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Introduction
Inspiration and stance play a major role in for student to boom in English learning. Language proficiency requires high level of background 0f critical thinking, ideas, synthesis of complex issues and events (Rojas, 2007). Over dependent on proficient language skills and general lack of manipulative activities in many social science classes becomes a challenge for many English language learners (Freeman & Freeman, 2002).
It becomes extremely difficult for them to grasp some of the most important abstract concepts. Below are some of the strategies that can be used by a teacher in providing content, which is comprehensible for English language learners.
Put up a background familiarity
This assists students to identify and relate to the key concepts.Teachers are also able to know what really students need to understand and be able to reach the expected standards. This can be skilled through; brainstorming, using posters and prints, Venn diagrams that identify similarities and quick write activities to bring out free form writing ideas (Rojas, 2007).
Listening techniques
This can be achieved through; providing students with outline of notes before lectures, Teacher facing the class when teaching, speaking normally that is not too slowly and not too loudly, demonstrate ideas and concepts whenever possible by use of visuals, media gestures and body movement (Rojas, 2007).
For students he or she is expected to be clear and realistic about his goals. The study habits that one develops are the most important for an English learner. It is advisable to consult your instructor about your supplementary opportunities to perform English so that one can make a progress.The instructors will plan class activities and coursework for their students so that they bring out to them the preferred learning approach (Echevarria, Vogt & Short, 2008).
The students are also expected to learn more about the language he or she is studying. It is good to know that language is very complex system of important sounds that is organized in a sequence of convention that is grammar (Slavin & Madden, 2001). It is also advisable for a learner to be responsible for his learning. Participate freely in your program; do not be afraid to make mistakes because it is through those mistakes that you will learn (Freeman & Freeman 2002).
Enjoy the whole process and evaluate yourself why you want to learn that particular language. This will make your teachers and program administrators grateful that you have clear and sensible goals (Echevarria, Vogt & Short, 2008).
English instructors are expected to have the following qualities:
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The teacher should be aware of the class management. This will assist him to maximize available class time and maintain discipline.
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Be open minded such that the student will sense that a classroom is a place where mistakes are made and corrected (Echevarria, Vogt & Short, 2008)
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Teachers should know that every student in the class needs concentration without considering his level of accomplishment.
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Patience is also important to the teacher.
Success tips for English learners;
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Realize that you can be good in English, know that you can be good in both written and spoken language and race does not matter.
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Realized also that English can be easy. If you think that English is, difficult you will never be eloquent.
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Do something that you really enjoy. You must learn to love English do not see it as work but see it as a game.
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It is also important to set a goal; you will never achieve anything without a goal.
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See yourself in future and do not mind about what others say.
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Take responsibility and think positively.
References
Echevarria, J. Vogt, E. M. & Short D. (2008). Making content comprehensible for English learners. Santa Barbara, University of California.
Freeman, D. & Freeman, S. (2002). ESL/EFL teaching: principles for success. Portsmouth: Heinemann publishers.
Rojas, P. (2007). Strategies for success in English language learners. Association for supervision for English learners and curriculum development. California: CA, Rout ledge.
Slavin, E. & Madden, R. (2001). Success for all: research and reform in elementary Education. Georgetown: Lawrence Erlbaum Associates.
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