The TEFL Times

Zenaida S. Cabangon tells it like it is in the Philippines.

English language proficiency in our schools has been rated an all-time low driving the Department of Education to intensify efforts to improve mastery of the English language in the whole educational system.

Different strategic interventions are completed,tested,and implemented to achieve the desired competency and mastery,but to no avail,thousands of students nationwide failed to achieve the expected mastery level.

Language institutions and experts have discovered a new appoach to English instruction in the classroom.The ESL (English as a Second Language) approach compared to usual teaching methods.ESL is considered classroom friendly. It can be easily understood by teachers and students because it provides opportunities and activities that can be easily done or performed by students inside the classroom which in return promote active participation activities like impromptu speaking,oral reading and conversation exercises do not not only develop listening and reading skills, but they make interaction among students possible which eventually encourage them to be more collaborative and participative.

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Without strict adherence to rules an principles the flow of communication in ESL instruction appears to be natural and simple. What matters in the ESL way is the communicative capacity of the learners even without reference to grammatical rules or procedures. Thus, Simple words may be broken down to multiple concepts or ideas bringing about multiplicity of meanings conveyed either by gestures, facial expressions and other body movements.

ESL, based on the studies and research conducted by experts on applied linguisties and English Teaching, follows certain principles when applied in classroom instruction. First, consider the student purpose in learning the English Language. Learning English the Varies from every student. It could be for enhancement, fulfillment, advancement or job opportunity. Thus, the Teacher will be able to frame a better way or Teaching English. Second, ESL uses oral communication or conversation models in the conduct of classes. Hence, if a teacher has a multilingual class, English becomes a common language through which the students can communicate and understand each other. At the same time, students are given the opportunity to practice and eventually improve their ability to speack the English Language class-wide learning instend of limited number of students gaining proficency. Third, Know your students-their strengths and weaknesses. This will help teachers improve students weak areas as in mastering conversational skills or academic English. Fourth, Know your students learning style. Learning style can be environmental, emotional, physical, physiological, sociological or psychological. This will help teachers determine what teaching style to use. Fifth, Encourage students to ask questions or give feedback. Teachers should answer questions properly and will. Enough time to complete assignments, projects and examinations should be provided to students. Words or praise and encouragement if given, can boost them confidence and ability to become participative. Sixth, provide interesting activities that will develop keen and alert. Familiar topics sjould be given in quest is and answer activity to make them more comfortable and confident. Seventh, create networks and share information, materials, resources,ideas English can be best taught. Eight… enrich vocabulary of students. Present new English words each lesson and requirement them to include these new words in their active vocabulary. This will help them learn English faster. Ninth,make grammatical structures simple. In constructing a sentence, for example, limit it into a single concept and use the active instend of the passive voice. Tenth, allow the students to talk and write. Giving the students opportunity to speak out loud in front of a class for a consistent period of time can build their confidence. While opportunity to write can enhance their English, their ability to spell and to constuct sentences and paragraphs.

About the author

Zenaida S. Cabangon works for the Department of Education, Lopez National Comprehensive High School in the Philippines.