Q: You’ve hosted many students who have come to London to study English. Which countries have your students come from?
We’ve welcomed students from all over – quite a few from Japan, but also students from Korea, Saudi Arabia, Brazil, and Thailand. Each brings something unique, but what’s interesting is seeing the common challenges they face when immersing themselves in the English language, often for the first time without a parent or teacher to help.
Q: What’s different about hosting students specifically here to study English?
Unlike exchange students who mainly focus on cultural experience, our students are here with a clear goal: improving their English. Many of our students are Japanese, and often have excellent grammar knowledge but need to gain confidence in speaking. I remember Yuki, who could solve complex written exercises but struggled to order coffee at Starbucks! With many of them, the ability to speak English and the knowledge is there, they just do not have the confidence to use it or panic a bit when people speak at a natural pace.
Q: How do different cultural backgrounds affect their English learning?
It varies and it’s fascinating! Our Japanese students tend to be very conscious about making mistakes, which can make them hesitant to speak. Meanwhile, our Brazilian students often dive right in despite errors. Young people from Saudi Arabia are usually very social and learn quickly through conversation, though some need time to adjust to mixed-gender social settings. They can often also ask questions which we might feel are personal or direct, however, I don’t feel they are being intentionally rude – it is just a difference in cultures. Each background brings different learning patterns.
Q: What’s your approach during their first week?
Those first days are crucial. I create a simple daily routine chart with pictures and basic English words – especially for students with limited English. We use phone translation apps initially if needed, but I’ve noticed students who try to stick to English from day one, even with basic phrases, tend to progress faster. There is a fair bit of sign language and pointing but if you keep things light and friendly, you will get there in the end.
Q: How do you handle mealtimes? They must be important learning opportunities.
[Smiles] Dinner time is the best time for teaching and learning! With our Japanese students, I learned to explain ingredients because food terminology is so different. We started a “word of the meal” tradition – everyone learns one new food-related word. When Mai, our student from Tokyo, taught us “oishii” (delicious), my kids started using it too – it became this lovely cultural exchange. We find that we pick up bits of their language as they are learning ours.
Q: What about daily communication challenges?
The bathroom schedule was interesting with our Saudi student, Ahmed. He was too polite to say he needed a longer bathroom time for prayers. Now we discuss these practical needs openly during the first day. With our Japanese students, we learned to be more explicit about house rules because they often won’t ask for clarification out of politeness. Having some clear house rules set out, but without seeming too regimented, can help the house flow and everyone to understand when things such as laundry are done.
Q: How do you encourage them to practice English?
I’ve learned to create “comfortable challenge” zones. For instance, breakfast is casual English practice – simple questions, basic responses. Dinner is when we try more complex conversations. We also do “English evenings” twice a week where we play word games or watch English shows with subtitles.
Our Japanese students particularly enjoy writing practice in a shared journal – they’re often more comfortable with written English initially. But with Thai and Brazilian students, we found they learn better through songs and conversation. We just try to have a friendly household and try to include the students in whatever we are doing as a family, especially when my grandchildren are visiting as they have the energy and help keep things fun.
Q: What’s been most effective for building confidence?
Small wins matter hugely. Haruka, our Japanese student, was terrified of answering the phone. We practised common phone conversations, and when she successfully ordered a pizza for the first time, it was like she’d won an Olympic medal! These little victories build up their confidence enormously.
Q: Any tips for helping with homework from their English classes?
I designate a specific “homework hour” when I’m available to help. Many Asian students, especially Japanese and Korean, are used to structured study time. But I learned from hosting Maria from Spain that some students prefer more interactive learning – so we might practice her English homework topics during our drive to activities. Having this hour set also means the students know I am there to help if needed (often when I am cooking), but ensures I have the evening free to myself without students coming to me at random times with questions about their studies.
Q: What’s your advice about local accents and slang?
[Laughing] This is a big one! Our local accent confused Kenji from Japan initially. We started keeping a “slang board” in the kitchen – students write down colloquial phrases they hear at school or around town, and we explain them at dinner. It’s become a fun family activity. This works very well if you are hosting multiple students from different countries as they often pick up different phrases. We had a French student who used to love saying “alright mate” or “alright love” something he picked up at the local café.
Q: Final thoughts for new host families?
Remember you’re not just providing a room – you’re creating an immersive English learning environment. Be patient, celebrate small progress, and understand that different cultures approach learning differently. Some students, like many of our Japanese guests, may take time to open up but will be incredibly dedicated. Others might be more outgoing but need help with accuracy. The key is adapting your support to each student’s style while keeping English practice consistent and fun.
