Teaching Special Groups in ESL - Monolingual vs. Multilingual Classes


This video covers the differences teachers encounter when teaching monolingual and multilingual classes. Monolingual students all have the same native language. Multilingual students have different first languages. Watch this video to find out how to deal with these types of classes as a teacher.

Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

Teaching and learning procedures are based on four major skills. These skills are twofold: receptive and productive elements. While receptive skills include reading and listening, productive skills contain speaking and writing. For a balanced and effective learning, English language learners are required to learn English language premised upon the aforementioned criteria. Receptive skills including reading and listening are often determined by motives. Our reasons of reading and listening can be either for achieving particular purpose or for getting joyfulness and entertainment. The way we read and listen is affected by multitude of criteria: predictive skills, scanning, skimming, precise information, and contextual deduction. Put differently, learners learn English language through reading and listening skills using, oftentimes, scanning, skimming, deduction aspects and so forth. For instance, readers learn English language via scanning and/or skimming skills to clearly understand a given text. Listeners tend to listen to everyday conversation in different contexts in order to infer its content and context is a vivid exemplary of deduction skill. However, receptive skills generate numerous problems germane to, for example, the comprehension of texts, assimilation of new vocabularies, and understanding of assigned tasks during the lesson. As a result, EFL teachers are advised to apply the two main solutions to remove learners? confusion and misunderstanding. These major approaches encompass the appropriate selection of texts, commonly referred to ?Careful-selection of texts?, and the prior explanation of new vocabularies, called ?Pre-teaching vocabulary?. In the same line of thought, it is preferable to choose multiple topics in order to involve the attention of all learners without exception. Throughout the course stage, it is advisable to use ESA methods for the sake of creating more enthusiasm and involvement in the lesson. All in all, teaching receptive skills becomes essential when reading and listening are displayed equally during the course phase.

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