I strongly believe that it does not matter whether students are from rural or urban areas, what really matters is their motivation and communocative FL needs. In big cities if there is no educational competition in its positive sense, if there is no motivation, teaching English does not lead to desirable (from the teacher's point view and perhaps from the learner's perspective either) outcomes. Adequate to learners' comminicative needs TEFL will bring positive results.

What's important is that you try to capitalize on those Students' motivation with whatever means or tools you got. All fluent non native speakers of English today had some basic and simple tools used during classes like painted pictures, objects, and even gestures and body language. You cannot simply connect those students success with having modern teaching tools. If the tools do not exist, then you have to do with what is available. Plus, outdoor sessions could be more enjoyable than those with a class equipped with technology. I can guarantee to you that those students will value your efforts while attempting to draw some signs or pictures and this will create a special kind of student- teacher relation.

FL appropriation is a product of acquisition and teaching and learning. Teaching will not necessarily result in learning if the student is not willing to learn. With the minimum Teaching and Learning materials, one could efficiently teach irrespective of the social and demographic characteristics of the learners. However, an intrinsic motivation of the students is required for the teaching to result in learning.

By creating motivation

For one year I taught Ukrainian school children in a rural area. According to my experience, somewhere 20-30% of rural pupils don`t like the idea of learning English, especially boys. They said that they planned to be farmers, drivers, and so on, so why they needed English in their future agricultural life. Those who planned to enter Universities they learned English and in University walls students from rural areas in their majority had the intermediate or lower intermediate levels of English knowledge. But later, these students, as my present day experience shows, can get the advanced level and to join the groups of the best students, if they start learning hard. No difference with other students. As for rural schools, I think that edutainment approach based on country (farming life) realities is one of the best methods of teaching.

Building their motivation is a first thing to do in teaching English in rural area. It is important to open their mindset that eventhough they are in rural they are not different with the students in a city. Since ICT cannot be implemented, I believe by bringing nature in the learning process, it will make learning more make sense for them. For example bring to the students to the ricefield or river around the school to learn English i.e learn vocabulary, practice speaking, etc.

I agree with all the colleagues above who have mentioned learner motivation as 'the key'.. as Andi, Oleg and Ranwa suggest, what will motivate learners is likely to depend on the contexts in which they live their daily lives.

So perhaps the question for teachers working with rural learners is ' How can we link learning English to our learners' daily experiences?'

There are varied ways in teaching English to rural areas students. But one way is just to assimilate the real native speakers of the English language. That way, they will get used to the genuine language which authenticates the real discourse. Another way is to adopt the native tongue of the learners and teach the nuances the way they use the English language

kindly, allow me to share my personal experience, hoping that it will inspire you to approach your own situation with a positive outlook. I taught English for a year in a primitive area on the top of mountains in the southern region of Saudi Arabia. My task was to teach fourth-grade students who were learning English for the first time. Initially, I was disheartened by the negative feedback I received from my colleagues and community members, who believed that these students were uninterested in learning and that whatever I will use to stimulate their motivation would be ineffective.

Despite these discouraging remarks, I decided to adopt a multi-sensory teaching style that incorporated fun activities like songs, flashcards, and drawing. I also made sure to recognize and celebrate my students' efforts to master the English language, not just their ability to memorize it. To my surprise and delight, my students excelled in their final exams and surpassed all other students in the region in the centralized exam, which even the education district found hard to believe.

As a result of this remarkable achievement, a supervisor was sent to observe our classroom and understand what we were doing differently. He was impressed by the motivation and enthusiasm that my students displayed when answering his questions in English.

10 years later, I found out that half of my students are furthering their studies in the English department. I hope I was the teacher who ignited my students' motivation and helps them cultivate ambition for their future

I agree. It is indeed a tough job. Personally, I had the same experience in China. But later, as China is open wider to the outside world, people's motivation is greatly changed. Not in the cosmopolitan cities but also in the countryside, young people show great interest in learning foreign languages. More foreign training centers are set up and charge high tuition. Young people would come to pay to learn the language. Teaching at training centers is of great fun, ..., So in my opinion, the motivation to learn is of primary importance. This is universal in countries where English is not the native/first language. As for the teaching method, I recommend communicative approach, emphasizing listening and speaking first, with ABC knowledge about English culture. Ritesh Karmaker

Motivation creation is the key to successful language learning, regardless of the background of the students or their current level of competency. The language teaching needs to be practical and include fun activities like games, music, role play etc. A lot of language learning involves memorising vocabulary, decoding language and arranging words in order which can all be turned from mundane tasks into engaging activities for learners with a little creativity. For those with minimum academic study, providing only the necessary basics of grammatical principles is sufficient and will avoid losing their attention. Celebration of success is essential for low-level learners as this will encourage them despite the challenges they face.

