1. 1. TELL Manual Chapter 3 (Placement) North American Mission Board 27 CHAPTER 3 Student Placement Interviews ______________________________________________________________________________ What are student placement interviews and why conduct them? HowdoyouknowanESLstudentisatabeginner,intermediate,oradvancedlevel? HowmanylevelsofclassesshouldyouhaveinyourESLministry? Whenandwhereshouldyouconductplacementinterviews? Whoshouldconducttheplacementinterviews? Howdoyouconducttheplacementinterview? Whatdoyoudoaftertheplacementinterview? Placementinterviewmaterial
2. 2. TELL Manual Chapter 3 (Placement) North American Mission Board 29 What are student placement interviews and why conduct them? Student placement interviews are one-on-one interviews that determine the students English language fluency level. A casual chat with a student is not sufficient for proper placement. It is important to conduct student placement interviews for two reasons: Students placed in classes that are too difficult or too easy will drop out. It will let you know which ESL text and resource materials you should use to help your students improve their English skills. How do you know an ESL student is at a beginner, intermediate, or advanced level? These are broad descriptions of basic English language fluency levels. Beginners Know fewer than 100 words. Rarely use complete sentences. Cannot carry on a conversation in English. High Beginners and Intermediates Have a moderate oral and written vocabulary. Can carry on limited conversation in English. May use complete sentences, but uses poor grammar. Have difficulty with prepositions and verb tenses. Know few idioms or slang words. Advanced level students Can converse freely in English. Have a problem with sentence structure. Need help with pronunciation, expanding vocabulary, idioms and slang. Literate or Non-literate A students speaking fluency level does not always indicate whether they are literate or non-literate in English. Literate students - can read the Roman alphabet - may read some English Non-Literate students - do not read the Roman alphabet - may be illiterate in own language It is important to determine if the student is literate or non-literate in English. You may need to offer classes to help your students learn to read English as well as speak English. How many levels of classes should you have in your ESL ministry? The fact that there are three general fluency levels does not mean that you will have all three levels in your ESL ministry. Two factors determine the class levels for your specific ministry. The first factor is the number of volunteer teachers that you have in your ESL ministry. The number of volunteer teachers limits the number of classes that you can offer. If you have three volunteers available to teach once a week, you can not have three different classes. One person should be the director and deal with weekly administrative details. Some large ministries have classes divided into four or more fluency levels. The second factor is the result of the student placement interviews. You are not required to have a beginner level class, an intermediate level class and an advanced level class. You will not know which class levels you should have until you have finished the initial placement interviews. While you may have enough volunteers to have classes for three fluency levels, your placement interviews may show that the students God has sent to your ministry require two beginner level classes and one higher level.
3. 3. 30 TELL Manual Chapter 3 (Placement) North American Mission Board The fluency level designations you give to your classes are not limited by a fixed scale. They are broad descriptions of fluency levels. The terms beginner, intermediate and advanced will reflect the individual ministries mix of volunteers and students. The language skill level of students in a class designated advanced in one ministry may be equal to an intermediate class in another ministry. Do not be concerned about that. The designations are for the convenience of your individual ministry. They give you an opportunity to place your students with others who have approximately the same fluency level. You may have two teachers and ten students. Six of the students scored as beginners on the placement interview, two scored as intermediates, and two as advanced level. So there will be one class of beginners and one class of intermediate/advanced students. Every class you have will really be a multi-level class. When and where should you conduct placement interviews? Conduct placement interviews at the first class of each semester, or the first time a student visits. The first day of classes should be devoted to a general overview about the ministry and placement interviews. As students arrive at the first class meeting, give them registration forms to complete. Some students may need help. Enlisting helpers who are bilingual is beneficial. Remember, though, that some students may speak languages your helpers do not know. After registration forms are complete, tell the students you would like to talk to them individually for a few minutes to determine which class will be best for them. Never say you are going to test their English fluency. Students who come to your ESL ministry after the first day of classes should be interviewed for placement in the proper class. Conduct the interviews in a quiet place, away from the group as a whole. It may be a separate room or the corner of the large room in which you meet. Only the student and the interviewer should be present for the interview. Spouses and friends should wait elsewhere. Who should conduct the placement interviews? On