Douglas Magrath

Douglas Magrath teaches ESL at the University of Central Florida. He has also taught at Seminole State College. Douglas has published in TESOL's New Ways and MultiBriefs series and Perspectives on Community College ESL series.

Articles by Douglas Magrath

• How to increase ESL student retention

  Wednesday, August 04, 2021

  An education program must offer more than just grammar and spelling if it wants to retain its ESL (English as a Second Language) students until they test out of ESL and begin their college studies. As ESL teachers, we need to do more than prepare students to pass the TOEFL or other tests. We need to prepare them to contribute to society.

• Tips for teaching deaf students: Understanding the hurdles they face

  Monday, July 19, 2021

  The deaf community faces cultural, learning, emotional and survival hurdles each day. By becoming aware of these hurdles, instructors are more capable to help these deaf learners compete and achieve success.

• How to help students with reading and L2 acquisition

  Friday, May 14, 2021

  Reading needs to be a part of any language course and is an important part of L2 acquisition. The more students have access to interesting reading material outside of the textbooks, the faster L2 acquisition will take place. Group work is especially helpful. In the case of online learning, students may feel isolated, but with the internet they can work together in small groups. Additionally, vocabulary is key to reading. A good way to help learners is to connect the new words to words they already know.

• 5 helpful hints for teaching business ESL

  Friday, March 26, 2021

  Business ESL falls under English for specific purposes as learners make the transition from general language to the specific varieties necessary in their future lines of work. The language taught in ESL classes needs to be relevant to the students’ interests. For business students, they need to get hands-on experience with the various aspects of the field and go beyond mere textbook examples. Here are some ideas that current teachers can use to help second language learners with business writing.

• The unique challenges of ESL literacy

  Monday, March 01, 2021

  Teachers may have some students in their class who cannot read or write English. Their home language may have a non-Latin alphabet, or they may not be literate in their home language. Other students’ speaking skills may be at a higher level than their reading and writing ability. Pre-beginning or preliterate learners present a unique challenge to the ESL teacher accustomed to students who can write the Latin alphabet. Should we delay communication functions while teaching the writing system? Or should the learners first study by listening and repeating without using the written language?

• Vocabulary tips and hints for English learners

  Monday, February 01, 2021

  Vocabulary learning is more than copying words and definitions. Students need to be actively involved in the process. Students may have a good vocabulary for getting around town and chatting with friends from the host country, but they may have difficulty with academic and course-specific vocabulary. Students often struggle with academic vocabulary, especially if their L1 is a non-European language. Vocabulary development is critical and should be integrated into all parts of the curriculum.

• Why cultural understanding is essential: Part 5

  Monday, November 16, 2020

  Culture is an important element for any ESL program, and instructors need to be aware of learners’ cultures as they work with international students. New students may feel isolated, especially if no one else from their country is in the program or school. Language teaching, including ESL/ESOL, should include a cultural component. Language and culture go together. Sometimes culture is missing from the curriculum. This represents a missed opportunity for student engagement: Without cultural contexts, students are robbed of a full and engaging language learning experience.

• Ensuring progress and knowledge retention among ESL students

  Monday, October 12, 2020

  As they prepare for and move on to college life, students undergo many transitions. The most important are the social and academic changes that new students will face in addition to dealing with a new language if English is their second language. Students need to make connections that will help them adjust to this new life. International students especially may feel isolated as they are far away from home, and the initial excitement may wear off quickly.

• Tips for ESL teachers to prepare students for tests

  Tuesday, September 08, 2020

  Testing in ESL is the means of assessing the learners' progress in specific skill areas. Teachers need to make their own tests to measure the learners' progress to examine specific skill areas and to discover deficiencies. Some books come with premade tests, or the ESL department may provide tests, but most teachers will have to develop their own tests during a given course.

