Young ESL students sometimes bring to the classroom a culturally different set of expectations. Some students may be uncomfortable with verbal class participation or using hand gestures widely. Often, young learners of English prefer to listen and observe their surroundings before jumping into linguistic experimentation. Teachers need to understand that students may use communication styles different than those to which they are accustomed.
Teachers instructing young learners in English language often have to teach to different skill levels. Teaching a classroom in which each individual has a unique level of English-language exposure can be difficult. One standard curriculum may not adequately address the needs of even a handful of students. In such situations, assigning skill-level-based groups can help teachers instruct the class more effectively. Independent projects, such as small writing and drawing assignments, give teachers an opportunity to assess and communicate with each child individually.
Parental involvement is essential to effective ESL for young learners programs. A young person's use of language is related to her sense of identity. Early childhood education specialist Dr. Priscilla Clarke notes that parents and teachers must join efforts "if children learning English as a second language are to have positive outcomes in the early childhood setting." Students whose friends and family members speak the native tongue may be less motivated to learn English since communication in their immediate social group does not require English language skills. Students need to be encouraged in their ESL efforts both at school and at home.
ESL students who are very young socially lack the contextual experiences necessary to make sense of English language communication. In ESL language immersion preschools, teachers sometimes have difficulty with simple communications. Not only is there a language barrier to overcome, but students haven't been in school long enough to implicitly understand things like getting in line or taking out books. To provide enough context, teachers have to use a lot of body language and facial expression, and stick to a simple statement and inquiries.