While the numbers of ESL learners in
English-speaking countries is vastly increasing, the numbers of qualified ESL
teachers is not meeting this growing demand.
Despite “formal” qualifications and ESL
specific training, what skills are most important to make a difference for
these students? As a regular classroom teacher and ESL teacher in several ESL
programs both here in the US and abroad for over three decades, I wanted to
share with you a few insights. You will not be surprised. Most of these
qualities are what make good teachers no matter what subject or population of
learners being taught.
1. A Genuine
Relationship with Students
Researchers Deiro (1996) and Noddings
(1992) found that teachers who genuinely care about their students have a
significant impact on the students’ attitudes, motivation and behavior.
These students work harder and are more successful learners. They learn English
faster and display stronger skills. Think of a teacher who you knew
really cared about you as a person. How did this affect your classroom
performance and the success you had in that class, which in turn impacted your
future success as a learner? The relationship between a student and teacher is
the most important factor difference for ESL students.
2. Understanding
of a Student’s Cultural Background
A teacher who openly welcomes students and
accepts the cultural differences can help with an easier acceptance by the
school environment. When a student feels valued, he/she is more apt to
assimilate into the English-speaking culture, to make friends and increase
opportunities to use English. Students who engage in more conversation and
activities with native-born English speakers, acquire English skills quicker
which help to boost more skills.
3. Training in
Second Language Education Techniques and Approaches
Quality professional training development
opportunities need to be available to help these teachers and other staff
members who teach culturally and linguistically diverse students. Instruction
needs to be ongoing and offered in a whole array of learning formats from short
workshops and one-time inservices to online classes and those that stretch over
longer periods of time. These educational opportunities should be
available for free or low cost, possibly with added incentives to the
teacher. They should be available in the most convenient settings and at
times to accommodate the “busy” teacher who is already pulled and stretched
beyond what most careers expect.
4. Understanding
the Individual Needs of Students
It is helpful to assess the student’s
language proficiency and educational history. The design of the classroom
lessons can then be individualized to focus on each student’s functional
English level in the areas of listening, speaking, reading and writing. This
ongoing student assessment helps the teacher obtain current functional levels
so lessons can be targeted towards maximum growth. They can zero in on exactly
what the student needs. It is pronunciation of a sound or letters? Is it
vocabulary?
How about writing? Can they write a
sentence or do they need help with outlining or research? Do they have
study skills? It is common to have five reading levels in a classroom
(i.e. two reading levels above the grade level and two reading levels below);
can you imagine the levels of language ability in ESL learners? Ongoing
assessment will support daily instruction and targeted learning needs of a
student will help that child acquire language quicker and build
self-confidence.
5. Encouraging
English Conversations & Involvement Outside the Classroom
Students who more actively engage outside
the classroom in extracurricular or community activities cultivate friendships
and interests which help with broadening language acquisition. When students
feel more confident and have some degree of language skill, they can be
encouraged to join other school- and community-related activities. These
can be based on the students’ interests. Maybe a student enjoys the
outdoors and scouting is a good option; sports, music and art might be other
avenues; some students might be befriended by native speakers who invite them
to participate in something they are engaged in. Another suggestion is
joining groups and clubs that build on an international focus like language
clubs and service organizations. Being active and also volunteering to
help towards some larger purpose can also build relevancy to learning and
involvement.
6. A Willingness to Connect
with Communities
Teachers need to analyze what skills are
most important to learn at any given time, and then teach those. As students
progress through a hierarchy of skills and meet success, their learning will
soar. Lessons that are built on high interest and tied to the present
needs of the students work well. I remember when I taught ESL students
who had just arrived in America. On Friday afternoons, we would take
walking field trips downtown not far from the elementary school that housed the
district program.
We could walk to any number of bakeries,
toy stores, bookstores, restaurants, a library and museum, and a few
parks. I’ll never forget the day we toured the art museum and I asked the
kids to stand by a painting they liked the best. One little girl didn’t
move. I tried to explain to her what was expected of her. But she could
only shake her head “no”. When I asked her why not, Maya just said that
the paintings all were so beautiful. I knew then that the students were
gaining so much more out of these experiences than I could imagine.
Sometimes I would call ahead to a specific
place and tell the business owners, etc. we would be coming. Other times, our
class would venture out to explore without a schedule. The outpouring
from the businesses was something I will never forget. The kids were invited to
make pizzas, frost cakes, take a painting class from an artist, and dine in a
fancy restaurant. The opportunities for rich language growth filled these
afternoons to overflowing.
So much that a recent student of mine,
Jimmy called to say hello. I asked him if he needed anything and he replied,
“No, I’m fine. I just found a note in which you wrote that if I needed
anything, I should call. So I’m calling to tell you that I don’t need
anything. I’ve just graduated with a degree in English Literature and I’ve
accepted an internship for my master degree.” Here’s to making it relevant!
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