Thirdly, you could replace a long, linguistically-demanding reading homework text with a shorter, less complex one on the same subject. There are various online resources that provide versions of the same content with varying length and linguistic complexity. [An example is .] And if you are assigning Google research, you could show students how to filter the results by to ensure that they are not attempting texts that will clearly be beyond them.Finally, you could determine how long it would be likely to take the average native-speaker in your class to complete the assignment and tell the ESL students to work on the assignment for that length of time, then stop. ESL teachers at FIS are very flexible about allowing extra time in ESL lessons for students to complete other subject work that they had no time to finish at home, or to start the work in class and therefore need to spend less time on it later that evening.If you feel that any given homework assignment is likely to be demanding and thus time-consuming, or if you are not sure if it will be, you are recommended to contact the students' ESL teacher. He or she will be able to advise on the demands of the task, and will be happy to suggest - and in most cases to prepare - a modified task. It is clear that ESL students need to spend longer on homework than native-speakers, and may occasionally need to stay up very late to complete it. But it is important that this does not happen regularly. Any excessive time spent doing homework eats into the time when they should be relaxing, pursuing their hobbies, or just reading for pleasure. Students who are tired and stressed because of homework demands and lack of opportunities to "switch off" will not be fresh and productive in the classroom, and may well become sick. It is notable how often mainstream teachers comment that the students in the class who generally need the most help, namely the ESL students, are the ones least likely to ask for it. There are various reasons why this is the case. Firstly, the ESL students may simply not feel that their proficiency in English is good enough for them to ask the right questions or understand the teacher's answers. Furthermore, ESL students may feel embarrassed to show their lack of understanding in front of the rest of the class; better to say nothing than have the other students think that you are slow or stupid. ESL students who were proud of their achievements in their previous home-country school may feel it demeaning to now be so reliant on the teacher, and prefer to keep face rather than expose their helplessness. It is possible, finally, that some ESL students believe that by asking many questions or frequently asking for help, they somehow convey the the idea that the teacher has not done a good enough job in teaching them. The advice to the teacher with ESL students in the class is to structure lessons so that there is some time when students are working individually or in small groups. This allows the student to ask questions or for help without being exposed to the attention and possible derision of the full class. It also allows the teacher to approach students suspected of struggling and discreetly offer help. Teachers could also make it clear to their ESL students that they are generally available to answer student questions after class or during break and lunch.


Satisfied customers are saying