• Tips for teaching deaf students

  Monday, August 17, 2020

  From time to time deaf students may be in one’s ESL classes. Remember that their L1 is likely a sign language system. Now they are learning a new language and possibly a new signing system since sign language is not universal. Deaf students whose L1 is American Sign Language encounter the hearing culture in a similar way that L2 students encounter American or other English-speaking cultures.

• Using a historical document as a teaching tool

  Monday, June 29, 2020

  This article, featuring Elbert Hubbard's "A Message to Garcia," may be of interest for instructors teaching higher-level students who need some encouragement to stay on task. It is a great lesson on ethics and loyalty set in a historical time frame over 100 years in the past. It is also a good example of journalistic writing of the period and appeals to a broad audience, not just history buffs. The passage may be used as a reading or a listening comprehension exercise for ESL or as part of a sheltered ESL for history course.

• Key points of linguistics for ESL teachers

  Monday, June 15, 2020

  ESL instructors need to understand how languages work to be better able to serve the student population. Language is what makes us human, and it's something no other creature has. How are language and thought connected? Does language determine thought? The ostensible purpose of language is to transmit thoughts from one mind to another. Language represents thought, but does it also determine thought? Take the example of colors. Different speakers perceive colors differently.

• Tips for teaching practical grammar

  Monday, May 18, 2020

  Grammar learning is different from other academic subjects since grammar builds on prior knowledge. One should be aware of grammatical differences across languages. Languages with many speakers have large vocabularies, but languages with fewer speakers have smaller vocabularies and more complex grammar. As the world populations become more interconnected, the grammar becomes more simplified. But while words are relatively easy to learn, grammar takes time.

• Teaching hints: Listening and speaking

  Monday, April 20, 2020

  Listening and speaking go together as parts of overall proficiency. Students need constant practice in both before they can succeed in a classroom with native speakers. Students need to begin work with authentic materials as soon as possible. The trend is now toward authentic texts, radio broadcasts and real lectures for college ESL to promote student learning and interest by stressing communication skills and presenting culture in a natural way. Listening is considered an active skill and is emphasized in today's proficiency-oriented classrooms.

• 4 vocabulary hints for English learners

  Monday, March 16, 2020

  Students often struggle with academic vocabulary, especially if their L1 is a non-European language. Vocabulary development is critical and should be integrated into all parts of the curriculum. Students focus on the meaning of the material and begin to develop a feel for the word-building process and the overall grammar. Vocabulary should not just be listed and drilled, but included in all phases of language learning. Vocabulary acquisition is an essential part of L2 acquisition that goes beyond the classroom.

• Teaching business English in the ESL classroom

  Monday, February 24, 2020

  Proper business English is more important than ever with increased globalization. Perhaps the most difficult aspects of English writing are style and rhetoric. The accepted patterns of English rhetoric must be taught through a systematic approach that gives the writers plenty of opportunity for revision and extensive outside reading. Knowing to use the right words in the right business context is more important than ever.

• Understanding the structure of Arabic for ESL teachers

  Monday, February 03, 2020

  An understanding of the basic structure of Arabic is useful to ESL teachers who have Arabic students or who are planning to teach in the Middle East. This knowledge will help instructors understand some of the problems Arabic learners will have as well as anticipate linguistic interference as well as crossover. The English learner often attempts to communicate by drawing upon translations from the native language. First-language influence is strongest in complex word order and in word-for-word translations of phrases.

• Why cultural understanding is essential: Part 4

  Monday, January 06, 2020

  It is important for instructors and staff to understand the various cultures represented in their student populations. Culture might be defined as the ideas, customs, skills, arts and tools that characterize a given group of people in a given period. Culture is an integral part of any communicative language course; culture involves the interaction of words, function and reality. Language and culture are tied together. You can't have one without the other.

• Why cultural understanding is essential: Part 3

  Tuesday, November 12, 2019

  Understanding different cultures is essential for those working with international students. Studies also demonstrate that understanding the reasons for the behavior of L2 speakers enables learners to accept cultural differences more easily and thus creates a more positive attitude toward the target language. Non-native speakers can be a resource for teachers since they provide a window into a new culture. At all levels, contrastive cultures can provide insights into other disciplines such as linguistics, history, economics and political science.

