| Due to different reasons, the learning of English has been rejected by most Puerto Rican students since the annexation of the Island to the United States. This research introduces a different way of teaching ESL to three young Puerto Rican students who have had problems with the law and who are now desirous to become bilingual professionals. A life profile of each student was created through the results of group and individual interviews. After having a clear view of how each student's life was drawn through the wrong road, the researcher designed a humanistic eclectic curriculum based on their particular and personal needs, their own styles, and rhythm of learning.;Multiple teaching ESL approaches and methodologies were used, old and new, depending on the circumstances and the way each student responded and reacted to them. Life experiences were shared and others were role played and practiced in different real scenarios and contexts. Recognizing good work with a pat on the shoulder and a big hug were important elements in their success as students of English. Accepting they were important and winners was the clue to their emotional recovery. Learning the basics to communicate effectively in English was their ultimate goal, something they attained with their last oral activity; My Life Project: How I see Myself Five Years from Now..;This study has proven that each student has concerns, needs, a particular self-esteem, a special style of learning, and a self-pace in acquiring knowledge. Individualized methodologies and interest on the part of the teacher was essential to see them taking control of their education and their lives.;Recommendations were made to the Department of Education of Puerto Rico in order to get immersed in an in-depth evaluation of their ESL programs and the way curricula should be designed. This researcher also recommended more dynamic and motivational out-of-classroom activities as well as exchange-student programs to reinforce the learning of the language. |
