Contents introduction 1

Actuality of the theme of research. This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners or students who speak English as a Second Language. The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level. Bilingual learning improves ELL’s cognitive development as well as their self-esteem.
The aim of the research Research on ESL/ELL strategies is based on the findings that building on learners’ background by providing comprehensible input and multiple opportunities for interaction is the key to second language proficiency. These findings lead to the development of a set of strategies built on the framework of principles of learning the second language outlined below.
The tasks of the research:
Seven principles of second language learning have been identified as critical to successfully teaching ESL students.
1) Know your student and motivation to learn the second language
2) Create a welcoming classroom environment
3) Build Background Knowledge
4) Provide Comprehensible Input by building vocabulary
5) Include frequent opportunities for Interaction and Discussion
6) Use Multiple Modalities during instruction
7) Conduct ongoing review and assessment
The object of the research is to broad one’s outlook on this theme.
The subject of the research This conceptual paper focuses on the description of pedagogical strategies stemming from a theoretical framework that has evolved out of second language learning research.
Theoretical significance of the research is large material which can be included into the lectures on the Augustan age and its role in English literature , a lot of different information which can be used by students in their further professional life as English teachers too.
Practical significance of the research – The increasingly diverse environment of today’s classrooms provides a rich opportunity for teachers and students to engage in effective learning. With a growing number of English Language Learners worldwide, there is a critical need for general education and resource teachers to know how to effectively build and implement literacy programs that are inclusive of students’ language and culture.