written speech or script should be checked for errors and edited if necessary. It must be recited, not memorized., so a lot of practice and repetition are required. I also make pointers about the basics of body language, starting with a one on one analysis and then moving on to groups either though photographs or pre-recorded TV shows. TV Commercials are also important in the analysis, as they are intended to sell a product or idea. Public speakers and salespeople also have a lot in common. When tutoring in Public Speech I follow the method used by the school or course my student is taking , There is no need to re-invent the wheel, We, however, try to bring life to the instructions, act them aloud thus taking the fist real steps in public

Corporate Training

ESL/ESOL,

ESL/ESOL

My MA was in Applied Linguistics. This means that one visualizes a language, analyzes the data, establishes a basic set of rules relating to that language, and applies the acquired material to decipher, teach, and use a particular language. Within the Applied Linguistics field, I specialized in Teaching a Second Language to Speakers of Other Languages. While that refers to any language - and I teach several of them - I also have been using this ability for teaching ESL - English as a Second Language. I myself was a foreign student of English and learned the language by studying it and teaching it to myself, while using it if and when necessary, mistakes and all! I went through the TOEFL exam, took it, passed it, and continued on to Graduate School and further teaching. I have been teaching ESL for a long time, both in the US and overseas, from K to College level and I am certified in this area by the State of Georgia. My most recent work with English consulting was in Brazil, just last year, with young professionals, as well as with a couple of advertising agencies in simultaneous interpretations and/or translations, while visiting there. I have been with WyzAnt working in this area and in other subjects for the last three years, and just recently retired from Gwinnett County Schools, as Lead ESL Teacher, having previously worked in a similar capacity for DeKalb and Fulton Counties. My students come from different parts of the world and they have their individual difficulties pertaining to their native languages - difficulties that have to be adapted to English and/or corrected. The secret for my success in this area comes from the understanding of each of my foreign clients' culture and a feel of the difficulties he/she is dealing with -because I have been there. Coupled with that, and assisted by the previous knowledge of the interference of their native languages into the learning of English - I am able to get into the heart of the problem and work specifically towards the client's needs. And as on
French,

French

Because some of my ancestors were French, I began learning the language at age 8 and continued with doing so in High School, where I studied under French nuns, and, in College, under a visiting professor from the University of Lyons. I received my BA in French Language and Literature from the Universidade Federal do Ceará, Brazil, and, a year later was teaching Freshmen French at the same university, as well as in private and state schools, in Brazil. While working with multinational corporations, including Nestlé, I became a translator/interpreter (simultaneous and consecutive) for French/Portuguese, French/English/French/Spanish. When serving in the Caribbean for the OAS, I worked closely with the French Embassy in Kingston and with nationals from/at the surrounding France’s former colonies (Martinique, Guadeloupe, Haiti) as part of my assignments. In the Middle East I also taught French for expatriates and local Emirati, Omani and Saudi nationals. Because my children went to British/Lebanese International schools, I participated in their French/Arabic activities on a regular basis. In the US, I taught French for High School seniors, and took one of the classes to Quebec and Montreal,as a teacher, guide and occasional translator, as I was one of the founding members of the French Club. When I moved to Georgia, I received my French certification from the Georgia Dept. of Education and taught French for state schools, which I still do, occasionally. While still active with translations interpretations and French proofreading, I like teaching the language, for the opportunity to establish a one-on-one due to contact with clients and the progress I can witness from meeting to meeting. I use a direct/illustrated method in my teaching, as a fortunate residue of my MA in Applied Linguistics; in other words, I incorporate conversation with grammar, producing very positive results. I like the French language and I am good at what I do. French literature, French history and French art are also part
Grammar,

Grammar

Good grammar helps one to speak well. Good grammar helps one to write well. Good grammar helps one to communicate a message clearly and effectively. Grammar skills are necessary in school exams and in college papers; in a resume for a job, and in a job interview; in a client presentation or in an impromptu speech. Good grammatical skills separate the literate from the illiterate and assist in the small factoids of life. I was taught grammar since my fist grade at school and the challenge became progressively heavy as the grades went by. Yet, my good foundation in grammar led me to understand that grammar is the same in every language and that similar rules do apply to apparently dissimilar language systems. That understanding led me to the learning of foreign languages and my original concept of rules and grammatical organization in a functional way became more obvious as I studied Applied Linguistics and received my MA in this area. Linguistics and more specifically, transformational grammar, gave me a label for the principles I had learned throughout the years, and helped me to take my point across to students of same or of a different language. Every language has nouns, every language has verbs. The way these nouns and verbs combine in order to bring sense to a sentence is the realm of grammar and, depending on the language, there may be more or fewer variations to these principles. These nominal and verbal elements are joined together by certain non-variable words in segments or in sentences, and these are prepositions and conjunctions. A word can be more or less specific - the domain of adjectives - and good writing sometimes implies the avoidance of repetitive terms, hence the existence and use of pronouns. This simplistic overview of grammar is extended or suppressed depending on the needs of a particular student or the particular aspect of the grammatical facts he/she needs to learn, re-learn, or overview. Yet, this approach produces results, and most students come to the understanding t
Italian,

Italian

The first time I was exposed to Italian, I was 10 years old and my father gave me a beautifully illustrated “Dante’s Inferno” in his original Italian format. We studied one page every night, together, until “Inferno” was done. My dad and I practice words and expressions and basic conversation, but I wanted more. I learned Italian at the Universidade Federal do Ceará, in Brazil, and, later on, re-shaped my skills at the University of South Carolina, in the U.S., in a course specifically about Dante’s “Divine Comedy!” (of course I knew the “Inferno” pretty well...). While working at Nestlé, I used my skills as an translator Italian/English/Portuguese and taught it to the staff; after moving to the Middle East, I taught conversational and formal Italian to both locals and foreign expatriates. Back in Georgia, I taught it for several years in community schools in Gwinnett County and have been teaching it at/through WyzAnt. I do consult and translate in this language whenever the opportunity arises. My “Italian methodology” is direct, conversational, practical, illustrated with examples and graphs - intended to establish a link between the client’s native language and the target language he/she is trying to learn or improve. My level of success is quite high. In cases when the client already knows some of language and needs to improve his/her grammatical or conversational skills, I adapt the method to fit my client’s needs, using his/her own materials at hand, or creating my own, or working with whatever we have. Because cultural similarities and differences are of extreme importance – particularly when traveling or doing business in Italy - I touch upon the cultural aspects of the language and country and ways to “fit in.” Above all, in Italian, as in all my classes, I explore the positive aspects of learning, not the negative, always encouraging the client, couching him/her in his/her needs and providing an overall view of his/her learning process. However, because mutual cooperation is required to achi
Portuguese,

Portuguese

Portuguese – more specifically – Brazilian Portuguese – is my first language, as I was born and raised in Brazil. My school program in Elementary school was arduous, as we were required to read, by age 5 ½ and know grammar, spelling and writing/reading perfectly well as to be able to perform successfully in competitions, at the end of elementary school. High School brought more challenges in Portuguese, this time with the introduction of Continental Portuguese language and literature, in addition to Latin, English and French. Because we were required to also learn these languages well, translations to and from these languages and Portuguese were also part of the curriculum. That was my first glimpse of what Portuguese must be like for a foreigner! The training in these languages and Portuguese continued through College and I received a double BA in Portuguese and French Languages and Literature and the Methodologies that went with teaching both languages. I taught Portuguese in High School and College, while in Brazil, trained teachers to teach Portuguese to the locals in the Amazon area and was a successful candidate for becoming a permanent certified teacher for the Brazilian National department of Education. Once I left the country, I taught Portuguese in the US, for Americans, in the Caribbean for French and English speakers, in the Middle East, for Arabic speakers…not to mention other foreign speakers who wanted to learn the language. Teaching a native language for speakers of the same language and teaching it to speakers of other languages is not exactly the same thing. In fact, the differences are crucial. A native speaker, SPEAKS, READS, WRITES and UNDERSTANDS the language. He/she may need “toning” in in the language and improvements in certain areas. A foreign speaker needs to LEARN the BASICS of the language first before he/she can speak it, read, write it or understand it. Translating from different languages into Portuguese, gave me a glimpse of the difficulties one faces – particularly i
Proofreading,

Proofreading

Proofreading for me is the art to improve the content, vocabulary and fluency of a text, a contract, a dissertation, a translation and whatever other piece of writing one intends to present. Those were the concepts I had in mind when I first learn how to read and write in my native language, Portuguese, then, in French, English, Spanish, Italian...and that I eventually I had to present to my teachers. I became very good at this art, and became even better when I myself was teaching these languages, translating from and into them and when I worked as an assistant editor to a Brazilian chain of international magazines. Proofreading is not just checking on grammatical mistakes and the structure of sentences. It also is the conveyance of a line of thoughts in a sequential and logical way to a specific audience, taking into consideration time, place and the purpose of the writing. I consider all of these points when working with someone on a specific piece of writing. We check the purpose of the writing. We check to whom this writing is intended to. We check the level of the audience to whom this writing is directed. And we checked the tone of the writing. This is when words and sentences can be changed, as far as their usage and meaning. The last step would be that of verifying the mechanics of the writing: sentence structure and spelling. My courses in this subject are not long, but these aspects are viewed and commented in depth. We view and/or review style, genres of writing, tones of writing, general grammar and spelling, along with morphology, syntax and semantics of the language in/from the paper, article dissertation or translation is written. Once these points are covered, the course is over, but not finished. That is when the client picks up where I left: by making a habit of reviewing what he/she writes, checking the principles of grammar when in doubt, and reading continuously all possible genres, to acquire new ideas and writing techniques. I enjoy working with proofreading because each p
Public Speaking,

Public Speaking

I sang songs and recited poetry since I was 6, on stage, and represented my school in school contests and presentations. From stage presentation to teaching it was just a step away to acquire experience in public speaking. A teacher is a public speaker and a public speaker is a teacher. They both have something to say, pass along, and teach and they both have to say that message well to entice his/her audience. They both have to search for the correct words, use them with the right intonation and body language, making them interesting, happy, sad or serious - whenever and wherever the occasion requires. A public speaker knows how to enunciate words and make them clear to the listener. He puts feelings and sentiments and force in his words. He is prepared to face emergencies and has to learn how to improvise. He knows his speech by heart. Ultimately, he is also an actor, by giving life to the speech he or others wrote, but that he already knows so well.. He knows how to keep eye contact with members of the audience and knows how to use them to his advantage. By helping people with Public Speaking, I review the phonetics of the language to be used. In the speech. Check for fluency and intonation, all intended to make the sentence sound the way it should. The written speech or script should be checked for errors and edited if necessary. It must be recited, not memorized., so a lot of practice and repetition are required. I also make pointers about the basics of body language, starting with a one on one analysis and then moving on to groups either though photographs or pre-recorded TV shows. TV Commercials are also important in the analysis, as they are intended to sell a product or idea. Public speakers and salespeople also have a lot in common. When tutoring in Public Speech I follow the method used by the school or course my student is taking , There is no need to re-invent the wheel, We, however, try to bring life to the instructions, act them aloud thus taking the fist real steps in public
Spanish

Spanish

My B.A in Romance languages (Latin, French, Italian and Portuguese) followed by a M.A. in Applied Linguistics were fundamental in/during my learning and subsequent teaching of the Spanish language. I studied Spanish in Brazil, and began teaching it while living there, as well as private schools. In the U.S., I taught it in the New York Public System, and in Georgia, in both DeKalb and Gwinnett Counties, and in local colleges. While living in the Middle East, I also taught it for both Saudi and Emirati officials, and in the Caribbean, for members of the Jamaican Diplomatic Force. The same background helped me to also concentrate in the techniques of translating and/or interpreting English/Spanish/English, French/Spanish/French, Portuguese/Spanish/Portuguese, Italian/Spanish/Italian, which I have done - and still do - when consulting with multinationals, private organizations and individual clients. Teaching Spanish has helped me to learn it even more, while opening my horizons to the subtleties of the language, which has led to a better understanding of its literature and culture. Because I work in most cases with non-native Spanish speakers, I take into consideration their original language background and adapt my methodology to possible native interferences in terms of pronunciation and grammar thus minimizing the difficulties the clients may encounter, through clear and concise presentations and explanations. I have, so far, being very successful in what I do, and my clients have shown substantial results and improvement in the learning of the 4 areas of the language (reading, writing speaking and understanding) and have succeeded in their goals. While the largest portion of such progress depends on the client and how much time he/she would invest in his/her studies, I would to see my small participation as a very rewarding tool to continue assisting the ones who need my help with Spanish.

