Marital Satisfaction and Child Development

@Zach Conneally

An important field of psychology involves that of child development, from birth to adolescence (Harris & White, 2018). For a child to develop and become a fully adjusted adult, a happy, loving, understanding family environment is vital (Easterbrook, Cummings & Emde, 1994). Psychological evidence in this field have heavily stated that the quality of home-life and family relationships emotionally speaking are linked to child adjustment outcomes (Oliva, Arranz Parra & Olabarrieta, 2014). In essence, issues in a marriage, such as, marital dysphoria, marital distress and marital conflict all have an effect on child adjustment and greater the chances of developmental issues occurring.

Marital Relations

An area which plays a crucial role in understanding the family’s influence on child adjustment is marital relationships, defined as “a high degree of intimacy, affection and empathy, allowing for a high quality and stable relationship”, (John, Seme, Roro & Tsui, 2016). Hence, strong marital relationships allow for couples to challenge each other and grow, individually and together, benefitting society and the family structure itself (South & Krueger, 2013). However, on the contrary to this, the converse can also be said of this. Marital relationships entailing conflict and dissatisfaction can have disastrous effects on the family structure and the marital relationships quality and well-being which can have a knock-on effect on the development of the off-spring, socio-emotionally, pro-socially and even further afield (Cummings, Goeke-Morey & Papp, 2004). For a child to develop emotionally, pro-socially and without behavioural problems, an established marriage with positive qualities is necessary.

Recent studies suggest that the change from a non-child house to a house with children can be straining on a marriage, seriously affecting marriage satisfaction (Shapiro, Gottman & Carrére, 2002). However, it is a well-documented fact for satisfaction to decrease when the first child is brought into the home, even in healthy and highly satisfied marriages. This is due to the increased responsibilities that come with having a child, alongside the enhanced parental stress and depression (Hackel, Ruble & Hackel, 1992). It is estimated that one fifth of parental-partnerships can be categorised as distressed (Cummings & El-Sheikh, 1991). In addition to this research has shown that children are affected less by divorce than marital conflict, making it a significant aspect for consideration among unsatisfied parents (Vaez, Indran, Abdollahi, Juhari & Mansor, 2015).

Child Behaviour Problems

Behavioural problems are very common and have a high prevalence among children from all backgrounds (Koot, Verhulst, Boomsma & Koot, 1997). Studies have made efforts to highlight the commonality of the acts of aggression, noncompliance and acting out behaviours displayed by toddlers and preschool children, especially of those in hostile families (Shaw, Winslow & Flanagan, 1999). Research is still very new in the attempts to normalize these behaviours as can be seen in the rates of anxiety versus depression in this age range. The prevalence of anxiety amongst preschool children is measured at 10% while depression is much less prevalent at only 2% due to it being less diagnosed at this period (Eggers & Agnold, 2006). Additionally, in regards to the problems, aggressiveness and non-compliance alike are both obvious and cause disruption; the prevalence is usually observed during the preschool period. In a paper by Achenbach and Rescorla (2014), the researchers claim that child behavioural problems can be classified by two main groups: internalizing behaviour problems; and externalizing behaviour problems. Internalizing behaviour problems are categorised as being experiences of stress, or reactions occurring inside a person which do not reach the surface unlike externalizing behavioural problems which focus on developmental issues like compliance, physical aggression and hyperactivity. Without intervention these behaviour problems could cause a plethora of issues for the child going forward in life, such as, delinquency, drug and alcohol abuse, criminal activity and numerous psychiatric problems (Maggs, Patrick & Feinstein, 2008). It has been shown in research that a high number of children with behavioural issues in the preschool period simply outgrow their problems as time progresses, however, the vast majority tend to develop the issues throughout their life (Ansari, 2018).

It is worth noting that it is not only marital relationships that can have an effect on this range of problems. Child behaviour problems can also stem from obsolete parenting techniques, child abuse and/or neglect, spoiling the child or serious illness trauma, negative life events (Quay, 1968). Thus, it is crucial to detect behavioural problems early in a child’s life and to intervene as quickly as possible to avoid allowing the problems to further develop and grow into much more complex and difficult issues which may not be possible to manage in adolescence and adulthood.

Marital Relations and Child Behavioural Problems

A child’s primary caregivers are key players in a child’s adjustment, physical and mental health, and the way in which they form relationships, all of which are necessary for a well-adjusted child’s successful development. In the relationship between child temperament and child behavioural problems, marital factors acts as a moderator (Frosch & Mangelsdorf, 2001). As an example, highly stressful familial environments or strained parental relationships can be associated with negative toddler/preschool child emotions (Martin & Clements, 2002). Toddlers/preschool children may react to this negativity with hostility, aggression and/or anxiety. A pathway for the development of problem behaviours can be identified. Starting with marital conflict, impacting offspring negatively causing them to act out with, for example, aggression (both physical and verbal), incompliance and resentment (Jouriles, Pfiffner & Ó’Leary, 1988). This ‘acting out’ allows for more serious issues such as anxiety, anti-social behaviour and school problems to be developed. Consequently, children of marital conflict pose a higher chance of developing issues in their relationships than that of children who come from satisfied and adjusted marriages; who exhibit less problems and have better well-being and emotional health (Larossa, Escudero & Cummings, 2009).

