PEDAGOGICAL STRATEGIES FOR TEACHING NON-NATIVE ENGLISH SPEAKERS
Keywords:
Keywords: non-native English speakers, pedagogy, second language acquisition, scaffolding, task-based learning, CLT, EFL/ESLAbstract
Abstract: This article explores effective pedagogical strategies for teaching
English to non-native speakers (NNES). Drawing upon contemporary second language
acquisition (SLA) research, the study identifies communicative language teaching
(CLT), task-based learning (TBL), and differentiated instruction as key approaches.
Practical classroom techniques such as scaffolding, use of authentic materials, and
learner-centered activities are evaluated through a pedagogical lens. The paper
highlights how linguistic diversity, learning styles, and cultural background influence
language acquisition and teaching success. The findings suggest that adaptive,
inclusive, and interaction-rich methodologies significantly enhance English language
proficiency among NNES learners.
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