What should a teacher do first to encourage an English-language learner who is not participating?

Increasing wait time for formulating responses is a crucial first step in encouraging an English-language learner who is not participating. This approach allows the student more time to process information and formulate their thoughts in a second language, which can be particularly challenging. Many English-language learners may need additional seconds to understand the question and to think through their response, especially if they are still developing their language skills. By giving them the opportunity to take their time, the teacher fosters a more comfortable environment for the student to engage and contribute.

This strategy also supports the learner’s confidence, as it reduces the pressure to respond immediately, which can often lead to anxiety or frustration. As the student becomes more comfortable with the timing and the classroom dynamics, they may feel more inclined to participate actively.

While calling on the student more frequently can encourage participation, it may inadvertently put them on the spot without giving them adequate time to prepare. Visual aids can enhance understanding, but without the foundational confidence built through appropriate wait time, the learner may still struggle to engage. Conducting one-on-one sessions can provide support, yet initiating this outside of class may not address the immediate need for participation and engagement during lessons. Therefore, prioritizing increased wait time is a foundational step in creating a supportive learning environment