Elementary Education

Grammar,

Grammar

Good grammar helps one to speak well. Good grammar helps one to write well. Good grammar helps one to communicate a message clearly and effectively. Grammar skills are necessary in school exams and in college papers; in a resume for a job, and in a job interview; in a client presentation or in an impromptu speech. Good grammatical skills separate the literate from the illiterate and assist in the small factoids of life. I was taught grammar since my fist grade at school and the challenge became progressively heavy as the grades went by. Yet, my good foundation in grammar led me to understand that grammar is the same in every language and that similar rules do apply to apparently dissimilar language systems. That understanding led me to the learning of foreign languages and my original concept of rules and grammatical organization in a functional way became more obvious as I studied Applied Linguistics and received my MA in this area. Linguistics and more specifically, transformational grammar, gave me a label for the principles I had learned throughout the years, and helped me to take my point across to students of same or of a different language. Every language has nouns, every language has verbs. The way these nouns and verbs combine in order to bring sense to a sentence is the realm of grammar and, depending on the language, there may be more or fewer variations to these principles. These nominal and verbal elements are joined together by certain non-variable words in segments or in sentences, and these are prepositions and conjunctions. A word can be more or less specific - the domain of adjectives - and good writing sometimes implies the avoidance of repetitive terms, hence the existence and use of pronouns. This simplistic overview of grammar is extended or suppressed depending on the needs of a particular student or the particular aspect of the grammatical facts he/she needs to learn, re-learn, or overview. Yet, this approach produces results, and most students come to the understanding t
Phonics,

Phonics

I studied phonics in college, for my BA and did well in the subject. I began using its principles more often when learning and teaching foreign languages as a tool to achieve the desired correct pronunciation of isolated and combined sounds in words, and intonation in sentences then comparing those to their writing format and teaching my students how to understand those equivalencies. My knowledge of phonics proved very useful when I taught hearing impairing subjects basic words and expressions, when – besides repetition and lip synch - I used specific techniques of sound producing with the lips for bilabial sounds, teeth and tongue for dental sounds and palate-producing sounds for certain consonants and vowels. We worked from individual sounds to words to short sentences and the results were good. I dug a little deeper in my phonics studies when doing my masters in Applied Linguistics, as phonics is essential for learning and teaching a language, especially when used in connection to the IPA (International Phonetic Alphabet). Phonics has helped me to learn a few foreign languages and gave my English a near-native accent. Throughout my years of teaching I have used phonics constantly either orally and/or in connection with graphics: to illustrate a special kind of sound or groups of sounds, not present in a student's first language; to give shape and individual personalities to sounds or groups of sounds a student has/had trouble with, whereas in his first or second language; to facilitate the enunciation and/or correction of sounds or groups of sounds to students of public speaking. As a singer, I used phonics to make words clear and have the perfect equivalency with notes. By separating individual sounds and groups of sounds along with their equivalent letters or words, while adding the phonetic alphabet and phonological markings for intonation – I successfully delivered songs in foreign languages I was not totally familiar with. Phonics has been a tool that I have been fond of using for a long time
Reading,

Reading

Reading is the art of taking a passage, literally read it, while absorbing its content and its structural design. Elements such as punctuation, word choice, even pronunciation play an important role in this piece of information. You dissect it for figures of speech that may alter the meaning of a simple word or even the entire text. You observe the style used in the sentences and paragraphs, so to locate it in time and space and identify it as unique to the writer who wrote the piece. And you absorb its structure - introduction, development and conclusion - to map the creative process which later may be added to any additional comments you may have about the person who wrote it and how the writer came to write such a piece. These are some of the aspects of reading I explore, while assisting my clients with Reading. Because I am multilingual, I am also able to go through the same process in a different language, while taking into consideration the cultural influence received by the writer, which many times can be hidden or slightly mingled with the text. My Linguistics background allows me to use logic in the establishing how the creative process was "created" and how it took place. And the fact that I am also a translator/interpreter in several languages has required that I note the key idea of the text and the elements that lead to the development of this key, while translating the text/commenting on the text/or re-writing the text, without getting away from the original thought of the author... Naturally the ability to READ the text and READ BETWEEN THE LINES, to create understanding, are absolutely necessary elements in Reading. I do work with my clients to develop this understanding and often they finish the course with a better perspective of a text - an understanding which can be applied not only in literary text, but in scientific and philosophical passages as well. And a good reader leads to a good writer...and helps one do well in High School, College, and even in the chosen profession...
Spelling,

Spelling

Spelling is a definite plus in the learning of a language, be that English, Spanish, Latin, Arabic or Portuguese. It proves that one's writing is understood, that the message one is trying to convey is clear. I learned spelling since kindergarten, as my school system was very strict about it. My Middle and High School teachers and later, my College professors, were even more demanding about correct spelling. One's entire grade could be determined by the way one presented a due paper or a piece of research. And when I went to school we did not have spell check! And we had spelling bees every month for a grade! Spelling is closely connected with the way one pronounces sounds that make syllables that make words that lead to sentences. Spelling is also a definite in the lyrics of a song, as words need to rhyme to produce an effective piece enjoyable to the ears and easy on the eyes… In some languages, one spells what he hears; in others, the sound equivalency to its actual spelling can be quite different, as in the case of English. Spelling is not just writing words correctly. It also involves phonetics, syllabification, prefixes and suffixes, roots and radicals of words that can be added or modified from one language to another. I studied Linguistics and within that, specialized in the nature of sounds vs. written word, and I have been applying these principles quite successfully in my teaching of English or other foreign languages. In the languages I learned and teach, spelling is crucial, because it helps one reading and pronouncing words correctly. Spelling is also closely related to reading and writing, as one can see the magic of words - correctly written and clearly understood - as they connect together in sentences and paragraphs. When I teach spelling, as I usually cover all these areas, as they are interrelated and cannot be pulled apart. I also show similarities in spellings based on the origin if the words. And sometimes we even sing or put a bit of rhythm in a words to feel it and spell i
Vocabulary

Vocabulary

Vocabulary is almost synonym of good writing. In essence, it complements the thought process and adds dimension to what one is saying, writing and thinking. When teaching vocabulary, I explore the different instances where it can be acquired: first and foremost, through reading, be that a book, a short story, an article or a piece of research in the internet. Second, I add on to reading, the factor - listening - and how to process words from a teacher, a parent, a movie, a TV show or even a song. Acquiring vocabulary is only part of the equation. The next step is showing the learner how to use it: in the right time, the right place, the right circumstances - factors that play an important role not be ignored. Words can elevate, but they also destroy. Inadequate use of words might lead to misunderstandings and/or misinterpretations and should be used with care and tact. And we cannot forget the tone into which these words are used; therefore, what to say, how to say and when to say something and to whom – are other aspects of my teaching that I explore with my students. Origin of words, homonyms, synonyms, antonyms and derivation of words- important elements in the process of playing with words proper - are presented and tailored to the student's needs, whether those be a requirement from school or from work . As a linguist with an MA in Applied Linguistics, words have always fascinated me... and still do. Being an avid reader and a learner, as well as a teacher of other languages - words and their corresponding relationships were and still are an essential part of my academic formation. When teaching writing and more specifically, vocabulary, I enjoy sharing with my students my love and interest for words. And the many years of teaching English and other languages to students of different ages and specialties have definitely made them not only discover but also improve their innate capacity to acquire and use words as effective tools of communication and succeed in whatever studies they were

English

English,

English

Having being born overseas, English was not my first language. However, I was taught a little bit at home, studied it in High School for about 4 years, then for another 2 years in College, and at the British Center for English Language Studies, where I received my Cambridge Language Institute certification, the equivalent of the TOEFL certification. I moved to the US and did Post Graduate work in Teaching Methodologies – work that paved the way to a Master’s in Applied Linguistics. While doing my MA besides teaching ESL, at the University, I was also an Assistant for the English Department and taught English 101/102 and 201/202. My work in International Relations and International Marketing led me to travel extensively, while giving me the opportunity to also become a seasoned English to French to Spanish to Portuguese to Italian literary and business translator and interpreter. After coming back to the US - I received my English State of Georgia Certification and resumed teaching English in local colleges, and in middle/high schools in Gwinnett, DeKalb and Fulton Counties. This background in foreign languages along with their Latin and Greek foundations permitted me to acquire an extensive English vocabulary in general and specific areas; the addition of the principles of Applied Linguistics allowed me to develop an English-based comparative view of grammatical rules and regulations and an overall understanding of listening and reading fluency, language usage, and the ability to grasp a theme and develop it step by step, in the genre it pertains. The combination of all that – in different degrees of concentration and dosage- is embedded in the methodology designed specifically to the needs of each student/client I work with. This process requires time and determination from the part of the learner, and patience, persistence and the ability of interacting, from the part of the teacher. All my life I have been both a learner and a teacher. I believe this unique perspective is the main decisive factor in m
ESL/ESOL,

ESL/ESOL

My MA was in Applied Linguistics. This means that one visualizes a language, analyzes the data, establishes a basic set of rules relating to that language, and applies the acquired material to decipher, teach, and use a particular language. Within the Applied Linguistics field, I specialized in Teaching a Second Language to Speakers of Other Languages. While that refers to any language - and I teach several of them - I also have been using this ability for teaching ESL - English as a Second Language. I myself was a foreign student of English and learned the language by studying it and teaching it to myself, while using it if and when necessary, mistakes and all! I went through the TOEFL exam, took it, passed it, and continued on to Graduate School and further teaching. I have been teaching ESL for a long time, both in the US and overseas, from K to College level and I am certified in this area by the State of Georgia. My most recent work with English consulting was in Brazil, just last year, with young professionals, as well as with a couple of advertising agencies in simultaneous interpretations and/or translations, while visiting there. I have been with WyzAnt working in this area and in other subjects for the last three years, and just recently retired from Gwinnett County Schools, as Lead ESL Teacher, having previously worked in a similar capacity for DeKalb and Fulton Counties. My students come from different parts of the world and they have their individual difficulties pertaining to their native languages - difficulties that have to be adapted to English and/or corrected. The secret for my success in this area comes from the understanding of each of my foreign clients' culture and a feel of the difficulties he/she is dealing with -because I have been there. Coupled with that, and assisted by the previous knowledge of the interference of their native languages into the learning of English - I am able to get into the heart of the problem and work specifically towards the client's needs. And as on
Grammar,

Grammar

Good grammar helps one to speak well. Good grammar helps one to write well. Good grammar helps one to communicate a message clearly and effectively. Grammar skills are necessary in school exams and in college papers; in a resume for a job, and in a job interview; in a client presentation or in an impromptu speech. Good grammatical skills separate the literate from the illiterate and assist in the small factoids of life. I was taught grammar since my fist grade at school and the challenge became progressively heavy as the grades went by. Yet, my good foundation in grammar led me to understand that grammar is the same in every language and that similar rules do apply to apparently dissimilar language systems. That understanding led me to the learning of foreign languages and my original concept of rules and grammatical organization in a functional way became more obvious as I studied Applied Linguistics and received my MA in this area. Linguistics and more specifically, transformational grammar, gave me a label for the principles I had learned throughout the years, and helped me to take my point across to students of same or of a different language. Every language has nouns, every language has verbs. The way these nouns and verbs combine in order to bring sense to a sentence is the realm of grammar and, depending on the language, there may be more or fewer variations to these principles. These nominal and verbal elements are joined together by certain non-variable words in segments or in sentences, and these are prepositions and conjunctions. A word can be more or less specific - the domain of adjectives - and good writing sometimes implies the avoidance of repetitive terms, hence the existence and use of pronouns. This simplistic overview of grammar is extended or suppressed depending on the needs of a particular student or the particular aspect of the grammatical facts he/she needs to learn, re-learn, or overview. Yet, this approach produces results, and most students come to the understanding t
Proofreading,

Proofreading

Proofreading for me is the art to improve the content, vocabulary and fluency of a text, a contract, a dissertation, a translation and whatever other piece of writing one intends to present. Those were the concepts I had in mind when I first learn how to read and write in my native language, Portuguese, then, in French, English, Spanish, Italian...and that I eventually I had to present to my teachers. I became very good at this art, and became even better when I myself was teaching these languages, translating from and into them and when I worked as an assistant editor to a Brazilian chain of international magazines. Proofreading is not just checking on grammatical mistakes and the structure of sentences. It also is the conveyance of a line of thoughts in a sequential and logical way to a specific audience, taking into consideration time, place and the purpose of the writing. I consider all of these points when working with someone on a specific piece of writing. We check the purpose of the writing. We check to whom this writing is intended to. We check the level of the audience to whom this writing is directed. And we checked the tone of the writing. This is when words and sentences can be changed, as far as their usage and meaning. The last step would be that of verifying the mechanics of the writing: sentence structure and spelling. My courses in this subject are not long, but these aspects are viewed and commented in depth. We view and/or review style, genres of writing, tones of writing, general grammar and spelling, along with morphology, syntax and semantics of the language in/from the paper, article dissertation or translation is written. Once these points are covered, the course is over, but not finished. That is when the client picks up where I left: by making a habit of reviewing what he/she writes, checking the principles of grammar when in doubt, and reading continuously all possible genres, to acquire new ideas and writing techniques. I enjoy working with proofreading because each p
Public Speaking,