• Why cultural understanding is essential: Part 2

  Monday, September 30, 2019

  Cultural competence is an important key for success in today’s world. Language learning improves international understanding and tolerance. Learning languages enables people to develop their identities and allows them to be involved in multiple cultures. Speaking several languages makes people feel empowered and gives them choices and perspectives. Language learning involves culture as well. One can be fluent in L2, but cultural roadblocks can still interfere with communication.

• Maintaining student progress: Part 2

  Monday, August 19, 2019

  The United States is a nation of immigrants from many different countries and groups. They face many challenges, including adjusting to a new culture, learning a new language and mastering content areas. Maintaining progress is essential. Teachers need to identify problems and work to resolve them quickly. For example, reading is one vital skill that must be addressed. College students may need to read the equivalent of two or three books a week if one counts the textbook, outside readings, research on the internet, reserve books and periodicals related to their fields of study.

• Reading and L2 acquisition

  Friday, July 19, 2019

  Language skills can develop naturally. Language acquisition comes under the field of psycholinguistics: Children learn L1 without any active intervention. It is a natural process. But materials may not always be available. A case in point is a Korean student, Sodam, who excelled in English, winning awards and speaking with native fluency, according to her teachers. "Sodam had no special advantages...She had never lived in an English-speaking country. The difference was that Sodam was a reader."

• Useful hints for ESL teachers: Part 2

  Thursday, May 23, 2019

  Students need extra help understanding facets of language that go beyond grammar and syntax. Teachers may have to make extra efforts to help LEP learners. Teachers can look at their own cultures as a starting point. Another thing that a teacher can do is let his or her personality show. Stay on task, but it is OK to be different. Teachers should be sensitive to the students’ needs. Some may need more grammar; others may need more speaking while still others may need emotional support and advising.

• How to encourage your ELLs

  Monday, April 15, 2019

  The success of students in acquiring a new language is related to the learning environment. As I wrote last June, in addition to classes and activities, the overall learning environment is a factor in retention and student progress. Students need to feel like participants in the program rather than just observers. Each student needs to be more than just a number. Giving encouragement and avoiding hurtful comments go a long way in keeping students on track in their ESL program. As teachers, we can lower the affective filter for our ELL students by making them feel safe, welcome, and comfortable in our classrooms.

• Useful hints for ESL teachers

  Tuesday, February 26, 2019

  Content and grammar go together as learners strive towards the goal of L2 proficiency and communication skills. The various sub-skills of grammar, listening, reading, writing, and cultural awareness all work together in the language acquisition process. Grammar is especially important to ensure communication, but the material presented should be meaningful and relevant to the learners' daily lives. Grammar is best presented in a meaningful context rather than in isolation.

• What to know about practical interactive grammar

  Monday, January 21, 2019

  L2 learning goes beyond acquisition of linguistic features. The process includes communication, cultural awareness, the ability to compare and contrast L1 and L2, and the use of language skills with academic disciplines. As I mentioned in the previous article on this subject, grammar instruction is vital, but the methodology is continuing to shift to a more student-centered approach that actively involves the learners. Students learn to function in various practical settings using all the skills: reading, writing, speaking and listening. They are culturally aware and understand how culture relates to language.

• Culture and L2 learning

  Tuesday, November 27, 2018

  A positive view of the target culture makes learning the language easier. It helps if the learners identify with the people whose language is under study. Culture and language go together. Cultural understanding is essential for both learners and teachers. Language learning is easier if one has a positive attitude. The instructor cannot be an expert on every culture but should be aware of some of the more common areas of potential conflict. In this article, I will look at some aspects of the cultures of individual countries.

