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Hatsushiba Hashimoto High School - International English Program
Slow ESL Learner Teaching Strategies
Course Coordinator Guidelines
Slow ESL Learner Teaching Strategies
Speaking Test Guidelines
Teaching of Speaking Guidelines
Discipline Guidelines
English Teacher Work Guidelines
General Teaching Guidelines
Teaching of Listening Guidelines
Paper Test Guidelines
Teaching of Vocabulary Guidelines
Video Guidelines
Official Advertisement for the ESL Teacher Position


All of these ideas are good for regular or advanced learners, but because slow learners need more support, these are especially useful for them.


1.           If possible, try to stream slow learners into their own classes or groups as early as possible, using placement tests.  It is much easier to learn and to teach where the students are closer to their own proficiency level. Do not give these classes any designation which indicates they are in fact “slow learners.”


2.           Look for every opportunity to encourage and to reinforce the idea that the students are improving and that it takes time and effort to do this. Also, keep reminding them that one has to be willing to make some mistakes, to take some chances, in order to improve.


3.                      You will need a tighter lesson plan because slow learners cannot usually think very creatively or spontaneously.  You should work toward these qualities but more careful planning is needed.


4.                      The more the lesson’s content is concrete, visual, familiar, and personally interesting to the students, the better. 


5.                      Look for opportunities to make the lesson fun.  Relaxed learners learn better.


6.         Encourage students to ask for further explanations or

            examples, or just to announce whenever they still don’t

            understand lesson’s learning point.


7.         Check for understanding of each learning point, and then give students sufficient opportunity to practice, experiment with, and review the target language, within and without the classroom.


8.        Regularly give homework assignments which reinforce and review what the students were taught in class, both recent and past.


10.    Give thorough review guides which communicate to students 

         what the test   content will be like.