Duncan Miers Agreed!

Expose, lots of body language, mimics and concrete materials. And pleaseee use the language as a tool. It shouldnt be the purpose or if it is the purpose it should be just COMMUNICATION.

1. Start with the basics. Begin by teaching the fundamentals of English grammar, pronunciation, and vocabulary. Make sure these lessons are appropriate for the students' level of English proficiency.

2. Incorporate visual aids. Use pictures, videos, and other visual aids to help the students better understand and remember the English concepts they are learning.

3. Encourage speaking practice. Give your students opportunities to practice speaking English by having them do activities such as role-playing conversations, reciting tongue twisters, and participating in dialogues.

4. Utilize music. Use songs and music to help students with language acquisition and pronunciation.

5. Make learning fun. Incorporate fun activities such as games and storytelling into your lessons to keep students engaged.

6. Utilize technology. If available, use technology such as computers, tablets, and smartphones to make learning more interactive and interesting. 7. Use real-world examples. Give examples from daily life to help contextualize the English language for the students.

8. Provide feedback. Give your students regular feedback to encourage their progress and help them stay motivated.

Hello!

Compatible? If the method is incompatible, you can adjust it.

Observe and match their learning styles, then figure out how to make them work for everyone.

Teaching non-native English-speaking rural students can be challenging, but there are several strategies you can use to help them succeed. Here are some tips:

1. Create a welcoming and supportive classroom environment: Make sure your students feel comfortable and safe in the classroom. Show an interest in their culture and background, and encourage them to share their experiences and perspectives with the class. This can help build rapport and create a positive learning environment.

2. Use visual aids and real-life examples: Non-native English speakers may struggle with abstract concepts or complex grammar structures. Using visual aids, such as pictures, diagrams, or videos, can help make the material more concrete and understandable. Real-life examples and scenarios can also help students see the practical applications of what they are learning.

3. Simplify your language: Speak clearly and slowly, and avoid using complex vocabulary or idiomatic expressions. Use simple sentences and clear explanations to help students understand the material.

4. Provide scaffolding and support: Break down complex tasks or assignments into smaller, more manageable steps. Provide clear instructions and examples, and offer support and guidance as needed. Encourage students to ask questions and seek help when they need it.

5. Incorporate cultural relevance: Incorporate the students' culture and background into the curriculum. Use examples and materials that are relevant to their experiences and interests. This can help students feel more engaged and invested in the learning process.

6. Encourage practice and feedback: Provide opportunities for students to practice their English skills, such as through speaking or writing exercises. Offer feedback and corrections, and provide opportunities for students to revise and improve their work.

Overall, teaching non-native English-speaking rural students requires patience, understanding, and flexibility. By creating a supportive and welcoming environment, using visual aids and real-life examples, simplifying your language, providing scaffolding and support, incorporating cultural relevance, and encouraging practice and feedback, you can help your students succeed in their English language learning journey.

Dear Colleague,

I totally agree the following:

Simplify your language, incorporate cultural relevance and encourage practice and feedback. I think these three points are universal.

Best,

John Zhang

Yes, it is indeed tough enough to teach non native English speaking students, English? In rural area, students do show interest in learning the language but it is by no means compatible with the method of learning and teaching. The main reason is cultural discrepancy. At the very beginning , students did not understand the ideas conveyed in the literal meaning. Even the daily greetings, etc. So, while teaching English language, some basic cultural knowledge about English speaking countries should be touched upon. This may not be very well accepted by the students.

There are some IES practice guides that give recommendations for teaching English learners.

Make them feel that you respect them and at the same time how valuable they are. You can do this by constantly listening to them and sharing their daily problems. This will make them value and consider you. In this way, they will open their perceptions towards the lesson and what you tell. What remains after that time is “motivation”. And what motivates them is first of all to convince them that learning English is easy. In order to do this, words similar to their language should be used, and then similar structures and patterns should be presented. After they convince themselves that it is easy to learn English as a psychological factor, their motivation will increase and activities involving the use of technology will keep their motivation alive. Games comprising competitive and creative thinking skills will always keep them vivid against the lesson.

This can be challenging. but this tip can help:

• Use visual aids: Pictures and other visual aids are extremely helpful because non-native speakers do not have the same reference points as native speakers.
• Keep it simple: Avoid complexity as you begin teaching students English as a second language.
• Avoid long lectures: ESL students may experience poor lecture comprehension.
• Make the best use of oral communication: One of the best tips for teaching English to non-native speakers is to rely heavily on oral communication.
• Use the 4 common language skills: Reading, writing, speaking, and listening are the four basic language skills that should be emphasized in any ESL program