ACE TESOL Diploma Program – London Language Institute OBJECTIVES You will understand: 1. The differences in the learning needs, goals, and challenges of immigrants, refugees, international ESL students, and international EFL students. You will be able to: 1. Meet the learning needs of the different student groups.

ACE TESOL Diploma Program – London Language Institute STUDENT LEARNING NEEDS Immigrants, refugees, international ESL students, and international EFL students have very different needs and goals that they bring to the language classroom. They also face different challenges both with learning the language and with daily life. To teach each student profile effectively, it is important for the teacher to understand the unique perspectives that each of these types of students bring to the classroom. Students’ needs, goals and challenges are obviously important in deciding what to teach, and can also impact on how a teacher teaches.

ACE TESOL Diploma Program – London Language Institute IMMIGRANTS Immigrants are newcomers to a country who have chosen to leave their home country and move to a new country. Immigrants have usually completed a lengthy process in order to qualify for permanent residency in the new country. The move to a new country is often well- researched and well-planned. While an ability to speak the language of the new country is often an asset and facilitates the immigration process, it is not always a necessity. All immigrants need to learn English in order to live in an English- speaking country. In an immigrant ESL classroom, learners’ ages can range from 18 to senior citizens; age is, of course, a factor in determining learner goal and needs. The situations where an immigrant might need English are very diverse. English is needed for situations such as job interviews, employment, education, parent-teacher interviews, shopping, accessing medical care or public services, finding an apartment, and socializing.

ACE TESOL Diploma Program – London Language Institute ADULT IMMIGRATION LANGUAGE TRAINING Adult immigrant language training often includes a lot of ‘settlement’ content. That is, students learn English while learning about life in their new country. They learn vocabulary, grammar, listening, speaking, reading, and writing in the context of information and situations that will help them settle in their new country. Since most adult immigrant language programs are non-credit, the teacher has some flexibility in terms of curriculum. Most schools have level outcomes to indicate the English ability a student should have at a certain level, but the teacher can use topics of relevance to the learners to achieve these outcomes.

ACE TESOL Diploma Program – London Language Institute ISSUES FACING IMMIGRANT LEARNERS There are many issues facing immigrant learners that can affect their performance and behaviour in language classes. One such issue is concern for family members, who may have also immigrated or who may have remained in the home country. Health issues can also be a factor; immigrants may not be able to afford proper nutrition or medical care, and may struggle to pay their bills. Because immigrants have so many life issues to contend with, they may not be able to attend classes regularly. Many immigrant ESL classes admit students on a continuous intake basis, meaning that there is no set start date for the course. This makes classroom continuity a challenge, and means that the teacher has to be flexible. Immigrants are often in a great hurry to learn English. They have to support themselves and their families, and therefore need to acquire enough English to find work. Immigrants often lose social and economic status when they leave their countries, and English is seen as one of the keys to regaining status. For people who held positions of respect and authority, being a student and ‘starting over’ can be very demoralizing. The desire to improve their English rapidly leads to frustration for some immigrants, which can be manifested as negative or withdrawn classroom behaviour. For immigrants with little or no formal education, language classes can be especially challenging and intimidating. Immigrants with little or no literacy in their first language obviously face even bigger obstacles in learning English.

ACE TESOL Diploma Program – London Language Institute CULTURE SHOCK Culture shock is something for teachers to be aware of, and perhaps even address in a lesson: Moving to or living in another culture causes initial feelings of excitement and euphoria. This is followed by a period of ‘culture shock’ when differences in the new culture are perceived negatively, and feelings of hostility, depression, or withdrawal can occur. Most people get through the culture shock phase and move into adaptation, where elements of the original and new cultures are blended. The speed at which immigrants move through these phases varies, and teachers may notice behavioural changes in their students as they move through the phases. A student who was once upbeat and engaged might become quiet and withdrawn, for instance.

ACE TESOL Diploma Program – London Language Institute REFUGEES Refugees are people who had to flee their home countries due to persecution, war, famine, or other political upheaval. Although refugees have a lot in common with immigrants, refugees have additional challenges to overcome. Refugees may worry about family members who were left behind in dangerous circumstances. Refugees may also suffer from Post-Traumatic Stress Disorder, causing them to be fearful or become depressed. Health issues can also be a problem, particularly with refugees who may have endured great physical hardship or who have medical conditions that went untreated for long periods. Another huge issue for refugees is uncertainty about the future. They wait months and sometimes years to find out if they will receive permanent status in their new country. Refugees usually have more stresses to deal with than immigrants; these in turn can affect their performance in the language classroom. Culture shock and homesickness can happen to anyone living in a new culture, but refugees often suffer more because they cannot return to their home countries.

ACE TESOL Diploma Program – London Language Institute INTERNATIONAL ESL STUDENTS (ENGLISH-AS-A-SECOND-LANGUAGE) International ESL students travel to English-speaking countries on student visas to study English for specific periods of time. Generally, they return to their home countries after their period of study is completed. These students are often in their early to mid-twenties, and may be university students in their home country, or recent graduates who want to improve their English before they seek employment. Some are professionals looking to improve their English for their careers. For others, studying English is part of a broader cultural experience. These learners may expect social events and excursions to local attractions to be part of the curriculum. Generally, these learners are financially secure, since they were able to travel abroad to study. Although living in a foreign country can be stressful for anyone, international students don’t experience the same settlement stress as immigrants. Usually, their accommodations are arranged in advance, and they don’t have family members to support.

ACE TESOL Diploma Program – London Language Institute INTERNATIONAL ESL STUDENTS CONTINUED… International ESL students may want to learn business English or English to use when traveling or socializing, while some are interested in improving specific skills. For instance, many Asian students have strong grammar and writing, but relatively weak listening and speaking skills. Many programs catering to international students have discrete-skills classes (separate classes for reading, writing, listening, and speaking). Typically, classes for international ESL students have specific start and end dates and regular attendance is mandatory. Students pay fees to attend these classes, which are usually run by school boards, colleges, and universities.

ACE TESOL Diploma Program – London Language Institute INTERNATIONAL EFL STUDENTS (ENGLISH-AS-A-FOREIGN-LANGUAGE) International English as a Foreign Language (EFL) students are students who study English in their own, non-English-speaking country. The language classroom is often the only time these students are able to practice English. If the teacher is a native-speaker from abroad, he or she may be expected to be a transmitter of culture as well as a language teacher. EFL students’ motivations for studying English vary. Some want to study English to enhance their career prospects, either domestically or abroad. Others want to travel abroad, and English is the language of international communication. Others plan to study abroad and need to pass a standardized proficiency test like TOEFL or CAEL to gain admission to English schools. For some, studying English is more of a hobby than a serious pursuit with a specific desired outcome. Of course, these students don’t experience culture shock or settlement stress. Perhaps the biggest challenge for EFL learners is the fact that they have very few opportunities to practice English outside of the classroom. Their interactions with native speakers are usually very limited, so listening and speaking skills may be difficult to develop.

ACE TESOL Diploma Program – London Language Institute Complete question 1 (A) as discussion in class.