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Introduction

In a study of the learning style of adult ESL students, Willing (1985) found four different learner types:

Concrete learners - who prefer the use of games, audio-visuals and pair work

Analytical learners - who prefer structured study methods and texts, verbal-linguistic activities and self-correction

Communicative learners - who prefer the use of role plays, simulations and realia

Authority-oriented learners - who need detailed explanations, take copious notes and frequently use manipulatives

In addition to the citing of these four types (J.C. Richards, 2004) there are these five “typical” classroom types that I think teachers should be familiar with. Here they are with some suggestions on strategies to teach them.

1. The Learning Disabled Student

Poorly prepared since primary school with highly underdeveloped basic skills, this type of learner may even be deficient in their L1, or first language.

Teaching Strategy: A healthy dose of patience and adapting materials to their preferred learning characteristics are an absolute must.

2. The LEP Student

The Limited English Proficiency (LEP) learner has likely “progressed” through earlier or lower levels solely by means of “piggy-backing” off the abilities of a more proficient classmate or partner. You, as the teacher, are now faced with a beginning level student in an intermediate or higher level class.

Teaching Strategy: Remedial work outside of class contact hours is going to be required here. Reinforce work from lower levels through tutoring sessions, workshops or even “extra” classes outside the required norms to help this learner to “catch up” to where they should be.

3. The Teacher’s Pet

Their homework is always done, practice activities are nearly perfect, their notes immaculate and useful, their hands go up instantly in response to a question or activity. The Teacher’s Pet is a teacher’s dream. Yes, they’re out there and the experience of teaching them is a truly memorable one.

Teaching Strategy: This is where having those prepared extra assignments and activities really pays off. The Teacher’s Pet will finish the normally-provided exercises and activities fairly quickly and frequently well ahead of the other students. So enjoy and whip those “extras” on them -they’ll love you for it.

4. The “Unteachable” Student

The bane of nearly all educators, they don’t even want to be present in class, let alone actually learn anything. They’re often a constant distraction; inattentive, boisterous, disturbing all around them. No books, participation or homework proceeds from anywhere in their direction. Seemingly responding to neither carrot nor stick, the “unteachable” student can make strong teachers weak and weak teachers “throw in the towel” and become accountants.

Teaching Strategy: What’s needed here are some insights into the intrinsic and extrinsic motivations of these students. Only then do you have a shot at motivating or interesting them in their didactic surroundings. Find out - quickly - if there’s a way to reach them an act on it pronto or the both of you will lose out.

5. The Extremist

Whether they’re Musical - Rhythmic, Visual - Spatial or another overly dominant Multiple Intelligence to the extreme, these learners could tax the patience of Job himself. They might whistle, hum, chat, talk on their cell phone, scribble or doodle incessantly. Take note of it and learn to use it to draw them into the class and teach them

Teaching Strategy: Don’t fight against them. Turn the tables on the situation and use their overwhelmingly dominant traits to teach them. Even if they’re the only one with that particular learning characteristic in your class group - use it to your - and their advantage.

Get to know these learner types and familiarize yourself with techniques and didactics to manage them effectively in class before they get to you. It will make your teaching experiences all the richer, more memorable and aid you in developing as a first-rate educator. Please feel free to contact me at lynchlarrym@gmail.com with any questions, comments or for more information.

Prof. Larry M. Lynch is an expert author and photographer offering Web Content Writing Services for top-quality articles on: Education, Language learning, Salt and Fresh water fishing, exotic foods, South American travel and culture, Ethnic issues - Blacks, Latinos, Indian native tribes, Health, Internet business resources and more His work has appeared in Transitions Abroad, South American Explorer, Escape From America, Mexico News, Brazil magazine and hundreds of sites online. For fr*e*e sample articles and available web content e-mail: lynchlarrym@gmail.com

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There is an increasing amount of English language learners represented in our schools for whom a unique approach to developing literacy is necessary. The development of literacy by English language learners (ELLs) includes all of the challenges implicit for English speaking children literacy attainments, and is additionally compounded by a diversity of linguistic, cognitive and academic variables.

In general, the following are critical variables that need to be targeted in effective reading instruction:

Phonemic awareness, phonics, vocabulary development, reading fluency, including oral reading skills, and reading comprehension strategies. The National Research Council’s Committee on the Prevention of Reading Difficulties in Young Children recently completed the most authoritative, comprehensive review of the research on normal reading development and instruction and on preventing reading difficulties in young children1. This study documented a number of important findings about teaching English reading to language-minority children. These include:

- English-speaking children making initial attempts at reading understand, if they are successful, the products of their efforts; they read words they know and sentences they understand, andcan self-correct efficiently. Non-English speakers have a more limited basis for knowing whether their reading is correct because the crucial meaning-making process is short circuited by lack of language knowledge.

- Giving a child initial reading instruction in a language that he or she does not yet speak can undermine the child’s chance to see literacy as a powerful form of communication by knocking the support of meaning out from underneath the process of learning.

