Title: ESOL students in Language Arts
1ESOL students in Language Arts
- READ 621 READ 321/322
- Summer 2004
- Dr. Schneider
2Important questions
- Who are ESOL students?
- What are classic integration programs?
- What are important terms to know?
- What are their characteristics?
- What are characteristics of second language
learning vs. foreign language learning? - What is effective teacher language?
- What are effective teaching strategies?
3Important questions
- What are good learning
strategies to teach? - How does one best foster peer interaction?
- How does one best interact with parents of ESLOL
students? - Why are ESOL students usually over-identified as
students with language learning disabilities like
dyslexia?
4Who are ESOL students?
- They are individuals who learn English in an
English speaking environment to become full
members of culture and workforce . - English is not their native language.
- They learn English as an additional language,
added to their mother tongue, often NOT
simultaneously with L1.
5Who are ESOL students?
- Young children in this situation (PreK-1) can be
considered learning L1 L2 simultaneously. - Older students, feel the delay between L1 L2
learning. - This time delay has an impact on how the brain
develops and expands to take in new languages.
6Who are ESOL students?
- The younger the learner, the more efficient
overlap and automatic contrastive language
awareness develops for languages. - A 3 year-old growing up with more than 1 language
can automatically correct language errors of
others learning a FL in school does not provide
one with this skill. - gt treat ESOL learners with respect patience!
Their brains are conducting MAJOR accomplishments
even when they are quiet.
7Types of integration programs for ESOL
students
- Complete immersion
- (French Canada Cummins)
- Gradual immersion part of the day in ESOL class
and part of the day in regular English class,
gradually more English - No immersion (not practiced anymore)
- ESOL students are taught content only in their
mother tongue
8Researchers Terms in ESOL
- Important researchers in the field of ESOL
- Cummings (Canadian, McGill University)
- Ester Geva (Hungarian-Canadian, University of
Toronto ESL-LD research - Alba Ortiz (University of Austin, TX, ESL-
Hispanics, assessment, legal issues, LD) - Important journals
- TESOL focuses on whole language like
instruction - Language Learning
- Modern Language Journal
9Example of ESOL diversity
- Examples of cultural linguistic diversity
- African American culture
- Hebrew culture
- American Indian culture
- Asian-American culture
- Hispanic American culture
- Greek Orthodox culture
- Russian Orthodox culture
10Researchers Terms in ESOL
- Different Terms for same learner situation
- ESOL English as a Second or Other Language
- ELL English Language Learner
- ESL English as a Second Language Learner
(English not always the 2nd but 3rd or 4th) - TESOL - Teachers of English as a Second or other
Languages
11What are characteristics of ESOL learners?
- (1) Receptive language (understanding spoken,
written language) develops before productive
language (speaking, writing, reading) - gt ESOL students are usually quiet for a long
time. BUT THEY ARE LEARNING - DO NOT FORCE THEM TO SPEAK, at most invite them
in 1-on-one gently - Cultures that punish mistakes make this an even
longer period (Asian cultures)
12Characteristics of ESOL learners
- (2) Depending on cultural background, their
social obligations at home clash with/ distract
from school obligations. - ESOL students are considered adults at home and
children in school having to obey different
standards. - Students are often torn between new standards
(knowledge a virtue, value) and home.
13Characteristics of ESOL learners
- (2) Depending on cultural background, their
social obligations at home clash with/ distract
from school obligations. - gt Learn about home obligations show respect
while at the same time instilling the value of
education knowledge in individual - gt mentor motto if you excel you can help family
better
14Characteristics of ESOL learners
- (3) Depending on personal background, their
academic background differs greatly. - Illiterate in mother tongue (L1)
- Partly literate in L1 ( different or same print
system than English makes a difference!) - Literate in L1 (only reading, or reading
writing at different levels)
15Characteristics of ESOL learners
- (3) academic background differs greatly.
- gt Learn about background anticipate that
- The less background and the older learner the
more time it will take to catch up in English. - The more different the previous print system
(e.g. logographicChinese, Japanese, Korean vs.
alphabetic English, Polish, Italian vs.
Hebrew, Russian, the more challenging is
literacy process
16Characteristics of ESOL learners
- (4) Acceptable Language features
- Students take in English, hyothesize
subconsciously and consciously about language
patterns and fine-tune increasingly correct oral
written language.
17Characteristics of ESOL learners
- (4) Acceptable Language features
- Students go through overlapping developmental
phases in speaking writing similar to L1
development - 1-2 word phase substituting a sentence
- Gradually longer phrases
for sentences
18Characteristics of ESOL learners
- (4) Acceptable Language features
- In this process students specific language
bridging errors that are - logical must be respected as such
- Teacher rephrases gently and friendly in correct
English but DOES NOT MAKE ERROR EXPLICIT in
natural speaking flow (possible in writing,
depends on learner stage gt inhibits learning
process
19Characteristics of ESOL learners
- (4) Acceptable Language features
- Overgeneralizations overuse of a discovered
pattern - -ed for past tense on all verbs
- -ing for progressive form on all verbs
- Plural s on all nouns sheeps, mans
- No 3rd person singular s He go vs. He goes
- Adding -ly onto all adverbs fastly vs. fast
- Using -er/-est with all comparisons/
superlatives bader/badest vs. worse/worst
20Characteristics of ESOL learners
- (4) Acceptable Language features
- Code switching using L1 (or other language)
features in English speaking/writing - Use of word, phrase, sentence that comes into
mind fastest based on previous experiences gt
efficiency, fluency issue - Example He took a siesta. She said Hasta luego!
