ESL Teaching Strategies for The Instructor

Posted by administrator on November 10, 2012 under Teaching | Be the First to Comment

Teaching English as a second or foreign language entails the use of both conventional teaching techniques as well as educational techniques that are unique to the learning and study of language. Based on their teaching experiences of educators all over the world use different methods depending on the educational function, the subject matter, and the pupils’ degree of proficiency, cognitive capacity and enthusiasm. Concentrating and making use of only one strategy has frequently been found to be grossly insufficient while a rich mixture of strategies lead to probably the most favorable learning results.

This short article describes the most typical and successful approaches that are now being utilized in traditional ESL classrooms in addition to the option or improvised methods that have already been developed especially for language teaching.

The participatory approach balances the obligation of the cognitive process between pupils and teachers and utilize the methods of teaching from the cooperation and pupil viewpoint.  In the teacher – centric approach, the classic knowledge transfer model is followed by the learning process : teacher – to – pupil. The fundamental methods used in this model include explanation and direct exposition of different subjects through formal or mini lectures which may be combined with audiovisual materials (whiteboard ROM, CD notes, videos, music, demonstrations, and other educational multimedia). Using the methods of exposition – explanation – description, pupils are frequently necessary to memorize different concepts, and, in the event of language teaching, the verbalizations (oral recitation) of words and phrases.

Through the manner of demonstration, a concept can be dramatically illustrated by the teacher by presenting it in different scenarios wherein students can clearly identify the different facets, players, or procedures which are in play. When it comes to language teaching, real conversations in the foreign or second language within different contexts might be demonstrated to pupils to be able to help them create the distinctions of language use for different language encounters. In contrast to the former technique, demonstrations are better in a position to reinforce lesson concepts because demonstrations enable pupils to evaluate and appreciate sensory (visual and auditory) affirmations of the different concepts being taught by the teacher. This manner, pupils are better in a position to use and keep the lesson concepts once the need arises.

A real and simple dialogue in English orchestrated for this function can go a long way. On the other hand, participatory strategies permit more responsibility to be assumed by students in the cognitive process. Participatory strategies significantly support cooperation and role playing so that pupils become quite active drivers of their very own proficiency concerning the lesson topics. In sessions that promote inter-student cooperation, the deeper involvement of pupils regarding the session outcome enhances their knowledge of the concepts being described by the teacher. In addition, the participatory approach is really a great method of evaluating individual students’ socialization and leadership skills.

Collaborative methods may include the holding of group discussions, the entry of group projects, role – play and simulations, and fieldwork. For pupils with varying levels of leadership aptitudes, the manner of teaching or presenting to colleagues and peers can further enhance their area proficiency. All things considered, research have conclusively shown that teaching is really a really powerful method of learning a subject matter, one reason why proper teachers sooner or later become extremely competent in their fields. By temporarily allowing students to role – play and assume the obligations of teachers, they enhance their skills expounding on or demonstrating its concepts and ultimately gain assurance in regards to the subject matter.

Some of the most readily useful approach enhancers that language teachers should deploy in their courses include ‘guided discovery’ (wherein pupils find lesson concepts by themselves, and consequently, have a tendency to nurture the discovered notion better), ‘problem solving’ (wherein critical thinking skills are completely utilized to be able to construct more complex concepts from fundamental building blocks–which are basic syntax and some terminology in case there is language learning), and the ‘command style’ (wherein basic to complex commands given in the second or foreign language are used to ingrain the essence of the language by physical or psychological associations that are easily experienced by the learners). Moreover, conventional teaching elements also needs to be used to enliven the class room environment.

These generally include case studies, group demonstrations, surveys, games, and assigned individual research or reports which are to be presented in class. Various media such as short stories, simple movies, tv series, commercials, biographies, music videos and poems could be leveraged for fascinating individual or collaborative exercises. Approaches to Language Teaching Because language learning entails a different desired outcome when compared with other subjects, many area-specific approaches were developed by language educators through the years. Probably the most commonly performed strategies are 1) Grammar-Translation, 2) Phonetic System, 3) Communicative Approach, 4) Physical Response Approach, 5) Task-Based Learning, and 6) Language Immersion. In Grammar – Translation, the focus is on the intensive and conscious learning of grammatical syntax. For pupils being instructed through this method, the principal learning strategy is memorization (phrasal and sentence constructions as well as the vocabulary required to construct them). Meantime, the phonetic approach leans heavily on the oral articulation of the language so that pupils are frequently engaged in recitation sessions, brief speeches, and read reports.

The communicative strategy demands a higher type of cognitive recognition of language compared to the two preceding techniques. Proponents of the communicative strategy think that understanding just how to construct grammatically sound sentences and reciting formulated sentences are perhaps not enough for higher level students. True language acquirers will be able to communicate well in just about any given language meeting. Used efficiently for beginners in language learning, the Physical Response Approach aims to ingrain the essence of a second or foreign language in to the mind of students by relating actual physical experiences or associations with foreign words or phrases. Known also as the “Command Design,” Tasked-based learning seeks to ingrain the actionable aspects of the language with the purpose of giving the student some idea of its heart mechanics. Last but not least, immersive strategies try to develop students’ linguistic competencies by way of a complete model that helps develop oral, listening, and written skills. For teachers of English as a second or foreign language, the inclination to choose just two or three teaching strategies they have been most more comfortable with is quite powerful. But as can be gleaned from the proliferation of literature on language teaching, you will find quite a amount of available strategies that can assist the pupils and both the teachers in the learning engagement. Testing out different strategies from time to time and in a variety of combinations will probably address some learning difficulties encountered along the way. Recall, for a language teacher to be a well-rounded, getting to know and using different teaching principles is crucial, not just for professional growth but in addition to the development of English language education as a complete. That is, teachers collaborating on the very best processes to make use of in different teaching-learning scenarios can help language educators systematize the different methodologies available.