STRATEGIES FOR ESOL TEACHERS

– Educators in the English for Speakers of Other Languages (ESOL) program

work with their students in different situations. For Example: small groups,

pull-out classes, one-on-one meeting, and core classes (students begin in an

ESOL class and little by little interact with native speakers).

• Teachers should connect lessons with hands-on assignments and motivate their

students to be part of group learning. Likewise, students are free to show their

creativity and together in a group discover new things. Thus, they will integrate

their knowledge and interests.

• Educators should be able to adapt to students needs depending on their level of

skills. The integration into group work should be flexible considering language

skills, knowledge and critical thinking.

• Teachers need to know the meaning of Basic Interpersonal Communication Skills

(BICS) and Cognitive Academic Language Proficiency (CALP).

• BICS are all the skills that people use everyday to have proper communication.

This communication requires one to be willing to listen, speak, and have a

conversation or dialogue. The people involved must understand others and also

their needs.

• CALP includes all the skills that people need to be successful in their academic

learning activities. They should be able to solve problems, make inferences,

analyze, summarize, and predict outcomes.

• Educators should also know about “The Natural Approach” in which educators

recognize student’s language acquisition and they are able to make activities

according to the student’s level. Thus, teachers provide input to their students and

then see the results.

• In The Natural Approach, the students are relaxed in an adequate environment.

They are free of stress and can learn and process a new language more effectively.

The educators adjust their classrooms with the purpose of creating a comfortable

climate in the learning system.

• It is important for teachers to recognize that meaningful communication is one of

the best strategies in learning a new language. This communication covers student’s

interests. Students are allowed to choose their topics, books, materials, and

technology to reach their educational goals. Educators should monitor the learning

activities continuously.

• In addition, teachers should know about Total Physical Response (TPR). This is a

teaching strategy that introduces a new language using a variety of commands that

motivate students to respond with actions. Thus, learners demonstrated

comprehension by physical action. Teachers use role playing where students can

demonstrate their comprehension. The topics should be familiar with the students

daily basic activities or situations.

• Teachers should also have a cooperative classroom where students help each other.

Educators should set up the group goals together with the members. When the

groups work together to get the same outcome, teachers will see a positive and

strengthening collaboration in the learning system. Furthermore, students learn to

socialize, share, and respect others. At the same time they learn a new language

together.

• In a cooperative learning class, education is a face-to-face communication in small

groups. Students participate, share knowledge, and skills. They collaborate to

accomplish their goals and finish a project or activity. Teachers must be able to

monitor these groups consitently.

• In the Adult ESOL class, educators focus on their lesson plans according to the

state standards and workforce topics. They also teach students the diverse career

pathways that they are able to choose in the program. For example, in Broward

County, Florida’s school district, the main program is Burlington English.

• The Burlington English Program is a working computer program. It has a four

different levels, English in America (three levels), books to read depending on the

students’ level and their careers. They can choose to practice dialogues,

vocabulary, pronunciation, job interviews, etc. The web site is

www.burlingtonenglish.com

References

• Dahlman, A., Hoffman, P., & Brauhn, S. (n.d.) . Classroom strategies and tools for

differentiating instruction in the ESL classroom. Retrieved from

http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm

• Global Talent Bridge (2011). Adult ESL classroom strategies and lesson ideas. Retrieved

from http://www.globaltalentbridge.org/toolkit/pdf/CH3_ESLStrategies.pdf

• Global Talent Bridge (2011). A toolkit for ESL practitioners. Supporting skill

immigrants. Retrieved from

http://www.globaltalentbridge.org/toolkit/pdf/SupportingSkilledImmigrantsToolkit.pdf

• Mason, M. (2014). Language goals for ESL adult students. Retrieved from

http://everydaylife-globalpost.com/language-goals-esl-adult-students-9398.html