registration day, trained volunteers should be designated to conduct placement interviews. Ideally, for consistency of evaluation, the same person should interview all students. However, in ministries with a large number of students this is not practical. Several volunteers should be involved in the process. In existing ministries, experienced teachers should conduct the interviews. After the first day of class, the director or assistant director should do this task. New students arrive through the semester, sometimes weekly. This means someone should be available to do the placement interviews. This is one of the reasons that ministry directors, if at all possible, should not teach a class. How do you conduct the placement interview? There is a student placement interview provided in this chapter. Many graded ESL text series have their own placement instruments. If your existing ministry uses such a text, you may want to use their instrument. The placement instrument you use is not important. Conducting a placement interview is. Overview of Placement Interview Material The placement interview in this book consists of a set of questions to help evaluate the students: Comprehension: the students ability to understand English Speaking: the students ability to generate English language sentences Reading: can he or she read the alphabet and read and understand a few English language sentences Writing: can he or she legibly write his or her name, the alphabet and one simple English language sentence The placement interview has one page with questions and directions for the interviewer, two pages with pictures to be used during the interview, and one page with reading material for student use in the interview. Preparing for the Interview Make several copies of the page with the interview questions. You will need one page for each student. You can copy the pages on the back of your registration form so you will have fewer papers to keep up with. Make one copy of the two pages of pictures and the reading section for each interviewer. Put them in sheet protectors in a notebook to use for the interviews. Also include lined paper in the notebook and have a pen available for the writing portion.
4. 4. TELL Manual Chapter 3 (Placement) North American Mission Board 31 Conducting the interview The interviewer sits across from the student. He will show the student the pictures and the reading page and ask the questions. He will ask the student to write his name, four words, and one sentence. The interviewer will mark on the interview form how the student responds either with a check mark or an X. Later he will count the number of check marks and circle the appropriate fluency level on the bottom of the interview form. General Information The top of the Placement Interview Form provides a place for the students name, the interviewers name, and the date of the interview. When conducting the placement interview Do not ask questions more than two times. Do not explain or try to teach vocabulary. This is not a time of instruction. If the student can not respond, simply smile and move on. Evaluating Fluency Level There are two boxes on the interview form. Box one outlines the directions and questions for evaluating the students ability to understand and speak English. This box contains two sections: Comprehension and Speaking. Comprehension There are two parts to this section: Greetings, and Questions related to the Comprehension Pictures. Greetings Process You are evaluating the students English fluency from the very beginning of the interview. Introduce yourself Ask the students name - There is a place on the form to mark whether the student responded. - Mark for responded or X for did not respond. Ask the student, What country are you from? - There is a place on the form to record his or her answer. You must also mark whether he or she responded. - Mark for responded or X for did not respond. Ask the student, How long have you have lived in the USA/Canada? - There is a place on the form to record his or her answer. - Mark whether the student responded. Ask the student, Have you studied English before? - If the answer is yes, ask Where? and How long? Record the answers. - Mark whether student responded for yes or X for no. Questions for Comprehension Pictures Show the student the Comprehension Picture page. On the placement interview form, below the heading Comprehension: Pictures, there are four numbered lines. Each line has three columns. Process for lines one through three: In the left hand column you are asking the student to point to a picture. In the center column you are asking the student to tell you the number of a picture. In the right hand column you are asking the student a question related to the picture. In each blank, mark for responded correctly, or X for responded incorrectly. Process for line 4: Line number four is slightly different. Since there is only one picture that has not been used, the questions will differ. In the left column you are asking the student to point to a specific person in the picture. In the center column you are asking how many children are in the picture. In the right column you are asking the student to tell you about his or her family. In each blank, mark for responded correctly, or X for responded incorrectly. Note the ALERT shown after line 1. If the student DOES NOT respond to the questions in the Greetings section or to the directions and question in line 1, skip to the Reading Section. There is no need to ask the questions remaining in the Comprehension section or in the Speaking Section. You do need to check, though, whether the student can read the Roman alphabet.
