ESL and the 21ESL and the 21stst Century StudentCentury Student

Mr. Stephen ClinganMr. Stephen Clingan

Mr. Tim HarrellMr. Tim Harrell

Mrs. Celia JamesMrs. Celia James

Mr. Mario ReMr. Mario Re

Stephen Krashen’s Theory of Stephen Krashen’s Theory of Second Language Second Language

AcquisitionAcquisition Early researcher on teaching second Early researcher on teaching second

language during mid 70’s to early 80’slanguage during mid 70’s to early 80’s Pioneer in developing the natural Pioneer in developing the natural

approach in teaching second approach in teaching second languagelanguage

ACQUIRED SYSTEMACQUIRED SYSTEM• Requires meaningful Requires meaningful

interaction in the target language.interaction in the target language.• Natural communication : speakers Natural communication : speakers

concentrate on the communicative concentrate on the communicative act.act.

• Product of the subconscious Product of the subconscious • 2 years BIP to master2 years BIP to master

2-3 hours per day2-3 hours per day

LEARNED SYSTEMLEARNED SYSTEM

Product of formal instructionProduct of formal instruction Ex: knowledge of grammar rulesEx: knowledge of grammar rules Conscious processConscious process Learning is less important than acquisitionLearning is less important than acquisition Somewhat limited in second language Somewhat limited in second language

performanceperformance 5-7 Years to master5-7 Years to master

2-3 hours per day2-3 hours per day

NATURAL ORDERNATURAL ORDER

Acquisition of grammatical structures Acquisition of grammatical structures follows a natural orderfollows a natural order

Very predictableVery predictable Learner progresses along the natural Learner progresses along the natural

order when he/she receives second order when he/she receives second language input that is one step beyond language input that is one step beyond his/her current stage of competencehis/her current stage of competence

AFFECTIVE FILTERAFFECTIVE FILTER

Facilitative non-causal Facilitative non-causal variablesvariables MotivationMotivation Self-confidenceSelf-confidence anxietyanxiety

STAGES OF LEARNINGSTAGES OF LEARNING PREPRODUCTIONPREPRODUCTION

Children begin to take in Children begin to take in the language and the language and understand it, but not yet understand it, but not yet able to verbalize itable to verbalize it

• ListeningListening• PointingPointing• DrawingDrawing• selectingselecting

EARLY PRODUCTIONEARLY PRODUCTION Limited verbalization and Limited verbalization and

growing comprehensiongrowing comprehension One to two word answersOne to two word answers

SPEECH EMERGENCESPEECH EMERGENCE Increased comprehension Increased comprehension

and simple sentencesand simple sentences RetellRetell DefineDefine ExplainExplain CompareCompare describedescribe

INTERMEDIATE FLUENCYINTERMEDIATE FLUENCY ComprehensionComprehension Complex sentencesComplex sentences AnalyzingAnalyzing justifyingjustifying

COMMON APPROACHES TO COMMON APPROACHES TO TEACHING ESL/LEP TEACHING ESL/LEP

STUDENTSSTUDENTS

Maintenance /Developmental Maintenance /Developmental Approach Approach

Fosters parallel learning in two languagesFosters parallel learning in two languages Bilingual instructorsBilingual instructors Academic subjects taught in students’ Academic subjects taught in students’

primary languageprimary language Self-contained classroomSelf-contained classroom Provides more language instructionProvides more language instruction Poses question of segregation/denial of Poses question of segregation/denial of

equal educational opportunityequal educational opportunity

TRANSITIONAL APPROACHTRANSITIONAL APPROACH

Teaches academic subjects in students’ Teaches academic subjects in students’ primary language.primary language.

Progressively uses more EnglishProgressively uses more English Places students in English classrooms Places students in English classrooms

more rapidlymore rapidly Most commonly used approach in the U.S.Most commonly used approach in the U.S.

ESL APPROACHESL APPROACH

Is a part of all programs in the U.S. Is a part of all programs in the U.S. Pull-out approachPull-out approach

Average time 30-45 min.Average time 30-45 min. Devoted to mainstream homeworkDevoted to mainstream homework Questions whether complies to government Questions whether complies to government

regulationsregulations

INCLUSIONINCLUSION

Integrating LEP students into the Integrating LEP students into the objective based mainstream objective based mainstream programs.programs.

Language instruction through Language instruction through inclusion of ESL teachers.inclusion of ESL teachers.

LANGUAGE SUBMERSION LANGUAGE SUBMERSION APPROACHAPPROACH

Not bilingualNot bilingual Classes conducted entirely in Classes conducted entirely in

students non first language.students non first language. Sink or swim methodSink or swim method

IMMERSION APPROACHIMMERSION APPROACH

• Sheltered English/Alternate ImmersionSheltered English/Alternate Immersion Uses a simplified vocabulary and sentence Uses a simplified vocabulary and sentence

structure to teach school subjectsstructure to teach school subjects

• The Structured Immersion ApproachThe Structured Immersion Approach students speak in their native language students speak in their native language

to teacherto teacher Teacher answers in EnglishTeacher answers in English

HISTORY HISTORY AND AND

BACKGROUNDBACKGROUND

LEPLEP Early 1970’s- Hispanic Early 1970’s- Hispanic

pop. pop. California/Southwest California/Southwest

1974 Equal 1974 Equal Educational Educational Opportunity ActOpportunity Act

Preferred method of Preferred method of compliancecompliance

Late 70’s, early 80’sLate 70’s, early 80’s national influx of national influx of

Vietnamese, Laotians, Vietnamese, Laotians, Cambodians, Haitians, Cambodians, Haitians, Koreans, Chinese and Koreans, Chinese and Middle EasternersMiddle Easterners

