ESL Methods for All (Unit 5)

Teaching ESL is not a 'one method for all'.  One of the foremost important aspects of deciding what methods to choose is of course context.  Who are your students, what are their needs and what is the best method to help them accomplish their goals.

Historically methods for teaching language have been based on a number of theories, which do not translate well into the practical needs of the classroom (Suggestopedia, Grammar Translation, the Audiolingual Method, Community Language Learning, the Direct method, the Silent Way, and the Total Physical Response) (Brown and Lee 2015) .  But the evolution of language teaching is now a stage where it is research focused and this has refined methodology to Communicative Language Teaching, where a wide range of proven methods can be chosen based on the teaching context.  Some of these are strategies-based learning where learners develop strategies to enhance their own learning; experiential-based learning (my favourite) where students learn through real experiences and hands on situations; theme-based instruction which chooses real-life issues incorporating reading, writing listening and speaking skills; and task-based instruction where students are given tasks to accomplish and are guided through to completion of the task.  I believe that good teachers will use all of these, by may emphasize some more than others depending on the class.   Other types of adult ESL classes are specifically designed for workplace language learning, or may be for academic or business purposes. In Canada we are very familiar with French immersion schooling for children which teaches all subjects in French except English. Some programs may also offer bilingual programs.

So how do we choose what is best for our learners?  Or in some cases how do learners choose what might be best for them?

We must combine what we know about teaching and learning with what we know about our students.  We must think about the what, when, where, who and why.  We must think about our own capabilities. And then we must choose the methods which will attempt to meet all of those needs.

Reference: 

Brown, D. & Lee, H. (2015). Teaching by principles: An interactive approach to language 
     pedagogy(4th ed. revised).  Chapters 2 and 3 Upper Saddle River: Pearson Education.