Teaching English as a secondary language is a big challenge. It doesn’t matter what your background and experience level is. Like teaching other subjects, you will realize that every student learns differently. But with some work, you will be able to gain skills that will be required in teaching ESL. First of all, we should know what a trend is. A trend is a general tendency or direction toward change over the years especially.
We have to focus on English as a means of communication instead of becoming a native speaker of English. So, we have to work basically on content learning. Like, science and mathematics. We have to make students learn both content and English. This will help in teaching ESL as a second language.
We should start teaching English in earlier grades like K.G. Because, in earlier grades, students can learn fast. For example, since 2011, Vietnam and Saudi Arabia have started teaching from grade 4.In Dubai English is introduced from K.G.Japan has also introduced English in the primary stage. This encourages teaching ESL as a second language.
Also, Read This:- 10 Facts you should know about TEFL Course and Teaching ESL
https://www.henryharvin.com/blog/top-current-trends-in-teaching-esl/
A resourceful English language teacher equipped with eclecticism is desirable in English as a foreign language classroom. The challenges of classroom instruction increases when prescribed English as a Foreign Language (EFL) course books (textbooks) are constituted with too many interactive language proficiency activities. Most importantly, it has become a common phenomenon to integrate language textbooks with audio and video as additional or supplementary resources for classroom language learning activities. A study was conducted on the usefulness of audio-visual aids in EFL classroom at undergraduate level at Aljouf University, Saudi Arabia. Findings of the study give insights on EFL students’ approach to using technological aids.
EFL textbooks with technological aids are often viewed to be an inspiration and to provide motivation in classroom instruction. However, a close examination of classroom teaching aids and resources unveil many issues in EFL teaching and learning contexts. Insights, issues and implications presented in the paper are useful to English language educators, administrators, curriculum designers and English teachers in English as a Foreign Language setting.
https://www.sciedu.ca/journal/index.php/ijhe/article/view/2737
This research examines the attitudes and awareness of foreign language (EFL) learners to the integration of English movies in their classes in terms improving their foreign language skills. 25 intermediate level students studying English in Faculty of Education and Humanities in Philology Department at International Black Sea University, Tbilisi, Georgia, participated in this study. Students watched the movies at home and films were analyzed at the lectures. After analyzing the films, 7 various questions were asked to students in order to obtain their awareness towards the using films in ELT classrooms. The findings of the study indicated that students have positive attitudes towards the use of movies in their classes in terms of improving their language skills. Until quite recently, it was difficult to find pedagogically sound film material to help students improve their language through watching film, and teachers had to spend many hours creating their own materials. However, with the advent of the internet there is now a wealth of online resources for both language teachers and their students. This study is remarkable for teachers who are willing to use movies in their classes as a tool to improve their learners` foreign language level.
https://www.researchgate.net/publication/317716892_Using_Movies_in_Efl_Classrooms
This chapter provides a brief review of the development and use of microteaching. Research on modelling, practice, and feedback is reviewed and studies of the overall outcomes of microteaching are set against a discussion of conceptual models underlying microteaching. It is argued that despite the many published investigations of microteaching, few definite conclusions can be drawn about its effectiveness. This is attributed to lack of theory-guided investigations, and it is suggested that a synthesis of cognitive models for microteaching with recent work on teachers' thought processes might provide a profitable approach to future work.
https://www.sciencedirect.com/science/article/abs/pii/0883035587900139
I remember all too well years ago as a student, sitting outside Braun Auditorium after I learned that I had received a C, and a low one at that, in Chem 35 (now Chem 121). But, just sitting there for about an hour led me to reflect. That process is always a great tactic. Should I give up taking a pre-med path? Was I just not good enough? Or, maybe I was not cut out to be a chemist, as I came to reason. I pulled myself back up, got advice from friends and faculty, changed my approach, and persevered with some re-tooling. I think this approach worked, since decades later I am back at Stanford on the faculty at the med school. Patience, perseverance and resilience are skills we all need to build.
—Professor Paul Fisher, Human Biology
https://advising.stanford.edu/current-students/advising-resource-toolkit/wisdom-reflection
This article closely examines research literature from the last two decades that focuses on the use of drama in L2 learning and teaching. L2 (second language) is used as an umbrella term that refers to any language learned in addition to one’s first language. The authors review on-line teaching resources, position papers, scholarly articles and existing research findings on the impact of implementing drama in L2 learning that were published in English. This review of literature suggests that despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama in creating a more contextually-situated, engaging, multi-modal, and empowering L2 learning experience, there is still little empirical evidence concerning what is actually taking place in L2 classrooms and how students perceive and react to their learning experiences when drama is introduced. More systematic, long-term research studies are needed to deepen our understanding of the impact of using drama in L2 classrooms on a range of aspects of teaching and learning.
https://journals.ucc.ie/index.php/scenario/article/view/scenario-7-2-2/html-en
Here are the basic goals to cover while teaching your first drama class. Several different fun and exciting ways to accomplish each goal are listed in this lesson plan. Simply choose the one(s) that appeal the most to you!