5. 5. 32 TELL Manual Chapter 3 (Placement) North American Mission Board Speaking This part of the interview will help you determine the students ability to generate English language sentences on his or her own. Show the student the Speaking Pictures. Ask the student: In Picture A, What is happening? What will happen next? Evaluate whether the student: - Responded accurately about what is happening in the picture. Mark two for yes or X for no. Note: there is no correct answer for each picture. If what the student says can be a possible interpretation, the response is accurate. - Used a few basic words, phrases. Mark two for yes or X for no. Do not mark this column if the student uses complete sentences. - Used correct grammar. Mark two for yes or X for no. - Used complete sentences. Mark four for yes or X for no. Using four increases the weight of using complete sentences in communication and helps in correctly placing students. There are two questions for Picture A but only one set of blanks on the interview form for Picture A. Make your evaluation based on the students overall response to the picture, not his or her response to each individual question. Ask the student: In picture B, what is each person doing? What will happen? Evaluate whether the student: - Responded accurately about what is happening in the picture. Mark two for yes or X for no. Note: there is no correct answer for each picture. If what the student says can be a possible interpretation, the response is accurate. - Used a few basic words, phrases. Mark two for yes or X for no. Do not mark this column if the student uses complete sentences. - Used correct grammar. Mark two for yes or X for no. - Used complete sentences. Mark four for yes or X for no. Using four increases the weight of using complete sentences in communication and helps in correctly placing students. There are two questions for Picture B but only one set of blanks on the interview form for Picture B. Make your evaluation based on the students overall response to the picture, not his or her response to each individual question. Evaluating whether the student is literate The second box on the interview form outlines the directions and questions for determining whether the student is literate or non-literate. This box contains two sections: Reading and Writing. Reading This portion of the interview is to determine if the student can read the Roman alphabet and read and understand a few English language sentences. Show the student the Reading page. Ask the student to read the letters of the alphabet. The letters are not in alphabetical order. Circle on the placement interview form any letters the student missed. Indicate whether the student read the letters accurately and smoothly. Mark for yes or X for no. Note the ALERT shown after the list of letters. If the student fails to respond or incorrectly identifies three letters, stop. Conclude the interview. If the student makes fewer than three errors in reading the alphabet, ask him or her to read aloud the three sentences on the Reading page. Indicate if the student read the sentences accurately and smoothly. Mark for yes or X for no. Ask the student the two questions to determine if he or she understood what he or she read. Indicate if the student answered the questions accurately. Mark for yes or X for no.
6. 6. TELL Manual Chapter 3 (Placement) North American Mission Board 33 Writing The writing portion will tell you whether the student can print legibly and write a few words. Give the student a pencil or pen and a piece of lined paper. Ask the student to print his or her name. Indicate if the student wrote legibly and correctly. Mark for yes or X for no. Note the ALERT shown after the direction to print your name. If the student CAN NOT legibly print his or her name, conclude the interview. If the student CAN write his or her name legibly: Ask the student to write boy, thank, hers, and wind. Mark for accurate and legible or X for not accurate or legible. Ask the student to write one sentence about his or her family. Indicate if the sentence was legible and understandable. Mark for yes or X for no. - Do not evaluate grammar or sentence structure unless it interferes with meaning. - Evaluate if the sentence makes sense. Conclude the Interview Thank the student. Ask if he or she has any questions. What do you do after the placement interview? Determine Fluency Level Find the first box on the interview page. Count the number of checkmarks in the Greetings and Comprehension sections. Record this number in the column on the right side of the box. Between the two boxes on the interview form are three fluency level designations. Beginner: 0-16 marks Intermediate: 17-25 marks Advanced: 26-32 marks Circle the appropriate fluency level. Determine if the student is non-literate or literate The students performance in the Reading Section and Writing Section indicates whether the student is non-literate or literate. You will not have to count the marks to make that evaluation. Remember, you are only evaluating whether the student can read and print the Roman alphabet and legibly print a few words. You are not evaluating how literate the student is. Some ministries have a separate class or additional class time before or after the regular class for non-literate students to work on basic literacy skills. Assign students to classes Place students of similar fluency levels together. Your class levels will not be precise. The number of teachers available will impact how you structure and divide your classes. In many instances, a broad range of fluency levels exist within one class. If you are not sure which fluency level to assign a student, always place in the lower level. When a student is not in the right class level, offer to move him or her. If he or she wants to stay in the class to which he or she was originally assigned, allow it. If the student wants to go to a different class to be with a friend, allow it. Your students come to class because they want to. Sometimes being in a specific class, even if it is different than the one you think is best for them, encourages students to come. Make it easier for your students to improve their English by encouraging them to attend the class in which they are comfortable.
