ESL is the acronym for English as the Second Language. It is usually a program that helps foreigners in English speaking countries to learn the language in a systematic way.
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The students are typically learning the basics of the language so that they can have confidence in their accomplishments career wise. They also learn some cultural attributes of the country so that they acquaint themselves with the basic information (García Mayo and Garcia Lecumberri, 2003).
Speaking a second or foreign language is usually a daunting task, but it makes one appreciate other people’s style.
There are primary schools that have such programs to enable the non-citizens to get used to the English language and be able to adapt quickly to the new system.
Other countries that do not speak English can also have an arrangement to aid citizens who wish to learn the language in preparation for international engagements (Mohan, Leung and Davison, 2001). Students would have to learn the English alphabet and some nouns.
Vowels are also important because they help form a word and or a sentence. They have to learn how to pronounce letters, words and read short sentences as beginners. Some assignments would also help them to test their memory. The teacher can also be asking each student to read some words and phrases loudly in class as others listen.
The students would also need visual charts on the walls of the classroom. The charts would support the students’ learning skills. When the students enter their classrooms they can have some visual reminders (Copper, 2002). The teacher in charge would have to keep up with the recap of previous lessons.
The English grammar has idioms, vocabulary, phrasal verbs, adjectives, and among other complex tools that make the language and or the subject very attractive. It is also one of the widest spoken languages in the world (Shastri, 2010).
Teaching vocabularies is also one very difficult but exciting task. One needs to prepare some vocabulary words at a time. It may not be easy for the young minds to grasp many things at once. The teacher can introduce the words one by one in each class session (Hugo, 2009).
There are normally classes for beginners, intermediate, and advanced level students. The more the student advances from one level to the next the more difficult the words that the teacher introduces.
Learners appreciate gradual development of the language aids because it helps in their improvement of the language. Some learning institutions have installed modern technology in their primary level classrooms. One may find computers, laptops and accessibility to the internet.
Students in such institutions could even have online teaching aids. They can quickly log in and recap on what they have learned in class or even advance ahead of the class by learning more helpful tips to the language knowledge (BavaHarji, Letchumanan and Bhar, 2014).
The class assignments would help the teacher know how well the students understand their lessons. The tutor can prepare those assignments after every lesson, weekly and monthly. The teacher can also give homework for the students to have some busy learning time at home (Abbasnasab Sardareh and Rashid Mohd Saad, 2013).
At the end of every term, the teacher and the learning institution can also arrange to have end term exams. The results of the marking of those exams can help make a judgment on the learning experiences of the students. The teacher can then know what to revise and begin with for the next term.
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It is not an easy task for teachers. It requires patience, commitment, and sacrifice. But after the classes are over, the effort brings out positive results. The students have to know how to communicate using the English vocabulary.
Abbasnasab Sardareh, S. and Rashid Mohd Saad, M. (2013). Malaysian Primary School ESL Teachers’ Questions during Assessment for Learning. English Language Teaching, 6(8).
BavaHarji, M., Letchumanan, K. and Bhar, S. (2014). Feasibility of Building Bridges Between School and Homes in Developing ESL Literacy: The SPIRE Project. English Language Teaching, 7(9).
Copper, L. (2002). Cross-cultural preference of visual information in primary school ESL children. Proc. Am. Soc. Info. Sci. Tech., 39(1), pp.359-364.
García Mayo, M. and Garcia Lecumberri, M. (2003). Age and the acquisition of English as a foreign language. Clevedon: Multilingual Matters.
Hugo, A. (2009). Primary school teachers’ opinions of their ESL learners’ language abilities. J. Lang. Teach., 42(2).
Mohan, B., Leung, C. and Davison, C. (2001). English as a second language in the mainstream. Harlow, England: Longman.
Shastri, P. (2010). Communicative approach to the teaching of English as a second language. Mumbai: Himalaya Pub. House.