Learning a new language is tough. Great skill and structure is required to offer the student an information and resource-rich environment in which he can learn the basics of the English language, build a working model of the English language and work with other students experiencing similar challenges and accomplishments. The key to an English as a Second Language (ESL) student's success is enrolling him in a comprehensive learning program that extends from the classroom to playground (e.g. extracurricular activities) and beyond.

Significance
Non-native, English-speaking students are commonly placed in ESL classes to advance the student from basic-level reading and English comprehension to a more proficient level. Basic or introductory ESL classes are available to children as well as adults. Adult students enrolled in ESL classes are generally structured around business vocabulary as well as general curriculum requirements. School-age students are introduced to the English language through picture art, vocabulary building games, grammar and sentence structure models.

Features
ESL programs are offered in all public and private schools. The number of students enrolled in these classes will vary by program and the location of the school. All schools are subject to a structured program curriculum including pronunciation, idioms, rhythyms and intonations, reading and writing. Some advanced and adult education school programs include history, government, science and math classes as well.

Misconceptions
It is sometimes commonly believed that total immersion and acclimation into a dominant culture will result in a quick transition into the "norms" of that culture and language(s) spoken. This is a myth. Learning a second language requires specific learning aids and programs built around structured teaching tools. These tools include group activities, vocabulary building techniques, role playing, pictorial aids and the use of humor.

It is also sometimes commonly believed that most ESL students suffer broad learning disabilities that prevent comprehension of the second language. This is also not true. As with any learning program, variations in learning ability will exist. The best option is to encourage students to only speak the second language (English) during his class time and then speak his native language at home. The stronger the comprehension level of the student in terms of her native language, the more easily she can transfer those skills to mastering her second language.

Warning
Common challenges for ESL students include depression, resistance to the language and culture, periods of silence or isolation from the larger group, complaining and illness. The best way to resolve some of these issues is to work with the student to access his individual needs, learn about his home environment, enroll the student with a mentor from a similar cultural background, ask the student to express his feelings about the program and then address any issues that can be readily addressed. These include performance, comprehension level and common tools other students use to improve language skills.

Identification
In addition to maps and art and other aids, some instruction should also incorporate the following:

Photocopying the lesson plan for distribution, listing vocabulary on a white board in front of the class, and establishing word banks for the students to build upon.

Instructors should always speak slowly and clearly offer contextual clues. When necessary, instructors should gesture and use props to aid his instruction.

Instructors are encouraged to check in with the ESL students and ask open-ended questions such as, "Do you understand?"

When helping ESL students build their vocabulary skills, it is important for instructors to use synonyms and antonyms, linking the definitions with each repetition.

Size
ESL groups should always be limited. Three students per group is a good number.