1. STRATEGIES FOR ESOL TEACHERS
– Educators in the English for Speakers of Other Languages (ESOL) program
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 group 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 all the skills that people use everyday to have proper communication.
This communication requires one 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 student’s 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 learn and process a new language more effectively.
The educators adjust their classrooms with the purpose of creating a comfortable
climate in the learning system.

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

9. • In addition, teachers should know about Total Physical Response (TPR). This is a
teaching strategy that introduces a new language using a variety of commands that
motivate students to respond with actions. Thus, learners demonstrated
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. 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, share knowledge, and skills. They collaborate to
accomplish their goals and finish a project or activity. Teachers must be able to
monitor these groups consitently.

12. • 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 Broward
County, Florida’s school district, 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 their careers. They can choose to practice
dialogues, vocabulary, pronunciation, 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