Teaching English as a Second Language (ESL) to Adolescents in the State of Mexico, Challenges and Strategies

Adalberto Magdaleno-Hernández; Edgar Magdaleno-Hernández; Nancy Vianey Cruz-Cruz; Francisco  Pérez-Soto

doi:10.29057/lc.v3i5.7849

Adalberto Magdaleno-Hernández Universidades para el Bienestar Benito Juárez García https://orcid.org/0000-0001-9601-4658
Edgar Magdaleno-Hernández Universidades para el Bienestar Benito Juárez García https://orcid.org/0000-0002-3726-411X
Nancy Vianey Cruz-Cruz Universidades para el Bienestar Benito Juárez García https://orcid.org/0000-0001-6770-6719
Francisco Pérez-Soto Universidad Autónoma Chapingo https://orcid.org/0000-0002-7982-420X

DOI: https://doi.org/10.29057/lc.v3i5.7849

Schlagworte: Communicative approach, Teenagers, eclectic approach

Abstract

Teaching ESL to adolescents involves several challenges for the teacher. The objective of this study is to identify the main challenges an ESL teacher faces, and recommend effective strategies to face them. A diagnosis was made in secondary and high school students in the State of Mexico, the students were characterized, the current teaching program and recommendations were suggested and applied. It was found that beginning students are susceptible to get distracted and not following school rules, practices that make teaching difficult. Students with prior knowledge, and from higher levels, are more focused on learning the language, but both levels need to exercise their long-term memory. The eclectic approach is recommended for beginning students, and the communicative approach, for advanced students. It is recommended that teachers carry out diagnoses to characterize the students and based on these update their methods and materials; group management skills, and use lesson planning and log books for better teaching practice in English.

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