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ESL Teaching
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ESL Identification Procedures 2
Although it is often obvious which students require ESL services but this is not always true.
With very young children too, the need for ESL support is not always obvious, partially
because of differences in early developmental patterns from one child to another, and partly
because any precise evaluation of a child's English language proficiency should take account
Some ESL students display a good command of oral English as they enter school, but have
difficulties as reading and writing are introduced, and for some the reverse is true. The
challenge for the teacher is to identify whether these difficulties are indicative of a need for
When one is learning a new language, comprehension always precedes production. Beginner
ESL children are usually silent for an initial period, because they are listening and
memorizing. Signs that a child requires ESL support emerges from the formative evaluation
that classroom teachers are able to undertake. Teachers using different methods of
performance evaluation normally recognize when students are having difficulty with
language-reliant activities.
Teachers suspecting, on the basis of a child's performance difficulties, that he or she requires
ESL support may be able to confirm this by taking more information from parents/guardians,
ethnic/cultural community of which he/she is a part, family support of English Vs. his/her
If the need is felt an ESL specialist should be consulted to verify teacher’s assessment. (BC
Education -- ESL A Guide for Classroom Teachers – Identification Retrieved October 18,
Any such assessment is advised to be carried out under the direction or with the assistance of
a trained ESL specialist. This process of assessment of language proficiency may use
informal techniques and some criterion-referenced instruments, like oral interviews, writing
samples etc. The assessment instruments used should take into account all language modes.
This initial assessment should subsequently be reviewed on a regular basis. Due to several
innate ambiguities initial assessment results should not be seen as complete or perfect.
With support, ESL students who have a developing grasp of English perform best if given an
classes with non-ESL peers. Given appropriate instructional practice, their needs can be met
placements, but generally speaking, research suggests that holding students back until they
have better mastery of language is seldom appropriate. (Collier, Virginia. "How long: A
1989, 509-531.)
Teachers who are working with ESL children are strongly advised to make available the
materials, like dictionaries specifically designed for learners of English, bilingual dictionaries
(in English and the child’s mother/household tongue), picture and visual dictionaries,
drawing, painting, and modeling supplies, catalogues, magazines, or other heavily illustrated
ESL Identification Procedures 4
reading material games (including games that require or focus on language use), in the
classroom in addition to the course material. (Elliott, J. (Feb 2008) Six Group Activities for
The teachers should provide additional "wait time" for student responses to questions, use
vocabulary very carefully, teach the subject language also, make simpler sentence structures
and repeat sentences, reword idioms and teach their meaning, check periodically to make
certain that ESL children are comprehending. They can also provide additional help by
providing key words on the board and/or use visual and other non-verbal helps, give written
notes, lectures etc. The teacher may also use the students' own languages for the purpose of
better understanding, they may also respond to students' language mistakes, use audio-taped
texts to improve listening and speaking aspects of the language, they may also support
children to repeat information or instructions orally. One interesting technique is the use of
peer tutoring and establishing a homework club(s). (Elliott, J. (Feb 2008) Six Group
The finest proof of an ESL child's developing language skill comes from his/her performance
in class. Teachers not having much familiarity with ESL children need to keep in mind,
however, that performing whole day in a second language is usually arduous and demanding,
especially for children. Homework can take these students much longer to finish. Therefore,
knowledge. Short in-class "tests" can also provide valuable information about students'
understanding of both subject matter and language. Teachers should avoid reliance on
ESL Identification Procedures 5
multiple-choice and true/false assessment instruments with ESL children and should provide
Reference
Elliott, J. (Feb 2008) Six Group Activities for Teaching ESL Children Retrieved October 18,
newsletter_feb_08_ylp_six_group_activities_for_teaching_esl_children.doc
BC Education -- ESL A Guide for Classroom Teachers – Identification Retrieved October 18,