Teaching English as a second language

¶ … group work, especially for the ESL student? Are there any drawbacks? If so, how might one minimize them? (Chap 14. Sustaining Interactive with Group Work)

Group work among students working toward the same goal creates positive energy known as synergy. When one student is having difficulty understanding a concept, he or she can learn from their peers and understand the material in a calmer environment. Group work also allows students to become more experienced with public speaking in real world environments, and helps to improve language speaking.

What is the potential importance of self-awareness of style, and how can ESL teachers foster such self-awareness? (Chap 16. Strategies Based Instruction, pp 261- 268)

Being self-aware of your actions and body language is very important in conveying your point across. Body language helps to add emphasis to what an individual is trying to get across in conversational exchange. Teachers can express how different words and phrases are used and their indirect meanings to students through active exchanges.

3. What makes listening so difficult for ESL students? (Chap 18. Teaching Listening)

The dialects of many languages can be difficult to decipher for those not use to hearing other pronunciation of words. The way words are pronounced can differ from person to person, which can cause confusion to ESL students who are used to hearing a word pronounced one way. The pace of word pronunciation is also a challenge and can be confusing to someone who cannot keep up with the vocabulary and intonation used. Teachers can help their students by incorporating several dialogue versions that include everyday conversations, so that students can familiarize themselves with the language being used.

4. When and how should teachers correct ESL speech errors in class? Explain. (Chap 19. Teaching Speaking)

It is important for ESL students to learn how to speak comprehensively in order to fully gain the meaning and pronunciation of the language. Teachers should emphasize the parts of speech and spend time on the different pronunciations of similar words. Once the student has been introduced to new words, those words should be used in classroom conversations and dialogues. Dialogues will allow a teacher to assess how each student pronounces words and phrases and can better determine their method of delivery. If a student makes a pronunciation error, it is better to correct the error at that time, this way the student can make themselves aware and change their word form.

5. What are effective reading strategies that intermediate and advanced ESL students use and how can teachers encourage them? (Chap 20. Teaching Reading)

Learners of all levels know that practice helps them to achieve their goals of mastering their second language. Many students will also attempt to understand the context of their reading material, before resulting to other sources for reference. This strategy will help them master the language much faster, as well as learn other things they may not have known before. Teachers can encourage more self-learning and discovery, by assigning outside class work for students, this way they will get outside classroom experience which can help them in their everyday life.

6. What challenges does writing pose to ESL students? Why do almost all second-language scholars recommend that teachers teach writing as a process? (A good answer here will define the writing process briefly). (Chap 21. Teaching Writing)

The writing process has five steps which include prewriting, drafting revisiting, proofreading and publishing. These steps are an important factor in deterring the cohesiveness of a professional paper. ESL learners experience challenges during the writing process because they may not be familiar with proper word order and the spelling of words. If a student has difficulties from the beginning deterring word order and word meaning, the writing process will be a difficult process to grasp. Teachers should teach writing as a process, because it allows the student to make sure his or her work is comprehensively done.