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Since learning a new language is a broad pursuit, there are special groups that often compose large demographics within the ESL educational world and need distinct strategies to cope with. This includes beginners and young learners (which may frequently overlap but should each be given separate considerations as well), as well as business English learners, and finally multilingual classes (usually learning ESL or in study abroad) versus monolingual classes (usually learning EFL) should also be distinguished.
For early and young learners, there are certain elements that have to be considered due to age (such as attention span and motivation) as well as lack of confidence due to the newness of the language (which requires consistent reasonable goals, clear instructions, and lots of support and praise). They both have in common the need for highly visual language items, as well as clear explanation and usually visual demonstrations, and slower progress to encourage confidence-building and review of the articles they work on.
Business English, on the other hand, is an adult pursuit, and is often specialized to the client's needs. Needs analyses at the start of courses are crucial, and building rapport and lessons adapted to the learner's specific needs (and often that of a larger group as well enrolled in the class) also play a key role in making them see progress and attention to their time and energy (as well as monetary) investment in the program. One of the areas that can potentially be rife with problems is simply adulthood and how it affects the learners. Inconsistent attendence, lack of motivation, and loss of face in front of colleagues. Having never taught a business class, this is by far the most informative piece for me, and I find the sample needs analysis to be very handy, even for some of my non-business classes. Teaching adults is novel territory for me, and one I wish to pursue. This gave me a lot to consider when making adaptive classes to a busy age group.
Last, the consideration of multilingual classes versus monolingual ones is important, and I haven't taught a multilingual one, so most of the tactics I've heard about in ESL circles center around strategies almost exclusively for them. For monolingual learners practicing in their home country, however, they struggle with feeling the need to even use the second language in their class with one another, so I am glad the section doesn't encourage penalizing them heavily for doing so, as it can definitely reduce their drive. Instead, incentivizing them to use English and making the puzzle of understanding fun works better. They can also progress much slower, as should be noted, due to the lower stimulus, so expectations often need to be adjusted accordingly.
