Speak So That Students Understand

One of the problems discovered in classrooms with ESL students is that ESL students are often bored, inattentive and unmotivated. The root causes of this problem are societal as the students are going through the adjustment period or process. All newcomer families experience a certain period of adjustment. Children of all ages will be adjusting in different ways and at different rates.

The Pedagogical root will include prior experiences in English. Even though some students may have developed English skills before their arrival, they may be reluctant to display those skills in a school setting. Another pedagogical factor is previous schooling - ESL and ELLs will vary widely in their initial comfort with the curriculum and culture of their new school environment, based on previous personal experiences with school.  

There is also an attitudinal cause, such as personality factors and motivational factors. Students will learn a language more easily if they identify with others who regularly use the new language, and if their identity is not threatened by negative social relations or feelings of intimidation within the new setting.

 

Implications stemming from these situations will include students losing interest when they do not know what is going on in the classroom and by being distracted doing other things. There are many reasons to keep in mind to why your students are unmotivated or inattentive. Very often students simply cannot understand texts or directions given to them.English language learners are more likely to participate orally in a class and take a positive approach to language learning when they are supported by teachers and peers who are sensitive to their needs as this will increase their self confidence.Here are some suggestions for creating a supportive language learning environment

 

• Keep the needs of English Language Learners in mind when addressing the class
• Use simple vocabulary to introduce new concepts
• Speak clearly and pause often
• Say the same thing in different ways
• Avoid or explain idiomatic expressions such as "run that by me again"
• Use images and objects to illustrate content
• Use gestures and body language to supplement words
• Print key words and instructions on the board while saying them aloud
• Use overheads and charts where appropriate
• Check frequently for comprehension to ensure that students understand
• Give students who are thinking in two languages sufficient time to process any questions you ask
• Have bilingual dictionaries available in many languages to help learning process

These are just few ideas to keep in mind in your classroom.

 

Prepared for you by Svetlana