For ESL students, understanding schools as organizations requires us to realize that schools are not only places for learning knowledge, but also include the need to adapt to rules and policies. We need to learn how to communicate with interpersonal relationships to acquire resources and adapt to new cultures.

The purpose of this is to investigate whether teachers can effectively cultivate their ability to teach English during their internship, and to improve the relationship between teachers and ESL learners and their teaching methods in response to the challenges they face in teaching English. The author answered in the article to what extent PNG teachers can effectively provide ESL teaching skills during their internship. And many teachers in community schools teach ESL learners the difficulties they encounter in multilingual environments, and there are also gaps between the training process and the actual classroom. The significance of this study is to establish a certain correlation between these English teaching policies and the actual educational system implemented in the classroom, and to emphasize the inadequacy of teacher training, which may affect the teaching quality of ESL learners. By analyzing these issues, we aim to improve internship programs among educators and enhance educational policies.

What we can do is to improve the experience of teachers during the internship process, change policies to better align with actual teaching classrooms, enhance teachers' English proficiency, and strengthen guidance plans for teachers. The author implies that teacher education reform must be improved, and English is not the only learning method. Bilingual or redundant teaching may be more effective. The limitations of the research lie in the limited scope of data collection and policy constraints, which cannot better study offline education policies. Additionally, it is difficult to balance the long-term impact. Future research directions may involve conducting long-term follow-up surveys on teachers to understand the learning outcomes of late night snack teaching and explore multilingual learning modes, enabling students to use bilingual or multilingual learning in schools.