21Characteristics of ESOL learners
- (4) Acceptable Language features
- Code switching gt respect, nod and calmly try to
rephrase in complete English if you do not
understand expression, it is part of natural
communication process to ask for clarification
with verbal non-verbal cues.
22Second foreign language learning
- FOREIGN LANGUAGE
- L2 learned in environment where L2 is NOT used
daily as means to participate in culture
work-force. - Usually taught in school setting
- Usually not acquired simultaneously w/ L1
- SECOND LANGUAGE
- L2 learned in environment where L2 is used daily
as means to participate in culture workforce. - Usually taught in school setting acquired in
real life - Often acquired simultaneously w/ L1
23Second foreign language learning
- FOREIGN LANGUAGE
- L2 oral language learned with explicit rules.
(Krashen, 1982) - L2 written language learned like oral language in
artificial setting - Brain builds rather separate compart-ments for
L1/L2.
- SECOND LANGUAGE
- L2 oral language acquired usually w/o explicit
rules. - L2 written language partly acquired and partly
learned w/ explicit rules surrounded by L2 - Brain builds rather overlapping compart-ments
for L1/L2.
24Effective teacher language
- Use international terms.
- Use simple instructional language support it
with reliable gestures and or picture cues. - Use same language cues for same activity
instructions repeat it several time. - Model for students how to integrate new ESOL
student into games outdoor activities.
25Effective ESOL teaching strategies
- Turn abstract into concrete by using
- universal kinesthetic-tactile activities
- Illustrations other visuals to support oral
language. - various graphic organizers w/ pictures.
- Use Word banks with pictures to match when
testing vocabulary instead of gap-filling
vocabulary quizzes. - Organize vocabulary according to patterns to make
learning more efficient.
26Effective ESOL teaching strategies
- Organize vocabulary according to
- Word families with same root, prefix or suffix
- Word families with same base word
- Words with same spelling pattern and same
pronunciation (boot, moon, loon, spoon, spooling,
spooled) - Words with same spelling pattern but different
pronunciation (boot/cook, seat/head, lotion,
impression) - Words with different spelling pattern but same
pronunciation homophones (red/read, pain/pane) - Words with same spelling but different meaning
homographs (chair/chair, trunk/trunk run/run) - gt Ida Ehrlich (1968) Instant Vocabulary
27Effective ESOL teaching strategies
- Use multiple repetition with variety and
continuity. - Use multiple kinesthetic-tactile practice
- Integrate age and culture appropriate literature
and pictures. - Provide opportunities for ESOL students to share
information about their culture and tradition so
that classmates learn to respect and value the
odd member in the group.
28Effective ESOL teaching strategies
- Involve a bilingual tutor
- Allow ESOL students
- to share teach about their language
(expressions, gestures) - to use their native language orally and in
writing if it fosters content understanding and
motivates further engagement in literacy reading
writing - to read discuss literature written and read in
their native tongue - To watch/discuss native language video tapes
- Bring environmental print in their L1 into the
classroom.
29Effective ESOL teaching strategies
- Use portfolio assessment
- Use small-group, peer- learning experience to
lower performance pressure - Praise for every little success
- Allow ESOL students
- to answer in native language and then ask student
to help YOU figure out meaning.
30Effective ESOL teaching strategies
- Provide explicit, consistent visual clues for
INSTRUCTIONAL routines - Writing on Computer
- Math
- Art
31Effective ESOL teaching strategies
- Provide explicit, consistent visual clues for
INSTRUCTIONAL routines - Silent reading
- Writing
- Spelling
32Effective peer language behavior
- Assign team partner (rotate) to help out
provide this partner with some social reward - Show peers how to point to text while reading to
give ESOL student visual support - Encourage peers to praise ESOL student for
progress or hard work (high 5 gesture etc) - Encourage integration into out-of school sports
or other activities
33Interacting with parents of ESOL students
- Since academic performance is valued differently
in different cultures, inform your-self about - How does students culture react to difficulties,
poor grades? -gt Asian cultures tense issue,
Latino culture not so much, more family service - How well do parents understand English AND the
American education system? -gt Make explicit with
help of translator graphs, pictures
34Interacting with parents of ESOL students
- Inform your-self about
- How does family need student at home and in
public (translator role)? - How does family value home visits? -gt This might
be most effective way to communicate with
parents FIND OUT ABOUT PROPER WAYS TO DO SO
TAKE TRANSLATOR ALONG parents will be less
intimidated by foreign environment later, when
trust has been built, invite parent participation
sharing of culture language in school.
35 Over-identification of ESOL students as learning
disabled Reasons
- FACT Varying from state to state between 20-50
of ESOL students wrongly placed into SPED
classrooms - Standardized tests, required to truly identify
disability are NOT available in th e appr. 500
languages needed - If available, they have poor reliability,
validity e.g. SPANISH WISC, WOODCOCK READING)
36Over-identification of ESOL students as learning
disabled Reasons
- Lack of properly trained ESOL teachers.
- SPED teachers thought to be best qualified to
meet different students needs. - SPED teachers have smaller groups are expected
to be able to devote more individual time to ESOL
students. - ESOL students are measured against language
performance of L1 learners. If they do not
perform like them gt considered problematic,
dumb,
37Over-identification of ESOL students as learning
disabled Reasons
- Lack of awareness among regular ED teachers
regarding - how L2 language learning occurs
- what parts in curriculum causes stumbling blocks
for ESOL learners (speed, lack of visuals
repetition) - How to show respect appreciation for ESOL
students (potential) contribution to class, the
other culture language - How to modify instruction to meet ESOL student
needs