Existing literature on Marital Relationships and Child Problem Behaviours

Research exists on child behavioural problems and marital conflict. However, as each study has their own research methods, procedures and definitions it is difficult to compare and contrast between them. Hence, it is important to find commonalities in previous research to shine a light on the conclusions relevant to future research. The research discussed below has been conducted in different settings around the world and aims to address the issues mentioned above.

Numerous studies have been conducted highlighting the effects of conflict witnessed by a child leading them to display externalizing and internalizing behaviours (Coln, Jordan & Mercer, 2013; Cummings & Davies, 2002; Katz & Gottman, 1993; Pendry, Carr, Papp & Antles, 2013). Furthering this research shows that child adjustment is hindered by these internalizing and externalizing behaviours caused by interparental conflict (Achenbach & Edelbrock, Howell & Achenbach 1987; Cummings, Cheung; Koss & Davies 2014; Davies, 2002; Emery & Ó’Leary, 1982; Grych & Fincham, 1990; Grych, Seid & Fincham, 1992). However, studies have shown that the internalizing and externalizing issues of children are mediated through dysfunctional marriage components like parent-child conflict and marital discord (DuRocher Schudlich & Cummings, 2003). Other studies have shown the different effects constructive and destructive interparental conflict have on child adjustment (Cummings & Davies, 2002; Cummings & Davies, 2013; Goeke-Morey, Cummings, Harold & Shelton, 2003; McCoy, George,). As to be expected constructive interparental conflict correlates positively with child adjustment; destructive interparental conflict negatively affects the adjustment of the offspring indicating that the children are more prone to get involved with parental conflict.

Similarly, it has been found that children in families with high conflict adopt fearful emotional behavioural strategies in relation to escalating and unresolved conflict (Koss, George, Bergman, Cummings, Davies & Cicchetti, 2011). Thus, it is fitting that research found children reacted negatively to aspects of interparental conflict which posed a threat to their emotional security compared to other forms of conflict not including such aspects (Davies & Cummings, 1994; Davies, Harold, Goeke-Morey, Cummings, Shelton & Rasi, 2002). These findings lead well into research conducted on emotional security and its effects on the relationship between marital conflict and child psychological issues as a mediator which garnered similar results (Cummings, Schermerhorn, Davies, Goeke-Morey & Cummings 2006; Davies, Harold et al., 2002). Cummings, Ballard, El-Sheikh and Lake (1991), both investigated the relationship between types of interparental conflict (resolved, unresolved and partially resolved) and child responses. Results indicated that constructive marital conflict (resolved) lead to a positive outcome on child adjustment (Easterbrooks, Cummings & Emde, 1994). On the contrary, Bradford, Vaughn and Barber (2008), examined the associations between marital conflict, parent-child conflict and their links to youth behaviour problems. Findings showed direct positive links between both overt and covert marital conflict. Owen and Cox (1997), postulated direct and indirect processes associating marital dysphoria to the security of infant- mother and infant-father attachment and disorganised attachment behaviour. Their research found that chronic parental conflict leaves the infant with experiences of frightened parents and lessened behavioural options to combat resulting distress. This paper complements another which looked at marital discord, hostile parenting and child antisocial behaviour. Path analyses showed that mothers, fathers and unrelated mothers and fathers alike all influenced child anti-social behaviour through parent to child hostility (Grigorenko, Cicchetti, Harold, Elam, Lewis, Rice & Thapar, 2012). One hundred and thirty nine 4 – 6 year olds (88 maltreated, 51 non-maltreated) and their mothers acted as participants in Maughan’s and Cicchetti’s (2002) study investigating child maltreatment and interadult violence on child emotion regulation and socio-emotional adjustment. Nearly 80% of maltreated pre-schoolers displayed dysregulated emotion patterns in comparison to only 37.2% of the control children. These findings allow for a deeper understanding of emotional dysregulation that might hinder the mental health of maltreated children with histories of interadult violence exposure. In line with this study El-Sheikh et al. (2008) examined marital aggression (physical and mental) and offspring physical and mental health. The researchers found that emotional security is a logical explanation for the influence of marital aggression against the parents on various levels of child adjustment, adding to the inference that marital aggression greatly effects child adjustment. Additionally, children exposed to marital conflict display symptoms of disordered eating, a precursor to the development of eating disorders (Bi, Haak, Gilbert, & Keller, 2017). Results show that dyadic parental conflict is linked to higher levels of restrained eating, emotional eating and external eating, even when parent feeding practices are controlled for. The pathways thought to be at fault for this could be that parental conflict was associated with increased child emotional security which was linked to added child anxiety, which was then related to disordered eating. It is also worth mentioning that as well as being a secondary pathway as mentioned above, anxiety also significantly acted as a direct mediator between parental conflict and each type of the three disordered eating habits.

