Teaching English as a Foreign Language

Chapter 22: Distinguishing Monolingual and Multi-lingual Classes 325

✓ Portuguese: televisão

✓ Spanish: televisión

This example highlights three problem areas in multi-lingual situations:

✓ You need to be prepared for the different speeds at which learners are
likely to grasp language, given their different backgrounds.

✓ If only one person is lagging behind, this individual may feel too shy to
speak up.

✓ You may overlook the one student who doesn’t get it because the others
so enthusiastically express that they do.

The solution to all three problems is that you never take for granted that

the whole class understands. If you draw or show a picture before using the

word, everyone gets the idea at once. Additionally, you can ask questions to

make sure that students understand (I discuss concept check questions in

Chapter 5). Even if the student understands already, they have an opportunity

to express themselves and help their fellow students understand.

Concept check questions for ‘television’ are:

What shape is a television?

Do you have a television in the garden?

Where is the television in your house?

What do you watch on television?

Use students who are faster on the uptake to help model the language. Good

speakers can show classmates how to pronounce a word in small groups.

They become your assistant teachers which is motivating for them and

helpful for the classmates.

If one student has a linguistic problem which is more complex and not relevant

to the other students, give them more personal attention. For example, a student

from Libya could be slower at doing his work just because it is more difficult

for him to use the English alphabet and script. Instead of partnering him with

a classmate who reads and writes well, be his partner yourself so that you can

assist with some of the more difficult words and give encouragement.

In the long run, you may have to accept that some students will have to

change class in order to move ahead more rapidly or to repeat the course

again. This isn’t desirable but there is no point ignoring the needs of one or

two students just so that you can keep the group together. Your class should

proceed at a pace which is comfortable for the majority of learners.