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Teachers such as myself who play key developmental roles at language centers as well as work with private individual students are regularly required to design and develop the learning programs they later deliver to their students. This function, which extends well beyond the learning venue, makes it doubly important for teachers of this sort to constantly keep abreast of their students? developmental needs. The immediacy and appropriateness of the learning content, and how that content should be delivered and utilized to illuminate various language elements across all stages of a given lesson, are all pivotal components of the learning program that should be formulated in accordance with the students? needs. Unit 7 of this course offers useful input on how that calibration procedure can be formulated and ultimately translated into an effective ESA teaching approach. Choosing simple and descriptive vocabulary for my beginner students, deciding on the right techniques of introducing new grammar concepts, transitioning my developing students into more abstract areas of the English language and activating the most effective language repetition scenarios are the primary areas I concern myself with every time I design and/or deliver a new learning curriculum, and this unit has done a great deal in terms of expounding these themes.
