English as a second language teachers usually come from different backgrounds than their students. The teacher must be careful to not misinterpret communication styles. Japanese students, for example, value pauses and time for mental reflection before answering questions. In cases such as this, the teacher should respect the student's communication style. Introducing classroom projects that highlight cultural traditions can help students and teachers better understand the others' cultural while increasing the amount of English learned. Having students share a favorite family recipe increases cultural understanding.
Some students might naturally be shy when learning to speak English. Large classes should be put into smaller groups often for more personal interaction. Although the majority of the conversation should be in English, allow students to ask for help or clarification in their native tongue. Each mistake the student makes when speaking should not be corrected. If the mistake is a major grammar or pronunciation error, repeat the incorrect statement so that the student can hear it. The student should only be corrected if he does not recognize his mistake.
ESL teachers should speak at a slower pace, but retain natural pronunciation. Use a normal volume that does not sound unreal or imitating. Speak at a regular pace when teaching students new phrases and vocabulary words. This allows students to hear the new information spoken by a native English speaker. Short, direct sentences are easier for English learners to grasp. For example, ask "How is the weather today?" instead of "Can someone tell me how the weather has been lately?" Students should also be exposed to a variety of voices through guest speakers and audio resources.
Writing short compositions can help students improve their skills. Have students read each other's compositions and provide constructive feedback. When grading and correcting submitted papers, resist the urge to fix every single mistake as this will likely discourage students. Instead, only correct major issues, and allow the student to recognize his own smaller mistakes as his skills progress.