“Why do you want to learn English?”

As an ESL teacher in adult continuing education, it is important to remember that those blinking faces on the first day of class have already fought half the battle. They showed up today. That was not easy. And not to make mountains out of molehills, but their whole lives have been prelude to this. At least that’s how the teacher should see it. They are not blank slates. Because everything that has led them to your classroom, everything they have experienced in their lives until that day. All of their decisions, their hardships, their circumstances, their passions, their demons. All of those things came with them to the classroom. Because all of those things are what brought them to the classroom. We call this motivation.

Leaving “No Child Left Behind” Behind

The result satisfies those who are concerned with maintaining standards of English fluency. English learners, who would otherwise be falling behind, benefit threefold. They integrate more effectively, they maintain educated fluency in their mother language, and they cultivate bilingualism as empowerment rather than a burden. Being a Spanish speaker becomes a valuable asset rather than obstacle to success.

Good Public Speaking Makes Good Listeners

Bad listeners? No. Bad speaker. Sorry to tell you this, but if your audience is bored, its your fault. They are giving you their attention and time, you owe them to make it worthwhile. Public Speaking and good communication are all about taking control of both your information and your listeners.

Language Problems. Cultural Opportunities.

The unilingual approach is ideal when students need as much exposure and immersion as possible in a short time. But immigrant students have far more immersion than they can handle. They are looking for a familiar voice in the crowd and for a helping hand in their transition. They live in two language communities at once. If they are to live a dual life, they need to be bilingual.