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Teaching English as a Second Language Course Introduction & Unit One: EFL/ESL Settings
Asst. Professor Diane McQueen, ABE Program Director at Eastern Wyoming College
Course Introduction
Presenter
Presentation Notes
Your ABE program Director will help guide you through the requirements of this course. Throughout the course there will be mini homework assignments in each unit. Please discuss these with your Director to determine whether or not you will be required to submit them.
Understanding Common Acronyms
TEFL
TESL
TESOL
ESOL
ESL
TOEFL
TOEIC
IELTS
ESP
EAP
ELS
LEP
SLTL
SLA
ABE
GED
NRS
OVAE
WCCC
TPR
CALL
Presenter
Presentation Notes
TEFL-teaching English as a Foreign Language TESL-Teaching English as a Second Language TESOL-Teachers of English for Speakers of Other Languages ESOL-English for Speakers of Other Languages ESL-English as a Second Language TOEFL-Test of English as a Foreign Language (This test is a common requirement for ESL students entering post secondary education here in the United States) TOEIC-Test of English for International Communication IELTS-International English Language Testing System (This is a test that is commonly used in Australia, New Zealand and throughout the UK for ESL learners wanting to study in their country. It can be equated to the USA TOEFL.) ESP-English for Specific Purposes EAP-English for Academic Purposes LEP-Limited English Proficiency ELS-English Language Support SLTL-Second Language Teaching & Learning SLA-Second Language Acquisition ABE-Adult Basic Education GED-General Equivalency Diploma NRS-National Reporting System OVAE-Office of Vocational and Adult Education WCCC-Wyoming Community College Commission TPR-Total Physical Response CALL-Computer Assisted Language Learning
Characteristics of a Good EFL/ESL Teacher
Intelligent: well trained
Dynamic
Creative/inventive
Not afraid to make a ‘fool’ of oneself ’!
Presenter
Presentation Notes
A good EFL/ESL teacher is one who understands the dynamics that could take place in either the EFL or ESL classroom. Here, training is the key. It is important that that the teacher have a good understanding of the concepts of Second Language Acquisition as well as the ‘know how’ to teach the four major language skills for non native speakers of English. Having the right type of personality is of vital importance when teaching EFL/ESL learners. The best teachers are ones who are lively, spirited, open minded, and truly dedicated to helping these special learners succeed in their mastery of the language. Teachers must be creative and inventive….ready and prepared to change directions mid-stream once its apparent that the ‘planned’ lesson is not succeeding in helping learners understand specific concepts. Perhaps the greatest challenge in being an EFL/ESL teacher is to not be afraid to make a fool of yourself. If students see that the teacher will do ‘anything’ (including jumping around the classroom, making faces, singing, dancing, etc……embarrassing yourself) …to help them understand, this creates a bond between teacher and student. And it is this bond that creates the foundation for successful learning.
EFL/ESL Teaching Environments
What is E.F.L?
Presenter
Presentation Notes
An EFL teaching environment occurs in countries where the native language is NOT English. It is where English is taught as a foreign language (i.e. a language not native to the country of instruction). In these situations, a native speaking English teacher is typically brought into the country to teach English. These expats are typically from England, Australia, New Zealand, Canada, and/or the United States (from countries where the native language IS English). Students in an EFL teaching environment have a very limited exposure to English outside the classroom. English is not used for daily life.
What is E.S.L?
Presenter
Presentation Notes
An ESL teaching environment is where students come ‘to’ study in a country where English is the native language. Students have a much wider range of learning opportunities as everything around them is in English….from watching t.v. to going to the post office/grocery store/movies, etc.
Video Clip #1
As you watch the video, notice: 1) what the students are doing
inside/outside the classroom 2) What language the students use to
speak to one another 3)The school environment 4) Teaching props/materials used by the
Clip 1 1. What language do the students use: in the
classroom? ….outside the classroom?
2. How was the ‘English’ lesson delivered to the students? What were the students expected to do? What teaching materials were used?
3. What did the classroom look like? How were student desks arranged?
4. What was one problem that the Chinese instructor explained about teaching English in China? What has the school done in an effort to help solve this problem?
