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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
There are four things a students need to do with new language; being exposed to it, understanding its meaning, understanding how it's constructed and how to be able to practice and produce it. It is therefore necessary that we ensure students are introduced to a new language in a balanced and manageable way. ESA methodologies can easily be used introduce a new language. Grammar and vocabulary targeted lessons can use the 'straight arrow' ESA approach whilst the 'boomerang' and 'patchwork' ESA structures target function-based lessons. As an effective teacher, you will need to think about which structure will be most appropriate for the class and to the language being introduced. How easy or difficult a vocabulary is depends on certain factors and this should be taken into consideration. Introducing a new language structure largely depends on the level of the class and the course syllabus being used. Students will need to know what the language means, how it is used, what the grammatical form is and how it is said/written.