Public Speaking

I sang songs and recited poetry since I was 6, on stage, and represented my school in school contests and presentations. From stage presentation to teaching it was just a step away to acquire experience in public speaking. A teacher is a public speaker and a public speaker is a teacher. They both have something to say, pass along, and teach and they both have to say that message well to entice his/her audience. They both have to search for the correct words, use them with the right intonation and body language, making them interesting, happy, sad or serious - whenever and wherever the occasion requires. A public speaker knows how to enunciate words and make them clear to the listener. He puts feelings and sentiments and force in his words. He is prepared to face emergencies and has to learn how to improvise. He knows his speech by heart. Ultimately, he is also an actor, by giving life to the speech he or others wrote, but that he already knows so well.. He knows how to keep eye contact with members of the audience and knows how to use them to his advantage. By helping people with Public Speaking, I review the phonetics of the language to be used. In the speech. Check for fluency and intonation, all intended to make the sentence sound the way it should. The written speech or script should be checked for errors and edited if necessary. It must be recited, not memorized., so a lot of practice and repetition are required. I also make pointers about the basics of body language, starting with a one on one analysis and then moving on to groups either though photographs or pre-recorded TV shows. TV Commercials are also important in the analysis, as they are intended to sell a product or idea. Public speakers and salespeople also have a lot in common. When tutoring in Public Speech I follow the method used by the school or course my student is taking , There is no need to re-invent the wheel, We, however, try to bring life to the instructions, act them aloud thus taking the fist real steps in public
Reading,

Reading

Reading is the art of taking a passage, literally read it, while absorbing its content and its structural design. Elements such as punctuation, word choice, even pronunciation play an important role in this piece of information. You dissect it for figures of speech that may alter the meaning of a simple word or even the entire text. You observe the style used in the sentences and paragraphs, so to locate it in time and space and identify it as unique to the writer who wrote the piece. And you absorb its structure - introduction, development and conclusion - to map the creative process which later may be added to any additional comments you may have about the person who wrote it and how the writer came to write such a piece. These are some of the aspects of reading I explore, while assisting my clients with Reading. Because I am multilingual, I am also able to go through the same process in a different language, while taking into consideration the cultural influence received by the writer, which many times can be hidden or slightly mingled with the text. My Linguistics background allows me to use logic in the establishing how the creative process was "created" and how it took place. And the fact that I am also a translator/interpreter in several languages has required that I note the key idea of the text and the elements that lead to the development of this key, while translating the text/commenting on the text/or re-writing the text, without getting away from the original thought of the author... Naturally the ability to READ the text and READ BETWEEN THE LINES, to create understanding, are absolutely necessary elements in Reading. I do work with my clients to develop this understanding and often they finish the course with a better perspective of a text - an understanding which can be applied not only in literary text, but in scientific and philosophical passages as well. And a good reader leads to a good writer...and helps one do well in High School, College, and even in the chosen profession...
SAT Reading,

SAT Reading

The English SAT tests a student's capability and knowledge in all areas: reading, absorbing the principles of what is being said, and transferring them to thoughts and writing. It tests the student's grammar, an essential element for a good piece of writing and a great overall literacy tool. The nuances of a well-constructed grammatical sentence help understanding a reading section in a clear and correct way. Words can be of great importance, especially long words, not often used in everyday English, but that denote special meanings in the context of such a test. This is the SAT English, in a nutshell: paragraphs to be completed by one of a series of similar answers, points of grammar to be studied carefully before being answered, words to be re-traced from basic Latin and or Greek roots, prefixes and suffixes-in other words, a full review of a student's proficiency in English. My experience comes from many years of studying Latin and some Greek in High School and College, while simultaneously applying their influence on word formation to the foreign languages I was learning, hence expanding my vocabulary, reading and writing skills. Latin and Greek definitely played a big role when I had to take the TOEFL, GRE and other standard exams for my graduate school requirements, as a foreign student in the US. Since I acquired my MA in Linguistics, I have been applying all I have learned in terms of language acquisition and retention in both undergraduate and graduate school to and throughout my many years of teaching English and other foreign languages to high school and college students and corporate clients, in the US and overseas. The standardized exams were my “passing” to different stages of my life and helping people to succeed in also “passing” standardized tests to achieve a goal in their lives plays well with me; therefore, providing students with the ability to understand the logic behind questions asked in standardized tests – including SATs – and answering them in the best possible way has remained a
Spelling,

Spelling

Spelling is a definite plus in the learning of a language, be that English, Spanish, Latin, Arabic or Portuguese. It proves that one's writing is understood, that the message one is trying to convey is clear. I learned spelling since kindergarten, as my school system was very strict about it. My Middle and High School teachers and later, my College professors, were even more demanding about correct spelling. One's entire grade could be determined by the way one presented a due paper or a piece of research. And when I went to school we did not have spell check! And we had spelling bees every month for a grade! Spelling is closely connected with the way one pronounces sounds that make syllables that make words that lead to sentences. Spelling is also a definite in the lyrics of a song, as words need to rhyme to produce an effective piece enjoyable to the ears and easy on the eyes… In some languages, one spells what he hears; in others, the sound equivalency to its actual spelling can be quite different, as in the case of English. Spelling is not just writing words correctly. It also involves phonetics, syllabification, prefixes and suffixes, roots and radicals of words that can be added or modified from one language to another. I studied Linguistics and within that, specialized in the nature of sounds vs. written word, and I have been applying these principles quite successfully in my teaching of English or other foreign languages. In the languages I learned and teach, spelling is crucial, because it helps one reading and pronouncing words correctly. Spelling is also closely related to reading and writing, as one can see the magic of words - correctly written and clearly understood - as they connect together in sentences and paragraphs. When I teach spelling, as I usually cover all these areas, as they are interrelated and cannot be pulled apart. I also show similarities in spellings based on the origin if the words. And sometimes we even sing or put a bit of rhythm in a words to feel it and spell i
TOEFL,

TOEFL

TOEFL means “Teaching English as a Second Language” and that is what I have been doing for almost 15 years. My students came from Asia, Africa, Latin America, the Caribbean, the Middle East and Europe with language backgrounds as diverse as Spanish, Portuguese, French, Italian, German, Romanian, Serbo-Croatian, Albanian, Russian, Arabic, Afrikaans, Swahili, Bantu, Korean, Japanese, Chinese, Tagalog, Indonesian, Thai, Amharic, Hindi, Punjabi, Tamil, Creole and a few more. I speak 5/6 of these languages, but not all of them. Yet, my MA in Applied Linguistics, which emphasis on language comparisons (identifying the similarities and differences between the native and the target languages) helped me with my teaching. The TOEFL exam reviews the ability of the student to understand English, to survive on everyday situations and to guaranty that he/she will get through high school and college with a good understanding of the contents of the classes he/she is taking, the ability to write about this content and the flexibility to speak/talk about this content. Being myself a product of the TOEL exam led me to learn Linguistics, so I could assist others who are going through the same process. My sessions reflect each of the steps of the exam and they are done in different phases, when required, or the sessions are specifically targeted to the specific needs of the client. Language comparison/identification is one of the techniques I use when going through the different questions that are asked in the TOEFL exam. That leads to being able to correctly identifying a word and correctly answers the question. Grammar is often part of the questions asked, so grammar is also explored in my classes in depth, from Phonology to Morphology, to Syntax, to Semantics. Reading/Writing has become an important section of the exam and I explore that, as well, concentrating particularly in meaning and how to get to the central idea of a given section. Speaking is mingled with all the elements of the test review and conversation is
Vocabulary,

Vocabulary

Vocabulary is almost synonym of good writing. In essence, it complements the thought process and adds dimension to what one is saying, writing and thinking. When teaching vocabulary, I explore the different instances where it can be acquired: first and foremost, through reading, be that a book, a short story, an article or a piece of research in the internet. Second, I add on to reading, the factor - listening - and how to process words from a teacher, a parent, a movie, a TV show or even a song. Acquiring vocabulary is only part of the equation. The next step is showing the learner how to use it: in the right time, the right place, the right circumstances - factors that play an important role not be ignored. Words can elevate, but they also destroy. Inadequate use of words might lead to misunderstandings and/or misinterpretations and should be used with care and tact. And we cannot forget the tone into which these words are used; therefore, what to say, how to say and when to say something and to whom – are other aspects of my teaching that I explore with my students. Origin of words, homonyms, synonyms, antonyms and derivation of words- important elements in the process of playing with words proper - are presented and tailored to the student's needs, whether those be a requirement from school or from work . As a linguist with an MA in Applied Linguistics, words have always fascinated me... and still do. Being an avid reader and a learner, as well as a teacher of other languages - words and their corresponding relationships were and still are an essential part of my academic formation. When teaching writing and more specifically, vocabulary, I enjoy sharing with my students my love and interest for words. And the many years of teaching English and other languages to students of different ages and specialties have definitely made them not only discover but also improve their innate capacity to acquire and use words as effective tools of communication and succeed in whatever studies they were
Writing

Writing

Writing is the art of expressing and communicating thoughts through written words. Writing relies on vocabulary, grammar and semantics, through a system of signs or symbols, usually in the form of a formal alphabet. The result of writing is generally called text, and the recipient of text is called a reader. And it is for the reader as much as for oneself that a good writing is encouraged to produce pieces of good writing, using techniques such as ideas that are interesting and important, organizing them in a logical and effective way, using a voice that is individual and appropriate, thus expressing the writer's personality through words. In regards to word choices, good writing utilizes just the right words to say just the right things, incorporating them fluidly in a sentence, as those are easy to understand and fun to read with expression – especially when using conventions, such as punctuation, spelling, grammar, and other things that make writing consistent and easy to read. I like writing and I like reading. As a linguist with a MA in Applied Linguistics, I was exposed to different set of rules that make writing work: grammatical correctiveness. As an editor of articles and books, I was exposed to technical, scientific, mystery, and/or romantic writing. In corporate business and advertising my writing style gained extra-elements, expanded later in political and multicultural ways to produce a piece of writing. Because I am also a translator/ interpreter, I learned how to do the difficult job of editing while translating and learned how to be extremely cautious of not changing the meaning of what a writer is trying to say in his piece, but adapting it, without loss, to the language, audience and nationality of the ones who will be his/her potential readers. The result of these writing facets I was able to acquire was the ability to incorporate them into English 101,102,201 and 202 college writing classes I taught, as well as in my mid-school language arts and high school English classes and

History

Geography,

Geography

Geography was one of my favorite subjects throughout my years of school. In elementary school I worked with maps and cities and capitals of countries I only dreamed about visiting someday. In middle and high school, I established the link between geography and history and how countries get shaped through their land, their culture and their natural resources. In college, I concentrated in foreign languages and how to use them, again, someday, in the countries I had already mapped in my mind to visit, worked or even live. Before graduate school I had achieved part of my goal. By the time I worked on my International Relations MA, I was advising a country in the fine and difficult art of foreign relations. A lot of the countries of my childhood dreams have been visited already (but I still have a long list to go through). I saw and bathed in rivers and seas I had read about. I flew over mountains, oceans and cities I had studied. And saw old civilizations come to my eyes in their majesty of ancient buildings. This is geography, and history and social studies to me: not just what one sees in pictures or reads in books, or gets to know through the internet. Geography is not just physical geography, but human interaction with the land that shapes people and their heritages. I may not be able to transport a client to some of the places I have been, but I can assist him/her understand, first hand, what other countries and cities and cultures really are, based on face to face encounters, face to face experiences, coupled with the ability to transmit this information to the client by making it visual and easier to comprehend and absorb. I did exactly all of that when I started my teaching career overseas, later, as a three-time participant in the Model of the United Nations, which led to a position as an International Advisor in the Caribbean, and as a presenter of International seminars in Atlanta, and working on ESL Social Studies with students from Gwinnett and DeKalb Counties. To the potential cl
Religion