Marital conflict has been shown to hamper child attention development. Studies documented the attention performance of children in homes of dyadic conflict (Denahm, Zahn-Waxler, Cummings & Iannotti, 1991). Findings show that children of interparental conflict moderate short-term attention focus through their physiological reactivity. In essence, it can be said that the negative relationship of marital conflict and the development of attention skills puts child behavioural adjustment in jeopardy. Conversely, David (2009) found that pre-schoolers low in effort control had more positive peer relations when mothers reported positive marital quality (positive emotional expressions and marital satisfaction). In addition, a longitudinal study carried out by Linville et al. (2010) conducted analysis on the association between marital satisfaction, parenting styles, parent depression and child behavioural problems. Regression analysis was carried out and found that marital satisfaction directly predicted child behaviours over time. These findings still remain significant even when variables such as parenting style, early child behaviour problems and parent depression were controlled for.

Studies examining the parental conflict on child delinquency issues have found significant results. Roth (2013) studied the effects family conflict and substance abuse had on delinquency behaviours of male children and adolescents aged 10-17 years old. A secondary analysis of existing data found that while parental substance abuse had no relationship with child substance abuse, interparental conflict did significantly affect delinquent behaviour. Various researchers deduced that interparental satisfaction and conflict are highly significant predictors of their child’s psychopathology, behavioural adjustment and functioning in childhood (Katz & Woodin, 2002).

This study has two main aims. Firstly, marital satisfaction is examined and the role it plays in the development of antisocial behaviours in children of hostile families. Afterwards, group membership is looked at on its role as a moderator against the relationship between marital satisfaction and child antisocial behaviour (i.e. as group membership increases does the effect of low marital satisfaction has on the development of child antisocial decrease?). Thus, this paper has two hypotheses.

Hypotheses

Low marital satisfaction will have an effect on the development of antisocial behaviours in the offspring of hostile family settings.
Child group membership positively moderates the relationship between low marital satisfaction and offspring antisocial behaviour development.

Methods

Participants, Design, and Procedure

This study analysed data collected from the Growing Up in Ireland survey, a longitudinal, national study examining a cohort of children living in the Republic of Ireland. The major aim of the study is to inform government policy in relation to young children, young people and families. This aim can be broken into the nine objectives which can be found in the GUI website. Data collection initiated in 2008/09, when participants were nine years of age. Following data was collected at waves 2 and 3 when participants were 13, 17 and 18 years of age respectfully. The study child, both their caregivers and their teacher all completed computer assisted personal interviews. In the case of caregivers, the primary caregiver is defined as the parent/guardian who spent the most time caring for the study child, as selected by the parents/guardians. For 7357 (97.8%) of study children, their mother was considered to be the primary caregiver at Wave 1. As for Wave 2, 7275 (96.7%) study children had mothers for primary caregivers.

Sampling

According to the 2006 Census, 56,497 nine year olds lived in Ireland. A two-stage sampling method was used to recruit a proportionate sample of the nine year olds. In stage two a sample of nine year olds were selected from the schools gathered in stage one. Based on the population of nine year olds in the Census and the participating schools a sample size of 8,568 represented approximately 14 percent or about one in seven of every nine year old living in Ireland at the time.

Using this approach of sampling offered other benefits than being a comprehensive record for nine year olds. It allowed direct access to the study child’s teacher and principal who were study informants. It also reduced burden and contact time in the study child’s home as self-completion of the academic achievement tests could be completed in a group setting.

Measures

Child behavioural problems

Child behavioural problems were screened for using the 25-item Strengths and Difficulties Questionnaire. Five sub-scales exist in the measure, one measuring pro-social behaviour (e.g. child is kinder to younger children) and four measuring problem behaviour: emotional symptoms; conduct problems; hyperactivity/inattention; and peer relationship problems. Parents were asked to rank their child’s behaviour in relation to the statements provided on a scale from 0 (not true) to 2 (certainly true). Some scores require reverse coding (e.g. thinks things out before acting). The scale, as a whole has been shown to recognise challenging behavioural problems in children (Cronbach’s α = .76) with a higher score indicating higher problem behaviour.

Child group membership

Group membership was measured as the groups children were part of (sports, dance, drama, homework, etc.…). Responses in Wave one were measured on a yes/no basis to each item with the summed number of groups being computed. In wave two, study children were asked how often they participated in activities on a scale ranging from 1(never participates) to 4 (participates 4 or more times a week). To remain consistent with group membership in Wave 1, variables were recoded to reflect yes/no responses. Score 1, ‘never participates’ was recoded as no and all other values were recoded as yes and the summed total was computes as a value. Higher values in both waves indicate membership to more groups.

Marital satisfaction

The Dyadic Adjustment Scale (DAS) was used to measure marital satisfaction for the Primary Caregiver and Secondary if appropriate. This 7 item scale assessed participants’ self-report and categorised marriages as being either adjusted or distressed. This assessment allowed for a general satisfaction score to be generated by summing the results from all 7 items together. As for this study a 4 item subscale was used.

Results

Linear Regression

Statistical analyses were conducted using IBM’s Statistical Package for the Social Sciences (SPSS) version 24 to carry out Linear Regressions examining the degree to which marital satisfaction (DAS) has a significance on antisocial behaviour (SDQ).

Wave 1

A hierarchical linear regression was conducted to examine if low marital satisfaction measured by the DAS significantly predicted antisocial behaviour (measured by the SDQ). The model, with low marital satisfaction and antisocial behaviour as predictors was significant, F(1,6744) = 152.62, p = <.000, adjusted R² = .022. As can be seen in Table 2(?), low marital satisfaction, significantly predicted antisocial behaviour, and explained 2.2% of the variance in antisocial behaviour (β = -.149, p = <.000).

