helping esl students transition into mainstream english
TRANSCRIPT
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Its Like Climbing a Big Mountain.
--Gavilan College ESL Student, Fall 2010
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DeterminedExcitedHappyComfortableConfidentHopefulEmotionalLooking ForwardOpportunityQuestCurious
ChallengingFunProudStrong
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NervousScared
Insecure
HardEmbarrassed
Confused
Emotional
Separation
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In those classes, there are English speakers
and the teachers think that everybody can talk
and understand.
Maybe it will be difficult to make friends.
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If I dont understand something, the students
will laugh at me.
I dont think they (teachers) will be as patient
with me as ESL teachers.
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Dont have the opportunity to speak English athome or at work
Intimidated by interaction with native speakers
(being asked to repeat, puzzled looks, eyerolls, shrugged shoulders, etc.) while trying to
negotiate meaning
Self-Consciousness
Feeling of marginalization
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I like to share my opinions and get toknow other students. They can knowme more, so they will not judge mejust because I dont speak perfect
English.--Gavilan ESL student (Spring 2010)
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Paw Savang is a Laotian woman taking classesin an American college.
Observations about Paw (Tip of the Iceberg):Shy, Struggling to engage with peers,
Struggling with comprehension of texts
and assignments, falling behind.
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Without exploring beneath the waterline, hereis what you would never know about Paw:
a) Paw was separated from her father, who was placedin a refugee camp; upon his return, he was verballyabusive.
b) Paw was taught that girls dont question authority.
c) Paw wasnt literate in her native language.
d) Paw did not know how to ask questions in class.She was unsure about classroom protocol (e.g. how
long she should keep her hand raised).e) Paw did not have the same reference points as her
peers.
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Misunderstanding based on lack of knowledgeof the social and academic cultures of the
students
Struggling to communicate effectivelyinside
and outside of the classroom
Confusing second language learning withremediation
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Support and help outside of class
Getting texts ahead of time in order to read
and prepare
Opportunities to practice what they are
learning.
ESL Panels
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Second Language Acquisition
Understanding of Whole Student: StudentCulture (Older Immigrant, 1.5 Generation,Refugee, First Generation, etc.)
Effective Methods of Text Correction
Effective Methods of Dialoguing in the Classroom
Creating Effective Student Work Groups
Creating Opportunities for students to demonstratestrengths/expertise.
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Offers a safe learning environment
Encourages Risk Taking Allows sharing areas of difficulty
Makes the reading process visible
Emphasizes metacognition (self-awareness/self-
monitoring) Develops Peer Connections
Develops Problem-Solving strategies
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I want to have some native speakers asfriends. Im sure that they can learn from me,
and I can learn a lot from them too!