Sometimes mainstream teachers aren't aware as to how to teach the ESL students in their classes. These pages will help those teachers who want to make the ESL student's learning experience as positive as possible!

What does this mean? A researcher called Professor Stephen Krashen first used the term comprehensible input 20 years ago. He theorized that a sufficient condition of learning a language is to receive input that is appropriate to the current level of language competence. This means that the input needs to be slightly harder so that it stretches the learner - not being too easy or too difficult. Krashen called this level i+1. If a mainstream teacher can teach at the i+1 level, then maximum understanding and progress can be achieved by the ESL student.*

The most important thing a teacher can know about their ESL students is who they are! If the teachers can be aware of how much English the students know, then they will have realistic expectations regarding their class performance. Do not allow other students to mock ESL students regarding their pronunciation. This cannot be tolerated! Also, remember that it is generally best not to correct the student's grammar or pronunciation in class. However, on occasion this may be appropriate. Let them use dictionaries within reason, for while it is important that they know the meanings of words, it is good for them to learn the meaning of words through context clues.

As for classroom exercises, it is suggested that cooperation be the emphasis rather than competition. Cooperation is more of a necessary skill in today's economy, and it has been found that competitive exercises serve only to stifle learning in ESL students. Groups of about four are recommended for group work, and it is essential that the teacher constantly monitor each group's progress and the progress of the ESL students as individuals. Studies have found that group work is extremely beneficial to ESL students who can gain skills in task-management, social development, and exploratory talk. Since the traditional classroom environment rarely gives students a chance to talk, group work gives ESL students valuable opportunities to express themselves in English.*

Should a teacher let a student speak his or her native language in the classroom? Yes and no. It can be distracting to everyone if an ESL student is doing a simultaneous translation for weaker students. However, if the teacher allows for the lesson to contain a number of natural breaks, then this allows stronger ESL students to explain what weaker students may not have understood without distracting the class. This also frees the teacher from having to constantly monitor the weaker student's progress.
 

q       Coelho, E. (1994). Learning Together in the Multicultural Classroom.  Ontario: Pippin.