The first thing I was told when I arrived in 1990 at the university in Wuhan, China, where I was going to work for one year, was that I would be teaching speaking and writing courses and I could select the books I wanted to use. In 1993, the Indonesian Asian Development Bank project I was affiliated with at a university in Borneo was brand new--I and an American colleague were hired to help implement it--and I had to design all the courses I taught there, too.
UNLAM, the university I worked at in Indonesia; source: Arief Rahman Saan (Ezagren) |
So that left me free to design my lessons as I saw fit after all. Which, as it turned out, suited me just fine. I appreciated having the freedom to design lessons that I thought were most appropriate for my students. I really enjoyed creating activities that allowed me to address their particular language needs. I felt that I had more flexibility in teaching my students because there was no set curriculum with a scope and sequence of concepts that had to be taught at specific times and which required me to rush through material to make sure everything had been covered by the end of the school year.
When I began teaching content-based ESL classes--that is, classes that taught English language development using social studies content--I had to incorporate history and geography concepts into my classes but my lessons didn't mirror the mainstream social studies because, if they did, well, what was the point of having a separate class for ELLs? So even with those constraints, I still had a lot of flexibility to teach what I thought was best for my students. I found resources written specifically for ELLs that not only covered the social studies materials but also included a lot of ESL support. My favorites are Ballard & Tighe's Ancient History and World History textbook series for teachers who need such resources and I highly recommend them.
The introduction of standardized testing under NCLB and the Common Core State Standards has changed things somewhat, as many ESL teachers must now align their lessons to Common Core standards. But the ELL demographic is so broad, with so many different types of
students who come from such a wide range of backgrounds and have so
many different kinds of educational needs, that ESL teachers almost by necessity have to have the freedom to create and adapt lessons to suit the students they have in front of them in the classroom. This means that ESL teachers have to be creative in their lesson planning and that is a big reason why I enjoy teaching English as a Second Language over other subjects.
Find out what my first and second reasons are HERE and HERE.