Wave 2

A hierarchical linear regression was conducted to examine if low marital satisfaction measured by the DAS significantly predicted antisocial behaviour (measured by the SDQ). The model, with low marital satisfaction and antisocial behaviour as predictors was significant, F(1, 6445) = 126.11, p = <.000, adjusted R² = .019. As can be seen in Table 2(?), low marital satisfaction, significantly predicted antisocial behaviour, and explained 1.9% of the variance in antisocial behaviour (β = -.139, p = <.000).

Moderation

In the next step of analysis, group membership was examined as a potential influencer of antisocial behaviour. To analyse this an extension to SPSS was used called PROCESS (Version 3.3; Hayes 2018, Model 1, 10,000 bootstraps). In both waves marital satisfaction was entered as the predictor, antisocial behaviour as the criterion and group membership as the moderator. Results to each moderation analysis are as stated below.

Wave 1

We tested if the relationship between marital satisfaction and anti-social behaviour was significantly moderated by group membership. We predicted that the effect of marital satisfaction on antisocial behaviour decreases at higher levels of group membership. Contrary to predictions, there was an insignificant interaction between marital satisfaction and group membership on antisocial behaviour, B = .025, SE = .013, p = .055. The effect size of the interaction on antisocial behaviour decreased and became marginally significant at the group membership scores mean, B = -.1231, SE = 0.01, p = <.000, and is significant at one SD below the mean B = -.1475, SE = 0.01, p = <.000. These results did not support our prediction: high marital satisfaction decreases antisocial behaviour at higher levels of group membership.

Table 1 – moderation pathway of Group Membership on the Marital Satisfaction on Antisocial Behaviour interaction in Wave 1.

Wave 2

Table 2 – moderation pathway of Group Membership on the Marital Satisfaction on Antisocial Behaviour interaction in Wave 2.

Discussion

This study was carried out to examine interparental conflict and to see if low marital satisfaction had an effect on the social development on the offspring within the house. Child group membership was also tested with the hope that it would act as a moderator between the two variables. It was found that (a) low marital satisfaction had a significant effect on the development of antisocial behaviour at waves 1 and 2; (b) group membership had a significant negative effect on antisocial behaviour in waves 1 and 2; (c) group membership was marginally significant as a moderator in wave 1; and (d) group membership was highly insignificant as a moderator in wave 2.

The findings in this study add to existing literature in two novel ways. Firstly, much of the literature available today focuses on the infant and preschool child development and marital conflict at just one time scale of the child’s life. This study examines child social behavioural development (pro-social and antisocial) and marital satisfaction across two time points in a child’s life (at 9 years and 13 years of age); which brings up the second point, the majority of data assessing marital conflict and child behaviour problems does just that. Findings in this study are much more specific, focusing on two key areas of contemporary research. Marital satisfaction, which encompasses emotional support, shared spousal interests and dispute resolution and its effects on child development is still a relatively novel area of child psychopathology and this paper aimed to uncover some potential real-world applications. The most promising result of this study is that marital satisfaction has a negative significance on child antisocial behaviour (i.e. low marital satisfaction is linked with child antisocial behaviour development) at both waves 1 and 2.

Clinical and Research Implications

Multiple hypothetical limitations for future research and ethical issues in regards to examining conflict in young children are produced by this paper. To begin, vast amounts of longitudinal studies exist examining children of all ages and family conflict, some of which have been shown to have long term risks even into adulthood (Katz and Woodin, 2002). If future research were to discover behavioural problems early in a child’s development, studies should cease and intervention measures must be put in place in a bid to prevent these children from going down a path of maladjustment.

In addition, in the literature review of this paper it is mentioned that marital satisfaction is just one issue of a whole host of familial issues that has an association with child behavioural problems (Quay, 1968). This research is indisputable and acts as a cornerstone, paving the way for more contemporary results. However, an interesting current finding has built on this and has put forward the idea that a two-way, reciprocal system exists between marital satisfaction and child developmental problems (Easterbrooks, Cummings and Emde, 1994). In line with these findings, this paper shows that marital satisfaction has a negative effect on antisocial behavioural development implying that positive marital satisfaction results have a positive relationship with pro-social development.

A major implication found in this study and the majority of others is for the need of couple’s clinical intervention in homes of child behavioural development issues. It would be recommended that experts in this field to take regular measurements of specific factors contributing to marital satisfaction, such as connection and attachment, qualities of sexual relationships and importantly conflict patterns (Linville et al., 2010). These assessments along with measures of child functioning could be recorded through self-report measures, interaction exercises and dyadic interviews. The results of these assessments could be used to create specific intervention treatments that simultaneously target both child maladjustment but also marital satisfaction, all while informing researchers of the effectiveness of certain treatments and providing vital data for positive marital interventions and providing research in an ethical manner.

