ESL Theory Course - My Thoughts on Key Topics

In the following discussion I have highlighted key topics covered in an ESL theory course.

The principals of adult learning by Stephen Lieb were interesting and are important to consider when planning all aspects of adult ESL programs and classes.

The module on ESL teaching approaches provided information on the goals, roles of the teacher, the teaching/learning process, student-student and student-teacher interactions, views of cultural aspects, language modalities emphasized and the evaluation process for each approach. This information will be helpful to ensure there is a balance between teacher- and learner-centered approaches when planning adult ESL programs and lessons. Each approach to teaching ESL has been effective to some extent for learning English; however, some more others, for developing communicative competence. The effectiveness of a particular teaching approach, I think, is often linked to other factors such as learning style, cultural background, whether the student is intrinsically or extrinsically motivated and the personality of the student to name a few.

Krashen’s notion of an affective filter and how this filter blocks learning when a person experiences high levels of anxiety, attitude, tiredness and/or other emotional responses is information that can be applied to my current and future teaching positions. Adult students taking ESL classes may be working, taking courses, caring for a family, and have other barriers that need to be minimized before learning will occur.

I was surprised at the extent that culture can influence learning styles. This information, along with the comfort level of different cultures in terms of the proximity of the teacher to students in the classroom shows the importance of knowing who the students are to avoid a mismatch between teaching and learning styles.

The needs assessment information will be helpful in finding the students’ levels of language proficiency in order to design lessons that are within their zones of proximal learning. Initial formative assessments will help the teacher plan a comfortable and productive balance between whole-class, small group and individual work.

The information that I have learned from this theory course will be valuable to me when I teach ESL classes in the future. Having this knowledge will assist with determining the content of needs assessments, designing appropriate teaching-learning activities, and creating a comfortable learning environment for all students.

For professional development in the near future, I plan to take the next course in the TCP ESL program (Understanding the Language Skills: An Introduction to Second Language Reading, Writing, Speaking and Listening), and to continue gaining information from ESL on-line sites.