Reconceptualizing ESL through student agency, coaching, mentorship, and student-centered learning

Abstract

The fast-changing landscape of English as a Second Language (ESL) education demands pedagogical creativity that emphasizes learner involvement, inclusivity, and overall development. This paper offers a thorough investigation of how student-centered teaching methodologies can be integrated with coaching and mentoring practices in ESL classrooms, responding to the growing demand for more personalized, effective, and empathetic teaching strategies. This paper argues that mixing these teaching methods can greatly improve language education by looking at research and theories, which helps ESL students become better at communicating, learn on their own, and build emotional strength. Combining student-centered teaching with mentoring and coaching provides a multidimensional approach to language instruction that targets both the cognitive and affective learning domains. This combined approach guides students in articulating their learning goals, reflecting on their development, and devising plans to overcome language and personal challenges. By employing formative assessment, dialogue feedback, and collaborative planning to co-create the learning process with their students, teachers can then adjust their instructional methods to be more responsive and tailored. Such approaches promote learner agency and enhance a sense of belonging, two critical elements in academic success and persistence. The paper also highlights the implications of this combined approach for teachers in tertiary education, where the diversity of student populations and the complexity of academic expectations necessitate pedagogical agility. ESL classrooms in higher education often feature students with varying degrees of proficiency, educational backgrounds, and cultural norms. While student-centred approaches ensure that education remains relevant, inclusive, and empowering, coaching and mentoring practices provide essential scaffolding for students to navigate academic discourse communities in such contexts. Drawing on various studies, the paper examines how mentoring relationships can assist ESL students in adapting to new academic and social environments-particularly in contexts affected by migration, displacement, or post-conflict recovery. Mentoring offers emotional and psychological support, which can significantly alleviate anxiety and feelings of isolation while fostering a safe environment for language learning and identity negotiation. Coaching techniques can also aid students in developing the metacognitive skills necessary for lifelong learning, monitoring their progress, and setting realistic language goals. Beyond the benefits for students, this paper explores how the integration of mentoring and coaching in curricula can facilitate teachers' reflection on their professional growth. Embracing these roles enables teachers to engage in pedagogical innovation, peer collaboration, and lifelong learning. They enhance their interpersonal communication skills, acquire a more profound understanding of students' needs, and cultivate more dynamic and responsive classroom environments. The paper provides case studies and real-world examples to illustrate how coaching and mentoring components can be incorporated into teacher preparation courses to equip ESL teachers for these diverse roles. Furthermore, this study acknow