English Second Language is a program that helps individuals who are not fluent in English to learn English. English, undoubtedly, is the most widely-spoken language in the world, and consequently forms the language of formal communication and instruction in most countries. For example, some of the best colleges and universities in the world are located in English-speaking countries, such as the United States, the United Kingdom, Canada, and Australia. It also turns out that most of these countries offer the best opportunities in terms of work experience and ideal conditions for people to live. Consequently, people from different parts of the world tend to migrate to these countries in search of work opportunities and better quality of life. Most of the foreigners do not speak English as their native language, hence are likely to experience communication breakdown with their hosts. It is not only essential to have strong command of the English language but necessary.
Several resources provide insights in how individuals who do not speak English as their native language can learn and integrate with people especially in the United States’ learning institutions. Firstly, the resource dubbed, “The ESL/ELL Teacher’s Guide: Ready-to-use Strategies, Tools, and Activities for Teaching English Language Learners at All Levels” makes students see the reward of learning a new language (Ferlazzo, & Hull-Sypnieski, 2012). In this case, students are introduced to the benefits of learning English as a form of encouragement. In particular, the benefits act as incentives to make the students become more enthusiastic about learning English. One of the benefits, for instance, is receiving instruction effectively, especially in learning institutions. The United States learning institutions hire tutors who communicate in English, and students who do not understand it would definitely have problems with their academic work. Secondly, being proficient in English fosters positive relationships. People can make friends, and communicate issues. Little or no knowledge of English in an environment where everyone speaks it presents problems to foreigners.
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An online page with the title, “What are the benefits of ESL?” outlines the benefits of learning a second language. According to the page, children who grow up learning a second language or hearing two languages develop the advantage of acquiring additional words and sounds (Mehler, & Kovacs, 2017). Consequently, they tend to have an advantage in speech and language development. The resource is mainly beneficial to parents because it encourages them to enroll their children in schools that teach different languages. Speech and language development are only immediate benefits. In the long-run, learning a second language may help children in their future careers and engagements. Currently, the world is globalized, in the sense that people move more freely from one country to another. There are also multinational companies which operate in different countries. Learning a language may help children in future to operate in the globalized world. Besides, the stereotypes that exist towards people who speak different languages may become obsolete because people will understand each other better. In essence, people will interact better and coexist in harmony.
“Adult Language Learners: Context and Innovation” delves into instructional practices that foster successful learning of adults. According to the source, “adult language learners are goal-oriented and direct their learning to fulfill particular needs or demands: to advance their studies, to progress up the career ladder, to follow business opportunities, to pass a driving test, to assist their children with homework, or simply to be successful users of the language” (Smith, & Strong, 2014). It is evident that unlike young learners of a second language, adult learners learn a new language because they have a specific objective they want to achieve. Therefore, their learning is needs-driven.
According to the article, “What Every Teacher of Adult ESL Students Needs to Know”, most adults do not learn as fast as young children. The greatest prohibiting factor is time. Most adults who move to the United States, for instance, are either working or are enrolled in learning institutions. They, therefore, have to juggle between their normal studies or work, and learning a second language (Verner, 2012). A student from a foreign country, who wants to learn English as a second language, may find it strenuous learning the language. He or she has to grapple with school assignments and learning. It could be frustrating. Additionally, some adults have families, and they have to balance between providing for their families and learning. A teacher of Adult ESL students will need to understand all these factors and consequently develop strategies that address each of the individual’s specific needs.
The resource titled, “ESL Activities for Adult Learners” explains some of the strategies which tutors can use to help adult students learn a second language better and more efficiently. Some of the activities include listening and speaking exercises. When individuals develop an interest to learn a second language, they need to participate actively in the learning process (ESL Activities for Adult Learners, 2019). It is not effective for a teacher to talk all alone during the teaching process, while the students just sit and observe. When children learn a language in early childhood education, they participate in various exercises that enhance them to develop correct reading and writing skills. Similarly, according to the article, some of the strategies can be employed in adult learning. For example, a teacher can have simple rhymes, which make the learning environment fun and interesting, and consequently encourage the adult learners to practice and learn the language quickly.