7. 7. TELL Manual Chapter 3 (Placement) North American Mission Board 35 Student Placement Interview Material
8. 8. 36 TELL Manual Chapter 3 (Placement) North American Mission Board Student Placement Interview Material Students Name:_______________________________________________________________________________________ Interviewer: ___________________________________________________________ Date: _________________________ Comprehension: Greetings Mark for responded or X for did not respond. My name is _________________________What is your name? Responded_____ What country are you from?______________________________________________ Responded_____ How long have you lived in the United States/Canada? ________________________ Responded_____ Have you studied English before? (If yes) Where? ____________ How long?_______ Responded_____ Comprehension: Pictures In each blank, mark for responded correctly, or X for responded incorrectly. Ask the student to point to the item named after the number then ask the questions: 1. A man running_________ What number is it? (No.2) ______ Why is he running? (Hes in a race.) ALERT: If the student does not respond to the Greetings questions and item 1questions, move on to Reading. 2. A house ______________ What number is it? (No. 4) ______ What is your address? ____________________ 3. A clock ______________ What number is it? (No. 1) ______ What time is it? _________________________ 4. The mother ___________ How many children are in the picture? (1) _____ Tell me about your family. ______ Speaking: Ask the student: In picture A, what is happening? What will happen next In picture B, what is each person doing? What will happen? Record 2 for yes or X for no for each picture. Note that complete sentences are marked with 4 accurately a few basic words, phrases correct grammar complete sentences () A. ________ __________ ________ ________ B. ________ __________ ________ ________ Total number of marks for Comprehension and Speaking __________ Circle one: Beginner 0-16 marks Intermediate 17-25 marks Advanced 26-32 marks Reading Section: Ask the student to read the letters of the alphabet aloud. In each blank, mark for yes or X for no. Read accurately Read smoothly _____________ ___________ ALERT: If the student misses three letters STOP. Conclude the interview. Circle letters that are missed. A N V B O F Q C K P W D M X E L S G Y R H Z T I J U Read accurately Read smoothly Say: Read the sentences aloud. _____________ ___________ Ask the student: Where did Peter Smith live? (Chicago) Answered accurately _____ How many children does he have? (7) Answered accurately _____ Writing Section: Give the student a pen and blank piece of lined paper. In each blank, mark for wrote legibly or X for wrote illegibly (or for the dictated words, incorrectly) 1. Please print your name. Wrote legibly _____ ALERT: If the student can not, STOP. Conclude the interview. 2. Please print the word: boy ___ thank ____ hers ____ wind ____ 3. Write one sentence about your family. Legible and understandable _____ Circle one Non-literate Literate
9. 9. TELL Manual Chapter 3 (Placement) North American Mission Board 37 Comprehension Pictures 1. 2. 3. 4. Speaking Pictures A. B.
10. 10. 38 TELL Manual Chapter 3 (Placement) North American Mission Board Reading Section 1. A N V B O F Q C K P W D M X E L S G Y R H Z T I J U 2. My name is Peter Smith. My family lives in Chicago, Illinois. My wife Martha and I have seven children.
