Teaching English as a second language at a community college presents challenges, the most pressing ones among them are attempting to modify the way grammar is taught and helping students who have very different goals in the classroom. In my opinion, teachers in these classes should strive to correct these issues using creativity and passion.

While working as a teaching assistant, I observed teachers in many classrooms teach grammar and writing using the same format: The teacher presented a grammar form and students completed a handout individually and shared their answers with the class. I saw countless students fall asleep or become bored during this procedure, and I worried for a while about the impossibility of making grammar and writing exciting for them.

I began exploring other pedagogical practices upon observing the classrooms of instructors who began a grammar lesson with a discovery task or freewriting. My eyes were opened as a result because, up to that point, I had not realized there were interesting and engaging ways to approach teaching grammar or writing. Yet since then, I have come to understand that this approach should be an essential part of the ESL classroom.

Moreover, many of the students in our classrooms are technologically savvy and need more stimulation to stay focused and understand the material presented. Challenging and engaging our students, therefore, requires more innovative lessons. The most successful instructors seem to be those who have learned to make good use of the apparent inconvenience of computers and electronic devices in the classroom (for example, those cell phones that keep ringing nonstop). Instructors should wonder how to bring technology into the classroom in a way that is beneficial for all to improve their lessons and inspire students to become more active learners.

ESL classrooms at a community college present distinct challenges in that almost each student comes from a different country, has a different first language, and has had very different educational experiences. Most important, they also have different goals. Many of them are taking ESL writing courses in order to, eventually, take a freshman composition writing course. Generally speaking, a majority of these students have had some schooling in the United States, including high school in many cases, and possess good written and spoken skills in English. On the other hand, there are those who have recently arrived in the United States. Lacking previous experience in U.S. classrooms, they are taking the course to improve their grasp of the language.

Both groups present different challenges. The first ones can communicate verbally at a very proficient level and have learned the format of writing a paragraph and a five-paragraph essay in mainstream English courses throughout their education, yet their grasp of academic English may not be adequate. Therefore, upon been placed into an intermediate, or even advanced, ESL course, they appear uninterested in learning what they think they already know about writing and grammar. In my experience, I have argued with countless young students who do not understand why their informal writing style is not acceptable in my class, especially when it allowed them to succeed in high school English classrooms in the past. My response to this issue has consisted of using a variety of pedagogical practices; however, it is not always enough. Often, honest conversations with these students about their issues with academic English are necessary.

The second group has presented the greatest challenges in the majority of beginning and intermediate courses I have taught so far, because I have found it necessary to spend a great amount of time familiarizing these students with the expectations of a college classroom. Among these expectations is respecting instructors along with fellow students by listening when they are speaking and engaging in dynamic, yet polite discussions.

An approachable and open forum that explores the issues facing ELLs today and provides guidance to those working with ELLs is essential, as is instructors’ knowledge about the issues ELLs face on a daily basis. If instructors increase their communication about these problems, seek information about emerging trends in the education of ELLs, become more aware of the ever-increasing number and variety of pedagogical approaches used by experienced and successful teachers to teach students with limited proficiency in English, and are willing to adapt, solutions can be created and implemented that can definitely change and improve the educational landscape.

Many teachers spend too much time blaming those instructors who taught their students before them. Instead, we might need to focus on how to help the students we have in front of us in the most effective way. Researching and experimenting with the multitude of pedagogical approaches at our disposal may be a good way to determine what will lead to students’ success.

Bridgette Vera teaches English as a second language at Fullerton College. Her interests include linguistics and rhetoric.