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CHARACTERISTICS OF ESL TEACHERS WHO PERFORM WELL WITH
PRESCHOOL ESL LEARNERS
Primova Dilbar Xushvaqtovna,
teacher of Foreign Language Department ,
Karshi State Technical University
Annotation:
At this age, children are practically taking in everything, so their learning
experience is more integrated, and requires a combination of visual, physical and aural
activities. Much of their language learning experience at this stage is through repetition, and one-
sided communication between teacher and student.
Key words:
factor, compartmentalize, education, technique, preschool, thrive, unlike
Preschool learners are particularly challenging because of their shorter attention spans, so
teaching at this level requires patience as well as teaching techniques to hold the attention of the
students.
It goes without saying that formal training in early childhood education is a key factor in a
teacher’s effectiveness with this group, as there are many unique aspects to teaching preschool
learners.
Unlike older learners, preschools learners do not generally learn in a compartmentalized manner.
Without a doubt, ESL teachers who thrive with very young learners are:
Adaptable
Communicative
Creative
Empathetic
Energetic
Observant
Patient
Playful
To be an effective ESL teacher for this age group, you really do need all of the above traits.
Formal training in Early Childhood Education would definitely be a valuable credential for
teachers who want to work with Preschool/Kindergarten ESL learners. If you’re still undecided if
this is the right age group for you, FutureLearn offers a course: English in Early Childhood:
Language Learning and Development. The teaser version offers free access to the course for 8
weeks.
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Because Elementary School ESL learners fit inside a group with a wider age range, anyone
intending to teach this age group should have a high level of patience and be adaptable. As with
Preschool learners, teaching English to kids can be extremely rewarding on a personal level, and
be lucrative due to the high investment parents make in their children’s education.
ESL teachers who teach this age group can earn decent incomes and supplement that income
through private tutoring and online ESL teaching.
Because of the wider age range of this group, there are going to be some major differences in the
characteristics between younger and older Elementary ESL learners. Still, there are several
commonalities. Elementary ESL students learn English:
As an independent subject or subjects
For contexts (greetings, introductions, expressing feelings and opinions, making
descriptions, etc.)
With an emphasis on correct pronunciation and grammar use
With a focus on specific skill-building in listening, reading, speaking, and writing skills
development
In addition to these, Elementary ESL learners participate in a range of activities to evaluate and
strengthen both general and specific English language proficiency. These can include
participating in tests, speech or public speaking competitions, English clubs, English camps, and
other school-organized projects and activities.
One major theme for Elementary ESL learners is that during these formative years, they begin to
develop two-way communication skills: they learn to express their feelings and
opinions, describe people, places and objects, and apply critical thinking skills to solve problems.
In other words, they gradually become less reliant on the ESL teacher and gain some autonomy
in communicating and completing tasks in English. As their listening, reading,
speaking, and writing skills also advance, they are exposed to English outside
of the classroom through a variety of media, including movies and real-world experiences like
traveling the world. Teaching ESL students in high school can be rewarding
and challenging, depending on the teacher's skill level. Many personal, social, and
psychological factors come into play as high school students enter adolescence, and
teachers must be prepared to work with this age group. In addition to these, ESL students in high
school face academic demands as they get ready for college. Academic pressures can vary
greatly depending on the location and culture of your ESL classes. For instance, Chinese
students experience high levels of stress as a result of the demands made on them by both the
Chinese educational system and well-intentioned but demanding
parents
who want
to see their kids succeed. In actuality, these demands start in elementary school and inevitably
get more intense as students get ready to start college. It's critical that ESL instructors understand
these demands and foster frank and constructive conversations with their pupils. ESL
teachers must also provide a space for students to express themselves rather than restricting their
lessons to just teaching.
USED LITERATURE:
1.Collie, J. and S. Slater. 1990. Literature in the Language Classroom: A Resource Book of Ideas
and Activities. Cambridge: CUP.
2. Custodio, B. and M. Sutton. 1998. “Literature-Based ESL for Secondary School Students” in
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TESOL Journal. Vol 7, No.5, p.p: 19-23.
3. Çubukçu, F. 2001. “Use of Poetry for EFL Purposes.” (Unpublished Article). İzmir: Dokuz
Eylül University. Elliot, R. 1990.
4. “Encouraging reader-response to literature in ESL situations” in ELT Journal. Vol No. 3,
p.p:191-198 Helton, C.A, J.Asamani and E.D.Thomas. 1998.
5. “A ‘Novel’ Approach to the Teaching of Reading”. Tennessee State: Tennessee State
University, p.p: 1-5, Available Internet Address: http: // www.nade.net / documents / SCP98 /
SCP98.19.pdf Hiller, J.P. 1983.
6.“Teaching Poetry in the Foreign Language Classroom: Theory and Practice.” Unpublished
PhD Dissertation. Stony Brook: State University of New York. Lenore, K.L. 1993.