11. 11. TELL Manual Chapter 12 Resources North American Mission Board 199 CHAPTER 12 Recommended Resources ______________________________________________________________________________
12. 12. TELL Manual Chapter 12 Resources North American Mission Board 201 English as a Second Language Resources Please note: Publishers of ESL resources update their curriculum and change prices frequently. Check availability and prices from a variety of sources before choosing a resource. Basic texts Low Beginning Level Word by Word Basic Picture Dictionary Steven J. Molinsky and Bill Bliss Pearson ISBN-13: 978-013207874 Picture dictionary for beginning level students; more than 2,500 words focused on using language to meet survival needs; includes dialogue practice and questions to promote discussion and communication skills. WordSongs music CD included. Word by Word Basic Teachers Guide with Multilevel Activities and Lesson Planner CD-ROM ISBN-13: 978-0-13-159585-9 Foundations Steven J. Molinsky and Bill Bliss Pearson Student Book ISBN -13: 978-0131731448 Teachers Guide ISBN-13: 978-0132275545 For low beginning level students, this structured text focuses on essential vocabulary and relevant life-skill topics. It features listening, speaking, reading, and writing activities. The text employs active learning with interaction and physical activity. Literate Beginners Oxford Picture Dictionary: A complete vocabulary development program Jayme Adelson-Goldstein and Norma Shapiro Oxford University Press ISBN-13: 978-0194369763 This picture dictionary includes 4,000 words and phrases, along with practice activities to help the student increase reading, thinking, and speaking skills. Additional material is available to help the teacher extend the application of this item. Basic Oxford Picture Dictionary Literacy Program, Second Edition Garnet Templin-Imel Oxford University Press ISBN 978-0194345736 This is a comprehensive whole-language, competency-based program. The program emphasizes literacy skills. Curriculum includes thinking, reading, and writing exercises. Multilevel Basic ESL Text Series Side by Side, Third Edition Steven J. Molinsky, Bill Bliss Pearson Education This series is a four-level series, from high beginning through low advanced, that integrates life-skill topics, language functions, and grammar. Student books have full color illustrations and photos. There are a variety of materials available for each level. Foundations of Language Learning and Teaching Practical Techniques for Language Teaching Michael Lewis and Jimmie Hill Language Teaching Publications ISBN 0-906717-55-8 Resources for Teaching Pronunciation Pronunciation Contrasts in English Don L.F. Nilsen and Alleen Pace Nilsen Waveland Press, Inc. ISBN-13: 978-1577666417 The focus is on individual sounds and minimal pair contrasts.
13. 13. 202 TELL Manual Chapter 12 Resources North American Mission Board Clear Speech From the Start Judy Gilbert Cambridge University Press This is designed for beginner students to help master crucial elements of English pronunciation and comprehension. Audio CD available. Student Book ISBN-13: 978-052161905 Teacher Book ISBN-13: 978-0521637350 Clear Speech, 3rd Edition Judy Gilbert Cambridge University Press This is designed for intermediate to high-intermediate students. Student Book ISBN-13: 978-0521543545 Teacher Book ISBN-13: 978-0521543552 Small Talk, More Jazz Chats Carolyn Graham Oxford University Press This set uses music and jazz rhythms to teach rhythm, stress, and intonation. Book ISBN-13: 978-0194342209 CD ISBN-13: 978-0194386098 Communication Practice Activities Its Time to Talk! 101 Pages of Questions for Communication and Fluency Elisa Doyle Available from Canadian Resources for ESL www.eslresources.com Reproducible pages of discussion/interview questions. ISBN-13: 978-09686858-53 Its Time to Talk Again! 101 More Pages of Questions for Communication and Fluency Elisa Doyle Available from Canadian Resources for ESL www.eslresources.com Reproducible pages of discussion/interview questions. ISBN-13: 978-09686858-60 Something to Talk About, A Reproducible Conversation Resource for Teachers and Tutors Kathleen Olson University of Michigan Press Reproducible discussion starters and directions, divided into 13 topic areas. ISBN-13: 978-0472087600 Purple Cows and Potato Chips: Multi-Sensory Language Acquisition Activities Mary Ann Christison and Sharron Bassano Alta Book Center Fifty-six activities, teachers notes, and reproducible exercise sheets. ISBN-13: 978-1882483310 Look Whos Talking, Strategies for Developing Group Interaction Mary Ann Christison and Sharron Bassano Alta Book Center Seventy-eight activities and reproducible exercise sheets. ISBN-13: 978-1882483310 The Great Big Bingo Book: Bingo Games for ESL Learners Nina Ito and Anne Berry Pro Lingua Associates Reproducible bingo boards with pictures and vocabulary. ISBN-13: 978-0866471404
