Incorporate both traditional and communicative teaching methods into the lessons. Find a good balance.
“… some accommodation needs to be reached between what the two parties want and expect. It means, perhaps, initiating gradual rather than immediate change. If students are not used to giving instant opinions in class, for example, teachers can introduce the procedure gradually.” Harmer (2001, p.95).
Encourage students to ask questions.
Provide learners with opportunities to use English inside and outside the classroom.
When teaching English as a Foreign language, culture needs to be considered, not only the culture of the nation but also of the classroom.
Even in the same country, the age and motivations, as well as the attitudes of learners will affect teaching methods. Power issues will also differ.
“ Many researchers seem to agree that both curriculum and methodology should only be determined after consideration of local conditions.” Tomlinson (2005, p.138).
“… EFL teachers, wherever they are, should teach in ways that suit their beliefs and personality while being sensitive to the needs and wants of their learners and to the prevailing norms of the cultures in which they are teaching.” Tomlinson (2005, p.150).
Harmer, J. (2001). The practice of English language teaching. 3 rd edition: Harlow, Essex: Longman.
Matsuda. A. (2006). Negotiating assumptions in EIL classrooms. In J. Edge (Ed.), Re-locating TESOL in an age of empire. Houndmills, Basingstoke, Hampshire: Palgrave Macmillian.
Palfreyman, D. (2003). Learner autonomy across cultures. Houdmills, Basingstoke, Hamps., UK: Palgrave Macmillian.
Tomlinson, B. (2005). English as a foreign language: Matching procedures to the context of learning. In E. HInkel (Ed.), Handbook of research in second language teaching and learning. Mahwah, New Jersey: Lawrence Erlbaum.