ESOL students in Language Arts

1. ESOL students in Language Arts READ 621 & READ 321/322 Summer 2004 Dr. Schneider

2. Important 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?

3. Important 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?

4. Who 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.

5. Who 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.

6. Who 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. • => treat ESOL learners with respect & patience! Their brains are conducting MAJOR accomplishments even when they are quiet.

7. Types 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

8. Researchers & 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

9. Example 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

10. Researchers & 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

11. What are characteristics of ESOL learners? • (1) Receptive language (understanding spoken, written language) develops before productive language (speaking, writing, reading) • => 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)

12. Characteristics 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.

13. Characteristics of ESOL learners • (2) Depending on cultural background, their social obligations at home clash with/ distract from school obligations. • => Learn about home obligations & show respect while at the same time instilling the value of education & knowledge in individual; • => mentor motto: if you excel you can help family better

14. Characteristics 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)

15. Characteristics of ESOL learners • (3) academic backgrounddiffers greatly. • => 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. logographic[Chinese, Japanese, Korean] vs. alphabetic [English, Polish, Italian] vs. [Hebrew, Russian], the more challenging is literacy process

16. Characteristics 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.

17. Characteristics 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

18. Characteristics 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 => inhibits learning process

19. Characteristics 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

20. Characteristics 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 => efficiency, fluency issue • Example: He took a siesta. She said “Hasta luego!”

21. Characteristics of ESOL learners • (4) Acceptable Language features • Code switching: => 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.

22. 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 Second & foreign language learning

23. FOREIGN LANGUAGE L2 oral language learned with explicit rules. (Krashen, 1982) L2 written language learned like oral language in artificial setting Brain builds ratherseparate compart-mentsfor L1/L2. SECOND LANGUAGE L2 oral language acquiredusually 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. Second & foreign language learning

24. Effective 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.

25. Effective 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 bankswith pictures to match when testing vocabulary instead of gap-filling vocabulary quizzes. • Organize vocabulary according to patterns to make learning more efficient.

26. Effective 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;) • => Ida Ehrlich (1968): Instant Vocabulary

27. Effective 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.

28. Effective 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.

29. Effective 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.

30. Effective ESOL teaching strategies • Provide explicit, consistent visual clues for INSTRUCTIONAL routines • Writing on Computer • Math • Art

31. Effective ESOL teaching strategies • Provide explicit, consistent visual clues for INSTRUCTIONAL routines • Silent reading • Writing • Spelling

32. Effective 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

33. Interacting with parents of ESOL students • Since academic performance is valued differently in different cultures, inform your-self about: • How does student’s culture react to difficulties, poor grades? -> Asian cultures tense issue, Latino culture not so much, more family service • How well do parents understand English AND the American education system? -> Make explicit with help of translator& graphs, pictures

34. Interacting 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? -> 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)

36. Over-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 => considered “problematic”, “dumb,”

37. Over-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