14. 14. TELL Manual Chapter 12 Resources North American Mission Board 203 The Card Book: Interactive Games and Activities for Language Learners Abigail H. Tom and Heather McKay Alta Book Center Contains 243 reproducible cards on a nine general topics; directions for teaching activities. ISBN-13: 978-1882483792 101 Illustrated Crossword Puzzles eBook John F. Chabot Full Blast Productions Ten reproducible units, 9 of which are thematic. ISBN-13: 978-1895451115 Fifty Speaking and Listening Activities, 3rd edition Deb Scott Canadian Resources for ESL www.eslresources.com Beginner to advanced level reproducible activities for children to advanced students. ISBN-13: 978-1894799140 The Idiom Book Hal Niergarth with Elizabeth Niergarth Pro Lingua Associates High-intermediate to advanced; 1,010 idioms in 101 two-page lessons. ISBN-13: 978-0866472593 Oxford Picture Dictionary Classic Classroom Activities Oxford University Press Included 168 partner and small-group activities; teacher notes. ISBN-13: 978-019-474023-4 Look Again Pictures for Language Development and Lifeskills Judy Winn-Bell Olsen Alta Book Center Twenty-two reproducible picture pairs containing eight differences each. Teaching suggestions included. ISBN-13: 978-1882483709 Pictures for Language Learning Andrew Wright Cambridge University Press Describes over 200 ideas for picture-generated language work with visuals easily available to the teacher. ISBN-13: 978-0521358002 Action English Pictures: Activities for Total Physical Response Noriko Takahashi and Maxine Frauman-Prickel Alta Book Center Sixty-six reproducible picture sequences with exercises, verb lists, teachers notes, and suggestions; not limited to Total Physical Response use. ISBN-13: 9781-882483716 Real Stories: Real Heroes, Real Animals, Real People Pat Dyck Canadian Resources for ESL www.eslresources.com Reproducible, comic-book format of 16 stories with exercises; use with high beginners or adapt for higher-level students. ISBN-13: 978-1894799034 Communicating on Campus: Skills for Academic Speaking Amy Hemmert and Ged OConnell Alta Book Center Focus on oral communication skills need in the classroom and other places on campus. Student Book ISBN-13: 978-1-882483679 Teacher Guide ISBN-13: 978-1-882483686 Audio CD ISBN-13: 978-1-932383201
15. 15. 204 TELL Manual Chapter 12 Resources North American Mission Board Idioms A Fine Kettle of Fish Kristin Pedersen Canadian Resources for ESL www.eslresources.com Sixteen themed units with reproducible student materials. ISBN-13: 978-1-894799027 Idioms Delight John Arena Academic Therapy Publications Covers 75 common idioms, six lessons with reproducible activities ISBN-13: 978-0878798896 The Slangman Guide to Street Speak David Burke Slangman Publishing A three-part course in American slang and idioms; available in eBook, mp3, and audio CD; note that other topics such as biz speak is also available. Street Speak 1 ISBN-13: 978-1891888083 Street Speak 2 ISBN-13: 978-1891888069 Street Speak 3 ISBN-13: 978-1891888229 Cross-Cultural Communication Resources The American Ways: An Introduction to American Culture, 3rd edition Kearny-Datesman, Crandall, and Kearney Pearson Education ESL A cultural reader designed to help understand the cultural values of the United States; provides readings and cross-cultural activities for small group and class discussions. ISBN-13: 978-0131500860 American Ways: A Cultural Guide to the United States Gary Althen and Janet Bennett Nicholas Brealey Publishing Designed for non-Americans who want to understand cultural values and customs of U.S. Americans. ISBN-13: 978-1877864995 Learning About Other Cultures Reaching the World in Our Own Backyard: A Guide to Building Relationships with People of Other Faiths and Cultures Rajendra K. Pillai WaterBrook Multnomah Publishing Group Wonderful basic introduction to cross-cultural ministry and specific dos and donts in dealing with culturally sensitive issues with people from more than 50 countries; also available as an eBook. ISBN-13: 9781578566013 Culture Grams ProQuest LLC Individual four-page overviews of the culture of over 200 cultures; also available online Culturegram.stores.yahoo.net. Multicultural Manners: Essential Rules of Etiquette for the 21st Century (Revised Edition) Norine Dresser Wiley Gives readers an understanding of the dos and donts of interacting with those from other cultures. ISBN-13: 978-0471684282
