Linear Development in ESL Education

 One of the primary objective of this essay is to convince the policy holders and planners to come up with a model that functions as a network among the ESL teachers at schools to improve the students' English language skills.

The solution we propose is stupendoulsy simple and straightforward. It does not involve any more enhancement of physical resourses required in ESL education system that it is already invested. However, the model we propose requires teachers and parents to play a critical role in keeping tab's on their students/children's level of education.

One of the major problems faced in ESL education is lack of continuation or linear development. The syllabus does not follow a linear pattern in terms of the principles of second language acquisition or second language education.

The model we propose starts with Grade 1 itself. In Grade 1, we highliht the necessity for the teacher to identify the child's learning styles and learning patterns. At this level, the teacher is supposed to take extensive notes on child's learning styles and learning patterns. The teacher should create  a valid and reliable database with the child's preferences and all the other primary details that he/she thinks will be necessary for the future learning. The database should be stored in  a safe place where the student, the teachers and the parents have easy access. 

The second step involves in planning and designing.

The third step is implementation.

The fourth level is feedback and reflective process.

Both conceptually and pragmatically, this model attributes more weight to competence and functionality than knowledge. We also stress the need for the facilitation for the learner to acquire the language and not to learn the language.

This model is a collaborative approach requiring the equal support of both parents and teachers as well as children.

At the end of this process, everyone should have access to the activities and