Teaching the English language can be both fun and challenging especially to novice teachers. The goal remains the same that teaching should be as effective as possible to ensure positive and gainful results among students. While there is no one winning formula, teachers can utilize many different strategies to teach the language as effectively as possible.
It is helpful to have English-speaking peers when teaching English. It is not true that because a student is studying in a public school, he/she will have no English speaking mate or friend to talk with. It is impressive to say that Filipino students are good English speakers thus access to English speaking peers is possible. If not, the teachers and school staff can be the English-speaking peers to the students. Creating an environment where this is possible will prove fruitful for the students to practice their English speaking skills.
It will help if the teacher assigns English-speaking “peer buddies” among the class. This way, everyone is ensured that one has his turn in practicing speaking the language. Be encouraging and instruct students to concentrate first on being able to communicate in the English language. Correcting grammars may come in later.
The peer buddies can also greatly assist in vocabulary acquisition. This can be done using dual language dictionaries or thematic picture dictionaries to create a context for conversation. They can also assist recent arrivals to adjust to the school culture or in helping the new students figure out challenging “teacher talk.” Several peer buddies allows broader participation and sharing among students over time.
However, teachers should not force English communication verbally before students are ready. Again, this is not a question of grammar although it is equally important. At this point, being able to speak and communicate using the English language is the initial goal.
Overcorrection of attempts to speak English may tend to discourage students. They may become self-conscious as they “talk” in English. The tendency is they practice less so be more encouraging than guarding their mistakes. See their effort and acknowledge it every time.
References:
Genesee, F., Paradis, J., &Crago, M. (2004). Dual language development and disorders. A handbook on bilingualism and second language learning. Baltimore: Brookes.
Kohnert, K., Yim, D., Nett, K., Fong Kan, P., & Duran, L. (2005). Intervention with linguistically diverse preschool children: a focus on developing home language(s). Journal of Language, Speech, and Hearing Services in Schools, 36, 251 – 263.
McLaughlin, B. (1992, December). Myths and misconceptions about second language learning.ERIC Digest [Online].
By: Ms. Mary Ann B. Calma | Teacher III | BEPZ Elementary School | Mariveles, Bataan