Religion

I was raised with an admiration for all sorts of religions: from Roman Catholicism, to Buddhism to Islam to Judaism, to Hinduism, to an understanding of the Brazilian Indians’ concept of God. I was encouraged to read and discuss these subjects with my father and grandfather, who, in turn, provided me with a larger scope of each of these different religious sects/groups. I studied Religion in the Catholic School I attended for 13 years, where religion was an obligatory subject, and on a daily basis. I was also a member from Middle School to High School of a youth religious group, where not only the Catholic religion, but others, as well, were discussed so, I was given the opportunity to have unique points of view concerning these religions and based on their role in History and in the social evolution of mankind. Then, I understood why the Christian church became divided into Calvinism, Anglicanism and Lutheranism and so many other smaller sects; why the Orthodox Churches remained different from the main stream; the origins of the Mormons, the development of philosophical/religious groups, such as the Rosicrucian, the Baha’i, and the Afro traditions brought to the New World. While in College, I studied the relationships between Philosophy and Religion, Language and Religion, Sociology and Religion, Mythology and Religion. Those expanded my 13 years of religious education in Catholic school. While working with the Amazonian Indians in Brazil, I was introduced to their religious practices, and in Bahia, Brazil, to the rituals of the Candomble, an Afro-Brazilian religion. And, while living in the Middle East, I studied the Koran to help my children in school, where the study of Islam was obligatory. I do not have a degree in religion, per se, but I had many teachers who helped me in my studies: the nuns, at school, the priests and Youth directors of the groups I attended, friend professors of religion in College, shamans in the Amazon, “pais-de santo ,” in Bahia, devout Muslins in the Middle East. My subj

Homeschool

English,

English

Having being born overseas, English was not my first language. However, I was taught a little bit at home, studied it in High School for about 4 years, then for another 2 years in College, and at the British Center for English Language Studies, where I received my Cambridge Language Institute certification, the equivalent of the TOEFL certification. I moved to the US and did Post Graduate work in Teaching Methodologies – work that paved the way to a Master’s in Applied Linguistics. While doing my MA besides teaching ESL, at the University, I was also an Assistant for the English Department and taught English 101/102 and 201/202. My work in International Relations and International Marketing led me to travel extensively, while giving me the opportunity to also become a seasoned English to French to Spanish to Portuguese to Italian literary and business translator and interpreter. After coming back to the US - I received my English State of Georgia Certification and resumed teaching English in local colleges, and in middle/high schools in Gwinnett, DeKalb and Fulton Counties. This background in foreign languages along with their Latin and Greek foundations permitted me to acquire an extensive English vocabulary in general and specific areas; the addition of the principles of Applied Linguistics allowed me to develop an English-based comparative view of grammatical rules and regulations and an overall understanding of listening and reading fluency, language usage, and the ability to grasp a theme and develop it step by step, in the genre it pertains. The combination of all that – in different degrees of concentration and dosage- is embedded in the methodology designed specifically to the needs of each student/client I work with. This process requires time and determination from the part of the learner, and patience, persistence and the ability of interacting, from the part of the teacher. All my life I have been both a learner and a teacher. I believe this unique perspective is the main decisive factor in m
ESL/ESOL,

ESL/ESOL

My MA was in Applied Linguistics. This means that one visualizes a language, analyzes the data, establishes a basic set of rules relating to that language, and applies the acquired material to decipher, teach, and use a particular language. Within the Applied Linguistics field, I specialized in Teaching a Second Language to Speakers of Other Languages. While that refers to any language - and I teach several of them - I also have been using this ability for teaching ESL - English as a Second Language. I myself was a foreign student of English and learned the language by studying it and teaching it to myself, while using it if and when necessary, mistakes and all! I went through the TOEFL exam, took it, passed it, and continued on to Graduate School and further teaching. I have been teaching ESL for a long time, both in the US and overseas, from K to College level and I am certified in this area by the State of Georgia. My most recent work with English consulting was in Brazil, just last year, with young professionals, as well as with a couple of advertising agencies in simultaneous interpretations and/or translations, while visiting there. I have been with WyzAnt working in this area and in other subjects for the last three years, and just recently retired from Gwinnett County Schools, as Lead ESL Teacher, having previously worked in a similar capacity for DeKalb and Fulton Counties. My students come from different parts of the world and they have their individual difficulties pertaining to their native languages - difficulties that have to be adapted to English and/or corrected. The secret for my success in this area comes from the understanding of each of my foreign clients' culture and a feel of the difficulties he/she is dealing with -because I have been there. Coupled with that, and assisted by the previous knowledge of the interference of their native languages into the learning of English - I am able to get into the heart of the problem and work specifically towards the client's needs. And as on
French,

French

Because some of my ancestors were French, I began learning the language at age 8 and continued with doing so in High School, where I studied under French nuns, and, in College, under a visiting professor from the University of Lyons. I received my BA in French Language and Literature from the Universidade Federal do Ceará, Brazil, and, a year later was teaching Freshmen French at the same university, as well as in private and state schools, in Brazil. While working with multinational corporations, including Nestlé, I became a translator/interpreter (simultaneous and consecutive) for French/Portuguese, French/English/French/Spanish. When serving in the Caribbean for the OAS, I worked closely with the French Embassy in Kingston and with nationals from/at the surrounding France’s former colonies (Martinique, Guadeloupe, Haiti) as part of my assignments. In the Middle East I also taught French for expatriates and local Emirati, Omani and Saudi nationals. Because my children went to British/Lebanese International schools, I participated in their French/Arabic activities on a regular basis. In the US, I taught French for High School seniors, and took one of the classes to Quebec and Montreal,as a teacher, guide and occasional translator, as I was one of the founding members of the French Club. When I moved to Georgia, I received my French certification from the Georgia Dept. of Education and taught French for state schools, which I still do, occasionally. While still active with translations interpretations and French proofreading, I like teaching the language, for the opportunity to establish a one-on-one due to contact with clients and the progress I can witness from meeting to meeting. I use a direct/illustrated method in my teaching, as a fortunate residue of my MA in Applied Linguistics; in other words, I incorporate conversation with grammar, producing very positive results. I like the French language and I am good at what I do. French literature, French history and French art are also part
Reading,

Reading

Reading is the art of taking a passage, literally read it, while absorbing its content and its structural design. Elements such as punctuation, word choice, even pronunciation play an important role in this piece of information. You dissect it for figures of speech that may alter the meaning of a simple word or even the entire text. You observe the style used in the sentences and paragraphs, so to locate it in time and space and identify it as unique to the writer who wrote the piece. And you absorb its structure - introduction, development and conclusion - to map the creative process which later may be added to any additional comments you may have about the person who wrote it and how the writer came to write such a piece. These are some of the aspects of reading I explore, while assisting my clients with Reading. Because I am multilingual, I am also able to go through the same process in a different language, while taking into consideration the cultural influence received by the writer, which many times can be hidden or slightly mingled with the text. My Linguistics background allows me to use logic in the establishing how the creative process was "created" and how it took place. And the fact that I am also a translator/interpreter in several languages has required that I note the key idea of the text and the elements that lead to the development of this key, while translating the text/commenting on the text/or re-writing the text, without getting away from the original thought of the author... Naturally the ability to READ the text and READ BETWEEN THE LINES, to create understanding, are absolutely necessary elements in Reading. I do work with my clients to develop this understanding and often they finish the course with a better perspective of a text - an understanding which can be applied not only in literary text, but in scientific and philosophical passages as well. And a good reader leads to a good writer...and helps one do well in High School, College, and even in the chosen profession...
SAT Reading,

SAT Reading

The English SAT tests a student's capability and knowledge in all areas: reading, absorbing the principles of what is being said, and transferring them to thoughts and writing. It tests the student's grammar, an essential element for a good piece of writing and a great overall literacy tool. The nuances of a well-constructed grammatical sentence help understanding a reading section in a clear and correct way. Words can be of great importance, especially long words, not often used in everyday English, but that denote special meanings in the context of such a test. This is the SAT English, in a nutshell: paragraphs to be completed by one of a series of similar answers, points of grammar to be studied carefully before being answered, words to be re-traced from basic Latin and or Greek roots, prefixes and suffixes-in other words, a full review of a student's proficiency in English. My experience comes from many years of studying Latin and some Greek in High School and College, while simultaneously applying their influence on word formation to the foreign languages I was learning, hence expanding my vocabulary, reading and writing skills. Latin and Greek definitely played a big role when I had to take the TOEFL, GRE and other standard exams for my graduate school requirements, as a foreign student in the US. Since I acquired my MA in Linguistics, I have been applying all I have learned in terms of language acquisition and retention in both undergraduate and graduate school to and throughout my many years of teaching English and other foreign languages to high school and college students and corporate clients, in the US and overseas. The standardized exams were my “passing” to different stages of my life and helping people to succeed in also “passing” standardized tests to achieve a goal in their lives plays well with me; therefore, providing students with the ability to understand the logic behind questions asked in standardized tests – including SATs – and answering them in the best possible way has remained a
Spanish,

Spanish

My B.A in Romance languages (Latin, French, Italian and Portuguese) followed by a M.A. in Applied Linguistics were fundamental in/during my learning and subsequent teaching of the Spanish language. I studied Spanish in Brazil, and began teaching it while living there, as well as private schools. In the U.S., I taught it in the New York Public System, and in Georgia, in both DeKalb and Gwinnett Counties, and in local colleges. While living in the Middle East, I also taught it for both Saudi and Emirati officials, and in the Caribbean, for members of the Jamaican Diplomatic Force. The same background helped me to also concentrate in the techniques of translating and/or interpreting English/Spanish/English, French/Spanish/French, Portuguese/Spanish/Portuguese, Italian/Spanish/Italian, which I have done - and still do - when consulting with multinationals, private organizations and individual clients. Teaching Spanish has helped me to learn it even more, while opening my horizons to the subtleties of the language, which has led to a better understanding of its literature and culture. Because I work in most cases with non-native Spanish speakers, I take into consideration their original language background and adapt my methodology to possible native interferences in terms of pronunciation and grammar thus minimizing the difficulties the clients may encounter, through clear and concise presentations and explanations. I have, so far, being very successful in what I do, and my clients have shown substantial results and improvement in the learning of the 4 areas of the language (reading, writing speaking and understanding) and have succeeded in their goals. While the largest portion of such progress depends on the client and how much time he/she would invest in his/her studies, I would to see my small participation as a very rewarding tool to continue assisting the ones who need my help with Spanish.
Spelling,

Spelling

Spelling is a definite plus in the learning of a language, be that English, Spanish, Latin, Arabic or Portuguese. It proves that one's writing is understood, that the message one is trying to convey is clear. I learned spelling since kindergarten, as my school system was very strict about it. My Middle and High School teachers and later, my College professors, were even more demanding about correct spelling. One's entire grade could be determined by the way one presented a due paper or a piece of research. And when I went to school we did not have spell check! And we had spelling bees every month for a grade! Spelling is closely connected with the way one pronounces sounds that make syllables that make words that lead to sentences. Spelling is also a definite in the lyrics of a song, as words need to rhyme to produce an effective piece enjoyable to the ears and easy on the eyes… In some languages, one spells what he hears; in others, the sound equivalency to its actual spelling can be quite different, as in the case of English. Spelling is not just writing words correctly. It also involves phonetics, syllabification, prefixes and suffixes, roots and radicals of words that can be added or modified from one language to another. I studied Linguistics and within that, specialized in the nature of sounds vs. written word, and I have been applying these principles quite successfully in my teaching of English or other foreign languages. In the languages I learned and teach, spelling is crucial, because it helps one reading and pronouncing words correctly. Spelling is also closely related to reading and writing, as one can see the magic of words - correctly written and clearly understood - as they connect together in sentences and paragraphs. When I teach spelling, as I usually cover all these areas, as they are interrelated and cannot be pulled apart. I also show similarities in spellings based on the origin if the words. And sometimes we even sing or put a bit of rhythm in a words to feel it and spell i
Writing

