Suppose You Are Creating An English-As-A-Second-Language Web Page Teaching English As a Second Language to Adults

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Teaching English As a Second Language to Adults

If you are working with older English learners, start by assessing their needs. Most English as a Second Language students know what they want to learn. At first their needs are “survival” words (eg, where is the bathroom? How much is it? Reading traffic signs.). They will then need easy-to-use English to apply for a job, receive medical care, and enroll their child in school.

Ask your students to identify what they want to learn using any of the following methods or a combination of them.

1. Ask the students to look in their textbooks or picture dictionaries and put the Notes on the five pages with the ones they think are most important.

2. Ask the students to write the things they want to learn on the pictures showing different activities (shopping, reading a letter at school, writing a driver’s license, applying for a job, etc.).

3. Show the students a picture showing three reasons why Antonio wants to learn English; then discuss with the class and share their reasons for learning English.

This gives the students a voice in their instruction and makes it relevant to their lives. It also allows you to assess what skills your students already have and what they need to strengthen.

Once you know what your students are hoping to achieve, use the principles of adult education. Adults are problem solvers, self-directed, and disciplined. They already know how to think and learn new things. They will want to know why something should be learned and that it applies to their lives.

Language tasks involve combining the four language skills of reading, writing, speaking and listening. Plan your classroom time so that all four skills are used in each class. Students find that this fun method supports every skill. Also include field trips to give your students the opportunity to practice with you and help you. Visit a museum, grocery store, post office, restaurant, or library.

There are several classroom activities that provide useful activities before you start school. Try these variations to spark interest and conversation.

Discussions about important events. Start with a simple three-line conversation.

Example:

I’d like a pie, please.

Is it pickles?

Yes, thank you.

Then, ask students to substitute the words in the dialogue, on the closing pages, during the play, or to order. For more information on cloze worksheets and how to use them, see my article entitled “Cloze Worksheets – What They Are and How to Create”.

Create a Word. Learn words using flash cards, interactive games, writing letters, word journals, picture dictionaries, and bingo activities. Homework activities may include some word games. Word search improves word recognition and letter recognition. A puzzle game that matches the meanings of words.

Classroom Education. Classroom research involves students asking their fellow students and filling in information on a form. Questions can be like this, “What is your name?”, “Where do you live?”, “What month were you born?” Or students can be instructed to find someone who likes ice cream or is from South Korea. In this case, students should ask the class questions such as “Do you like ice cream?” or “Are you from South Korea?” Answers can be collected and presented on a graph or list if appropriate. Lists can contain characters.

Phonics exercises. Recognizing basic letter words or phonemes is an important part of learning at the reading level. Match these with word instructions. A few pairs (eg cat/hat, can/fan) are one that can be done. You can also expand a few pairs by changing the first letter to get more words (bat/cat/fat/hat/mat/pat/rat/sat/vat). Simple songs and rhymes are great ways to learn vocabulary and practice English language vocabulary. Compound words where each word starts with the same letter can be a fun and effective way to learn pronunciation and pronunciation. “Peter Piper picked hot peppers”, “Sally sells shells on the beach”, and other tongue twisters make for a fun break from studying.

Use real tools. Use handouts, pamphlets, brochures, menus, job applications, driver’s license applications, grocery lists, and receipts to make the lesson relevant to your students. Ask your students to answer questions about what’s on the paper, write a grocery list, read a receipt. These activities build their confidence and give them the opportunity to use all language skills.

Senior students want to work. They are regular, active students who need to deal with everyday situations. Tailor your instruction to meet their needs by giving them plenty of opportunities to expand their vocabulary and practice all four language skills – reading, writing, speaking, and listening.

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