It is evident from above that interventions aimed at parent-child relations and interparental relations are highly beneficial to the mental health and adjustment of the entire family in both short and long terms. However, where possible early and direct intervention are best for the family as a whole and overall marital satisfaction. From this study itself and the others in the literature review it is clear to see that both of these aspects of familial forces are extremely correlated. Hence, not tackling issues head-on could easily have a ripple effect against the counterpart (i.e. not intervening on marital satisfaction directly could cause child behavioural problems and vice versa). A situation in which direct intervention could benefit the family force positively is when the marital relationship is categorised as distressed due to ongoing conflict. A clinician could intervene and recommend treatment such as separation as this would impact the child psychopathology a lot less (Vaez, et al., 2015). In another hypothetical scenario, parental/maternal substance abuse may put a strain on the marriage causing the other spouse to become unsatisfied which in turn puts a strain on the parent-child relationship. The point of these two examples is to show that while marital dissatisfaction was the outcome in both, two very different interventions would be necessary to resolve issues and restore adjustment in the familial setting.

In summation, due to the findings of this paper, evidence strongly supports the use of preventative interventions as a treatment for parents and children especially those with a new-born child or those in any other situation which may cause high conflict and low satisfaction. While most intervention treatments are aimed at newly established marriages there are new papers coming to light with promising results for long term marriages (Finkel, Slotter, Luchies, Walton and Gross, 2013; Miller, Cummings and Bergman, 2016; Gottman and Tabares, 2018).

Strengths and Limitations

An enormous strength of this study was conducting a secondary analysis on the Growing Up in Ireland Survey. This survey highly adds to the validity of this study due to its sampling size and methods. Recruiting nine year old children through the schools of the data collected from the Department of Education and Science allowed for recruitment from both public and private schools, which allowed children from different socio-economic backgrounds to be examined. Also, using this method allowed for large, representative sample sizes to be researched. A sample of approximately 8,500 nine year old children meant that more or less 1 in 7 of all nine year olds living in Ireland at the time were represented. The use of self-report and observer report measures also strengthened the validity.

However, while strengths exist in this paper, so too do limitations. As mentioned above, using secondary data was considered a strength, it is also a limitation. As the data in this paper was secondary, the researcher of this paper was unable to collect the data or choose which scales should be used to measure responses. For example, the dyadic adjustment scale (DAS) used in this study is a 7 item scale; however, researchers in the Growing Up in Ireland survey decided only to use 4 of the items. If all 7 had been used perhaps a stronger significance could be measured against other variables and may have even been the reason why moderation did not exist for group membership. Additionally, as the researcher did not collect the data, temporal precedence is difficult to examine, causing a ‘chicken and the egg’ paradox to exist. To explain, did antisocial behaviour exist before marital conflict causing for low marital satisfaction to develop? Or, did the converse occur, marital conflict caused low marital satisfaction which in turn had an effect on child behavioural problems? For the sake of the study it is hoped that the latter is the truth. As 97.8% of primary caregivers were the children’s mother (96.7% in wave 2) it is hard to make the study generalizable.

A final limitation of this study involves confounding variables. As it was mentioned above there is not just one variable responsible for the development of child behavioural problems in a family setting (Quay, 1968). This made it extremely difficult for the researcher to examine specific effects caused by variables. For future researchers it is recommended to control for these covariates across waves of data to allow for more direct results.

Conclusion

Findings from this study support past researchers attempts to examine the causality of marital conflict and satisfaction on child behavioural problems while providing possible explanations of its own. Evidence already supports the effectiveness of brief, preventative intervention treatments especially on couples with young children to positively affect the outcomes of child behavioural development (Miller, Cummings and Bergman, 2016). Direct, preventative family intervention is still needed to combat development issues that could lead children down the wrong path for life, such as substance abuse, psychiatric problems and delinquency (Katz and Woodin, 2002). Future research should look at developing interventions targeted at maladjustment in toddler and preschool children.

18 February 2020

Marital Satisfaction and Child Development

This paper aims to examine the relationship between marital satisfactions on child behavioural development. A secondary analysis of the Growing Up in Ireland Survey was conducted to research this topic. Approximately 1 in 7 of all 9 year olds in Ireland at the time of the study were recruited. Marital Satisfaction was measured using a 4 item Dyadic Adjustment Scale while child social development was measured using the 20 item difficulties subscale of the 25 item Strenghts and Difficulties Quesionnaire. Linear Regressions were conducted at both waves to examine the effect of marital satisfaction on antisocial behaviour. Significant results were found in both waves which suggest that as marital satisfaction decreases, child antisocial behaviour increases. Child group membership, measured by the number of groups the child was part of in wave 1 and if the child was part of any groups in wave 2. Moderation analysis were carried out examining if group membership moderated the effects low mar