Writing

Writing is the art of expressing and communicating thoughts through written words. Writing relies on vocabulary, grammar and semantics, through a system of signs or symbols, usually in the form of a formal alphabet. The result of writing is generally called text, and the recipient of text is called a reader. And it is for the reader as much as for oneself that a good writing is encouraged to produce pieces of good writing, using techniques such as ideas that are interesting and important, organizing them in a logical and effective way, using a voice that is individual and appropriate, thus expressing the writer's personality through words. In regards to word choices, good writing utilizes just the right words to say just the right things, incorporating them fluidly in a sentence, as those are easy to understand and fun to read with expression – especially when using conventions, such as punctuation, spelling, grammar, and other things that make writing consistent and easy to read. I like writing and I like reading. As a linguist with a MA in Applied Linguistics, I was exposed to different set of rules that make writing work: grammatical correctiveness. As an editor of articles and books, I was exposed to technical, scientific, mystery, and/or romantic writing. In corporate business and advertising my writing style gained extra-elements, expanded later in political and multicultural ways to produce a piece of writing. Because I am also a translator/ interpreter, I learned how to do the difficult job of editing while translating and learned how to be extremely cautious of not changing the meaning of what a writer is trying to say in his piece, but adapting it, without loss, to the language, audience and nationality of the ones who will be his/her potential readers. The result of these writing facets I was able to acquire was the ability to incorporate them into English 101,102,201 and 202 college writing classes I taught, as well as in my mid-school language arts and high school English classes and

Language

Arabic,

Arabic

I studied Arabic at the University of South Florida as another language family was required for Linguistics. I learned how to read,s peak and write in this language - all in a beginner’s level. Little I knew, 8 years later I was living in the Middle East and stayed there for around 6 years (Saudi Arabia, United Arab Emirates, Oman, Bahrain), where I had the opportunity to use some of the language I had learned. My children were going to school there, so I had to help my son with his written Arabic and the my daughter with the basics of writing. I taught Spoken and Written Saudi Arabian Arabic for expatriates - all beginner’s level. Since then, I have used it occasionally, but I am not proficient in this language per se. I feel qualified to teach a basic beginners’ course, but not an intermediate/advanced level. If your needs require Beginners' Arabic, you may count on me.
ESL/ESOL,

ESL/ESOL

My MA was in Applied Linguistics. This means that one visualizes a language, analyzes the data, establishes a basic set of rules relating to that language, and applies the acquired material to decipher, teach, and use a particular language. Within the Applied Linguistics field, I specialized in Teaching a Second Language to Speakers of Other Languages. While that refers to any language - and I teach several of them - I also have been using this ability for teaching ESL - English as a Second Language. I myself was a foreign student of English and learned the language by studying it and teaching it to myself, while using it if and when necessary, mistakes and all! I went through the TOEFL exam, took it, passed it, and continued on to Graduate School and further teaching. I have been teaching ESL for a long time, both in the US and overseas, from K to College level and I am certified in this area by the State of Georgia. My most recent work with English consulting was in Brazil, just last year, with young professionals, as well as with a couple of advertising agencies in simultaneous interpretations and/or translations, while visiting there. I have been with WyzAnt working in this area and in other subjects for the last three years, and just recently retired from Gwinnett County Schools, as Lead ESL Teacher, having previously worked in a similar capacity for DeKalb and Fulton Counties. My students come from different parts of the world and they have their individual difficulties pertaining to their native languages - difficulties that have to be adapted to English and/or corrected. The secret for my success in this area comes from the understanding of each of my foreign clients' culture and a feel of the difficulties he/she is dealing with -because I have been there. Coupled with that, and assisted by the previous knowledge of the interference of their native languages into the learning of English - I am able to get into the heart of the problem and work specifically towards the client's needs. And as on
French,

French

Because some of my ancestors were French, I began learning the language at age 8 and continued with doing so in High School, where I studied under French nuns, and, in College, under a visiting professor from the University of Lyons. I received my BA in French Language and Literature from the Universidade Federal do Ceará, Brazil, and, a year later was teaching Freshmen French at the same university, as well as in private and state schools, in Brazil. While working with multinational corporations, including Nestlé, I became a translator/interpreter (simultaneous and consecutive) for French/Portuguese, French/English/French/Spanish. When serving in the Caribbean for the OAS, I worked closely with the French Embassy in Kingston and with nationals from/at the surrounding France’s former colonies (Martinique, Guadeloupe, Haiti) as part of my assignments. In the Middle East I also taught French for expatriates and local Emirati, Omani and Saudi nationals. Because my children went to British/Lebanese International schools, I participated in their French/Arabic activities on a regular basis. In the US, I taught French for High School seniors, and took one of the classes to Quebec and Montreal,as a teacher, guide and occasional translator, as I was one of the founding members of the French Club. When I moved to Georgia, I received my French certification from the Georgia Dept. of Education and taught French for state schools, which I still do, occasionally. While still active with translations interpretations and French proofreading, I like teaching the language, for the opportunity to establish a one-on-one due to contact with clients and the progress I can witness from meeting to meeting. I use a direct/illustrated method in my teaching, as a fortunate residue of my MA in Applied Linguistics; in other words, I incorporate conversation with grammar, producing very positive results. I like the French language and I am good at what I do. French literature, French history and French art are also part
Italian,

Italian

The first time I was exposed to Italian, I was 10 years old and my father gave me a beautifully illustrated “Dante’s Inferno” in his original Italian format. We studied one page every night, together, until “Inferno” was done. My dad and I practice words and expressions and basic conversation, but I wanted more. I learned Italian at the Universidade Federal do Ceará, in Brazil, and, later on, re-shaped my skills at the University of South Carolina, in the U.S., in a course specifically about Dante’s “Divine Comedy!” (of course I knew the “Inferno” pretty well...). While working at Nestlé, I used my skills as an translator Italian/English/Portuguese and taught it to the staff; after moving to the Middle East, I taught conversational and formal Italian to both locals and foreign expatriates. Back in Georgia, I taught it for several years in community schools in Gwinnett County and have been teaching it at/through WyzAnt. I do consult and translate in this language whenever the opportunity arises. My “Italian methodology” is direct, conversational, practical, illustrated with examples and graphs - intended to establish a link between the client’s native language and the target language he/she is trying to learn or improve. My level of success is quite high. In cases when the client already knows some of language and needs to improve his/her grammatical or conversational skills, I adapt the method to fit my client’s needs, using his/her own materials at hand, or creating my own, or working with whatever we have. Because cultural similarities and differences are of extreme importance – particularly when traveling or doing business in Italy - I touch upon the cultural aspects of the language and country and ways to “fit in.” Above all, in Italian, as in all my classes, I explore the positive aspects of learning, not the negative, always encouraging the client, couching him/her in his/her needs and providing an overall view of his/her learning process. However, because mutual cooperation is required to achi
Portuguese,

Portuguese

Portuguese – more specifically – Brazilian Portuguese – is my first language, as I was born and raised in Brazil. My school program in Elementary school was arduous, as we were required to read, by age 5 ½ and know grammar, spelling and writing/reading perfectly well as to be able to perform successfully in competitions, at the end of elementary school. High School brought more challenges in Portuguese, this time with the introduction of Continental Portuguese language and literature, in addition to Latin, English and French. Because we were required to also learn these languages well, translations to and from these languages and Portuguese were also part of the curriculum. That was my first glimpse of what Portuguese must be like for a foreigner! The training in these languages and Portuguese continued through College and I received a double BA in Portuguese and French Languages and Literature and the Methodologies that went with teaching both languages. I taught Portuguese in High School and College, while in Brazil, trained teachers to teach Portuguese to the locals in the Amazon area and was a successful candidate for becoming a permanent certified teacher for the Brazilian National department of Education. Once I left the country, I taught Portuguese in the US, for Americans, in the Caribbean for French and English speakers, in the Middle East, for Arabic speakers…not to mention other foreign speakers who wanted to learn the language. Teaching a native language for speakers of the same language and teaching it to speakers of other languages is not exactly the same thing. In fact, the differences are crucial. A native speaker, SPEAKS, READS, WRITES and UNDERSTANDS the language. He/she may need “toning” in in the language and improvements in certain areas. A foreign speaker needs to LEARN the BASICS of the language first before he/she can speak it, read, write it or understand it. Translating from different languages into Portuguese, gave me a glimpse of the difficulties one faces – particularly i
Spanish,

Spanish

My B.A in Romance languages (Latin, French, Italian and Portuguese) followed by a M.A. in Applied Linguistics were fundamental in/during my learning and subsequent teaching of the Spanish language. I studied Spanish in Brazil, and began teaching it while living there, as well as private schools. In the U.S., I taught it in the New York Public System, and in Georgia, in both DeKalb and Gwinnett Counties, and in local colleges. While living in the Middle East, I also taught it for both Saudi and Emirati officials, and in the Caribbean, for members of the Jamaican Diplomatic Force. The same background helped me to also concentrate in the techniques of translating and/or interpreting English/Spanish/English, French/Spanish/French, Portuguese/Spanish/Portuguese, Italian/Spanish/Italian, which I have done - and still do - when consulting with multinationals, private organizations and individual clients. Teaching Spanish has helped me to learn it even more, while opening my horizons to the subtleties of the language, which has led to a better understanding of its literature and culture. Because I work in most cases with non-native Spanish speakers, I take into consideration their original language background and adapt my methodology to possible native interferences in terms of pronunciation and grammar thus minimizing the difficulties the clients may encounter, through clear and concise presentations and explanations. I have, so far, being very successful in what I do, and my clients have shown substantial results and improvement in the learning of the 4 areas of the language (reading, writing speaking and understanding) and have succeeded in their goals. While the largest portion of such progress depends on the client and how much time he/she would invest in his/her studies, I would to see my small participation as a very rewarding tool to continue assisting the ones who need my help with Spanish.
TOEFL

TOEFL

TOEFL means “Teaching English as a Second Language” and that is what I have been doing for almost 15 years. My students came from Asia, Africa, Latin America, the Caribbean, the Middle East and Europe with language backgrounds as diverse as Spanish, Portuguese, French, Italian, German, Romanian, Serbo-Croatian, Albanian, Russian, Arabic, Afrikaans, Swahili, Bantu, Korean, Japanese, Chinese, Tagalog, Indonesian, Thai, Amharic, Hindi, Punjabi, Tamil, Creole and a few more. I speak 5/6 of these languages, but not all of them. Yet, my MA in Applied Linguistics, which emphasis on language comparisons (identifying the similarities and differences between the native and the target languages) helped me with my teaching. The TOEFL exam reviews the ability of the student to understand English, to survive on everyday situations and to guaranty that he/she will get through high school and college with a good understanding of the contents of the classes he/she is taking, the ability to write about this content and the flexibility to speak/talk about this content. Being myself a product of the TOEL exam led me to learn Linguistics, so I could assist others who are going through the same process. My sessions reflect each of the steps of the exam and they are done in different phases, when required, or the sessions are specifically targeted to the specific needs of the client. Language comparison/identification is one of the techniques I use when going through the different questions that are asked in the TOEFL exam. That leads to being able to correctly identifying a word and correctly answers the question. Grammar is often part of the questions asked, so grammar is also explored in my classes in depth, from Phonology to Morphology, to Syntax, to Semantics. Reading/Writing has become an important section of the exam and I explore that, as well, concentrating particularly in meaning and how to get to the central idea of a given section. Speaking is mingled with all the elements of the test review and conversation is

Most Popular

English,

English

Having being born overseas, English was not my first language. However, I was taught a little bit at home, studied it in High School for about 4 years, then for another 2 years in College, and at the British Center for English Language Studies, where I received my Cambridge Language Institute certification, the equivalent of the TOEFL certification. I moved to the US and did Post Graduate work in Teaching Methodologies – work that paved the way to a Master’s in Applied Linguistics. While doing my MA besides teaching ESL, at the University, I was also an Assistant for the English Department and taught English 101/102 and 201/202. My work in International Relations and International Marketing led me to travel extensively, while giving me the opportunity to also become a seasoned English to French to Spanish to Portuguese to Italian literary and business translator and interpreter. After coming back to the US - I received my English State of Georgia Certification and resumed teaching English in local colleges, and in middle/high schools in Gwinnett, DeKalb and Fulton Counties. This background in foreign languages along with their Latin and Greek foundations permitted me to acquire an extensive English vocabulary in general and specific areas; the addition of the principles of Applied Linguistics allowed me to develop an English-based comparative view of grammatical rules and regulations and an overall understanding of listening and reading fluency, language usage, and the ability to grasp a theme and develop it step by step, in the genre it pertains. The combination of all that – in different degrees of concentration and dosage- is embedded in the methodology designed specifically to the needs of each student/client I work with. This process requires time and determination from the part of the learner, and patience, persistence and the ability of interacting, from the part of the teacher. All my life I have been both a learner and a teacher. I believe this unique perspective is the main decisive factor in m
ESL/ESOL,

