Esl Teacher Quotes

That time, in third grade, with the help of Mrs. Callahan, my ESL teacher, I read the first book that I loved, a children's book called Thunder Cake by Patricia Polacco. In the story, when a girl and her grandmother spot a storm brewing on the green horizon, instead of shuttering the windows or nailing boards on the doors, they set out to bake a cake. I was unmoored by this act, its precarious yet bold refusal of common sense. As Mrs. Calahan stood behind me, her mouth at my ear, I was pulled deeper into the current of language. The story unfurled, its storm rolled in as she spoke, then rolled in once more as I repeated the words. To bake a cake in the eye of a storm; to feed yourself sugar on the cusp of danger.

Henry had never been good with words. Case in point: The first month he’d been at Aglionby, he had tried to explain this to Jonah Milo, the English teacher, and had been told that he was being hard on himself. You’ve got a great vocabulary, Milo had said. Henry was aware he had a great vocabulary. It was not the same thing as having the words you needed to express yourself. You’re very well-spoken for a kid your age, Milo had added. Hell, ha, even for a guy my age. But sounding like you were saying what you felt was not the same as actually pulling it off. A lot of ESL folks feel that way, Milo had finished. My mom said she was never herself in English. But it wasn’t that Henry was less of himself in English. He was less of himself out loud. His native language was thought.

It turned out that they already had enough ESL teachers and what they needed was people to teach high school equivalency math. I wasn’t particularly interested in high school math acquisition, but nobody ever said we were put on this earth for our own entertainment.

Nothing You Encounter in Life is Too Difficult - It's There to Teach you a Lesson Fred Cheshire, "There's Nothing I Can't Do - Fred's Story

I’m convinced that Nabokov wrote his novels around words like agglutinate, siliceous, gardyloo, ophidian, triskelions. That he took an ESL course at a local night school and the teacher wrote those words on the blackboard and said, “Today’s assignment is to take these words and use them in a first novel the New York Times will call ‘Riveting, truly a classic for the ages.

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation. This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid. We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

In a longitudinal study, Kelleen Toohey (2000) observed a group of children aged 5–7 in kindergarten, Grade 1, and Grade 2 in Vancouver, Canada. The group included children who were native speakers of English, as well as children whose home language was Cantonese, Hindi, Polish, Punjabi, or Tagalog. All the children were in the same class, and English was the medium of instruction. Toohey identified three classroom practices that led to the separation of the ESL children. First, the ESL children’s desks were placed close to the teacher’s desk, on the assumption that they needed more direct help from the teacher. Some of them were also removed from the classroom twice a week to obtain assistance from an ESL teacher. Second, instances in which the ESL learners interacted more with each other usually involved borrowing or lending materials but this had to be done surreptitiously because the teacher did not always tolerate it. Finally, there was a ‘rule’ in the classroom that children should not copy one another’s oral or written productions. This was particularly problematic for the ESL children because repeating the words of others was often the only way in which they could participate in conversational interaction. According to Toohey, these classroom practices led to the exclusion of ESL students from activities and associations in school and also in the broader community in which they were new members. Furthermore, such practices did not contribute positively to the children’s ESL development.

In this book we look at the learning conditions of repetition, deliberate attention, retrieval, and creative use which are very important for language learning, and teachers could examine how well the activities they use make use of these conditions.

Ironically, being an ESL student made it easy for me to speak up. I continued to need so many words and English-language concepts explained that isolated questions became an ongoing dialogue. The more we spoke, the more I realized that he wasn’t anything like the teacher I’d overheard dismissing the intellectual capabilities of girls back in China, or the discouraging restaurant boss who’d all but mocked my love for reading. He could be terse and abrasive, but he never wrote me off the way others had. He was challenging me, and it was working.

Jed Fernandez is also excellent for classroom teaching. Teachers can engage students in a classroom vocabulary or grammar review. Jed Fernandez is suitable for intermediate and advanced esl learners. It can be used to energize a dull class, to review work that was done or simply as a reward for good classroom work. Have fun teaching and learning English. jedfernandezimages.blogspot.com

I’ve come to believe there are four types of ESL teachers in Asia. The first are young people looking to travel for a year or two and save a bit of money before returning home and starting the careers they would sink into for the rest of their lives. The second are those who end up marrying an Asian and living the rest of their lives as expatriates, maybe flying home every so often for a wedding or a funeral or Christmas with their ageing parents. The third are the more adventurous who are willing to give up the better salaries and standards of living in Japan and South Korea for a more laissez faire lifestyle in a tropical environment in Southeast Asia.