My training program is inspired by the learning theory of humanism. The theory focuses on the individual as the subject and posits that learning is a natural process that helps a person reach self-actualization. As already mentioned, most people who move to the United States from other countries always seek better opportunities; either employment opportunities or advanced education. Besides, they are mainly adults who are motivated to achieve their ambitions. Consequently, they will also try their best to learn to speak and write English perfectly to fit in the society. I chose this theory mainly because of the notion of the American Dream in the United States. Foreigners immigrate into the country to be part of that dream. Every individual is usually highly motivated.
The training program will need to be as informal as possible to making the learning experience fun. The best method to ensure the success of the program is to have a physical place where the learners meet. It is important because the teacher can monitor the progress and provide feedback instantly. Although most of the adults have special needs, it is important to make them learn in groups. Obviously they will interact with people from various ethnic, cultural and racial backgrounds who could be struggling to learn just like everyone else. The learning will involve speaking, writing and listening skills. Of course, the process will need to start with the teacher drawing specific objectives for each lesson. Subsequently, the teacher will demonstrate what is expected of the learners, make them participate actively in exercises, and require them to do assignments so that the teacher conducts an assessment of their progress. The teacher can put them in groups to participate in language competitions to encourage collective learning and sharing. It is also important for the program to incorporate teachers from different cultural and racial backgrounds for the learners to evaluate themselves and develop optimism.
Participants of the program do not need to have prior experience to join it. Secondly, they do not need to know anything at all for them to participate in it. Having an enthusiasm to learn English as a second language is enough to join the program. The learners will also need to demonstrate their willingness to learn and readiness to cooperate with the teacher for positive learning experiences. Regarding motivation, the learners will be taken through an induction process that where they will be told some of the benefits of learning English as a second language. For students enrolled in learning institutions, learning English, for instance, could help them get some income by working on part-time basis. The workplace environment will inevitably require individuals proficient in English language. The greatest motivation will involve inviting some people who learnt English as a second language, to show the learners that it is possible to learn it. Lastly, the most proficient learners will be awarded at the end of the program. The awards will encourage competition and an interest to learn.
I am also conscious of the disparities between young and older adults in terms of technology prowess. To address the issue, the learning experience will mainly involve face-to-face interaction and manual administration of assignments. The aim is to encourage active participation from everybody. Both young and older-adults will be put in groups or teams to foster integration and better learning experiences.
In conclusion, the program as outlined, will involve giving the learners a reason to learn English as a second language. That specifically implies the benefits. Learners will consequently become motivated because of the expected reward of their learning of English. Secondly, the program will encourage active participation by involving everyone in reading, writing and listening exercises. The strength of the program lies in its team-work approach, where members learn and share, hence make the process faster and effective.
References
Ferlazzo, L., & Hull-Sypnieski, K. (2012). The ESL / ELL Teacher’s Survival Guide : Ready-to-Use Strategies, Tools, and Activities for Teaching English Language Learners of All Levels.
San Francisco: Jossey-Bass. Retrieved from
http://libproxy.saumag.edu/login url=https://search.ebscohost.com/login.aspx? direct=true&db=nlebk&AN=475818&site=ehost-live&scope=site
Mehler, J., & Kovacs, A. (2017, February 14). What Are the Benefits of ESL?
Retrieved from https://degree.lamar.edu/articles/education/the-benefits-of-esl.aspx
Smith, A. F., & Strong, G. (2014, October 15). Adult Language Learners: Context Innovation. Retrieved March 31, 2019, from http://sites.tesol.org/ItemDetail?WebsiteKey=62ea1393-07ea-402b-b723-0e66240ee86b&iProductCode=615&Category=CLSSRMPRAC
Verner, S. (2012, May 19). What Every Teacher of Adult ESL Students Needs to Know. Retrieved March 31, 2019, from https://busyteacher.org/10366-what-every-teacher-adult-esl-students-needs-know.html
ESL Activities for Adult Learners. (2019). Retrieved March 31, 2019, from https://study.com/academy/topic/esl-activities-for-adult-learners.html
