Do’s and Don’ts of teaching English as a second language (ESL)
The ESL market is booming as English is used as an international language for business and travel. Being a good teacher requires education whether it be formal or informal. Remember, many other variables exist outside of a normal classroom. At the core, teaching principles transfer over but you’re specifically dealing with different cultures, educational backgrounds, and learning styles. Teaching can be one-on-one or in a group. With a group, the dynamics can change greatly. This article will address some tips and tricks for teaching in the form of do’s and don’ts.
Checking for understanding
Do check for understanding regularly. Ask for a simple head nod, thumbs up or down, or ask questions that only need a one-word answer. If it’s a private lesson, you could have the student summarize the main points. There are many ways to check if students understand.
Don’t just ask the students if they have questions, and don’t assume the students understand because they answer yes with a verbal or non-verbal cue.
Getting proper education
Do some advanced studying or consider taking a certification course even if you are an English teacher. As a former teacher and instructor, teaching ESL does have similarities but is wildly different in training and expectations of students. In addition, teaching children is drastically different from teaching adults.
Don’t think that you can just wing it especially if you are trying to do this as a career. You will only harm yourself and the student’s learning progress. Again, while some would disagree, you don’t need a degree or certification necessarily to teach someone English. However, you will find taking an ESL teaching course or at least studying the materials will be greatly beneficial for both you and the student. Don’t think that the ESL course is the ending point for your education either as much exists to learn outside of the course.
Giving instruction
Do use both verbal and written instructions. This will help alleviate excuses for not completing tasks or save you from extra student contacts requesting the information again. Also, be sure to check for comprehension.
Don’t give too much information at once. Too much talking may confuse the students. In addition, try to avoid passive language. Be more direct. Finally don’t use phrases that could cause confusion when giving instructions. You want to be as clear as possible.
Keep it simple
Do use fewer words. With new learners, keep it “short, sweet, and to the point”. A sentence should be short, sweet in that it sounds good and makes sense, and also get directly to the point. This is also true for many students in a business setting who may have varied levels of English proficiency or at least encounter varied levels during the workweek.
Don’t immediately use more complex sentences or add more words. For example, it is easier to understand, “We will get off work at 12 if we finish our project.” than, “We will be getting off work at 12 today provided that we get this project finished”. Add words slowly as the student or students grow.
Modeling
Do model your expectations for students. Demonstrate the actions and explain the who, what, when, where, why, and how (when possible). Modeling is very important for effective learning because it can promote motivation to learn and build the student’s self-confidence. As a child, it is easier to have someone show you how to zip up a coat or tie shoes than simply saying something like, “Go put on your shoes. I’ll be in the car waiting.”
Don’t simply tell students to do something and expect that it will happen. Don’t give too little information either. We often tell students what to do but fail to tell them why and what we see in our minds. In other words, voice out your thought process to help the student understand.
Rate of speech
Do be sure to speak at a speed that is appropriate to your student(s). Generally, your speech should be clear and slow. For advanced students who need practice listening to quicker speech, it is perfectly fine to speak faster but you should always speak clearly.
Don’t speak too fast. Remember, your speed is based on the individual learner’s needs. In a private class, this is easy but in a group class, you can’t speak fast simply because one student needs the practice. You have to balance your teaching with the needs of the class as a whole.
Search engines are your best friends
Do consult a search engine if you don’t know something. English is an international language and the amount of information available is much greater than in most other languages, especially with English teaching or learning. Even consider using AI, however, don’t assume that it is correct. AI can and will get things wrong.
Don’t just ask other teachers or ask in teaching groups. Do research yourself because you should be encouraging your students to do the same thing. Use all the resources that are available to you. Countless questions are asked in ESL groups that could have been solved with a simple search such as, “ESL lesson on fishing.” If you can think of it, someone else has probably asked about it and written on it.
Setting goals
Do help students set goals. This can boost focus, engagement, motivation, and self-confidence. By helping your ESL students set effective goals, you can empower them to take control of their language-learning journey and achieve their full potential.
Don’t set unrealistic goals. If the goal is beyond the reach of the student, it could hurt their confidence. In addition, please don’t leave out the student in the goal-setting process. They may lack ownership and motivation to achieve their goals. Goals imposed by teachers or parents are less likely to be embraced.
Use visual aids
Do use visual aids. These can be digital, tangible, or through signing (or acting) but keep them simple. Also, encourage students to watch videos. For most, it is a lot easier to learn vocabulary related to cooking through watching videos than by looking at a piece of paper. Be sure to practice with your visual aids. Know how you’re going to use them. If you’re showing a video, know what points you want to make or what points should be made ahead of time. Lastly, ask for feedback from the students on your aids.
Don’t overuse visual aids. They can become distracting. In addition, you don’t want to give the student an information overload. For example, you wouldn’t want to show a video on cooking that includes multiple tasks happening at once if the student isn’t at least upper intermediate or advanced. It can be too much at once.
Some extra tips:
- Balance using text and images.
- Choose visuals that are simple and pertinent to the topic.
- Be sure that you use colors that aren’t too bright or dull.
- Be sure that colors contrast well with each other and are appealing.
Using native languages and translators
Do allow the limited use of native languages and translators in class. Sometimes it is much simpler to explain a concept or vocabulary term using the native language. Not only can it be simpler, but it will also often save time.
Don’t be afraid to use a translator or speak the student’s language if you know it. It does not hinder learning. Finally, don’t allow using translators or speaking native tongues to become a crutch. Students must learn to think and some will use translators even when they don’t need them.
Using tech for learning
Do use tech in the classroom when you can. It can help make learning more interesting and fun. Technology can also help you cater to auditory, kinesthetic, and visual learners. In addition, technology is great for improving listening skills through tools such as podcasts, videos, and interactive exercises.
Don’t allow the use to become a distraction (games, social media, etc). Also, remember that not all students may have access.
Wait time for responses
Do give students enough time to think about how they will respond. They are often translating in their heads. Being multilingual, I have caught myself going through my languages to find a word. Give them anywhere from 3-10 seconds. In native speakers, this wait time is closer to 5 seconds. So, ESL learners take up to double the time.
Don’t rush the students. Give them an appropriate time to respond. Ultimately, using wait time for responses will help reduce anxiety.
Conclusion
In the end, effective ESL teaching requires more than just English proficiency; it demands an understanding of different cultures, educational backgrounds, and learning styles. Teaching requires thoughtful, prepared, and adaptable ESL instruction that considers the diverse needs of learners and utilizes a variety of effective teaching strategies.