- Initial reading instruction in the first language does no harm. To the contrary, it seems likely both from research findings and from theories about literacy development that initial reading instruction in the second language can have negative consequences for immediate and long-term achievement. Primary language and reading literacy is critical and should be strongly encouraged.

It was highly recommended that “initial literacy instruction in a child’s native language whenever possible” and suggested that “literacy instruction should not be introduced in any language before some reasonable level of oral proficiency in that language has been attained.”

On the question of which language to use when teaching English language learners to read, the committee recommended the following guidelines:

- If language minority children arrive at school with no proficiency in English but speaking a language for which there are instructional guides, learning materials, and locally available proficient teachers, then these children should be taught how to read in their native language while acquiring proficiency in spoken English, and then subsequently taught to extend their skills to reading in English.

- If these second language children arrive at school with no proficiency in English but speak a language for which the above conditions cannot be met and for which there are insufficient numbers of children to justify the development of the local community to meet such conditions, the instructional priority should be to develop the children’s proficiency in spoken English. Although print materials may be used to develop understanding of English speech sounds, vocabulary, and syntax, the postponement of formal reading instruction is appropriate until an adequate level of proficiency in spoken English has been achieved. In other words, the instructional priority need to be to develop spoken oral English prior to attempting to facilitate reading in English.

This author has used this approach with many second language children and has developed effective methods to facilitate literacy in English language learners based on these recommendations which have been associated with high levels of efficacy.

Deborah Jill Chitester received her Masters of Science in Speech-Language Pathology from Adelphi University in New York and was granted her Certificate of Clinical Competence (C.C.C) by the American Speech and Hearing Association (ASHA). She has 10+ years experience working with all age levels both mono-lingual and Spanish speaking, having received special certification by the State of New York as a Bilingual (English/Spanish) Speech-Language Pathologist. Deborah has worked with all age levels and all disabilities. She began her practice in New York, where she worked with both private patients as well as with the major school systems and corporations.

In her practice, Second Language, Literacy and Learning Conection LLC she treats both monolingual and Spanish speaking clients of all ages and disabilities and utilizes some of the latest computer based treatment especially designed to promote optimal language development. Her expertise in second language learning is extensive and as such, she is currently publishing a resource guide to be used by educators in “connecting” with ELLs.

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Perhaps you are at career crossroads, and you are looking for a more fulfilling and interesting way to utilize your skills. If you are interested in teaching and traveling to exciting and interesting destinations, then you might want to consider teaching English as a foreign language abroad. English is the most commonly spoken language in the world today, and desire of those in other countries to learn the English language is growing at a steady rate. Therefore, there is a demand for bright and motivated individuals to teach conversational and written English to those abroad, both young and old.

The benefits of teaching English as a foreign language in another country are numerous. Not only are you providing a service to those who desire it, but you will benefit from those you teach as well. In choosing to teach the English language in one of several locales such as Southeast Asia, South America, Western Europe, and the Middle East, you will learn about new cultures and traditions. You will have the opportunity to shatter stereotypes regarding our own American culture. You will have the opportunity to do a large amount of traveling to neighboring nations. You will become self-reliant and self-assured on your journeys, and you will certainly make many new friends.

Teaching English as a foreign language can have many benefits for your career as well. Your exposure to new surroundings and your experience teaching will garner you excellent communication skills. You might find that your prior work experience coupled with your new teaching venture will provide you with a considerable amount of career options when you have completed your teaching duties. You will have opportunities to change your life and career on a global scale.
Because the demand for instructors to teach the English language abroad has increased, so has the demand for more qualified individuals to apply. Language schools are highly discriminating when it comes to hiring new instructors. That is why it is important to get your certification in TEFL/TESOL (Teaching English as a foreign language/Teaching English as a second language) if you intend to apply for a position with a language school. Certification demonstrates to potential employers that you are serious in taking on this challenging new career. Certification can be achieved by taking courses at a number of campuses nationwide, and there are even certification course programs available online. Receiving your certification for teaching English as a foreign language will certainly prepare you to be a more effective and successful teacher by instructing you on how to teach grammar, how to teach vocabulary, how to teach speaking, how to teach writing, how to motivate your students, how to manage a classroom, and how to construct lesson plans. Receiving your certification will also better prepare you for a move abroad, which can be daunting and stressful. Having the peace of mind in knowing that you are fully qualified to perform your new job will help to alleviate some of the stress in throwing yourself into an entirely new country and culture.

Teaching the English language to students in foreign nations can be exciting, fulfilling, and highly enjoyable. It is a mutually beneficial experience for you and your students. Not only are you representing your own country and culture, and imparting your personal knowledge of the English language and your culture onto others, but you are also learning about other individuals and their various experiences and traditions. While broadening your mind and experiencing something totally unique, you are also embarking on an exciting new career, one that has the opportunity to open many new doors for you professionally.

Find the essential information on where and how to learn a new or second language at Teach English Language

John is a director of numerous Internet companies and is a published author. Many articles have been produced on a variety of subjects with excellent content and depth. All his articles may be reproduced provided that an active link is included to http://www.foreign-languages-school.com
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