Teach English in DafengjingjikAifAqu Guanweihui - Yancheng Shi

There is approximately 20% of the Earth's population, which is 1.5 billion English speakers in the world and English is the most widely spoken language. There are nearly 4.5 million students in America's public schools that are learning English as a new language and some typical English classrooms have 24 different countries' students represented, which is probably 30 more languages that are spoken by students. TEFL teachers challenge in teaching students with different nationalities and their teaching environment is monolingual or multilingual. How do teachers teach English language and academic content among diverse students so they can succeed and achieve English at a higher level. There are three major problems in class as the classroom is attended by students who come from all over the world. Firstly, students in fact not only have to be inundated with a deluge vocabulary, but also have problems mastering grammars, listening and reading. Under those circumstance, when a teacher shows a flashcard of vocabulary in class and explains the meaning of it, students will easily feel bored, show no interest and not pay attention or focus, which directly leads to a failure of understanding. Secondly, students have multicultural traditions. Numerous students are naturally shy. They are not talkative or confident to communicate in class. They do not like to share their experience or express themselves. Teachers will face difficultly encouraging them to participate. Thirdly, English levels of students are not the same, which means students possibly have different motivation, academic ability and attention in class. Having multicultural students in classroom is undoubtedly a challenge but also an enjoyable and fun experience, therefore, there are various teaching methods to help teachers in a multilingual classroom. The ESA methodology is useful to make classes vivid. The engage-study-activate pattern that can be implemented in class. For example, "where are students from and what are the typical food in their countries" can be used as an interactive game. Teachers explicate country names, each student find their preferable partners and ask each other those questions. Therefore, reluctant students should be motivated in pair work, shy students should be able to participate with confidence and they will feel more comfortable dealing with multinational learning atmosphere. Different materials, textbooks, techniques and tasks can be used to balance the gaps between varying levels of students. Thus, Teachers can use video cameras in class and review the records to monitor students' learning process. Similarly, Teachers should be able to identify and observe students' personalities and characteristics in class activities or through video cameras to make suitable lesson plans for students who are introvert and do not like to speak in class. Moreover, teachers can give students diagnostic tests to know what their levels are so teachers can assign the extrovert students to help the shy ones. It also helps teachers analyze their weakness and strengths. It is important to constantly catch students' attention and use visual clues to demonstrate and get everyone involved in classes. In addition, teachers should give students enough time at the end of class for Q&A in order to understand their needs. Cultural diversity is a common pressure in teaching. ESA methodology and techniques efficiently help teachers in multicultural teaching environment. Needless to say, cultural diversity brings benefit in class for both teachers and students. Sharing culture is vital for students and teachers to understand it, hence they should feel free to talk to others and share culture traditions. Teamwork and collaboration can be used as main class activity method. Students might have more opportunities to speak English in a multilingual classroom, which enables students to communicate at a higher level. When The only common language is English, students will practice speaking more and Teachers can use cultural needs as objectives to motivate students to improve their English, which also enhances their interest in learning English. Overall, It is understandable for teachers to have difficulties to teach students with different nationalities and it is unavoidable to have multilingual classrom. TEFL teachers should encourage students to facilitate participation and communication, offer students guidance with texts and ask for feedback for the purpose of improving English understanding and developing English learning as teaching in multilingual classroom. Lyons, D. (2017, July 26). How many people speak English, and where is it spoken? https://www.babbel.com/en/magazine/how-many-people-speak-english-and-where-is-it-spoken Institute of Education Sciences. (2017, October 3). Learning English: Diverse Students in American Classrooms. Retrieved from https://www.youtube.com/watch?v=H_LCTQBiGeM