• Maintaining student progress

  Monday, October 29, 2018

  As I wrote in October 2017, "The concern among those serving international students is shifting from recruiting to retention. Student retention is especially critical at the college level, because there are many programs from which students can choose." To be ready for college, students need to have a variety of skills, behaviors and other characteristics. ESL students in particular face a variety of obstacles. Teachers and administrators need to monitor students and give them encouragement to keep them on track. Recent arrivals to the U.S. go through several stages of culture shock.

• Why cultural understanding is essential

  Tuesday, September 25, 2018

  ESL professionals need a basic understanding of the effects of cultural contrast on ESL learners. The percentage of ESL students in public schools is a significant factor. Add to these the international students coming on study visas and the residents in ABE/ESOL programs and one can see how cultural understanding is essential. As I wrote in the first part of this article, the instructor cannot be an expert on every culture but should be aware of some of the more common areas of potential conflict.

• L1 and L2 acquisition: Hints for teachers

  Friday, August 31, 2018

  The process of first language acquisition (called L1 acquisition) has been studied extensively, and the process is important for the theories of second language acquisition (called L2 acquisition). According to Stephen D. Krashen's "Fundamentals of Language Education," "Language acquisition is a subconscious process. We are not aware it is happening." The process involves the innate ability of humans to acquire language (called language acquisition device or LAD).

• Overcoming obstacles as an ESL teacher

  Monday, July 23, 2018

  Teachers, including those in ESL, may decide to leave the profession for a variety of reasons. In this article, the author encourages teachers to stay the course and overcome barriers in order to continue in their chosen profession. Teachers want to teach. That is why they enter the profession. But things may be different when they finally start.

• Maintaining student progress in the ESL classroom

  Monday, June 25, 2018

  ESL programs should be more than just classes. Students need classes that are stimulating and relevant. Programs should include culture and sessions on adapting to life in the host country and interactions with regular students. In addition to classes and activities, the overall learning environment is a factor in retention and student progress. Students need to feel like participants in the program rather than just observers. Each student needs to be more than just a number.

• Linguistic change: Implications for teaching

  Wednesday, June 06, 2018

  Why study linguistics? Teachers and learners need an understanding of applied linguistics to better understand how languages work and the processes of L1 and L2 acquisition. In this article, I will discuss historical reasons for language change. As I’ve written previously, ESL instructors need to understand how languages work to be better able to serve the student population. Language is what makes us human, and it's something no other creature has.

• The importance of gestures in ESL teaching

  Wednesday, May 02, 2018

  ESL teachers need to see the importance of gestures in the overall communication process, as gestures and speech coexist in time, meaning and function to such a degree that they can be reasonably regarded as different sides of a single underlying mental process. Instructors should be aware of common gestures and be able to incorporate them into teaching, particularly at the basic levels. Gestures and body language are also a part of culture. Sociolinguistic competence has been added to communicative competence as a key element in successful language learning.

• Strategies for student success and retention

  Tuesday, March 27, 2018

  As I've written previously, the concern among those serving international students is shifting from recruiting to retention. Student retention is especially critical at the college level, because there are many programs from which students can choose.

• Understanding dialects helps ESL instructors

  Wednesday, February 28, 2018

  ​​As I've written previously, knowledge of basic linguistic principles should include dialects — both L1 and L2. Learners at the higher levels need to know that they will encounter different dialects as they interact with native speakers.

• Teaching practical interactive grammar

  Wednesday, January 31, 2018

  ​Grammar instruction is vital, but the methodology is continuing to shift to a more student-centered approach that actively involves the learners.

• The importance of dialects for ESL

  Wednesday, December 13, 2017

  Instructors as well as learners need to understand linguistics and dialects. Learners will be exposed to a variety of dialects, and instructors need an understanding of dialects and how languages work to better prepare their students to operate in the world outside the classroom.

• Exercises to teach the nuances of business writing to ELLs

  Wednesday, November 01, 2017

  ​Besides grammar and speaking, business communication must include writing. ​As I've written previously, "Rather than just learning about grammar or words, ESL students must actually use the language to learn new material related to their future dealings in the business world."