This lesson plan will give you everything you need to know to be able to successfully teach your first drama class for kids of any age. Even if you’ve been teaching drama for years, this comprehensive drama lesson plan will give you new ideas and help you stay inspired.
This website is about more than ‘how to teach drama.’ It’s an incredible drama resource, packed full of original inspiring guides, lesson plans, printable drama activities, scripts for kids and more. Check out the drama curriculum menu on this website and register for a risk-free membership to Drama Notebook.
Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.
While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.
Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:
Further reading
Forum for Across the Curriculum Teaching - www.factworld.info/
Comenius Project TL2L - www.tl2l.nl/
European Centre for Modern Languages - www.ecml.at/
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
EuroCLIC - www.euroclic.org
The National Centre for Languages (CILT) - www.cilt.org.uk
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip/
There are many ways of describing the characteristics attributed to CLIL. You may already be following and using many of its principles. If you are teaching on a programme or following a methodology listed below then onestopclil is for you.
https://www.onestopenglish.com/clil/what-is-clil/501038.article
The idea of cooperative learning has been around for decades, but it never got to the same prominence as blended learning or differentiated instruction.
While it’s debatable as to why cooperative learning flew under the radar for so long, it’s undeniably a powerful and effective teaching strategy.
But what are the details behind cooperative learning? And how does it work in the classroom? More importantly, can cooperative learning work in a career and technical education (CTE) setting?
We’ll answer all these questions – and a couple others – below!
https://www.aeseducation.com/blog/what-is-cooperative-learning-and-how-does-it-work
Cooperative learning, also called small-group learning, is one teaching method that can help students learn academic material and social skills. Understanding more about cooperative learning can help you create a positive social experience in your classroom. In this article, we examine some common cooperative learning strategies, discuss the benefits of using these strategies and provide tips to help you use cooperative learning in your classroom.
There are five essential components of cooperative learning:
Positive interdependence: When teachers create an environment of interdependence, students feel responsible for their own work and the group's success.
Face-to-face interaction: In cooperative learning, students engage in discussions, make eye contact with each other and provide support.
Individual and group accountability: In a group activity, each student has an individual role or assignment. This can help the group reach its goal.
Group behaviors: Students can learn behavioral techniques like interpersonal skills, social interaction and collaborative skills that teach them how to work with others.
Group processing: Toward the end of a project or assignment, students can assess the effectiveness of their group by analyzing how well its members were able to collaborate.
Related: Collaborative Activities and Strategies To Improve Learning In-Person and Online
https://www.indeed.com/career-advice/career-development/cooperative-learning-strategies
Critical thinking is a process that can be taught. It involves “evaluating the accuracy, credibility, and worth of information and lines of reasoning. Critical thinking is reflective, logical, evidence-based, and has a purposeful quality to it—that is, the learner thinks critically in order to achieve a particular goal.”1 The highest levels of Bloom's Taxonomy require critical thinking; it takes time to develop high level thinking as a natural and deliberative behavior. The critical thinking skills necessary for decision-making are at the core of a healthy democracy and a civil and just world.
https://www.ingentaconnect.com/content/ncss/ssyl/2012/00000024/00000004/art00005
Vocabulary is a key factor in successful language acquisition and as the
textbook is central in the teaching of English, ideas behind vocabulary
input in teaching materials should be based on research findings. The
present study is an analysis of seven teaching materials used for young
learners in Sweden. The results show that only a limited amount of the
vocabulary students encounter in textbooks features in the exercises,
with the focus placed on practising words already occurring with high
frequency in the textbooks. Most exercises have an incidental
vocabulary-learning focus and also require students to deal with
language only in a mechanical way. This suggests there is no
pedagogical thought behind the vocabulary input and that the
inadequacies of textbooks are not properly addressed in workbooks. A
conclusion to be drawn is that many teaching materials intended for
younger learners in Swedish schools are questionable from a language
learning perspective.
https://www.diva-portal.org/smash/get/diva2:1385144/FULLTEXT01.pdf
Active learning includes any type of instructional activity that engages students in learning, beyond listening, reading, and memorizing. As examples, students might talk to a classmate about a challenging question, respond to an in-class prompt in writing, make a prediction about an experiment, or apply knowledge from a reading to a case study. Active learning commonly includes collaboration between students in pairs or larger groups, but independent activities that involve reflection or writing—like quick-writes, or real-time polling in lectures—are also valuable.
Instructors can employ active learning in classes of any size, although certain activities may be better suited for smaller classes than large lecture halls. Nonetheless, even large classes—including classes that meet in lecture halls with fixed seats—can incorporate a variety of activities that encourage students to talk with each other, work in small groups on an activity, or respond to a question through in-class writing or polling. Furthermore, even small classes can increase student engagement beyond what might occur in a full group discussion by varying the instructional approaches and including small group discussions and activities.
