1. The truth of student’s level

Language acquisition is a joyful and interesting experience. People do not have to really study anything before another in order to be excellent. For example, you do not have to learn how to count in English in order to learn about colors. You may pick to study anything first, as long as they are suited for your level. This leads to the reality that each learner has their own knowledge base, and everything outside of that zone is a mystery to them.

Thus the first thing a teacher should strive to accomplish is to identify what the kids genuinely know and pitch and steer their language accordingly. As a student’s linguistic base increases, so will the intricacy in which a teacher can communicate with them. A teacher’s role is to assist a student’s growth and development, something they should take seriously and at the same time have joy doing with a feeling of pride in their student’s achievements.

2. Classroom Language

Incidental language is a language that we don’t necessarily teach as part of our curriculum but we would use it in most of our classes, for example, “Let's go to the next slide” something you wouldn’t teach but would use as practical language. Incidental language is helpful in enhancing everyday conversation and helps with a natural-sounding lesson, however, this can lead to trouble on a teacher who changes their incidental language each lesson, the teacher must be very intentional in their use of this kind of language and it should be repeatable and repeated for it to be effective in the classroom.

Directive language is the practical language or (classroom language) that all teachers need to utilize to conduct a class, for example, “Stand up, open your books, open your books to page 45 “, etc.

3. The Importance of Grading / Gauging

Many new teachers who have only been teaching for a short time tend to use vocabs or instructions that are inappropriate for the student’s level (too difficult or too easy) or say things to fill the silence (incidental language). This activity may result in confusion or a less effective class.

Thus, the capacity to accurately measure, grade, and contextualize language is critical for ESL teachers, particularly in classrooms with lower-level language learners, since it promotes general knowledge and improves students' listening abilities. 

4. How to adjust your language at the proper level

• Learn about appropriate vocabulary sets for each level

Teachers should check up on course books, or go online to obtain information. It is preferable to rely on just one guide, either Cambridge or Oxford, to have consistency when teaching

• Check your students’ knowledge base to determine their level, then pick suitable vocabulary sets for that level while having discussions with them.

• Make use of your body language

In the situation when using the simplest words cannot help, utilize your body language. That may benefit so much when there are many things that can be described the same way and people speaking different languages can still be able to understand

• Use simpler grammatical structures

• Say things in a different way

Students might be familiar with a specific way to phrase something and do not know about the other expressions. Teachers should take note of this to rephrase when needed or even to teach them other ways of expressing the same idea.

5. Is graded language or authentic language better?

In a language learning classroom, utilizing graded language is generally a preferable alternative for lower-level students. While they don’t have to grasp every single thing, they need to be able to comprehend a good portion of it. However, for higher-level learners, it’s essential to utilize actual language.