• Retaining ESL students

  Wednesday, October 04, 2017

  ​The concern among those serving international students is shifting from recruiting to retention. Student retention is critical at the college level, because there are many programs from which students can choose.

• Alternative careers related to TESOL

  Wednesday, August 23, 2017

  Whether based on economic and political concerns or simply wanting to try a new career path, ESL teachers may seek other opportunities outside of intensive ESL programs (IEPs). Thankfully, there are plenty of options where TESOL training and experience are useful.

• Diversity leads to language challenges at community colleges

  Wednesday, July 26, 2017

  ​Community colleges serve a vital function in higher education. ​As discussed in a previous article, the mission of a community college is to be readily accessible and to offer quality programs, state-of-the art facilities and first-class faculty to help students achieve their educational, career and life goals.

• Teaching English to deaf students

  Wednesday, June 28, 2017

  As I discussed in a previous article, the prelingually deaf often need ESL instruction since American Sign Language (ASL) is their first language. Many deaf people face the same issues as ESL students when they go through the educational process along with hearing students. The first language for many deaf students is American Sign Language (ASL); this is not English but a separate language. It differs from English in the same way German or French does.

• The importance of semantics in ESL instruction

  Wednesday, May 10, 2017

  In a recent article, I discussed the importance of phonetics for ESL instructors. But instructors can also benefit from an understanding of semantics — the study of meaning. Linguistic semantics has been defined as the study of how languages organize and express meanings.

• When L1 interferes with English learning

  Wednesday, April 19, 2017

  In this article, we will use see how students' home languages may cause interference when they start learning English. Items include similar words with different meanings, sounds that exist in one language but not the other, different writing patterns, paralinguistic features and idioms.

• The challenges of teaching ESL in community college

  Wednesday, March 29, 2017

  ​Many second-language students end up in community colleges either in IEP programs or college preparatory classes. Some community colleges also provide adult basic education, which prepares resident internationals to become citizens and enter the workforce. ​As discussed in a previous article, adult education English language courses (ESOL) offer a unique set of challenges that are different from those presented by the typical intensive programs at state universities and private language schools.

• The theory of language: ESL and phonetics

  Wednesday, March 01, 2017

  Language is what makes us human, and it's something no other creature has. ​As I wrote in my previous article, ESL instructors need to understand how languages work to be better able to serve the student population. Understanding phonetics will help ESL instructors, especially those who are teaching speaking skills.

• The theory of language for ESL teachers

  Wednesday, January 25, 2017

  ​ESL instructors need to understand how languages work to be better able to serve the student population. Language is what makes us human, and it's something no other creature has. Note the following: "Language is a mirror of mind in a deep and significant sense. It is a product of human intelligence, created anew in each individual by operations that lie far beyond the reach of will or consciousness."

• The challenge of ESL literacy

  Tuesday, December 13, 2016

  Prebeginning or preliterate learners present a unique challenge to the ESL teacher accustomed to students who can write the Latin alphabet. Students may speak a language that uses a non-Latin alphabet such as Arabic, Chinese or Japanese, or they may be nonliterate in their own language. In some cases — Russian, for example — some of the reading skills may transfer even though the alphabet is different.

• Understanding your students’ world view

  Thursday, November 10, 2016

  When it comes to teaching a English as a second language, it is important to take culture into consideration. We don't have to downgrade or change our culture or methods, nor do we have to erase our students' cultures. Rather, we need to realize that cultures are different. We should be ready and willing to help students make the transition to the new culture.

• Why L2 teaching should mirror L1 acquisition

  Wednesday, October 12, 2016

  Language acquisition comes under the field of psycholinguistics: Children learn L1 without any active intervention. It is a natural process. Children also learn languages more quickly than adults, as shown by research in L2 acquisition.

