Methods for teaching
Teaching English is challenging and rewarding. More and more internationally minded people are choosing to teach English as a Second Language both in the United States and abroad. Whether in the United States, another English-speaking country, or in countries around the world, the teacher of English as a second language will need to keep in mind the following simple guidelines:
- Use non-verbal cues.
Facial expressions, hand gestures, and other non-verbal cues are a great way to overcome the language barrier. For example, when explaining the concept of tall, raise your hand high into the air. When explaining the concept of cold, shiver and chatter your teeth.
Use visual aids:
Learning styles are several. As there are different learners , there are different learning styles. One of these styles is learning through using visual aids. When learners see, they learn better.
- Put students in groups.
If the teacher is constantly talking, learners of English as a second language will never get a chance to practice. Group work gives students an opportunity to practice the language. Groups work the best with 2 to 5 people; with any more people, not everyone gets a chance to participate. It is also a good idea to group students with different first languages together when possible.Each group includes a leader, a presenter, an organizer, a timer, a dictator, a writer and an evaluator.
- Use bi-lingual materials.
If the teacher speaks the same language(s) as the students, the situation will be greatly simplified. But not many teachers have the luxury of speaking the same language(s) of his students. Bi-lingual materials can help a teacher of English as a second language to draw on a student’s native language without knowing it him.
- Repeat and rephrase.
Teachers of English as a second language need to repeat everything at least three times. They should also vary the wording of their remarks. A student may know one set of vocabulary but not another – even when the topic of discussion is the same. Even if the student does understand a concept upon first explanation, he/she will still benefit from the repetition and variation of language.
- Don’t over-correct.
Our first instinct as teachers of English as a second language is to correct student's language errors. Over-correction, however, can make students reluctant to use the language. If afraid of being corrected every time they speak, students will simply stop speaking – and therefore learning – the language. Of course, there are appropriate times to correct language mistakes.
- Create a safe atmosphere.
Learning English as a second language is not an easy thing emotionally. Students will feel self-conscious about their lack of English ability and will thus be reluctant to use the language.
The job of the teacher of English as a second language is to create a safe and supportive environment, one in which the student will be comfortable experimenting with the language. That means that laughing at or putting down others can not be tolerated in any way, shape, or form.
IWBS
We use interactive whiteboards (IWBs) in every classroom to make lessons more fun and engaging.
Structural Approach
Learning a language by getting mastery over various structures Structures can be taught by creating adequate situations. Practice of structure either in written or in oral form is important. Oral way of teaching is important.
Speech practice is important.The Silent Way
This is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongueCommunity Language Learning
In this method attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue which is translated by the teacher for repetition by the student.
Immersion
This corresponds to a great extent to the situation we have at our school. ESL students are immersed in the English language for the whole of the school day and expected to learn math, science, humanities etc. through the medium of the target language, English. Immigrant students who attend local schools find themselves in an immersion situation.
Task-based language learning
The focus of the teaching is on the completion of a task which in itself is interesting to the learners. Learners use the language they already have to complete the task and there is little correction of errors.
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