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In an ESL class, students who are learning many different languages are all taught by the same teacher. The teacher only speaks English and is not required to speak the native language of any of the students in the class.

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by Marc Anderson, CEO talktocanada.com

While the number of ESL learners in English-speaking countries is vastly increasing, the number of qualified ESL teachers is not meeting this growing demand.

Despite 'formal' qualifications and ESL specific training, what skills are most important to make a difference for these students? As a regular classroom teacher and ESL teacher in several ESL programs both here in the US and abroad for over three decades, I wanted to share with you a few insights. You will not be surprised. Most of these qualities are what make good teachers no matter what subject or population of learners being taught.
1. ESL Teachers Establish Genuine Relationships with Students 2. English Language Teacher Seek to Understand A Student's Cultural Background 3. ESL Teachers are Trained in Second Language Education Techniques and Approaches
Researchers Deiro (1996) and Noddings (1992) found that teachers who genuinely care about their students have a significant impact on the students' attitudes, motivation, and behavior. These students work harder and are more successful learners. They learn English faster and display stronger skills. Think of a teacher who you knew really cared about you as a person. How did this affect your classroom performance and the success you had in that class, which in turn impacted your future success as a learner? The relationship between a student and teacher is the most important factor difference for ESL students.

A teacher who openly welcomes students and accepts the cultural differences can help with an easier acceptance by the school environment. When a student feels valued, he/she is more apt to assimilate into the English-speaking culture, to make friends, and increase opportunities to use English. Students who engage in more conversation and activities with native-born English speakers, acquire English skills quicker which help to boost more skills.
4. ESL Teachers Understand the Individual Needs of Students
Quality professional training development opportunities need to be available to help these teachers and other staff members who teach culturally and linguistically diverse students. Instruction needs to be ongoing and offered in a whole array of learning formats from short workshops and one-time inservices to online classes and those that stretch over longer periods of time.
5. ESL Teachers Encourage English Conversations & Involvement Outside the Classroom 6. ESL Teachers Demonstrate a Willingness to Connect with Communities
These educational opportunities should be available for free or low cost, possibly with added incentives to the teacher. They should be available in the most convenient settings and at times to accommodate the 'busy' teacher who is already pulled and stretched beyond what most careers expect. Using available resources, from those free on YouTube to organizations like TEFL, both informal and formal teacher training are more accessible today than ever.

See also 50 Incredibly Useful Links For Learning & Teaching The English Language

It is helpful to assess the student's language proficiency and educational history. The design of the classroom lessons can then be individualized to focus on each student's functional English level in the areas of listening, speaking, reading, and writing. This ongoing student assessment helps the teacher obtain current functional levels so lessons can be targeted towards maximum growth. They can zero in on exactly what the student needs. It is the pronunciation of a sound or letters? Is it vocabulary?

How about writing? Can they write a sentence or do they need help with outlining or research? Do they have study skills? It is common to have five reading levels in a classroom (i.e. two reading levels above the grade level and two reading levels below); can you imagine the levels of language ability in ESL learners? Ongoing assessment will support daily instruction and targeted learning needs of a student will help that child acquire language quicker and build self-confidence.

Students who more actively engage outside the classroom in extracurricular or community activities cultivate friendships and interests which help with broadening language acquisition. When students feel more confident and have some degree of language skill, they can be encouraged to join other school- and community-related activities. These can be based on the students' interests. Maybe a student enjoys the outdoors and scouting is a good option; sports, music, and art might be other avenues; some students might be befriended by native speakers who invite them to participate in something they are engaged in. Another suggestion is joining groups and clubs that build on an international focus like language clubs and service organizations. Being active and also volunteering to help towards some larger purpose can also build relevancy to learning and involvement.
Image attribution flickr user thedreamsky and markiverson
Teachers need to analyze what skills are most important to learn at any given time and then teach those. As students progress through a hierarchy of skills and meet success, their learning will soar. Lessons that are built on high interest and tied to the present needs of the students work well. I remember when I taught ESL students who had just arrived in America. On Friday afternoons, we would take walking field trips downtown not far from the elementary school that housed the district program.

We could walk to any number of bakeries, toy stores, bookstores, restaurants, a library and museum, and a few parks. I'll never forget the day we toured the art museum and I asked the kids to stand by a painting they liked the best. One little girl didn't move. I tried to explain to her what was expected of her. But she could only shake her head 'no.' When I asked her why not, Maya just said that the paintings all were so beautiful. I knew then that the students were gaining so much more out of these experiences than I could imagine.

