Principles Of Teaching English As A Second Language Pdf

[Ara Kistner]

TESOLInternational Association has defined a core set of principles for the exemplary teaching of English learners. The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory. They are targets for teaching excellence and should undergird any program of English language instruction.

The 6 Principles were developed by a team of language experts. Grounded in research and with contributions and support from educators around the world, the TESOL Board of Directors, and TESOL Staff, these principles are the result of 2+ years of exploration, inquiry, conversation, and collaboration.

The 6 Principles Writing Team:

The 6 Principles are for all educators who interact with English language learners. They are applicable across different educational contexts, such as classrooms with children or adults, dual language learners, emerging bilinguals, and multilingual students.

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Some pupils are taught in a language that is their second language throughout the educational pathway. They may be offered different forms of tuition. Some receive introductory tuition, others take the standard course of education with various support measures, such as second language tuition, bilingual education and/or mother tongue instruction. Some are only offered adaptation within the normal teaching activities.

By integrating the following principles when planning and implementing teaching in all subjects, the pupils will be able to work on subjects and language development simultaneously and in line with their needs.

It is important to ensure that the pupils understand what is expected of them, how they can get to grips with learning exercises and which goals they should strive to achieve. Teaching becomes more meaningful and motivating if the pupils understand what they are going to learn. It is an advantage that bilingual teachers translate the learning objectives so that both pupils and parents/guardians understand the purpose of the teaching.

Pupils can practise various verbal skills through conversation, i.e. through listening, asking questions, offering arguments and expressing opinions. Conversations with a clear academic purpose help the pupils to develop terminology in the different subjects. Explorative conversations with open questions, where the pupils are allowed a chance to participate, offer great potential for linguistic learning.

Varied verbal and written activities related to a topic give pupils greater opportunity to take active part in the teaching, and can help them to achieve a deeper understanding of the subject matter. When working on subjects, it is important that the pupils become familiar with different types of texts in both written and verbal form. Pupils are helped to produce their own texts by actively using and discussing different aspects of model texts.

The digest, Principles of Instructed Second Language Acquisition, offers a reasoned, succinct discussion of basic principles of second language acquisition for language teachers in many settings, placed within the context that, second language acquisition (SLA) researchers do not agree how instruction can best facilitate language learning" (p.1). This article synthesizes a great deal of SLA thought within ten general principles that can help teachers make language instruction as effective as possible. The author describes contradictory aspects and theories around each principle (focus on form vs. meaning; explicit knowledge vs. implicit) making it possible for readers to weigh different points of view on one principle.

This paper is valuable to the field of adult ESL instruction for two related reasons: 1) the general principles can help direct teachers to appropriate and effective classroom approaches and 2) the article is so clearly written that even novice adult ESL teachers may be able to understand this synthesis of SLA thought.

The ten principles (e.g., Instruction needs to ensure that learners focus predominantly on meaning; Instruction needs to ensure that learners also focus on form; Instruction needs to focus on developing implicit knowledge of the second language while not neglecting explicit knowledge) may challenge classroom teachers to look beyond textbook promotion literature or online purveyors of lessons plans to really understand what procedures and activities need to take place so adult English language learners can progress.

He does, however, suggest that it would be useful to develop a set of principles based on a broader concept of SLA that includes social as well as cognitive aspects of second language acquisition. Such a set of principles would be particularly useful for those who work with adult immigrants and refugees. Until such a set is developed, Principles of Instructed Second Language is an excellent resource for instructors and administrators.

Disclaimer: The LINCS System is maintained under contract with CivicActions with funding from the U.S. Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE), under Contract No. GS-35F-337BA-919990021F0017. The opinions expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education, and no official endorsement by the U.S. Department of Education should be inferred.

What are the most important English as a Second Language (ESL) teaching principles? How can English teachers better serve their students? What are some examples of best practices from across the globe?

Creating a positive atmosphere in class considering physical space, materials, and student integration promotes better learning experiences for English students. A pleasant atmosphere makes students feel comfortable and more confident in participating and expressing themselves in a positive way, which is essential for learning development. Additionally, setting high expectations, differentiation, and motivation help learners deepen their English language skills.

Thank you for visiting to my website and sharing your positive experiences. You can find our English conversation tips on Twitter @ChimayoPress and my own random reflections @compellingtalks. Your tales of traveling blog looks fascinating too!

TESOL has defined a core set of principles for the exemplary teaching of English learners. The 6 Principles are universal guidelines drawn from decades of research in language pedagogy and language acquisition theory. They are targets for teaching excellence and should undergird any program of English language instruction. TESOL Press has published a series of The 6 Principles books and Quick Guides that can serve as a companion to our TESOL ME modules.

This double 6-hour module will deepen your knowledge of the research foundations that underlie The 6 Principles for Exemplary Teaching of English Learners and strengthen your understanding of the ways The 6 Principles reflect and reinforce one another.

Teachers create a classroom culture that will ensure that students feel comfortable in the class. They make decisions regarding the physical environment, the materials, and the social integration of students to promote language learning.

Teachers continually assess as they teach--observing and reflecting on learners' responses to determine whether the student are reaching the learning objectives. If students struggle or are not challenged enough, teachers consider the possible reasons and adjust their lessons.

Language learners learn at different rates, so teachers regularly monitor and assess their language development in order to advance their learning efficiently. Teachers also gather data to measure student language growth.

Teachers collaborate with others in the profession to provide the best support for their learners with respect to programming, instruction, and advocacy. They also continue their own professional learning.

What you might not know is that there are strategies that can help you study more effectively, so that you make the most of your time and energy. This handout first explains some of the key principles that guide effective language learning, and then describes activities that can help you put these principles into practice. Use these tools to create a strategic study plan that helps your language skills grow.

Sometimes, the biggest challenge to language learning is overcoming our own fears: fear of making a mistake, of saying the wrong thing, of embarrassing yourself, of not being able to find the right word, and so on. This is all perfectly rational: anyone learning a language is going to make mistakes, and sometimes those mistakes will be very public.

So what do you do? In part, you may need to push yourself to get comfortable with making errors. However, you should also look for ways to get low-stakes practice: create situations in which you feel more comfortable trying out your new language and making those inevitable mistakes.

Fatigue: The more tired you are, the less effective your memory is. Chronic sleep deprivation is particularly detrimental, so those late-night study sessions might actually do more harm than good!

Of course, in order to become fully fluent in your new language, eventually you will need strong grammar skills. But once again, this is something that having a strong, well-developed vocabulary will help with. Since grammar dictates relationships between words and phrases, understanding those smaller components (aka vocabulary) will help improve your understanding of how those grammatical relationships work.

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