DATADATA

0

5

10

15

20

25

30

35

40

Total

Hispanic

Asian/PacificIslander

As of 2000:As of 2000: 36% of all students 36% of all students

enrolled in U.S. Public enrolled in U.S. Public schools are Hispanicschools are Hispanic

32.5% receive LEP 32.5% receive LEP servicesservices

23.5% are 23.5% are Asian/Pacific IslanderAsian/Pacific Islander

21.3% LEP services21.3% LEP services

At least one in six classes will have At least one in six classes will have one or more LEP studentsone or more LEP students

LEP student population is growing 2.5 LEP student population is growing 2.5 times as fast as general populationtimes as fast as general population

Facts are based on U.S. Department of Eduacation survey in year 2000Facts are based on U.S. Department of Eduacation survey in year 2000

VARIABLES AFFECTING THE VARIABLES AFFECTING THE SUCCESS OF ESL STUDENTSSUCCESS OF ESL STUDENTS

NON-CONTROLLABLENON-CONTROLLABLE age: the older the student the age: the older the student the

more difficult it is to acquire a more difficult it is to acquire a second languagesecond language

Native language: fluency in first Native language: fluency in first language directly impacts his language directly impacts his second languagesecond language

Level of literacy of parentsLevel of literacy of parents Students educational backgroundStudents educational background Socio-economicSocio-economic Stable home lifeStable home life

CONTROLLABLECONTROLLABLE Lack of recognitionLack of recognition

• Cheat or copyCheat or copy• Alienation from the Alienation from the

curriculumcurriculum Results when beliefs Results when beliefs

expressed in the expressed in the mainstream curriculum mainstream curriculum differ from those held by differ from those held by minority studentsminority students

Curriculum becomes Curriculum becomes offensive or offensive or incomprehensible incomprehensible

Curriculum seen as Curriculum seen as irrelevant to their needsirrelevant to their needs

Lack of cultural awarenessLack of cultural awareness

SUGGESTIONS FOR ESL SUGGESTIONS FOR ESL TEACHERSTEACHERS

Recruit native-speaking volunteersRecruit native-speaking volunteers Get to know students culture and backgroundGet to know students culture and background

Display books, pictures and other objects that are familiar to the LEP Display books, pictures and other objects that are familiar to the LEP studentstudent

Make personal history booksMake personal history books Pictures of families, photographs and or sketchesPictures of families, photographs and or sketches

Enlist the aid of students who speak the child’s languageEnlist the aid of students who speak the child’s language Use tape recordersUse tape recorders

Students record themselves practicing English and then play it backStudents record themselves practicing English and then play it back English proficient student record sentences and common phrases for English proficient student record sentences and common phrases for

LEP students to practice repeatingLEP students to practice repeating Make the most of body movementsMake the most of body movements

Total Physical Response-modeling through body language what you Total Physical Response-modeling through body language what you want students to understandwant students to understand

Talk in normal patient pleasant toneTalk in normal patient pleasant tone Children imitate the way you speakChildren imitate the way you speak

Read aloud: rhythm intonationRead aloud: rhythm intonation Collaborative groupsCollaborative groups

Use their language skills while they Use their language skills while they play with one anotherplay with one another

Label objects in the roomLabel objects in the room Use lots of visualsUse lots of visuals Picture cards to teach vocabularyPicture cards to teach vocabulary

SUGGESTIONS FOR SUGGESTIONS FOR THE MAINSTREAM THE MAINSTREAM

TEACHERTEACHER

Help LEP students gain Help LEP students gain acceptance and positive acceptance and positive

recognitionrecognitionMusicMusicBulletin board displayBulletin board displayDanceDanceDramaDrama

Cooperative learning activitiesCooperative learning activities Accommodate different learning stylesAccommodate different learning styles Use visual aidesUse visual aides Hands-on activitiesHands-on activities Prepare outline for lecturesPrepare outline for lectures Encourage skim and scan reading Encourage skim and scan reading

strategiesstrategies Avoid forcing LEP students to speakAvoid forcing LEP students to speak

Realize many LEP students come Realize many LEP students come from povertyfrom poverty

No access to magazines or reference No access to magazines or reference materialsmaterials

Often no place to study at homeOften no place to study at home Material contributions to class Material contributions to class

projects minimalprojects minimal Irregular attendanceIrregular attendance

Cooperate with ESL/Bilingual Cooperate with ESL/Bilingual teachersteachers

Consult over curriculum and Consult over curriculum and LEP students needs and LEP students needs and progressprogress

Team teach/inclusionTeam teach/inclusion

Alternative methods of assessmentAlternative methods of assessment

PortfolioPortfolio Demonstrations of particular skillsDemonstrations of particular skills Preferred seatingPreferred seating Additional time to complete taskAdditional time to complete task Highlight main factsHighlight main facts Reducing quantity of materialReducing quantity of material Allow practice/re-testingAllow practice/re-testing