16. 16. TELL Manual Chapter 12 Resources North American Mission Board 205 Books on the Cultures of Individual Countries Gestures: the Dos and Taboos of Body Language Around the World Roger E. Axtell Wiley Covers the world of gestures and what they mean, how to use them, and when to avoid them. ISBN: 978-0471183426 Dos and Taboos Around the World, 3rd Edition Roger E. Axtell, editor Wiley Information on protocol, customs, and etiquette around the world. ISBN: 978-0471595281 A Beginners Guide to Crossing Cultures: Making Friends in a Multi-cultural World Patty Lane InterVarsity Press Written from a Christian perspective, this book is a wonderful help to understanding different cultural perspectives with practical suggestions about building relationships across cultures and dealing with cultural conflict. ISBN-13: 978-0830823468 Books to Teach Culture Culturally Speaking, Third Edition Rhona B. Genzel and Martha Graves Cumming Heinle ELT Designed to build useful, comfortable communication skills through exploration of common experiences. ISBN-13: 978-1424004041 New Ways in Teaching Culture Alvino Fantini, editor TESOL Publications Introduction to teaching culture and activities to use while teaching culture. ISBN-13: 978-0939791705 Bible-Based Materials Bibles and Biblical Material in Basic English Contemporary English Version of the Bible (CEV), 5.4 reading level American Bible Society 1865 Broadway New York, NY 10023-7505 1-800-322-4253 www.bibles.com The New Life Version Bible - uses only 850 English words Christian Literature International 22449 S. Penman Rd. Oregon City, OR 97045 www.christianliteratureinternational.org New International Readers Version (NIrV), third grade reading level Biblica (formerly International Bible Society) 1820 Jet Stream Drive Colorado Springs, CO 80921 1-800-524-1588 www.biblicadirect.com
17. 17. 206 TELL Manual Chapter 12 Resources North American Mission Board Bibles, Tracts, and Materials in Other Languages American Bible Society 1865 Broadway New York, NY 10023-7505 1-800-322-4253 www.bibles.com Biblica (formerly International Bible Society) 1820 Jet Stream Drive Colorado Springs, CO 80921 800-524-1588 www.biblicadirect.com Multi-Language Media P.O. Box 301 Ephrate, PA 17522 717-738-0582 The Jesus Film Project in more than 690 languages www.jesusfilm.org Bible Studies Beacon Hill Press of Kansas City P.O. Box 419527 Kansas City, MO 64141 1-800-931-1900 (order line) www.nph.com Basic Bible Studies in Everyday English, ISBN-13: 9780834120587 How Christians Grow, ISBN-13: 9780834120594 What Christians Believe, ISBN-13: 9780834120617 The Life of Jesus Christ: The Gospel of Mark, ISBN-13: 9780834120600 Christian Literature International 22449 S. Penman Rd. Oregon City, OR 97045 www.christianliteratureinternational.org Topical Study Outlines, teachers manual and workbooks. Texts that Use Biblical Material to Teach ESL English Lessons from the Bible: Book of Mark, Books 1 and 2 North American Mission Board To order: http://www.nambstore.com Multi-Language Media P.O. Box 301 Ephrate, PA 17522 717-738-0582 http://multilanguage.com/esl/ESL.htm English in Action The Navigators Communication Department P.O. Box 35003 Colorado Springs, CO 80935 800-366-7788 www.navpress.com
18. 18. TELL Manual Chapter 12 Resources North American Mission Board 207 ESL Resources for Children Types of General Childrens Books that You Can Use with ESL children Books that illustrate concepts Use books with limited text and clear illustrationsopposites, shapes prepositions (on, under, around, through). Books with illustrations that support and extend meaning Use picture books with no words, and picture books with bright clear illustrations of the action in the story. Books with predictable features Use books with predictable language and rhyming. Books that support the academic curriculum Use simplified, illustrated explanations of academic subject matter. Books linked to the childs culture Use stories about people from the childs culturein the United States, Canada, and in their own countriesand folktales from the childs culture. Structured childrens ESL series Lets Go, 4th edition Ritsuko Nakata, Karen Frazier, Barbara Hoskins, and Steve Wilkinson and Carolyn Graham Oxford University Press Includes student books, teacher guides and