CHARACTERISTICS OF ESL TEACHERS WHO PERFORM WELL WITH PRESCHOOL ESL LEARNERS

Аннотация

At this age, children are practically taking in everything, so their learning experience is more integrated, and requires a combination of visual, physical and aural activities. Much of their language learning experience at this stage is through repetition, and one- sided communication between teacherand student. Key words:factor, compartmentalize, education, technique, preschool, thrive, unlike Preschool learners are particularly challenging because of their shorter attention spans, so teaching at this level requires patience as well as teaching techniques to hold the attention of the students. It goes without saying that formal training in early childhood education is a key factor in a teacher’s effectiveness with this group, as there are many unique aspects to teaching preschool learners. Unlikeolderlearners, preschools learners donot generally learn in a compartmentalized manner. Withouta doubt,ESL teachers who thrivewith very young learners are:  Adaptable  Communicative  Creative  Empathetic  Energetic  Observant  Patient  Playful To be an effective ESL teacher for this age group, you really do need all of the above traits. Formal training in Early Childhood Education would definitely be a valuable credential for teachers whowant to work with Preschool/Kindergarten ESL learners. If you’re stillundecided if this is the right age group for you, FutureLearn offers a course: English in Early Childhood: Language Learning and Development. The teaser version offers free access to the course for 8 weeks. https://ijmri.de/index.php/jmsi volume 4,issue4,2025 278 Because Elementary School ESL learners fit inside a group with a wider age range, anyone intending to teach this age group should have a high level of patience and be adaptable. As with Preschool learners, teaching English to kids can be extremely rewarding on a personal level, and belucrative dueto thehigh investment parents make in theirchildren’s education. ESL teachers who teach this age group can earn decent incomes and supplement that income through privatetutoring andonlineESL teaching. Because of the wider age range of this group, there are going to be some major differences in the characteristics between younger and older Elementary ESL learners. Still, there are several commonalities.Elementary ESL students learn English:  As an independent subject orsubjects  For contexts (greetings, introductions, expressing feelings and opinions, making descriptions, etc.)  Withan emphasis oncorrect pronunciation and grammar use  With a focus on specific skill-building in listening, reading, speaking, and writing skills development In addition to these, Elementary ESL learners participate in a range of activities to evaluate and strengthen both general and specific English language proficiency. These can include participating in tests, speech or public speaking competitions, English clubs, English camps, and otherschool-organizedprojects and activities. One major theme for Elementary ESL learners is that during these formative years, they begin to develop two-way communication skills: they learn to express their feelings and opinions,describe people,places and objects, and apply critical thinking skillsto solveproblems. In other words, they gradually become less reliant on the ESL teacher and gain some autonomy in communicating and completing tasks in English. As their listening, reading, speaking, and writing skills also advance, they are exposed to English outside of the classroom through a variety of media, including movies and real-world experiences like traveling the world. Teaching ESL students in high school can be rewarding and challenging, depending on the teacher's skill level. Many personal, social, and psychological factors come into play as high school students enter adolescence, and teachers must be prepared to work with this age group. In addition to these, ESL students in high school face academic demands as they get ready for college. Academic pressures can vary greatly depending on the location and culture of your ESL classes. For instance, Chinese students experience high levels of stress as a result of the demands made on them by both the Chinese educational system and well-intentioned but demanding parents who want to see their kids succeed. In actuality, these demands start in elementary school and inevitably get more intense as students get ready tostart college. It's critical that ESL instructors understand these demands and foster frank and constructive conversations with their pupils. ESL teachers must also provide a space for students to express themselves rather than restricting their lessonsto just teaching. USEDLITERATURE: 1.Collie, J.and S. Slater. 1990. Literature in the Language Classroom: A Resource Book of Ideas andActivities. Cambridge: CUP. 2. Custodio, B. and M. Sutton. 1998. “Literature-Based ESL for Secondary School Students” in https://ijmri.de/index.php/jmsi volume 4,issue4,2025 279 TESOL Journal. Vol 7,