5. Why do students study English?
Presenter
Presentation Notes
What language do the students use: in the classroom? ….outside the classroom? Inside the classroom, English is spoken by the teacher only. Students communicate with each other in Chinese, both inside and outside the classroom. In the clip, the woman mentioned that the school principal was the English teacher, because he was the only person employed by the school who had enough education to teach English. This is a typical bureaucratic problem in many EFL teaching environments. Countries around the world want/need their students to study English from an early age. Because of this governmental educational agencies implement standardized government controlled curriculums whereby English is a required course from an early level. Putting this requirement into practice in all school districts throughout the country is not always easy. Lack of funding and a general lack of well trained EFL teachers makes the instruction of English especially difficult, particularly in rural schools. What typically occurs is what was shown in this clip; the most educated person in the school district generally finds themselves as the ‘expert’ in English and is required to teach English……..even though this teacher may only have the credentials to teach farming, for instance. 2. How was the ‘English’ lesson delivered to the students? What were the students expected to do? What teaching materials were used? We do not know whether or not the three sisters were qualified EFL teachers (i.e. had teaching credentials). However, it can be implied from the fact that the one sister is only 17 years old, that they did not have teaching credentials). Given this, the sisters approach to teaching English was really only a way to try and attempt the students to verbalize the English language. No true communication actually took place where the learner understood meaning and was able to verbalize that comprehension. The ‘English’ lesson they taught was what is known as ‘parrot English’ where students repeat what they’ve heard from the native speaker of English. There were no props or materials prepared for the students to aid in general comprehension. Students were simply expected to listen and repeat. This is not a very effective way to teach an English class, particularly young learners. Young learners need to be able to develop an understanding of when it is appropriate to say “Hello” vs. “Hi” (i.e. formal vs. informal language) or what the true meaning of a statement/question is (i.e. a How are you? Question would require an appropriate response of ‘I am fine’. This was not taught to them. 3. What did the classroom look like? How were student desks arranged? If you look around the classroom, you will see bare walls. This creates a very sterile environment and is not conducive to learning, particularly language learning. Think of a typical kindergarten class here in the USA. What types of things would you expect to see on the walls of that classroom? (i.e. a classroom where students learn not only language, but math and other skills as well). You would expect to see letters of the alphabet, pictures, colors, and a wide assortment of props to help with the learning process for young learners. Overseas, these types of learning materials are not only VERY expensive, but are not widely seen as required tools for the development of a foreign language. As such, it is quite common for an EFL teacher to have no budget allowances for the purchase of classroom materials. In these instances, the creative and inventive teacher makes his/her own. Notice how the desks were arranged in this classroom. They were arranged in the traditional lecture style classroom. This arrangement does not work well for language instruction as students need the opportunity to interact with each other and with the teacher. A much more effective arrangement occurred when all the students were surrounding the teacher at his desk…although little English language communication actually occurred. In this case, the students were more interested in the camera than in listening to the instructor’s directives to ‘sit down’. The seating arrangement in the EFL/ESL classroom is vital to the language learning process. Round circles, pairs, and/or small groups are much better methods as they encourage interaction. After all, the key to language learning is communication (i.e. understanding what is being said and possessing the knowledge to respond back in an appropriate manner). 4. What was one problem that the Chinese instructor explained about teaching English in China? What has the school done in an effort to help solve this problem? As mentioned above, the problem is a lack of qualified English language teachers in rural areas of China. The school district has appointed the local principal as the English language teacher, simply because he holds the highest credentials! 5. Why do students study English? Students study English because they ‘HAVE’ to. English is a required course in curriculums throughout China from grade 3. Throughout China, the government controls what classes can be taught in school district curriculums. English is simply a requirement and because of this, there is no motivation to study. Students study English because they have to, not because they want to. At the lower levels, this is not such a problem as learning English can be fun. It is something new and young students are typically excited by simply having the exposure to another language. However, by the age of 8/9, this changes. It is at this point, that the curriculum requirements typically begin to stringently control what can be taught in an English language classroom. Instead of providing opportunities for ‘real’ communicative development of the language, curriculums typically focus on the development of vocabularies and grammatical structures. This can be very boring to students. It is at this point that the EFL teacher themselves become critical to the learning process. The teacher MUST make learning a pleasant experience and one that genuinely fosters the development of communicative competencies. But this is a difficult task for a teacher who is not trained in EFL/ESL teaching methodologies. It is even more difficult if the teacher is not creative, inventive, and willing to make a fool of oneself.
Video Clip #2
As you watch this clip, notice:
1) what are the students doing inside/outside the classroom
2) What language the students use to speak to one another
Clip #2 1. What language do the students use: in the
classroom? ….outside the classroom?
2. How were the ‘English’ lessons delivered to the students? What were the students expected to do? What teaching materials were used?