ESL/ESOL

My MA was in Applied Linguistics. This means that one visualizes a language, analyzes the data, establishes a basic set of rules relating to that language, and applies the acquired material to decipher, teach, and use a particular language. Within the Applied Linguistics field, I specialized in Teaching a Second Language to Speakers of Other Languages. While that refers to any language - and I teach several of them - I also have been using this ability for teaching ESL - English as a Second Language. I myself was a foreign student of English and learned the language by studying it and teaching it to myself, while using it if and when necessary, mistakes and all! I went through the TOEFL exam, took it, passed it, and continued on to Graduate School and further teaching. I have been teaching ESL for a long time, both in the US and overseas, from K to College level and I am certified in this area by the State of Georgia. My most recent work with English consulting was in Brazil, just last year, with young professionals, as well as with a couple of advertising agencies in simultaneous interpretations and/or translations, while visiting there. I have been with WyzAnt working in this area and in other subjects for the last three years, and just recently retired from Gwinnett County Schools, as Lead ESL Teacher, having previously worked in a similar capacity for DeKalb and Fulton Counties. My students come from different parts of the world and they have their individual difficulties pertaining to their native languages - difficulties that have to be adapted to English and/or corrected. The secret for my success in this area comes from the understanding of each of my foreign clients' culture and a feel of the difficulties he/she is dealing with -because I have been there. Coupled with that, and assisted by the previous knowledge of the interference of their native languages into the learning of English - I am able to get into the heart of the problem and work specifically towards the client's needs. And as on
French,

French

Because some of my ancestors were French, I began learning the language at age 8 and continued with doing so in High School, where I studied under French nuns, and, in College, under a visiting professor from the University of Lyons. I received my BA in French Language and Literature from the Universidade Federal do Ceará, Brazil, and, a year later was teaching Freshmen French at the same university, as well as in private and state schools, in Brazil. While working with multinational corporations, including Nestlé, I became a translator/interpreter (simultaneous and consecutive) for French/Portuguese, French/English/French/Spanish. When serving in the Caribbean for the OAS, I worked closely with the French Embassy in Kingston and with nationals from/at the surrounding France’s former colonies (Martinique, Guadeloupe, Haiti) as part of my assignments. In the Middle East I also taught French for expatriates and local Emirati, Omani and Saudi nationals. Because my children went to British/Lebanese International schools, I participated in their French/Arabic activities on a regular basis. In the US, I taught French for High School seniors, and took one of the classes to Quebec and Montreal,as a teacher, guide and occasional translator, as I was one of the founding members of the French Club. When I moved to Georgia, I received my French certification from the Georgia Dept. of Education and taught French for state schools, which I still do, occasionally. While still active with translations interpretations and French proofreading, I like teaching the language, for the opportunity to establish a one-on-one due to contact with clients and the progress I can witness from meeting to meeting. I use a direct/illustrated method in my teaching, as a fortunate residue of my MA in Applied Linguistics; in other words, I incorporate conversation with grammar, producing very positive results. I like the French language and I am good at what I do. French literature, French history and French art are also part
Reading,

Reading

Reading is the art of taking a passage, literally read it, while absorbing its content and its structural design. Elements such as punctuation, word choice, even pronunciation play an important role in this piece of information. You dissect it for figures of speech that may alter the meaning of a simple word or even the entire text. You observe the style used in the sentences and paragraphs, so to locate it in time and space and identify it as unique to the writer who wrote the piece. And you absorb its structure - introduction, development and conclusion - to map the creative process which later may be added to any additional comments you may have about the person who wrote it and how the writer came to write such a piece. These are some of the aspects of reading I explore, while assisting my clients with Reading. Because I am multilingual, I am also able to go through the same process in a different language, while taking into consideration the cultural influence received by the writer, which many times can be hidden or slightly mingled with the text. My Linguistics background allows me to use logic in the establishing how the creative process was "created" and how it took place. And the fact that I am also a translator/interpreter in several languages has required that I note the key idea of the text and the elements that lead to the development of this key, while translating the text/commenting on the text/or re-writing the text, without getting away from the original thought of the author... Naturally the ability to READ the text and READ BETWEEN THE LINES, to create understanding, are absolutely necessary elements in Reading. I do work with my clients to develop this understanding and often they finish the course with a better perspective of a text - an understanding which can be applied not only in literary text, but in scientific and philosophical passages as well. And a good reader leads to a good writer...and helps one do well in High School, College, and even in the chosen profession...
Spanish,

Spanish

My B.A in Romance languages (Latin, French, Italian and Portuguese) followed by a M.A. in Applied Linguistics were fundamental in/during my learning and subsequent teaching of the Spanish language. I studied Spanish in Brazil, and began teaching it while living there, as well as private schools. In the U.S., I taught it in the New York Public System, and in Georgia, in both DeKalb and Gwinnett Counties, and in local colleges. While living in the Middle East, I also taught it for both Saudi and Emirati officials, and in the Caribbean, for members of the Jamaican Diplomatic Force. The same background helped me to also concentrate in the techniques of translating and/or interpreting English/Spanish/English, French/Spanish/French, Portuguese/Spanish/Portuguese, Italian/Spanish/Italian, which I have done - and still do - when consulting with multinationals, private organizations and individual clients. Teaching Spanish has helped me to learn it even more, while opening my horizons to the subtleties of the language, which has led to a better understanding of its literature and culture. Because I work in most cases with non-native Spanish speakers, I take into consideration their original language background and adapt my methodology to possible native interferences in terms of pronunciation and grammar thus minimizing the difficulties the clients may encounter, through clear and concise presentations and explanations. I have, so far, being very successful in what I do, and my clients have shown substantial results and improvement in the learning of the 4 areas of the language (reading, writing speaking and understanding) and have succeeded in their goals. While the largest portion of such progress depends on the client and how much time he/she would invest in his/her studies, I would to see my small participation as a very rewarding tool to continue assisting the ones who need my help with Spanish.
Writing

Writing

Writing is the art of expressing and communicating thoughts through written words. Writing relies on vocabulary, grammar and semantics, through a system of signs or symbols, usually in the form of a formal alphabet. The result of writing is generally called text, and the recipient of text is called a reader. And it is for the reader as much as for oneself that a good writing is encouraged to produce pieces of good writing, using techniques such as ideas that are interesting and important, organizing them in a logical and effective way, using a voice that is individual and appropriate, thus expressing the writer's personality through words. In regards to word choices, good writing utilizes just the right words to say just the right things, incorporating them fluidly in a sentence, as those are easy to understand and fun to read with expression – especially when using conventions, such as punctuation, spelling, grammar, and other things that make writing consistent and easy to read. I like writing and I like reading. As a linguist with a MA in Applied Linguistics, I was exposed to different set of rules that make writing work: grammatical correctiveness. As an editor of articles and books, I was exposed to technical, scientific, mystery, and/or romantic writing. In corporate business and advertising my writing style gained extra-elements, expanded later in political and multicultural ways to produce a piece of writing. Because I am also a translator/ interpreter, I learned how to do the difficult job of editing while translating and learned how to be extremely cautious of not changing the meaning of what a writer is trying to say in his piece, but adapting it, without loss, to the language, audience and nationality of the ones who will be his/her potential readers. The result of these writing facets I was able to acquire was the ability to incorporate them into English 101,102,201 and 202 college writing classes I taught, as well as in my mid-school language arts and high school English classes and

Other

ESL/ESOL,

ESL/ESOL

My MA was in Applied Linguistics. This means that one visualizes a language, analyzes the data, establishes a basic set of rules relating to that language, and applies the acquired material to decipher, teach, and use a particular language. Within the Applied Linguistics field, I specialized in Teaching a Second Language to Speakers of Other Languages. While that refers to any language - and I teach several of them - I also have been using this ability for teaching ESL - English as a Second Language. I myself was a foreign student of English and learned the language by studying it and teaching it to myself, while using it if and when necessary, mistakes and all! I went through the TOEFL exam, took it, passed it, and continued on to Graduate School and further teaching. I have been teaching ESL for a long time, both in the US and overseas, from K to College level and I am certified in this area by the State of Georgia. My most recent work with English consulting was in Brazil, just last year, with young professionals, as well as with a couple of advertising agencies in simultaneous interpretations and/or translations, while visiting there. I have been with WyzAnt working in this area and in other subjects for the last three years, and just recently retired from Gwinnett County Schools, as Lead ESL Teacher, having previously worked in a similar capacity for DeKalb and Fulton Counties. My students come from different parts of the world and they have their individual difficulties pertaining to their native languages - difficulties that have to be adapted to English and/or corrected. The secret for my success in this area comes from the understanding of each of my foreign clients' culture and a feel of the difficulties he/she is dealing with -because I have been there. Coupled with that, and assisted by the previous knowledge of the interference of their native languages into the learning of English - I am able to get into the heart of the problem and work specifically towards the client's needs. And as on
Geography,

Geography

Geography was one of my favorite subjects throughout my years of school. In elementary school I worked with maps and cities and capitals of countries I only dreamed about visiting someday. In middle and high school, I established the link between geography and history and how countries get shaped through their land, their culture and their natural resources. In college, I concentrated in foreign languages and how to use them, again, someday, in the countries I had already mapped in my mind to visit, worked or even live. Before graduate school I had achieved part of my goal. By the time I worked on my International Relations MA, I was advising a country in the fine and difficult art of foreign relations. A lot of the countries of my childhood dreams have been visited already (but I still have a long list to go through). I saw and bathed in rivers and seas I had read about. I flew over mountains, oceans and cities I had studied. And saw old civilizations come to my eyes in their majesty of ancient buildings. This is geography, and history and social studies to me: not just what one sees in pictures or reads in books, or gets to know through the internet. Geography is not just physical geography, but human interaction with the land that shapes people and their heritages. I may not be able to transport a client to some of the places I have been, but I can assist him/her understand, first hand, what other countries and cities and cultures really are, based on face to face encounters, face to face experiences, coupled with the ability to transmit this information to the client by making it visual and easier to comprehend and absorb. I did exactly all of that when I started my teaching career overseas, later, as a three-time participant in the Model of the United Nations, which led to a position as an International Advisor in the Caribbean, and as a presenter of International seminars in Atlanta, and working on ESL Social Studies with students from Gwinnett and DeKalb Counties. To the potential cl
Marketing,

Marketing

I studied basic finance and economics, while doing my studies in International Relations and working as a translator/interpreter in the field, at the Business Department, USC. A few years later, I was transferred to Brazil and started working for a multinational corporation as a translator/interpreter for their newly developed products and the products they planned on developing. Soon after that, I became deeply involved with market research, customer preferences and habits and statistics on the products and their acceptation. And started working with the principles of consumer advertising and client presentation. I moved on and worked for a marketing magazine in the same country. By then, I became a Marketing Executive. Aside from writing and editing articles on the subject, I created advertisements for both the makers of products and the consumers these products were geared to, trained the sales forces in presentations to clients, made a few sales calls, myself, and participated, either as an active participant or as a presenter in several market and advertising conferences. The fluency I acquired in foreign languages landed me consulting assignments with Arab companies who wanted to invest overseas, Brazilian companies who wanted to do the same and led to several conferences on "How to do Business in...." - something that I still do occasionally... Marketing is a wide field, but not one where everyone can penetrate. It is not just sales, or numbers. It is also an active knowledge of the product one is pursuing or developing, or selling, based on real figures and profits. It is a basic knowledge of the human nature and what might or might not benefit a specific company or client, through a veiled observation of their mannerisms and body language. And, when dealing with specific clients, add to those, a deep knowledge of their background, their likes and dislikes, beliefs and cultures. I lived and I still live "marketing." When passing this knowledge along, I do use books and articles and writing
Religion

Religion

I was raised with an admiration for all sorts of religions: from Roman Catholicism, to Buddhism to Islam to Judaism, to Hinduism, to an understanding of the Brazilian Indians’ concept of God. I was encouraged to read and discuss these subjects with my father and grandfather, who, in turn, provided me with a larger scope of each of these different religious sects/groups. I studied Religion in the Catholic School I attended for 13 years, where religion was an obligatory subject, and on a daily basis. I was also a member from Middle School to High School of a youth religious group, where not only the Catholic religion, but others, as well, were discussed so, I was given the opportunity to have unique points of view concerning these religions and based on their role in History and in the social evolution of mankind. Then, I understood why the Christian church became divided into Calvinism, Anglicanism and Lutheranism and so many other smaller sects; why the Orthodox Churches remained different from the main stream; the origins of the Mormons, the development of philosophical/religious groups, such as the Rosicrucian, the Baha’i, and the Afro traditions brought to the New World. While in College, I studied the relationships between Philosophy and Religion, Language and Religion, Sociology and Religion, Mythology and Religion. Those expanded my 13 years of religious education in Catholic school. While working with the Amazonian Indians in Brazil, I was introduced to their religious practices, and in Bahia, Brazil, to the rituals of the Candomble, an Afro-Brazilian religion. And, while living in the Middle East, I studied the Koran to help my children in school, where the study of Islam was obligatory. I do not have a degree in religion, per se, but I had many teachers who helped me in my studies: the nuns, at school, the priests and Youth directors of the groups I attended, friend professors of religion in College, shamans in the Amazon, “pais-de santo ,” in Bahia, devout Muslins in the Middle East. My subj

