Over the years, approaches to the instruction of ESL have changed to reflect studies on language acquisition as well as changes in the global environment.
We are moving from a focus on grammar and translation to task-based lessons as we realize students learn a language better by using it, not by analyzing and studying it. Language becomes part of long-term memory when it affects everyday life. Real language, interesting and purposeful for the student, is more easily retained. Theme-based units are very effective, especially if they are in a progression that is relevant to the learner’s life in Canada.
We are also focusing on all the skills of listening, speaking, reading and writing at the same time, recognizing that the whole language is the sum of its parts and all skills can contribute to its development. Listening and reading are called the receptive skills and are usually the first that are acquired. To effectively use a language, one must be able to move on to the productive skills of speaking and writing.
For maximum learning to take place, students must feel comfortable and confident that their efforts to use language will be valued. It is important to use positive reinforcement with learners to encourage them to participate meaningfully. This is especially important in getting them to move from the receptive skills of listening and reading to the productive skills of speaking and writing.
Language must be used in context and therefore, cultural issues are included as well as the words alone. There are appropriate ways to use language and this varies from country to country and depends on the situation.
These considerations are becoming part of instruction and are sometimes referred to as the socio-cultural or the socio- political context. This may include body language as well as verbal use.
The student’s first language should be valued. Learning English should be viewed as adding a second language rather than replacing the first. The goal for the learner’s pronunciation should be comprehensibility, not perfection. As long as non-standard speech sounds do not interfere with understanding, they are acceptable.
It is very important to recognize the student’s individuality in background and needs. Their literacy level in their first language, alphabet, religion, gender, age, socio-economic and political background, goals, motivation and other responsibilities will all have an impact on the ability and rate at which they learn English. Instruction techniques may need to be adapted to reflect a wide range of student experiences. Programs themselves must be flexible to provide useful help to many learners.
ESL instruction today uses a wide variety of tools: class discussion, pair work, books, workbooks, audiotapes and videotapes, music, telephones, computers, role-playing and reallife situations. The list is as long and varied as the instructors’ imaginations and the situation and time allows. The learners benefit most when they feel valued, involved, interested and motivated. The learning becomes effective and relevant.
Handout 3.9