English Language Program

Afterschool programs are able to bring a wide range of benefits to youth, families and communities especially in the field of English as a Second Language (ESL). ESL afterschool programs can boost academic performance, reduce risky behaviors, promote physical health, and provide a safe, structured environment for the children of working parents as well as help students thrive in an English-speaking environment. They provide a culturally sensitive atmosphere to help develop ESL students’ literacy skills and offer literacy-related activities that promote the English Language Learning students’ motivation and interest.

Generally, these activities occur in a controlled environment such as the school’s auditorium or playground between 1-2 hours on school days, and sometimes on the weekend depending on the number of students.

Afterschool instructors work in tandem complementing and extending ESL classes’ activities and programs whereby students would improve on the skills learned in class and apply it more frequently for extra practice and be coaches or instructors to others as they use the acquired language.

The most useful ESL afterschool activities will be meaningful and closely tied to real objects or relevant to their personal lives to provide a concrete context for words and ideas. To the extent possible, activities and support should be provided to bridge the students’ primary language, while simultaneously giving students authentic opportunities and encouragement to practice responding in English. The style and medium of communication should be adapted to the needs or the students whenever possible. Spoken directions should also be written e.g. gestures should accompany oral language.

Commonly referred to as IELP, Intensive English Language Programs can help English Language Learners improve their sills whether for educational, business or personal purposes. Programs are typically designed for students to live in the language so that English can be learned more efficiently.

Students can vary by age; however, it is most common for students to be in high schools or at university whose studies take place full-time e.g. 20-25 hours per week. Courses are in Reading, Writing, Listening, Speaking, Grammar, Vocabulary and English for Specific Proposes.

The most useful IELP activities will be meaningful and closely tied to real objects or relevant to their personal lives to provide a concrete context for words and ideas. To the extent possible, activities and support should be provided to bridge the students’ primary language, while simultaneously giving students authentic opportunities and encouragement to practice responding in English. The style and medium of communication should be adapted to the needs or the students whenever possible. Spoken directions should also be written e.g. gestures should accompany oral language.