with bilingual education it takes between four and seven years for a non-native to reach national norms on standardized tests of most subject material. (p. 56)
An ESL educator's experiences as narrated in "Making a Place for Foreign Students in Class," illustrate some of the practical concerns facing an ESL teacher. The author reflects on the manner in which to best instruct English as a second language learners. Additionally, she solicits her students' input so that she can practically gauge the success of her teaching strategies (Mohr, 1994, p. 44). She considers her students to be enthusiastic learners, which is essential for sound instruction:
My classes are usually 8 to 12 students, which offers almost a "home base" for these enthusiastic learners, and allows me to take special interest in these very special students. It is because of the special relationship that we develop in our ESL class that I end up hearing and sharing their language tales and educational woes. (p. 44)
Mohr goes on to observe that ESL teachers should empathetically consider their charges' mindsets as they are exposed to a barrage of new language experiences. She is careful to assume nothing when it comes to estimating what her students know and don't know. Therefore, frequent class feedback is essential (Mohr, 1994, p. 45).
Thus far, it has been apparent that theoretical studies of the manner in which to best reach ESL students must be melded with practical concerns such as the elicitation of frequent class feedback. We know, for instance, that students should receive thorough instruction in their native language in their initial school years, but do we also take care to carefully repeat key concepts, avoid talking too fast, and avoid talking while writing on the board? Mohr (1994) cautions ESL teachers to especially avoid digressions that may be indicated by tone of voice or inflection (p. 46). In other words, ESL students may
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