other resources. Order: (800) 542-2442 or (919) 677-0977 http://elt.oup.com Other Resources The Oxford Picture Dictionary for Kids Oxford University Press Presents over 700 words with 60 colorful illustration; shows children and their families in everyday situations at home, school, around town, and out in the world. Order: 1-800-542-2442 or (919) 677-0977 http://elt.oup.com ISBN-13: 978-0194349963 The Oxford Picture Dictionary for Kids, Teachers Book Oxford University Press Teaching techniques and strategies for each of the pictures in the dictionary; can be used without the workbook and reproducible collection that are other components of this resource. Order: 1-800-542-2442 or (919) 677-0977 http://elt.oup.com ISBN-13: 978-0194349987 Childrens Games: Teachers Resource Book Maria Toth Macmillan Education Book Store Games and activities to help bring fun to young learners of English. Available in .pdf and eBook formats www.macmillaneducationbookstore.com Very Young Learners Vanessa Reilly and Sheila M. Ward Oxford University Press More than 80 activities, games, and songs for working with pre-school children. Order: 1-800-542-2442 or (919) 677-0977 http://elt.oup.com ISBN-13: 978-0-19-437209-1
19. 19. 208 TELL Manual Chapter 12 Resources North American Mission Board Creating Stories with Children Andrew Wright Oxford University Press Contains a variety of ideas for using stories to teach English. Order: 1-800-542-2442 or (919) 677-0977 http://elt.oup.com ISBN-13: 978-0194372046 ESL Teachers Activities Kit Elizabeth Claire Order from the author: http://elizabethclaire.com/store/ ISBN-13: 978-0130804785 Games for Children Gordon Lewis and Gunther Bedson Oxford University Press This book shows how to use games in the classroom to strengthen language learning. Order: 1-800-542-2442 or (919) 677-0977 http://elt.oup.com ISBN-13: 978-0194372244 Out of Your Chairs! 40 Active Games for ESL Dani MacArthur and Thane Ladner Available from Canadian Resources for ESL Reproducible activities that help students experience language learning kinesthetically. www.eslresources.com ISBN-13: 978-1896039015 Jazz Chants for Children: Teachers Edition Oxford University Press Songs, chants, and poems to teach basic language structure; contains reduced copy of student book pages and teaching suggestions. Order: 1-800-542-2442 or (919) 677-0977 http://elt.oup.com ISBN: 978-0195024975 Jazz Chants for Children Oxford University Press Order: (800) 542-2442 or (919) 677-0977 http://elt.oup.com ISBN: 978-0195024968 Lets Chant, Lets Sing by Carolyn Graham Oxford University Press Each song or chant is based on a frequently used language function or grammar structure; student book includes additional teaching suggestions; six levels available. Order: 1-800-542-2442 or (919) 677-0977 http://elt.oup.com Publishers of ESL Materials Clearinghouse for multiple publishers Delta Publishing Company 1400 Miller Parkway McHenry, IL 60050-7030 1-800-323-8270 www.deltapublishing.com Alta Book Center Publishers P.O. Box 1736 Provo, UT 84603 1-800 ALTA-ESL www.altaesl.com
20. 20. TELL Manual Chapter 12 Resources North American Mission Board 209 Individual publishers Pearson ELT Longman, Prentice Hall Regents, Scott Foresman ESL, Addison Wesley Order Department 200 Old Tappan Road Old Tappan, NJ 07675 (201) 767-5021 wwwpearsonelt.com Cambridge University Press Order Fullfillment 32 Avenue of the Americas New York, NY 10013-2473 (212) 337-5000 www.cambridge.org TESOL (Teachers of English to Speakers of Other Languages) Publications 1925 Ballenger Ave., Suite 550 Alexandria, VA 22314-6820 Toll Free: 1-888-891-0041 www.tesol.org Oxford University Press Order Department 2001 Evans Road Cary, NC 27513 1-800-451-7556 www.oup.com University of Michigan Press 839 Green Street Ann Arbor, MI 48106-1104 1-877-364-2942 www.press.umich.edu/esl Heinle & Heinle ITP Distribution Center Cengage Learning 10650 Toebben Dr. Independence, KY 41051 1-800-487-8488 www.heinle.com Nicholas Brealey Publishing 20 Park Plaza, Suite 610 Boston, MA 02216 (617) 523-3801 www.nicholasbrealey.com Pro Lingua Associates P.O. Box 1348 Brattleboro, VT 05302-1348 1-800-366-4775 www.prolinguassociates.com Sky Oaks Productions, Inc. P.O. box 1102 Los Gatos, CA 95031 (408) 395-7600 www.tpr-world.com New Readers Press 104 Marcellus St. Syracuse, NY 13204 1-800-449-8878 www.newreaderspress.com Center for Applied Linguistics 4646 40th St. NW Washington, DC 20016-1859 (202) 362-0700 www.cal.org
21. 21. 210 TELL Manual Chapter 12 Resources North American Mission Board