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DO YOU LOVE THE SHOW 'LA CASA DE PAPEL' (OR EVEN HATE IT) AND WANT A NEW ICEBREAKER WHEN CHATTING IN ENGLISH? BECAUSE OF 'MONEY HEIST'S INTERNATIONAL APPEAL, YOU COULD BE ONTO A WINNER To make or to do? My Travels in China and how it has helped with teaching my Chinese students What do I do for homework? LA RAMBLA’S LICEU THEATRE IS A THREE-TIME VICTIM OF FIRE BURSTS The Start of my ESL Journey Questions about Quarantine: Here are some questions you can ask your students about their quarantine experience: ¿Clases de inglés con mascarilla? The Real and the Fake, the Preserved and Restored: in Barcelona's Roman remains you have BOTH. Learning a new language... Introducing ..... myself! Oxinity Ingles para Adultos - Vídeo Conferencia Segura. A good English teacher for my kid (English for children) .CAT domain – Catalonia the first ‘region’ to get their own domain tag, but cat owners were left disappointed! Language and Culture: Recommendations How To Write A Blog Post For English Teaching Purposes What does the dog say? Let's get started! Barcelona The Australian accent Unique Barcelona Facts - First major female serial killer of 20th Century turns out to have been a Barcelona VAMPIRE! ¿El COVID -19 se lleva por delante tu academia? ¡No cierres! To TEFL or not to TEFL I can’t breathe: Ideas for a discussion about George Floyd and the Black Lives Matter Movement Private sector breakthrough in Space: How Space-X is changing the paradigm of space travel Nueva normalidad VS Distinta Realidad Confessions of an English Teacher! I hide the vegetables... Errores para aprender inglés: los tres errores principales que no te permiten hablar con fluidez Planning to take an english Exam? MOTIVATIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNERS I want my Mtv: A discussion about television La jota catalana y la jota inglesa son primas hermanas ¿Cómo hacer un intensivo de inglés donde quieras, cuando quieras? Movement in learning Always watch the original version When will then be now? Soon: A discussion about time travel Learning English through Song - 'Advise to take up caution when learning from them.' Pros and Pitfalls. Learn English from a native speaker Teaching and learning online. What a good idea! Clases de inglés online: una manera de acelerar el aprendizaje Integrated Pilates And Yoga And Children's Performance In Education Unique Barcelona Facts - Europe's First Photograph taken right here in Barcelona MeToo Movement: Discussion Questions Short creative writing about incense and smoke Are you a university student studying English? These tips about how to change your language from colloquial to more academic may help. REAL TALK. My first day with Oxinity. Introduction and Why English is So Hard To Learn? Transfer Your Offline Business In English Teaching Into Online Business English - Job Interview Success for ESL Speakers. How to deliver online classes in Oxinity properly: 4 steps The Art of Teaching The Future of our Children dotCAT domain – for Catalonia or Cat Owners?! Profesores de inglés en comunidad (B1 Intermediate English) PLAY TO LEARN Desarrollo de habilidades jugando Make passion your priority when learning English! Tips for Writing Academic English Characteristics of Successful Language Learners - A How To Guide To read or not to read? Book recommendations to learn English! Allow me to introduce myself first... An Introduction Best Views to See When Lockdown Ends What’s Better? The Movie in English with Spanish Subtitles or in Spanish with English Subtitles? Game Changing Technology in Education ¿Te sientes idiota cuando hablas en inglés? (B1 Intermediate English) Preposición PARA en inglés: cómo se dice Rugby Will clapping become the new currency when this is all over? Music and Social Movements - Asia Music and Social Movements - Africa 10 years and counting RESILIENCE FOR BUSINESS LEADERSHIP Recursos divertidos para que los niños mejoren su inglés WHAT DO YOU NEED ENGLISH FOR? Why, thank you! How to give and accept a compliment (and not to sound awkward in the process). Coping With Coronavirus Lockdown - Language For Written English Expression Music and Social Movements Oxinity Ingles para Niños - Video Conferencia Segura. Business English - Leadership skills development for ESL Speakers. Teaching kids - The challenge (English for children) TED Talks para mejorar tu inglés (B1 Intermediate English) Oferta online para niños y niñas (English for children) Inglés fácil, útil y divertido Let´s Kick Off With a Few Handy Phrases! 10 Reasons to Learn English A native English teacher who can help you perfect your English! Introduction Saturn's Moons: Dione and I. Why I, a staunch opponent of Boris Johnson, am wishing him all the best The Things We Take For Granted APRENDER DONDEQUIERA Memory #18 Welcome to the English Blog by Juan Manuel Leiva, English Teacher online with experience in teaching for well over 18 years now. Let's meet and discuss interesting topics. Do not live a day without devoting at least 15 minutes to improving your English. El silencio como lugar de no idioma Verbal Cues and Hiccups in English that seem unique to Spanish-speakers Covid-19: What Can We Learn From This Crisis? About me. TWO WAYS TO SHARPEN YOUR LANGUAGE MIND THROUGH PLAY. Part 1: Darts Memory #17 Memory #16 IV. The Oxinity.com Team Kavafis or how I felt in love with the Greek language The Cardinal Vowel Chart La crisi dell'Unione Europea Saturn's Moons: Phoebe and I. ¿QUÉ ES OXINITY? / PREGUNTAS FRECUENTES ¿CÓMO CONTACTAR CONMIGO? III. IES Bellaguarda in Altea, Alicante. ENGLISH BUBBLE ¡TARIFAS AL DETALLE! SPRECHEN SIE DEUTSCH? / APRENDE ALEMÁN CONMIGO Business English for ESL