Science

Archaeology

Archaeology

I studied Archaeology - mainly because I enjoyed it - since my Elementary School, with the help of my father and grandfather. Upon concentrating in History of the World, in HS, I further developed my readings and studies in the field, again, coached by my elders. The interest continued throughout college and culminated when studying Historical Linguistics, by analyzing and deciphering languages long extinct, coupled by the study of Ancient Religions and Cultures. I have traveled, worked and lived in many places, so far, and my interest in Archaeology has not yet diminished. While living in the Caribbean, I visited archeological sites in both Guatemala and El Salvador, and prehistorical sites in Martinique. I also became somewhat familiar with the mounds in Ohio, while living there. In the Middle East, I was exposed to ancient sites in Saudi Arabia, Oman, United Arab Emirates and Bahrain. I was also in the Palace of King Minos, in Crete, and at the Parthenon, in Athens. Greece is basically loaded with ancient monuments of the past and a discovered a few on my own. I tried to move to Egypt and Turkey, but it did not work out. I am, however, well-familiar with these old cultures. And in Asia, I also admired the art of the Ancients in Malaysia, Indonesia and Thailand through both sites and temples. Archaeology is not just the work on a digging. It is also the reading and the knowledge one acquires through pure interest and enthusiasm and through the difficult reconstruction of some of the languages no longer spoken. It also means conversing with the natives and their elders, talking about their ancestry and their religious beliefs, as religion plays a larger than life role in any archeological site. It is also going to "souks," public markets and small villages and appreciate the art of the natives directly inherited from their ancestors. I have done all that and still plan to do much more. In the meantime, I am still an avid reader of Archeological/Historical puzzles, historic novels and books and sti

Special Needs

Phonics

Phonics

I studied phonics in college, for my BA and did well in the subject. I began using its principles more often when learning and teaching foreign languages as a tool to achieve the desired correct pronunciation of isolated and combined sounds in words, and intonation in sentences then comparing those to their writing format and teaching my students how to understand those equivalencies. My knowledge of phonics proved very useful when I taught hearing impairing subjects basic words and expressions, when – besides repetition and lip synch - I used specific techniques of sound producing with the lips for bilabial sounds, teeth and tongue for dental sounds and palate-producing sounds for certain consonants and vowels. We worked from individual sounds to words to short sentences and the results were good. I dug a little deeper in my phonics studies when doing my masters in Applied Linguistics, as phonics is essential for learning and teaching a language, especially when used in connection to the IPA (International Phonetic Alphabet). Phonics has helped me to learn a few foreign languages and gave my English a near-native accent. Throughout my years of teaching I have used phonics constantly either orally and/or in connection with graphics: to illustrate a special kind of sound or groups of sounds, not present in a student's first language; to give shape and individual personalities to sounds or groups of sounds a student has/had trouble with, whereas in his first or second language; to facilitate the enunciation and/or correction of sounds or groups of sounds to students of public speaking. As a singer, I used phonics to make words clear and have the perfect equivalency with notes. By separating individual sounds and groups of sounds along with their equivalent letters or words, while adding the phonetic alphabet and phonological markings for intonation – I successfully delivered songs in foreign languages I was not totally familiar with. Phonics has been a tool that I have been fond of using for a long time

Summer

Arabic,

Arabic

I studied Arabic at the University of South Florida as another language family was required for Linguistics. I learned how to read,s peak and write in this language - all in a beginner’s level. Little I knew, 8 years later I was living in the Middle East and stayed there for around 6 years (Saudi Arabia, United Arab Emirates, Oman, Bahrain), where I had the opportunity to use some of the language I had learned. My children were going to school there, so I had to help my son with his written Arabic and the my daughter with the basics of writing. I taught Spoken and Written Saudi Arabian Arabic for expatriates - all beginner’s level. Since then, I have used it occasionally, but I am not proficient in this language per se. I feel qualified to teach a basic beginners’ course, but not an intermediate/advanced level. If your needs require Beginners' Arabic, you may count on me.
ESL/ESOL,

ESL/ESOL

My MA was in Applied Linguistics. This means that one visualizes a language, analyzes the data, establishes a basic set of rules relating to that language, and applies the acquired material to decipher, teach, and use a particular language. Within the Applied Linguistics field, I specialized in Teaching a Second Language to Speakers of Other Languages. While that refers to any language - and I teach several of them - I also have been using this ability for teaching ESL - English as a Second Language. I myself was a foreign student of English and learned the language by studying it and teaching it to myself, while using it if and when necessary, mistakes and all! I went through the TOEFL exam, took it, passed it, and continued on to Graduate School and further teaching. I have been teaching ESL for a long time, both in the US and overseas, from K to College level and I am certified in this area by the State of Georgia. My most recent work with English consulting was in Brazil, just last year, with young professionals, as well as with a couple of advertising agencies in simultaneous interpretations and/or translations, while visiting there. I have been with WyzAnt working in this area and in other subjects for the last three years, and just recently retired from Gwinnett County Schools, as Lead ESL Teacher, having previously worked in a similar capacity for DeKalb and Fulton Counties. My students come from different parts of the world and they have their individual difficulties pertaining to their native languages - difficulties that have to be adapted to English and/or corrected. The secret for my success in this area comes from the understanding of each of my foreign clients' culture and a feel of the difficulties he/she is dealing with -because I have been there. Coupled with that, and assisted by the previous knowledge of the interference of their native languages into the learning of English - I am able to get into the heart of the problem and work specifically towards the client's needs. And as on
French,

French

Because some of my ancestors were French, I began learning the language at age 8 and continued with doing so in High School, where I studied under French nuns, and, in College, under a visiting professor from the University of Lyons. I received my BA in French Language and Literature from the Universidade Federal do Ceará, Brazil, and, a year later was teaching Freshmen French at the same university, as well as in private and state schools, in Brazil. While working with multinational corporations, including Nestlé, I became a translator/interpreter (simultaneous and consecutive) for French/Portuguese, French/English/French/Spanish. When serving in the Caribbean for the OAS, I worked closely with the French Embassy in Kingston and with nationals from/at the surrounding France’s former colonies (Martinique, Guadeloupe, Haiti) as part of my assignments. In the Middle East I also taught French for expatriates and local Emirati, Omani and Saudi nationals. Because my children went to British/Lebanese International schools, I participated in their French/Arabic activities on a regular basis. In the US, I taught French for High School seniors, and took one of the classes to Quebec and Montreal,as a teacher, guide and occasional translator, as I was one of the founding members of the French Club. When I moved to Georgia, I received my French certification from the Georgia Dept. of Education and taught French for state schools, which I still do, occasionally. While still active with translations interpretations and French proofreading, I like teaching the language, for the opportunity to establish a one-on-one due to contact with clients and the progress I can witness from meeting to meeting. I use a direct/illustrated method in my teaching, as a fortunate residue of my MA in Applied Linguistics; in other words, I incorporate conversation with grammar, producing very positive results. I like the French language and I am good at what I do. French literature, French history and French art are also part
Italian,

Italian

The first time I was exposed to Italian, I was 10 years old and my father gave me a beautifully illustrated “Dante’s Inferno” in his original Italian format. We studied one page every night, together, until “Inferno” was done. My dad and I practice words and expressions and basic conversation, but I wanted more. I learned Italian at the Universidade Federal do Ceará, in Brazil, and, later on, re-shaped my skills at the University of South Carolina, in the U.S., in a course specifically about Dante’s “Divine Comedy!” (of course I knew the “Inferno” pretty well...). While working at Nestlé, I used my skills as an translator Italian/English/Portuguese and taught it to the staff; after moving to the Middle East, I taught conversational and formal Italian to both locals and foreign expatriates. Back in Georgia, I taught it for several years in community schools in Gwinnett County and have been teaching it at/through WyzAnt. I do consult and translate in this language whenever the opportunity arises. My “Italian methodology” is direct, conversational, practical, illustrated with examples and graphs - intended to establish a link between the client’s native language and the target language he/she is trying to learn or improve. My level of success is quite high. In cases when the client already knows some of language and needs to improve his/her grammatical or conversational skills, I adapt the method to fit my client’s needs, using his/her own materials at hand, or creating my own, or working with whatever we have. Because cultural similarities and differences are of extreme importance – particularly when traveling or doing business in Italy - I touch upon the cultural aspects of the language and country and ways to “fit in.” Above all, in Italian, as in all my classes, I explore the positive aspects of learning, not the negative, always encouraging the client, couching him/her in his/her needs and providing an overall view of his/her learning process. However, because mutual cooperation is required to achi
Reading,

Reading

Reading is the art of taking a passage, literally read it, while absorbing its content and its structural design. Elements such as punctuation, word choice, even pronunciation play an important role in this piece of information. You dissect it for figures of speech that may alter the meaning of a simple word or even the entire text. You observe the style used in the sentences and paragraphs, so to locate it in time and space and identify it as unique to the writer who wrote the piece. And you absorb its structure - introduction, development and conclusion - to map the creative process which later may be added to any additional comments you may have about the person who wrote it and how the writer came to write such a piece. These are some of the aspects of reading I explore, while assisting my clients with Reading. Because I am multilingual, I am also able to go through the same process in a different language, while taking into consideration the cultural influence received by the writer, which many times can be hidden or slightly mingled with the text. My Linguistics background allows me to use logic in the establishing how the creative process was "created" and how it took place. And the fact that I am also a translator/interpreter in several languages has required that I note the key idea of the text and the elements that lead to the development of this key, while translating the text/commenting on the text/or re-writing the text, without getting away from the original thought of the author... Naturally the ability to READ the text and READ BETWEEN THE LINES, to create understanding, are absolutely necessary elements in Reading. I do work with my clients to develop this understanding and often they finish the course with a better perspective of a text - an understanding which can be applied not only in literary text, but in scientific and philosophical passages as well. And a good reader leads to a good writer...and helps one do well in High School, College, and even in the chosen profession...
Spanish,

Spanish

My B.A in Romance languages (Latin, French, Italian and Portuguese) followed by a M.A. in Applied Linguistics were fundamental in/during my learning and subsequent teaching of the Spanish language. I studied Spanish in Brazil, and began teaching it while living there, as well as private schools. In the U.S., I taught it in the New York Public System, and in Georgia, in both DeKalb and Gwinnett Counties, and in local colleges. While living in the Middle East, I also taught it for both Saudi and Emirati officials, and in the Caribbean, for members of the Jamaican Diplomatic Force. The same background helped me to also concentrate in the techniques of translating and/or interpreting English/Spanish/English, French/Spanish/French, Portuguese/Spanish/Portuguese, Italian/Spanish/Italian, which I have done - and still do - when consulting with multinationals, private organizations and individual clients. Teaching Spanish has helped me to learn it even more, while opening my horizons to the subtleties of the language, which has led to a better understanding of its literature and culture. Because I work in most cases with non-native Spanish speakers, I take into consideration their original language background and adapt my methodology to possible native interferences in terms of pronunciation and grammar thus minimizing the difficulties the clients may encounter, through clear and concise presentations and explanations. I have, so far, being very successful in what I do, and my clients have shown substantial results and improvement in the learning of the 4 areas of the language (reading, writing speaking and understanding) and have succeeded in their goals. While the largest portion of such progress depends on the client and how much time he/she would invest in his/her studies, I would to see my small participation as a very rewarding tool to continue assisting the ones who need my help with Spanish.
Writing

