The Dynamics of an Effective Intermediate Level ESL Program

An effective intermediate level ESL program has clear cut intermediate level goals and objectives, specifically designed for ESL students living in the United States for more than one year. These students are usually somewhat English fluent and have a relatively low standardized English or reading test score. The intermediate level student is the English language learner who can communicate fluently in English but demonstrates poor grammar, reading writing skills and has a limited vocabulary and grasp of cultural concepts. This type of student lacks linguistic proficiency in English, because of an inability to speak, read, or write in English without numerous errors in grammar and English usage. In addition, the mistakes made are usually not those of native speakers of English, but of someone experiencing a great deal of interference from another language system. Specific goals and objectives should be written for the English fluent speaking student. Instructional plans should be structured in ways which best take into account the students: age, maturity, general aptitude, and proficiency in the first language, rate of progress and cultural background. Most importantly, sensitivity to the knowledge of the primary culture of students should be demonstrated by way of developing instructional plans with a multicultural focus. Student progress should be assessed on an ongoing basis. Students should be tested weekly so progress can be assessed and instruction modified as needed. Identifying and placing ESL students in appropriate courses is critical to the development of an effective ESL program. Equally important, is the development of level appropriate goals and objectives. The below link is an ESL intermediate level goals and objectives curriculum resource. Many educators have found this guide useful in developing an effective intermediate level ESL program. http://www.scribd.com/doc/17002306/ESL-Intermediate-Level-Goals-and-Objectives-43-Pages