speakers - How to speak like a Pro. ¡Bienvenidos a mi web! LEARNING LANGUAGES THROUGH NEW TECHNOLOGIES AND FUN! CONOCE A SLAVI ¡TU PROFESOR! Saturn's Moons: Mimas and I. Lost in Translation PSYCHOLOGY Nudges on Pension Schemes Marital Satisfaction and Child Development Harmony, Brotherhood, Democracy – La Sardana and Catalonia’s unique national identity Woman Crush Wednesday: Turning Pain into Philanthropy THIS IS WHY being a musician has helped me a lot during the past 12 years of teaching English in Spain, come meet me! Memory #15 Creations by Kristina February 11 - International day of women and girls in science Memory #14 III. Be an Early Bird. II. Talk My Walk. I. Build Public Speaking Muscle. Forever is a Long Time, But The Show Wasn't Long Enough jewllery activity Little Women: A modern adaptation for an enlightened audience Teaching With Tech / Enseñando con Tecnología Indigo Days: A concert in Madrid SLP de inglés New Year's Resolutions? Why we must learn English Blog title I lost my body (2019) New Professor in Town Test For those reading and dog lovers, here is a heartwarming story based on a true event that will make your heart melt.... 5 ways to inspire creativity in the workplace How to handle dating in the workplace. Max Ibeawuchi English teacher in Barcelona Conversations about Cars About me! From the Isle of Man to Madrid: sharing the joys of language learning Biography My Trip to London Madrid History Class! Spanish women work for free for the rest of the year Some uses of Get/have/let/allow/make/force My first blog! Why gender in English? Aprendizaje y empoderamiento mano a mano About me For Halloween, I thought it would be fun to talk about my favorite horror podcasts. These are really scary and will help you practice your English listening skills at the same time! A Travel Guide to New Delhi Time to read? ¡Tercer post del blog! ¡últimos días en tapapies! Last days in tapapies Third post! Final Chapter of Ghost from the North Flags and Identity CROSS-CULTURAL USAGE OF MODAL VERBS IN ENGLISH Get on my Level: the importance of knowing your English level FROM THE DEATH OF ONE DREAM TO THE BIRTH OF ANOTHER Art galleries in London Memory #13 Memory #12 Village Pueblo? Painting materials knowledge Surfski Speaking English in Public: The Fear is Real Common Mistakes in Seismic Stratigraphic Analyses (and how to avoid them) How to deal with conflict in the workplace. Max Ibeawuchi English teacher in Barcelona Oxinity’s YouTube channel Saturn's Moons: Rhea and I. The importance of studying English for Business Los idiomas se aprenden con diversión Using Twitter to improve your English? Why I Became A Teacher How to Get Students as a Freelance teacher ¡Segundo post! Second Post! English as two languages and false(ish) friends How to get a Passport and NIE number or DNI in Madrid My Favourite Reading Quotes A Quick Guide for New Teachers in Spain Brexit Jargon and where are we at? My Journey How to register as Self Employed (Autónomo) in Madrid Teaching Kids With Purpose Friday the 13th! Negotiating: more than just a business skill Listening to English: a daily habit! Translation and thinking in English Fiction: The Ghost from the North, Part 4 Teaching English in Sunny Malaga Pleased to meet you! ¡Primer post! El hundimiento del Titanic y la curiosidad morbosa First Post! El origen de Halloween Where's the scents in that? Part II Fiction: The Ghost from the North, Part 3 Fiction: The Ghost from the North, Part 2 Do you want to improve your english The awning has broken - should I move house? THE MAGIC HOUR Fiction: The Ghost from the North, Part 1 Where's the scents (sense) in that? Anyone for Cricket? Guest Interview with Francesca from Creativistas What is deliberate practice and how can I use it for language learning? Entrevista con David Llosa, experto en logística 5 myths on learning a new language. Max Ibeawuchi English teacher in Barcelona ArmEarie: Guest Interview with Liz Richko about her up and coming non-profit organization in West Palm Beach, Florida USA Memory #11 Memory #10 II. John Cummins. Trabajar como profesor de inglés CALL FOR GUEST POSTS Fourth of July: Little Known Facts about USA's Independence Day Memory #9 The Must Have Reads for English Learners Over The Summer Countdown to WWII Come On Down To Cambridge! TIPS I HAVE GIVEN MYSELF AFTER MY COMPLETING MY TEFL An Amazing Getaway to Congost de Montrebei Taking a Stride Tips for Teachers Why would you like to become a teacher Class Conversation This Week: Saving the Ocean How to stay focused while learning something new. My experience as an English teacher in Barcelona for language learners. Part 3. 3 ideas that make learning a language more useful Saturn's Moons: Titan and I. Saturn's Moons: Intro Memory #8 Lo que dice la gente sobre inglésconJulie A little introduction to myself Why English is important in the hospitality industry? Great part of its surface is a protected natural area Memory #7 How to stay focused while learning something new. My experience as an English teacher in Barcelona for language learners. Part 2. How to invest your time wisely. Max Ibeawuchi English teacher in Barcelona I Am English. Three Symbols That Represent Me How to stay focused while learning something new. 