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Managing problems and increase participation with ESL students

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You are the teacher of a higher beginner level ESL class. It's way through your course and notice that a small group of students are not engage in the course despite regular attendance. the student complete only the minimum amount of work required ,speak to each other unless spoken to directly, but do not participate in class. You are concerned about these students and unclear about what is causing such a high level of disengagement. Based on this scenario respond, how many are in the class, their L1s, the focus of the course, who these disengaged students are-age, L1, fairly situation abilities in English.
List possible reasons why these students might be disengaged from course.Link the reasons to some of the theoretical issues know and show how these theoretical issues help to understand these students' behaviour.The reasons should be informed by whatever details provided above.

Possible reason.......

Theoretical Issue.....

Taking the above identified possible reasons as the cause of the students disengagement describe how you would address these students situation in your class. Be specific about the classroom procedures you would employ. Why you have made the decisions and how they tie back to appropriate theoretical issues/readings.

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Solution Summary

Getting students in an ESL classroom to engage in the activities of the class may be complicated by several factors -- students' ethnicity and country of origin, gender, skills in English. There are ways that are common to classrooms to encourage students to fully participate in classes.

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Your premise is interesting - the ESL classroom and student performance.

Coming at the classroom environment from the teacher's point of view also is interesting.

Let's break it down into the two components - possible reasons and theoretical issues involved.

Possible reasons may include:

Cultural - what are students and classes like in the home country (countries) of the students?

Are students expected to be seen and not heard? In their home cultures, do honor teachers and instructors so much that they do not want to speak in class?

In the students' home countries, were they students who had difficulty learning, and now are feeling forced to learn English, but facing the same learning issues?

Other reasons could include embarrassment about participating, not wanting to make a mistake when trying to speak English.

Your premise is the class is the same level and the students are generally advancing at nearly the same rate. Still, there is likely to be one or two outstanding students in the class, the type of student the others would want to emulate and be like as they advance. These might be the students who would hold the others back from fully participating.

Theoretically, ...

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