Teaching ESL

Ways of getting across to the evening language student differs from case to case; some being more alert than others and some have already had difficulty in learning the language making their progress slower. There are several methods I use to keep the student alert and the instruction flowing. One of the many ways might be avoiding an approach that causes them to fall asleep or creates confusion. The more the student feels involved the less likely he is to feel bored and complain. Here are some dos and don’ts to apply.

1. If you are using visuals make sure that they are easy to follow for the beginner and he can associate the image to the sentence that is applied to it
2. Avoid getting the student to read heavy material that is not applicable to his level
3. Entertain the student so that he concentrates less on being self-conscious and feels more comfortable speaking in public
4. Do not insist that the quiet student speak in front of the class. He may just prefer to observe and prefers to talk elsewhere. This is obviously not the approach to follow if he is immersed in a conversation group. There he should be coaxed as much as possible. You may be doing him a favour.
5. Mix your program up so that there is variety. Do not teach grammar only. Stick in exercises so that the grammar can be learned from examples the student hears.
6. Do not teach grammar only. It is dry on its own especially when there is no discourse, which carries the form of grammar you have taught.
7. Listen to the student’s needs. If it is emails, pick up a recent book on how to write up formal and informal ones so that he is satisfied. If the needs are aural then attend to those needs.
8. Remind the student that learning the language requires more than speaking. He has to be aware of the use of proper writing techniques as well as the need to communicate properly so that a prospective company’s needs are met. He may also have to read documents and so poor reading habits have to be corrected. Listening is another faculty that has to be addressed especially for new learners.
9. Have the student do presentations. This may not work for everyone but there is a source of pride associated to being able to deliver a small discourse in front of a group of peers. The student can see himself as being a more independent speaker.
10. Have the student play teacher. This often allows the student to see the other side of the coin so to speak is that he can appreciate how a class is conducted but its primary purpose is to get the student to be instructive.