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Making learning English fun: video games Una minihistoria de la minifalda Practicar ingles con conversaciones en ingles Microorganismos. La moda del futuro How to talk to English customers - An Introduction How does Oxinity work Colourful Business English Teaching Spelling Activities For Kids. Spelling with stamps Learn to Cook with me! - Cooking vocabulary International House Barcelona cierra sus puertas: los 5 porqués Memory #6 Memory #5 ¿Sabes cómo llamar a tus tacones? English the language of Science Writing Songs in English - My Experience Inglés para todxs FOREIGN LANGUAGES - A BRIDGE TO THE FAVORITE ACTIVITIES Cómo hacer un blog profesional paso a paso y posicionarlo I. Language Immersion for Spanish Teachers Memory #4 Memory #3 Business English Classes Tailored To Your Profession With Agatha Sarah Two books that made a difference The story of my life. Meet a nice geologist teaching English as a second language in Barcelona How to Improve Your English Skills Outside of Class Easter (and other) Activities for Kids English Classes in Barcelona An American Architect Teaching English In Madrid. How I'ts been to move to Madrid and start a new profession. Memory #2 Memory #1 Why watching the Simpsons in English can help English Learners American Economist English Teacher in Madrid A bit about myself Oxinity Talks On Education. How To Become A Better English Teacher English for financial and legal purposes with Mark Bransby: We don’t do it that way! An English teacher in Barcelona on Brexit: A Brief History Why is this happening? Teaching kids English. English class material for kids. Tips for engaging learning. Specialized English: what is this mysterious subject? English lessons for Creatives, Musicians, Media and Content Producers; and everybody with Wil Baker: I Used to make films Part 2: Life in Outback Australia. English lessons for Creatives, Musicians, Media and Content Producers; and everybody with Wil Baker: All Those Food Market or Spaniards know how to throw a good party. Una diseñadora de moda bilingüe English lessons for Creatives, Musicians, Media and Content Producers; and everybody with Wil Baker: Spain has a problem with email communication. Mejor en versión original ¿Estás metido en el mundo del fútbol? Yo te puedo enseñar el inglés que necesitas Inbound Marketing for English teachers Oxinity Talks on Education: Teachers' Pains and Gains in ESL. Business concerns How to Register as Self Employed (Autónomo) in Madrid: 2019 Guide for Dummies English lessons for Creatives, Musicians, Media and Content Producers; and everybody else with Wil Baker: I used to make films Part 1. English for Hospitality with Sarah: how to understand customer requests English lessons for Creatives, Musicians, Media and Content Producers; and everybody else with Wil Baker: Adios Australia. Hola Barcelona. Cómo me convertí en profesor de inglés en Barcelona. ¡Viva la vida loca! Los profesores de inglés de Oxinity cuentan: cómo aprender inglés mejor a niveles avanzados Kick-Start your English with Four Sentences The Grammer of Any Language Learning And Puns English lessons for Creatives, Musicians, Media and Content Producers; and everybody else with Wil Baker: Adios Australia. Hola Barcelona. Juegos para aprender inglés: los mejores y los más sencillos Learning English in a bar in Alonso Martinez | I'm PUMPED UP about it! English lessons for Creatives, Musicians, Media and Content Producers; and everybody else with Wil Baker: Backstage at the Sydney Opera House. FIRST KNOW YOUR PASSION, THEN LEARN LANGUAGES, AND YOUR LIFE WILL BE FUN American -and British comedy, which is best to learn English? Sigue conociendo Irlanda a través de su cultura How to Use One & Ones in English Learning English as a second or a foreign language in USA! 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The Difference between 13 and 30 The predictions for 2019 of an English teacher in Madrid La satisfacción del trabajo bien hecho y la importancia de sentirse seguro mientras se aprende inglés. Nice weather you have!!! How I discovered my passion for teaching English and became a successful teacher in Málaga La mejor manera de aprender inglés The Best Way to Learn English Why You Shouldn’t Make New Year’s Resolutions A comparison from an English Teacher on Christmas in Britain compared to Christmas in Barcelona. My passion for teaching business and general English in Valencia De los Países Bajos a Estados Unidos y España. Más que cuento, el de Santa Claus es una mágica historia para compartir con mis alumnos de inglés How is Christmas celebrated in Norway? Point of view from an English teacher in Madrid The Terror That Made Me Better Learning A Language From NYC to BCN Inglés combinando el idioma con skateboarding o algo que te encanta From Washington, DC to Barcelona My English teaching approach My passion for climbing, mountaineering and teaching English in Barcelona Learning idioms through videos and trailers. At the drop of a hat La aventura de un profesor de inglés especializado en tecnología e innovación en Madrid Is there a synergy when learning chemistry and English in Madrid? Why Darth Vader is my favourite movie character of all time! English Teaching: My First experience as an English Teacher. Oxinity training!! Your next English Teacher! Bird in the hand How to be a good English teacher 9 Strangest New Year Traditions Around the World Propósitos de nuevo año: Aprende inglés en Madrid o por videoconferencia Why pick a Norwegian who left Chemistry to teach English in Madrid? How to Use Emotional Intelligence to Enhance Learning Come the festive season in Madrid Starting a new life as an English Teacher in Madrid You have some guts to talk to me like that Inglés para militares. Promociona en el ejército aprendiendo inglés. New concept: fun English group classes in a cosy cafe in Poble Sec Monkey business Silver spoon Real Madrid or Barcelona the best? How to learn English expressions and words through music videos and movie trailers Quieres aprender ingles en Barcelona? Happy How we can learn useful idioms in English with songs and videos Aldinsteaching