Challenges Faced by English Language Learners and Teachers in ESL Classrooms

Running Head: ENGLISH 1
Second language literacies
Author's Name
Institutional Affiliation

EDUCATION 2
Abstract
There is a constant rise in the number of English Language Learners (ELLs) all across the world.
In fact, ire is the fastest growing population among learners and students. The reason behind is
that English has become the fastest-spreading language over the past several decades and is the
most common language. Spoken and used by billions of people across the world, the population
of English speaking is only set to rise. The international businesses and multinational companies
prefer employees who are fluent in English. Migrants, workers, and students who cross over to
other English-speaking dominant countries often have to learn English to strengthen their
employment opportunities as well as adjust well to the new environment. It is hard to ignore the
dominance of English as the global language of education and business. Data from students and
teachers' perspectives on English as a Second Language (ESL) classes reveals the encountered
experiences in the classrooms regarding curriculum, language barriers, and psychological factors
and learning environment. The paper argues that issues are faced not just by the students but the
teachers as well. There are suggestions on how the learning environment can be improved for
ESL classes and facilitate constructive learning.
Introduction

EDUCATION 3
Learning a foreign language or a second language is not easy. Immigrants to the English-
speaking countries like the US, Britain or Australia, face difficulties in learning English as a
second language (ESL). Several reasons have been identified the lack of expected progress in the
ESL students. There are many challenges as the learners' struggle with notable difficulties. What
adds to the challenges is the lack of a supportive environment for these students. Real-time
cognitive constraints such as incorrect pronunciation and lack of vocabulary lead to hesitation in
speaking and lower motivation for writing. It is not just the students but also the teachers too
who face challenges in ESL classrooms. It essential to understand those constraints and remove
them to build a positive learning environment for ESL students
The reason why I am interested in this topic is because of my own experience of learning
a second language (English). I was born in India and received my education in my native
language, which is Hindi. I studied in a Hindi medium school where the teaching instructions
were given only in Hindi. It was much later that I went to an English medium school when my
dad got transferred to another city. As a result, my written and oral skills in English always
remained weak. At home and at school, we barely spoke in English, and I never got good grades
in English. In India, you have an advantage in social and professional realms if your English
skills are good. Thus, even though I am not moving to another English-speaking country, I feel
the pressure of being good with my written and oral skills in English in my own country. I am
aware that countless students like me face the stress and challenge of learning English as a
second language.
Challenges for the students
Research on speaking English in a non-English speaking country show that language
barriers, psychological factors, learning environment and practicing the language are all linked to

EDUCATION 4
each other (Abrar, 2018). For example, in India, especially the North East (NE) region is
multilingual because of the vast linguistic diversity. Different states and tribes use different
languages in states like Arunachal Pradesh, Meghalaya, Nagaland, Mizoram, and Sikkim (Devi,
2017). As English is the first language and the official language, the children are taught English
much before they learn their own native language. It is interesting to see how well a tribal child
can speak English as compared to his tribal mother tongue. Ironically, English is not the second
language here, but it is the regional language which is given the status of the second language as
stated by Devi (2017). The United Arab Emirates looks at improving English language skills as a
top priority. The country is introducing new strategies for the teaching of English as a second
language in kindergarten and primary school classes (Al-Awidi & Ismail, 2014).
Teaching English as a Second Language (ESL) conversation is one of the toughest tasks
for the teachers. Students fail to become active role players during ESL learning because of their
weak conversational skills (SaravanapavaIyer, 2016). Proper grammar and vocabulary are
essential for conversational skills. International students deal with the issues of vocabulary,
grammar, and linguistic fluency when learning English-language. Language problems can leave
the international students experiencing unfair perceptions and lack of belonging (Ravichandran,
Kretovics, Kirby, & Ghosh, 2017). Their success relies on the fluency of the English as a second
language. A recent study on undergraduate students in Pakistan concludes that majority of ESL
students feel the usual situation-specific anxiety when facing an ESL exam. However, students
admit that they avoid speaking English and get nervous while conversing in English (Mari,
2016).
Speaking is the most challenging language skills for ESL learners as it requires complex
skills of conveying ideas verbally. The skills go beyond the understanding of the grammatical