• Understanding international students: Classroom applications

  Wednesday, September 14, 2016

  ​There are many benefits for instructors who have an understanding of their learners' cultures as well as their own culture. For example, a teacher's comments may be misunderstood because of the different ways teachers communicate in L1 cultures.

• The challenges of adult education ESOL

  Wednesday, August 31, 2016

  Adult education English language courses (ESOL) offer a unique set of challenges that are different from those presented by the typical intensive programs at state universities and private language schools. The major differences include the type of students involved, methodology, number of contact hours, books and other teaching materials, along with the goals of the programs.

• Interference patterns: Applying linguistic theory to lesson production

  Wednesday, August 10, 2016

  The English learner often attempts to communicate by drawing upon translations from the native language. First-language influence is strongest in complex word order and in word-for-word translations of phrases.

• Contrastive grammar for ESL teachers: Part 2

  Wednesday, July 13, 2016

  ESL and FL instructors need to be aware of some of the fundamental differences between the home language and the language that is taught. In Part 1 of this article, we looked at phrase structure grammar and language contrast, as well as deep and surface structure. Here in Part 2, we will examine more similarities and differences in grammar structure among languages.

• Contrastive grammar for ESL teachers: Part 1

  Thursday, July 07, 2016

  ​ESL and FL instructors need to be aware of some of the fundamental differences between the home language and the language that is taught.

• The application of linguistics to ESL: Part 2

  Wednesday, June 15, 2016

  In the first part of this article, we looked at how the grammatical description of a language is conveniently divided into two complementary sections: morphology and syntax. Here we will look at some of the systems English uses for communication and analyze the structure of English sentences. This information is designed to aid ESL teachers.

• The application of linguistics to ESL: Part 1

  Wednesday, June 08, 2016

  The grammatical description of a language is conveniently divided into two complementary sections: morphology and syntax. The relationship between them, as generally stated, is as follows: Morphology accounts for the internal structure of words, and syntax describes how words are combined to form phrases, clauses and sentences.

• The differences among ESL program models — Part II

  Wednesday, May 18, 2016

  What drives the program choices for language students? In theory, it should be the needs and abilities of these students, an understanding of language learning along with different cultures as well as the available resources such as labs, libraries and computer-assisted instruction.

• The differences among ESL program models — Part I

  Wednesday, April 27, 2016

  What drives the program choices for language students? In theory, it should be the needs and abilities of these students, an understanding of language learning along with different cultures as well as the available resources such as labs, libraries and computer-assisted instruction.

• Hiding grammar lessons in content material

  Wednesday, March 23, 2016

  A variety of activities will enhance language acquisition. Suggestions include articles, student presentations, discussions, role-plays, field trips and demonstrations. In a content-based approach, grammar still needs to be taught since the need will arise for the students to communicate using a specific structure (passive voice, for example). Grammatical accuracy still needs to be part of the hidden agenda of the course, especially for college-bound students, and it can be hidden in the readings.

• Using content materials for ESL instruction

  Wednesday, February 24, 2016

  ​Students need to transfer their ESL skills to their academic subjects or careers. Unfortunately, this process does not always occur. Students who do well in the controlled environment of a high-level ESL class may not be able to make the final leap to a regular class.

• The need for ESL instruction for deaf students

  Wednesday, February 03, 2016

  Many deaf people face the same issues as ESL students when they go through the educational process along with hearing students. The first language for many deaf students is American Sign Language (ASL) ; this is not English but a separate language. It differs from English in the same way German or French does.

• Integrative tests: More considerations for teachers

  Wednesday, January 27, 2016

  In a recent article, I described why integrative testing is a better way of testing language competence than discrete-point testing. An integrative test draws on a variety of sources. Syntax, vocabulary, "schema," cultural awareness, reading skills, pronunciation and grammar are all factors the test maker and test taker need to keep in mind. The integrative test is generally considered to be a more reliable instrument for measuring language competence.