Writing

Writing is the art of expressing and communicating thoughts through written words. Writing relies on vocabulary, grammar and semantics, through a system of signs or symbols, usually in the form of a formal alphabet. The result of writing is generally called text, and the recipient of text is called a reader. And it is for the reader as much as for oneself that a good writing is encouraged to produce pieces of good writing, using techniques such as ideas that are interesting and important, organizing them in a logical and effective way, using a voice that is individual and appropriate, thus expressing the writer's personality through words. In regards to word choices, good writing utilizes just the right words to say just the right things, incorporating them fluidly in a sentence, as those are easy to understand and fun to read with expression – especially when using conventions, such as punctuation, spelling, grammar, and other things that make writing consistent and easy to read. I like writing and I like reading. As a linguist with a MA in Applied Linguistics, I was exposed to different set of rules that make writing work: grammatical correctiveness. As an editor of articles and books, I was exposed to technical, scientific, mystery, and/or romantic writing. In corporate business and advertising my writing style gained extra-elements, expanded later in political and multicultural ways to produce a piece of writing. Because I am also a translator/ interpreter, I learned how to do the difficult job of editing while translating and learned how to be extremely cautious of not changing the meaning of what a writer is trying to say in his piece, but adapting it, without loss, to the language, audience and nationality of the ones who will be his/her potential readers. The result of these writing facets I was able to acquire was the ability to incorporate them into English 101,102,201 and 202 college writing classes I taught, as well as in my mid-school language arts and high school English classes and

Test Preparation

SAT Reading,

SAT Reading

The English SAT tests a student's capability and knowledge in all areas: reading, absorbing the principles of what is being said, and transferring them to thoughts and writing. It tests the student's grammar, an essential element for a good piece of writing and a great overall literacy tool. The nuances of a well-constructed grammatical sentence help understanding a reading section in a clear and correct way. Words can be of great importance, especially long words, not often used in everyday English, but that denote special meanings in the context of such a test. This is the SAT English, in a nutshell: paragraphs to be completed by one of a series of similar answers, points of grammar to be studied carefully before being answered, words to be re-traced from basic Latin and or Greek roots, prefixes and suffixes-in other words, a full review of a student's proficiency in English. My experience comes from many years of studying Latin and some Greek in High School and College, while simultaneously applying their influence on word formation to the foreign languages I was learning, hence expanding my vocabulary, reading and writing skills. Latin and Greek definitely played a big role when I had to take the TOEFL, GRE and other standard exams for my graduate school requirements, as a foreign student in the US. Since I acquired my MA in Linguistics, I have been applying all I have learned in terms of language acquisition and retention in both undergraduate and graduate school to and throughout my many years of teaching English and other foreign languages to high school and college students and corporate clients, in the US and overseas. The standardized exams were my “passing” to different stages of my life and helping people to succeed in also “passing” standardized tests to achieve a goal in their lives plays well with me; therefore, providing students with the ability to understand the logic behind questions asked in standardized tests – including SATs – and answering them in the best possible way has remained a
TOEFL

TOEFL

TOEFL means “Teaching English as a Second Language” and that is what I have been doing for almost 15 years. My students came from Asia, Africa, Latin America, the Caribbean, the Middle East and Europe with language backgrounds as diverse as Spanish, Portuguese, French, Italian, German, Romanian, Serbo-Croatian, Albanian, Russian, Arabic, Afrikaans, Swahili, Bantu, Korean, Japanese, Chinese, Tagalog, Indonesian, Thai, Amharic, Hindi, Punjabi, Tamil, Creole and a few more. I speak 5/6 of these languages, but not all of them. Yet, my MA in Applied Linguistics, which emphasis on language comparisons (identifying the similarities and differences between the native and the target languages) helped me with my teaching. The TOEFL exam reviews the ability of the student to understand English, to survive on everyday situations and to guaranty that he/she will get through high school and college with a good understanding of the contents of the classes he/she is taking, the ability to write about this content and the flexibility to speak/talk about this content. Being myself a product of the TOEL exam led me to learn Linguistics, so I could assist others who are going through the same process. My sessions reflect each of the steps of the exam and they are done in different phases, when required, or the sessions are specifically targeted to the specific needs of the client. Language comparison/identification is one of the techniques I use when going through the different questions that are asked in the TOEFL exam. That leads to being able to correctly identifying a word and correctly answers the question. Grammar is often part of the questions asked, so grammar is also explored in my classes in depth, from Phonology to Morphology, to Syntax, to Semantics. Reading/Writing has become an important section of the exam and I explore that, as well, concentrating particularly in meaning and how to get to the central idea of a given section. Speaking is mingled with all the elements of the test review and conversation is

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Featured review

Marcia helped me to achieve my goal!

Marcia helped me to become conversational in Spanish. I had been studying Spanish for 2 years and had developed basic reading and writing skills but I was not developing any listening and speaking skills. My job required that I travel to Mexico to present our product to potential partners. After 5 months of lessons with Senora Marcia, I was comfortable making a product presentation in Spanish and answering basic questions about our product. I was delighted with the results. Senora Marcia’s approach was to get me very comfortable answering basic questions in Spanish so that I stop translating. We added more and more to the basic answers to the point where I was saying complete sentences without translating. Senora Marcia’s background and training in linguistics shows in her overall approach. She clearly understands how languages are learned and she used that understanding to push me into answering questions and thinking in Spanish. I am delighted with the result and recommend Senora Marcia to any business professional who is serious about becoming conversational in Spanish.

Sam, 38 lessons with Marcia
Tutor responded:

I knew since the our first day of training that you would succeed in the achievement of your goal of becoming fluent in Spanish. You did it, Sam! My contribution was only a helping factor to develop your innate ability with the language, not to mention your absolute dedication and purpose. I am very happy to have worked with you. Buena Suerte, siempre!

Great teacher and person

Over the last 7 months, Marcia has done a great job at structuring and conducting typically an hour in a half to two hour Italian lesson. Each time we typically start with basic Italian conversation as a “warmup” practice as we dive into a couple different books that we utilize for structure. In this last session we started with a listening exercise as we identified different vocabulary that was “unique” to the exercise. We then listened to the exercise for a second time as I was able to comprehend additional context based on our review of some of the more challenging vocabulary words. As always, it was very productive and left the session with a stronger understanding of the four dynamics of language learning; reading, writing, speaking, comprehension. Not only has she been great at conducting each individual lesson, she has also become a great friend and very understanding when life throws its own set of curveballs. She tailors each individual session based on my mood and energy for the day. Some days I need a “lighter” session where we reinforce the basic principles, other days I am feeling up to more challenging grammar discussion. Marcia does a great job at recognizing this and is flexible and adaptable in the way that she instructs. I would absolutely recommend her for any of the languages that she teaches because she truly wants to make you better speaker and help you achieve your goals.

Austin, 23 lessons with Marcia

Wonderful and Accommodating.

Marcia was a wonderful tutor to kickstart my learning of Portuguese. I loved how she focused on the small details and worked with me to perfect each step before moving on. She often provided context for what I was learning. I have a very messy schedule, and Marcia was always very accommodating to it. She takes what she does seriously, and keeps you accountable. She is a very great teacher, and I enjoyed my time with her. Thank you, Marcia!

Chloe, 6 lessons with Marcia
Tutor responded:

Thank you so much, Chloe, for your great review. I hope you keep up with your Portuguese, as you have been doing. Best of luck in your future-to-come-true experience in Brazil. Please let me know if I can assist you for some notes on the Brazilian culture. I did enjoy working with you.

Knowledgeable and patient tudor. One helluva coach.

Marcia is coaching me to follow through on my ideas; to dig deep within my self to vocalize, map out, and write those things down that are important to the operation of my nonprofit.

Rick, 5 lessons with Marcia
Tutor responded:

Thank you so much, Rick, for your great feedback. I really appreciate what you said, but all of this is happening because you are a big part of it. You really made my day!

Simply the best!

It has been very enriching to be present in the classes that Mrs. Marcia has taught to my daughter during the summer. We were looking for an experienced tutor, but Marcia has exceeded our expectations, has a rich language management and not only that but her experience in other areas has greatly complemented learning. She is extremely patient and motivates my daughter to lose her fear of writing because she has great creativity but she is afraid not to follow the rules and this limits her. We hope to keep in touch with Mrs. Marcia now that my daughter has gone to boarding school and will probably turn to her help at some point via Skype. We would like to continue the classes and personally I will also go to her for help with my TOEFL test. We are very grateful to have found this extraordinary human being who has enriched our lives, not only academically but as a friend as well. Thank you Marcia. Hugs

Claudia , 8 lessons with Marcia
Tutor responded:

Thank you so much for the beautiful and encouraging words. Nothing is more gratifying than seeing the person you are helping gain enough strength and self-confidence to help herself. Luana, your daughter did just that, and the credit is mostly hers. I was there to just guide her, but she did the rest on her own. I remain at your reach to whenever Luana or you need extra help again, or introduction to another subject , English or otherwise. Thank you again for your recommendation. It has indeed made my day!!

Knowledgeable, hard-working and patient​ tutor

I have been working with Marcia for about five months. She is a very hardworking, thorough and patient tutor. She is helping me get to "the next level" in my Spanish knowledge and ability. Be prepared to work diligently and hard if you study with Marcia and you will improve. However, her great sense of humor helps you enjoy the lessons.

Steven, 107 lessons with Marcia
Tutor responded:

Thank you so much for your kind words, Steven. You are a dedicated person to your job and to your interests - Spanish being one of them. You have a tremendous will to do well in this language and your progress is already evident through the way you express yourself. Keep up the good work!

The best tutor I´ve ever met!

Hi, I am Maria Laura. I took classes with Marcia because I was presenting troubles with the TOEFL. Honestly, Marcia made me feel more calmed and confortable about it. The idea of taking the TOEFL made me feel really anxious, until I met her. She taught me in a very funny and interesting way to see the TOEFL with another eyes, with another perspective. Now I know what to expect for the test. I also learned some important tips to keep in mind to perform well on the test and to end up with a high score. I really had fun taking classes with Marcia, 4H/per day without any boredom or exhaustion. Marcia is the best tutor, a very cultured and patient woman. It was a very good pleasure to work with her. I highly recommend her services!

Jose, 3 lessons with Marcia
Tutor responded:

Thank you so much for your perceptive and uplifting comments. I did enjoy working with you and admired your dedication to the goal of passing this test. This is not a common trait - but you have it! You will be a tremendous asset in your chosen major - Psychology !

Best Tutor Ever!!!

I have had several tutors over the years for Spanish, but no one has prepared me like Marcia. She is so personable, funny, and friendly. We instantly clicked. She is so knowledgeable about languages and how to teach them. I wish my first Spanish teachers were like her. She is very creative in the ways that she presents the language to you and her worksheets & graphic organizers were so helpful. With her encouragement and teaching methods, I know I am ready to use my speaking and written skills to any job. I would recommend her to everyone. If you want a person who is successful at bringing the language to life for you, she is the one you want. If you want a person who works as hard as you do, she is the one for you. And she works with you and your schedule. She was so gracious to meet me after work, before I had to pick up my daughter. I just can't thank her enough for the encouragement and support in making me the confident Spanish speaker I am today.

Carletta, 12 lessons with Marcia
Tutor responded:

I could not have done anything to help you if you have not helped yourself all the way! It was a pleasure working with you and i sincerely hope that your freshly developed Spanish skills become a firm asset in your new job.

Dynamic Tutor/Linguist and Fun-Spirited Person!

I utilized Marcia's expertise to learn the lovely language of Brazilian Portuguese. I had already participated in a group setting with many individuals who had English as a second language so they were ahead of the curve learning the language. I felt lost! My one-on-one sessions with Marcia gave me a more intimate learning experience that forced me to communicate in Portuguese. Marcia's patience allowed me to be more patient with myself so I could think through her verbal and written exercises. In addition to the lesson books and exercise workbooks, Marcia provided other useful tools for practicing and learning and retaining. We used real life practical situations to practice. In fact, we would meet at a restaurant and practice ordering in Portuguese! Marcia was also very flexible with her scheduling. Offering online lessons via Skype when we could not make it face to face. Without question, Marcia is not only fully qualified but also, she is flexible, fun and a joy to work with. I would undoubtedly recommend her to anyone wanting to learn a new language!!

Tanya, 15 lessons with Marcia
Tutor responded:

I am so glad that we were able - and are still able - to communicate in Portuguese. You put a lot forth in the learning of this new skill - despite your heavy schedule - and that was remarkable! I did not just meet a client - I made a friend!

Great tutor and awesome person!

I was looking for an Italian tutor and I found a friend. Marcia is very kind and patient. She talks to you and somehow learns how to teach you. She doesn't push you or make you feel inadequate. I know the basics, and have a mental freeze when I'm in Italy trying to converse. She is helping me to overcome the fear of making a mistake and knowing it's okay to do so. Marcia is a great confidence builder and I am so happy I picked her for my tutor.

Dj, 2 lessons with Marcia
Tutor responded:

Dj shared with me her power of persistence when trying to overcome her fear of using the language. She tried again and again and that in itself helped her to build her self-steam and confidence - the two elements one does not one share with one's instructor but also with one's friend. I became both for Dj and am quite proud of that!

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Marcia G.

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Response time: 4 hours