Abstract
This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners (ELLs) or students who speak English as a Second Language (ESL). The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level. Bilingual learning improves ELL’s cognitive development as well as their self-esteem. The paper outlines underlying principles for the best practices with an emphasis on ESL students and also to other learning situations and students. Teachers can modify their instructional methods to adjust ELL’s learning needs. Specifically, even though the discussion is framed in the context of ESL students in U.S. classrooms, it is applicable to TEFL (Teaching English as a Foreign Language) environments in schools and other centers of learning.
Highlights
1.1 Issues in Teaching English as a Second LanguageThe increasingly diverse environment of today’s classrooms provides a rich opportunity for teachers and students to engage in effective learning
There are a variety of terms that have been used for non-native English speakers, ranging from LEP (Limited English Proficient), ESL students (English as a Second Language), Bilingual students and English Language Learners (ELL)
Research on ESL/ELL strategies is based on the findings that building on learners’ background by providing comprehensible input and multiple opportunities for interaction is the key to second language proficiency
Summary
The increasingly diverse environment of today’s classrooms provides a rich opportunity for teachers and students to engage in effective learning. We understand that ESL students have to double their efforts in school, to learn new information and learn the academic language of the school. Freeman and Freeman (2011, p.19) state, “ESLs face double the work of native English speakers They must learn English, and they must learn academic content through English. Teachers of ESL students face double work of teaching core competencies enlisted in the curriculum to meet the benchmarks and teach English to non-native speakers. The paper proposes foundational principles and practices for teachers who work with ESL students in their classrooms
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