Importance Of Teaching English As A Second Language

Adopting effective teaching processes to teach English as a Second Language in the classrooms will considerably narrow down the prevailing gap between students at elementary level in government schools and their peer group in private schools. The main objective of teaching English as a second language is to enable students to use the language effectively. ESL classroom has to facilitate pupils to acquire English as a mode of communication, as a record and expression of literary and cultural values. If the teaching of English in India has remained unsatisfactory it is largely because of not approaching the language as an unavoidable and useful mode of communication that to be learnt entirely on practical consideration and not clouded over

Each component carries sufficient weight in imparting English language instructional system. Among the resources, teacher is the most influential one as s/he has the persuasive powers to help students acquire the language skills at stress-free and cozy atmosphere. Teacher with a smile would be the welcoming milestone. Teacher’s proficiency over the English language and knowledge over student psychology would profoundly contribute towards better language skill acquisition, as it involves two major components teaching and learning. Teaching English is different from teaching other subjects. The notion of treating teaching English and other subjects equally needs modification as language acquisition is not merely an understanding of a pack of information. English is a set of discourses that involve a learner to use the same for expression and communication. In the ESL classroom the teacher’s part is bit much challenging in involving a learner’s participation in language

What is specifies with respect to objective, content, learning activities and learner and teacher roles suggest the function for materials. The teaching and learning materials contribute considerably in acquiring speaking, listening, reading or writing skills. The instructional materials further specify subject matter, content and also define the learning objectives of the day that collectively constitute the goals of the syllabus. Some authentic materials turn the learning in ESL classroom into competency based, content-based, task-based and cooperative and some are designed to replace the teacher, so that learning can take place independently. Some materials direct various interactional patterns in the classroom whereas there are also materials that require specially trained teacher with near-native competence in the English language especially with respect to certain English language units such as accent and