• Integrative tests: Implementing in the ESL classroom

  Wednesday, January 06, 2016

  In a recent article, I described why integrative testing is a better way of testing language competence than discrete-point testing. An integrative test draws on a variety of sources. Syntax, vocabulary, "schema," cultural awareness, reading skills, pronunciation and grammar are all factors the test maker and test taker need to keep in mind. The integrative test is generally considered to be a more reliable instrument for measuring language competence.

• Teaching the ESL skills needed in the business world

  Wednesday, December 02, 2015

  Rather than just learning about grammar or words, ESL students must actually use the language to learn new material related to their future dealings in the business world. The core material should be authentic, with curriculum taken from the subject matter, so students use English as a tool to learn new information and interact with it, and the topics should fit the needs of the students.

• Modifying traditional ESL materials for classroom use

  Wednesday, November 11, 2015

  This article provides some helpful hints and suggestions to ESL instructors who wish to use modern techniques in teaching even though the class texts are of a more traditional nature. The learners need to move from language form (i.e. "perfect verbs") to language function (i.e. "asking directions" or "a visit to Chicago") as soon as possible.

• ELL writing skills: Getting started

  Wednesday, October 07, 2015

  ​Writing for the L2 learner is a developmental process analogous to reading. It is also a direct communication from writer to reader. Note the following ​from the ACTFL Standards: "Learners present information, concepts and ideas to inform, explain, persuade and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers or viewers."

• Integrative tests: A better way to assess English learners

  Wednesday, September 30, 2015

  Testing in ESL is the means of assessing the learners' progress in specific skill areas. Teachers need to make up their own tests to measure the learners' progress, to examine specific skill areas and to discover deficiencies.

• ELL writing skills: Cultural patterns stand out

  Wednesday, September 09, 2015

  In my previous article about ELL writing skills, I showed how patterns of writing differ across cultures. Many ESL writers follow a rhetorical pattern in their L1 that differs from English rhetorical patterns. Let's continue by looking at examples of writing in various cultures.

• ELL writing skills: The influence of L1 culture

  Wednesday, August 26, 2015

  Culture and writing go together — and writing patterns reflect the L1 culture. The ACTFL Standards acknowledge the importance of culture in language teaching.

• Introducing grammar exercises for English language learners

  Wednesday, July 29, 2015

  ​By the process of using language to solve problems, the learners obtain comprehensible input from the teacher as well as from each other and the materials they are using. A topical, hands-on approach involving realistic communication is more efficient than just practicing drills.

• ELL writing skills: Why they matter

  Wednesday, July 15, 2015

  Even the most basic English language learners need to be exposed to the written code of the target language. The tasks must be as realistic as possible for these beginners. Writing is a survival skill in both the school and the community, but writing does not develop naturally.

• ELL writing skills: The exercises

  Wednesday, June 17, 2015

  Writing is essential for communication. Note the following from the ACTFL Standards: "Communication is at the heart of second-language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature."

• ELL writing skills: The challenges

  Wednesday, May 27, 2015

  In light of the challenges presented by the latest methodological shifts, the question of how to teach writing and composition remains. Writing is an aid to total communication, as noted in the ACTFL Standards. The early introduction of composition in ESL instruction should improve proficiency. If writing is left to the more advanced levels of instruction, the learners will miss out on the early development of this useful skill.

• Bridging the cultural gap for ELLs

  Wednesday, May 20, 2015

  ​Language and culture are intertwined. Culture is a part of life, and students need to understand the cultural implications of reading material. One can learn a lot of about a specific culture group by reading its fiction, poetry and theatrical works.

• Simple exercises to improve ELL reading skills: Science

  Wednesday, May 06, 2015

  English for science courses will help students who have passed the admissions test and are not quite ready to begin their courses in the scientific fields. Outside of the sheltered ESL and TOEFL classes, the demands are different.

