To aid information storage in long-term memory and later retrieval, English language teachers (EFL ESL) need to use a combination of multi-sensory teaching methods to introduce and later rehearse and recycle material.
Unfortunately, long-term semantic memory is known to have the weakest retrieval system. Therefore, ESL EFL teachers have to make sure many neurological paths and connections are made and developed so English language students can store subject matter securely and retrieve information easily.
For English language teachers, it is important to know when planning lessons that the temporary storage space available in the short-term working memory system is limited.
Sometimes, our ESL EFL students' vacant looks appear because the classwork being reviewed was never perceived or processed adequately in the first place.
There are always a number of students in foreign language classes that can't seem to keep up with the pace of the other students. The following four theories may help teachers pinpoint the root of their ESL / EFL students' difficulties.
One reason why ESL and EFL students may be having difficulty learning a foreign or second language is that they rely heavily on their native language (L1) writing system and the English orthography differs greatly to their L1.
ESL EFL teachers or professionals need to be aware that English language students have qualities and learning differences that can enhance or hold back their language acquisition process. However, the language itself also has components that may inhibit learning.
Today, in classrooms, hundreds of struggling EFL ESL students of all ages and levels sit frustrated and suffering and feeling like failures. Teachers often wonder why they can’t keep up and view them as ‘slow learners’ or think “they are not motivated and just not trying hard enough”. Most teachers of English aren’t trained to instruct students who do not fit into the ‘norm’.