| Anyone who is learning a new language can easily be | | | | practice writing English including essays and stories. |
| overwhelmed. There are new words and new | | | | Learning to spell the language is an entirely different |
| pronunciations to learn and none of it makes any | | | | experience than learning to speak it. |
| sense at first. English can be particularly difficult to learn | | | | Singing: Singing is another way to practice putting the |
| due to our word variations and spelling variations. | | | | language to use. The students learn to substitute the |
| Because of this, most English as a second language | | | | English words for their native language in familiar |
| classes will include functional practice. This is putting the | | | | songs. |
| words learned into action. | | | | The more practical applications that can be used when |
| Conversational English: This is used to practice words | | | | teaching English the better the student learns. Totally |
| used in everyday conversations. It gives the students | | | | absorbing the student in language application slowly |
| practical applications for the words and sentences | | | | builds up to a virtual sink or swim situation in which the |
| they are learning. The benefit of using conversational | | | | student will either take part in and understand the |
| English is that the student can both memorize the | | | | exchange or be completely unaware of what is being |
| words and fit them into a conversation. This is most | | | | said. |
| often done between two students who are trying to | | | | Of course, these immersion sessions are done after a |
| practice their English. | | | | buildup of learning and practicing the language. The |
| Role Playing: Often, this is done between the instructor | | | | more practical applications that can be used when |
| and the student. The instructor will play the part of a | | | | learning English, the better understood the language will |
| waiter or another person with whom the student may | | | | be. Functional practice ensures that the student will be |
| have to speak. The student hears the English spoken | | | | able to express themselves in different situations and |
| from the instructor and also responds in English. This | | | | also be able to understand what is being said to them. |
| also puts practical use to the words and phrases that | | | | Over time, the English language becomes more familiar |
| have been learned and also gives the student the | | | | and begins to make more sense since they have used |
| opportunity to recognize words in English being spoken. | | | | it in many different practical situations. This method of |
| Practical Applications: Once the students become | | | | instruction has proven very successful and is used |
| more familiar with the language, the instructor may set | | | | widely to teach English as a second language. While |
| up a field trip of sorts. The idea is to actually get the | | | | the student may not learn every nuance of the |
| students in a public situation where they need to | | | | language, they have the opportunity to practice it and |
| understand and be able to speak English. The | | | | come to a point where they understand English and |
| instructor intervenes only when necessary. | | | | are able to make themselves understood when |
| Writing: There are many different applications used to | | | | speaking it. |