• Simple exercises to improve ELL reading skills — Part 3

  Wednesday, April 15, 2015

  According to the National Standards, "Communication is at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through the reading of literature." Reading is a vital skill that definitely aids the communication process. ProLiteracy states that "reading provides language input and reinforces the spoken language. Students equate education with reading and writing; they need reading skills to function in society; reading reinforces the other skills they are learning and is an effective tool for acquiring information."

• Simple exercises to improve ELL reading skills — Part 2

  Wednesday, March 25, 2015

  In the first part of this article, we discussed how reading is an essential means of communication and the importance of developing strategies for English language learners to approach reading in their non-native language.

• Simple exercises to improve ELL reading skills

  Wednesday, February 25, 2015

  Reading is an essential means of communication. Reading involves the recognition of large units — words and word groups — along with phonetic decoding. Reading is not just a passive activity; rather it is an active skill where the reader interacts with the text bringing many different skills into the process.

• How cultural differences can affect learning

  Wednesday, February 18, 2015

  Culture is a part of language. Even vocabulary can be culturally loaded. For example, the dictionary may say that "pain" in French and "bread" in English represent the same physical object, but the cultural load will be different. In Turkish, "ekmek" is bread, but it is more than a food item. One does not merely throw old bread away; it is carefully wrapped before being put out.

• The importance of culture in ESL teaching

  Wednesday, February 04, 2015

  From the first word, the study of a second language is the study of another culture. Language and culture are intertwined, and ESL instructors need to be aware of the cultural similarities and differences between the students and the people of the host nation, as well as the varied cultures among the students themselves.

• Paralinguistic concerns for ESL instructors

  Wednesday, January 14, 2015

  Language is the first concern in teaching communicative competence. Grammar, pronunciation, listening comprehension and speech are all vital skills needed by ESL learners. However, there are other elements that may not be so apparent that are part of the overall interrelated system.

• Steps to proficiency-oriented classrooms

  Wednesday, December 10, 2014

  When making steps toward proficiency-oriented classrooms, authentic material is used as much as possible, and students are encouraged to interact with each other and express their own ideas beyond the book lesson. In addition, students need to transfer their ESL skills to their academic subjects or careers.

• Easy conversational activities for teaching pronunciation

  Thursday, September 25, 2014

  The perfection of pronunciation is an ongoing process in any language-learning situation. Both problems with grammar and accent can interfere with communication. This article offers a few suggestions to ESL instructors for teaching pronunciation using mainly interactive conversational activities.

• Easy vocabulary for English learners

  Wednesday, August 20, 2014

  Vocabulary is part of all aspects of language learning. As students create, read and write, they are using and assimilating necessary words. Current acquisition theory supports increased emphasis on vocabulary learning because "we acquire morphology and syntax because we understand the meaning of utterances," according to "The Natural Approach."

• Easy listening exercise for ESL students

  Wednesday, July 16, 2014

  ​Students need to bridge the gap between short ESL exercises and real lectures. The trend is now toward authentic texts, radio broadcasts and real lectures for college ESL to promote student learning and interest by stressing communication skills and presenting culture in a natural way.

• Using topical grammar to enhance language learning

  Wednesday, May 21, 2014

  The various subskills of grammar, listening, reading, writing and cultural awareness all work together in the language acquisition process. Grammar is especially important to ensure communication, but the material presented should be meaningful and relevant to the learners' daily lives.

• Issues in assessing ESL students

  Wednesday, April 09, 2014

  Testing styles in the students' home countries are different than those in the U.S. Often the curriculum overseas will focus on many different subjects; material is usually learned by rote memorization. Students may not be familiar with multiple-choice tests or essay tests that include analysis and synthesis.

• Transferring ESL skills to the business world

  Wednesday, March 19, 2014

  Students need to transfer their ESL skills to their academic subjects or careers. ​A study done at Arizona State University indicates that this may not always occur. In other words, it appears that being involved as a student in an L2 classroom does not automatically lead to motivation to transfer L2 beyond that classroom.