Sometimes I would call ahead to a specific place and tell the business owners, etc. we would be coming. Other times, our class would venture out to explore without a schedule. The outpouring from the businesses was something I will never forget. The kids were invited to make pizzas, frost cakes, take a painting class from an artist, and dine in a fancy restaurant. The opportunities for rich language growth-filled these afternoons to overflowing.

So much that a recent student of mine, Jimmy called to say hello. I asked him if he needed anything and he replied, "No, I'm fine. I just found a note in which you wrote that if I needed anything, I should call. So I'm calling to tell you that I don't need anything. I've just graduated with a degree in English Literature and I've accepted an internship for my master's degree." Here's to making it relevant!

As a 'good' teacher, I am convinced that you can become a 'great' ESL teacher to those students that arrive in your classroom from all corners of the world. You can meet the growing demand of ESL students to succeed. I wish you much on your road to success.

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Successful ESL teachers understand that relationship between a student and teacher is the most important factor difference for ESL students.

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1) make assignments visual

2) build in more group work

3) allow some scaffolding with the native language

4) look out for culturally unique vocabulary

5) use sentence fragments to give for practice

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some parents might be afraid to reach out to the teacher because of the language barrier.

find a fully bilingual interpreter for conversations

translate the written communications that you send home to parents

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An active learner of the English language who may benefit from various types of language support programs. Mainly used in the United States to describe k-12 students.

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pull-out groups- a teacher comes to the class and pulls out the ESl students one by one.

have it be a class period- where all the ESL students meet in one classroom with a specific teacher.

team teachings- when there is more then one teacher in the classroom teaching.

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Every teacher strives to make a long-term difference in the lives of children who attend their classrooms. Educators who teach English as a Second Language (ESL) have no doubts about their impact on students. Teaching English to speakers of other languages present unique challenges:

Due to limited vocabulary range or nervousness, students may struggle to communicate or explain their confusion in full detail.

Limited literacy in a native language (L1) can create an obstacle for literacy in a second language (L2).

Cultural norms or classroom routines, such as raising your hand or brainstorming, are foreign concepts and acclimation requires time.

ESL teachers need a toolkit of workable teaching strategies.

Teaching Strategies for English as a Second Language

Set realistic goals. Children learning a new language while in school are facing many other challenges. While adjusting to a new culture and changes in their family dynamic, they are also trying to maintain academic rigor. Learning English is a crucial priority but concessions are necessary for the whirlwind of changes they are facing. According to the Writing Center at the University of North Carolina, ESL students often lack cultural references that many teachers take for granted. Setting realistic learning goals will reduce stress on student and teacher.

Learn the culture. ESL classrooms often have students from a wide variety of cultural backgrounds and traditions. An article on the Reach to Teach website points out that not only are there language barriers to overcome, but also a wide array of educational backgrounds and culture-specific learning styles. Gaining knowledge about the learning styles of different cultures increases a teacher's effectiveness when making lesson plans and interacting with students.

Encourage oral communication. Students have different natural ways of learning, but encouraging ESL learners to communicate verbally in class helps them practice the language and detect verbal cues. Talk with students to describe what you are doing, wearing, and planning; this helps them develop language and cultural awareness. By adding verbal response elements to every lesson, teachers can help ESL students become comfortable speaking a new language in front of others.

Think immersion. When infants start to grasp the language, they are surrounded by learning clues. Their parents talk to them throughout the day, pointing out and naming objects, explaining their actions and even interpreting the child's moods and feelings. This is how children learn their native language. ESL teachers can turn their classrooms into a language learning lab by labeling objects: the door, windows, chairs; even papers, books and pencils.

Pair students up. On her Teflnet blog, Liz Regan suggests pairing ESL students with each other. Besides gaining practical speaking experience, they can also correct one another. Pairs are more effective than larger groups, Liz explains because both students are actively involved. Students who are more eager and skillful sometimes dominate larger groups; struggling learners often fall behind.

Teaching English to non-English speaking students is a challenging profession, but the effort is rewarding. If you want to learn additional teaching strategies that improves your effectiveness as an educator, you might be interested in knowing more about earning a TESOL degree.

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ESL Education: Strategies for Teaching English Language Learners | Resilient Educator

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How should teachers prepare for the challenge of teaching English as a Second Language? Try these teaching strategies to become an effective ESL teacher.

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Students may be silent because they are translating in their heads

Students may not understand body language such as "thumbs up"

Hispanic students may not maintain eye contact as this is seen as a sign of disrespect in their culture

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Purpose:

to make grade-level academic content accessible to English learners.

Length of Instruction:

40 - 60 minutes long with 5 -10 minute breaks in between

Teachers Qualifications:

a Bachler's degree

a TESOL certificate

prior teaching experience