This document provides strategies and approaches for ESOL teachers to use when teaching English to non-native speakers. It recommends that teachers connect lessons to hands-on activities, adapt to students' language skills and abilities, understand differences between basic communication skills and academic language proficiency, use the natural approach to create a relaxed environment, focus on meaningful communication of interests, incorporate total physical response, create a cooperative classroom, and tailor lesson plans to standards and workforce topics like those covered in the Burlington English program.

1. STRATEGIES FOR ESOL TEACHERS
– Educators in the English for Speakers of Other Languages (ESOL) work with
their students in different situations. For Example: small groups, pull-out
classes, one on one meeting and core classes ( students begin in an ESOL class
and little by little interact with native speakers.

2. • Teachers should connect lessons with hands-on assignments and motivate their
students to be part of groups learning. Likewise, students are free to show their
creativity and together in a group discover new things. Thus, they will integrate
their knowledge and interests.

3. • Educators should be able to adapt to students needs depending on their level of
skills. The integration into group work should be flexible considering language
skills, knowledge and critical thinking.

4. • Teachers need to know the meaning of Basic Interpersonal Communication Skills
(BICS) and Cognitive Academic Language Proficiency (CALP).
• BICS are al the skills that people use everyday to have proper communication. This
communication requires to be willing to listen, speak and have a conversation or
dialogue. The people involved must understand others and also their needs.

5. • CALP includes all the skills that people need to be successful in their academic
learning activities. They should be able to solve problems, make inferences,
analyze, summarize and predict outcomes.

6. • Educators should also know about “The Natural Approach ”in which educators
recognize students’ language acquisition and they are able to make activities
according to the student’s level. Thus, teachers provide input to their students and
then see the results.

7. • In The Natural Approach, the students are relaxed in an adequate environment.
They are free of stress and can get and process a new language much better. The
educators adjust their classrooms with the purpose of giving a comfortable climate
in the learning system.

8. • It is important to mention that teachers should recognize that one of the best
strategies to have their students focusing on in learning a new language is to have
meaningful communication. This communication covers student’s interests. Also,
students are allowed to choose their topics, books, materials and technology to
reach their educational goals. Educators should monitor the learning activities all
the time.

9. • In addition, teachers should know about Total Physical Response (TPR). This is a
teaching strategy that introduces new language using a variety of commands that
motivate students to respond with actions. Thus, learners showed a total
comprehension by physical action. Teachers use role playing where students can
demonstrate their comprehension. The topics should be familiar with the students
daily basic activities or situations.

10. • Teachers should also have a cooperative classroom where students help each other.
Educators should set up the group goals together with the members. When the
groups work together to get the same outcome, teachers will see a positive and
strengthening collaboration in the learning system. Furthermore, students learn to
socialize, share and respect others and at the same time they learn a new language
together.

11. • In a cooperative learning class, education is a face to face communication in small
groups. Students participate and share knowledge and skills. They collaborate to
accomplish their goals and to finish a project or activity. Teachers must be able to
monitor these groups all the time.

12. • Specially in the Adult ESOL class, educators focus on their lesson plans according
to the state standards and workforce topics. They also teach students the diverse
career pathways that they are able to choose in the program. For example in
Florida, Broward County Schools. The main program is Burlington English.

13. • The Burlington English Program is a working computer program. It has a four
different levels, English in America (three levels), books to read depending on the
students’ level and the careers they can choose to practice dialogues, vocabulary,
pronunciation and job interviews, etc. The web site is www.burlingtonenglish.com

14. References
• Dahlman, A., Hoffman, P., & Brauhn, S. (n.d.) . Classroom strategies and tools for
differentiating instruction in the ESL classroom. Retrieved from
http://minnetesol.org/journal/vol25_html_pages/17_Dahlman.htm
• Global Talent Bridge (2011). Adult ESL classroom strategies and lesson ideas.
Retrieved from
http://www.globaltalentbridge.org/toolkit/pdf/CH3_ESLStrategies.pdf
• Global Talent Bridge (2011). A toolkit for ESL practitioners. Supporting skill immigrants.
Retrieved from
http://www.globaltalentbridge.org/toolkit/pdf/SupportingSkilledImmigrantsToolkit.pdf

15. • Mason, M. (2014). Language goals for ESL adult students. Retrieved from
http://everydaylife-globalpost.com/language-goals-esl-adult-students-
9398.html