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There are a variety of methodologies for teaching English or facilitating students' language acquisition. Some methods such as the Grammar-Translation method and the Audio-lingualism method have been used for decades, and while there may be a place for such methods, they are not always ideal or grounded on real-life language learning. Other methods such as the Presentation, Practice, Production; Task-based learning; communicative and community language teaching methods are grounded in demonstrating and encouraging the use of words and phrases used in everyday situations such as going to the supermarket, going for a walk or the games students might enjoy playing. These real-life contexts can encourage students to engage and to share their prior knowledge of language connected to these contexts, scaffolding each other in the engage stage of learning. There are so many techniques teachers can use to elicit language related to a particular topic, such as real objects (fruits and vegetables), flashcards (items found at a grocery or hardware store), drawings, sentence gap fills and asking verbal questions which invite students to share what they already know. What I've learnt is that correction at the 'engage stage' is not necessary and indeed, can discourage student participation. It is also important that the teacher hears from every student at this stage. I've learnt that by following the engage, study, activate we can provide a lesson structure where students first call on prior knowledge, then learn new language, then practice the new language. ESA also provides a balanced range of activities. It allows time for teacher instruction, but also independent student-directed study and student to student activities (activation of new learning).