3. What did the classroom look like? How were student desks arranged?
4. Why are the students studying English?
Presenter
Presentation Notes
What language do the students use: in the classroom? ….outside the classroom? English is the only language used both in and out of the classroom. This is a true ESL environment as English is the language used for daily life in the country in which the students are studying. How was the ‘English’ lesson delivered to the students? What were the students expected to do? What teaching materials were used? There were multiple examples of lessons in this clip. Perhaps the most notable was the mini field trip the teacher took with her students. The teacher was very inventive in designing a lesson around a shopping trip. Undoubtedly, the teacher prepped the students by introducing various items that could be purchased at that particular type of store. She would also have introduced specific vocabulary items and general questions appropriate for use in this type of situation (e.g. “Excuse me, could you tell me where the _____ are?” type of questions would have been introduced to students prior to this excursion.) In each lesson, the students were expected to use English as a means of ‘real’ communication. There was a purpose behind their use of the English language. English was not taught to students as a listen and repeat technique. ESL teachers have a wealth of materials available to them which they can use in the classroom, simply because everything in the environment is in English. Introducing students to a library, a post office, court houses, stores, or any other place in which the students may need to utilize is an excellent way of using English to help improve their communication for the daily lives. The more advanced the learner, the more detailed a field trip could be. For example, you wouldn’t want to take a beginning level learner to a museum or to the State capital simply because their existing language abilities would prevent them from fully understanding and appreciating the value of the field trip. Instead, it would be better to take beginning learners to a post office to show them how items can be purchased, how to mail letters and packages, and explain/demonstrate the general purpose of the US post office. What did the classroom look like? How were student desks arranged? Although the desks in the classroom were arranged lecture style, they were not individual desks where learners sat alone. Two learners sat together at one desk and had easy access to the pair ahead/behind them. The classrooms were lively places for learning. Walls were utilized for pictures, drawings, and student work. 4.Why are the students studying English? Students were studying English because they ‘WANTED’ to; consequently, motivation to learn was very high. In the ESL classroom, motivation is crucial to the learning process. The higher the motivation, the greater the chances for success.
Environment Clip One: EFL
Homogenous environment
Few chances to use English outside of classroom
Students study because they “HAVE” to (e.g. school requirement, pass a test)
Teaching environment often lacks basic needs
Clip Two: ESL Heterogeneous
environment
Life outside the classroom is ‘ALL’ English
Students study because they “WANT” to (to better themselves)
Teaching environment filled with learning opportunities
English as an Intranational Language- New ‘Englishes’
Occurs within a country when there is a need for a national language that is NOT the native language ( a unifying medium)
Is influenced by the native culture of the country
Is typically only used in business/formal contexts
Clip #3: Singaporean English (Singlish)
http://www.youtube.com/watch?v=Ddqw1AFJqUk
First: Listen to the clip without watching the video 1. Can you understand the ‘Singlish’ used in this clip? 2. Describe the use of the English language
This time watch the video and follow along. Can you understand the use of “Singlish” in the clip? Why/why not?
Classes often focus on passive skills: listening/reading
Teachers often limited in ‘what’ can be done in the classroom(books, materials, etc)
Native teachers not well trained and/or not a sufficient number of native English speaking teachers (poor salary)
Rewards Cultural
experience
Forced creativity
Hands on interactions with students
Provide students with chance to learn ‘real’ English
http://www.youtube.com/watch?v=SLxUpQRHZFY
Presenter
Presentation Notes
Curriculum requirements: students required (usually by a federal law) to begin studying English at a very early age in school. They study the language because they ‘have to’, not because they want to. Because of this many teachers try to make learning English ‘fun’. Done through games and other activities to encourage the use of English, especially with younger students. As the child goes through the years, the focus becomes more serious and the ‘games’ are taken away. In many EFL public school systems, curriculum emphasis surrounds the ability of a student to pass standardized university entrance exams. Because of this, students are taught to the exam and are not taught the means to develop communicative competency in the language. Curriculum requirements may also be culturally bound around the traditions/religion of the country. For instance, in Saudi Arabia, English texts surround the customs of the Muslim religion. Large classrooms: typically 50-65 students per class English language learning now becomes more focused on the passive learning skills of listening and reading. Listening: Students are expected to learn techniques on how to understand English as it is spoken throughout the world. One of the problems with this though is that quite often audio materials are locally produced and have recorded voices of non-native speakers of English. These audio materials may use ‘New Englishes’. As a result, students do not learn ‘English’ as an international language, but as an intranational language. This creates breakdowns in communication when students try to communicate in English with someone beyond the culture in which the learning has taken place. Reading: quite often EFL learners reading skills develop at a faster rate than listening. This is typically due to the fact that reading, like listening is a receptive skill. (ie learners do not have to produce language). Students learn to read at differing speeds, they use different strategies to help them develop reading skills, etc. Students are unique in the ways they develop these types of skills. Unlike listening, developing reading strategies to comprehend a reading passage is very individualistic and does NOT require understanding the nuances of the language, such as pronunciation, accents, etc. Rote learning: this style of learning (repeat after me) is characteristic of EFL teaching environments in public school systems. This stems from behaviorism language theories which originating at the onset of second language theory studies. Unfortunately, many of the instructors involved in EFL teaching environments have not updated their teaching methodologies in years and continue to utilize ‘repeat after me’ techniques. This creates problems in a number of areas: Teachers may not be native speakers—poor pronunciation patterns, incorrect use of the language Students do not learn how to use English as a means of ‘real’ communication. Rote learning creates ‘parrot’ English language speakers Limited teaching supplies/materials, etc.: quite often in EFL public school systems, teachers are limited by school mandates to a list of materials in which they can choose from to develop their English language classes. This limitation quite often stems from ‘unrealistic’ beliefs from school board members, government official requirements surrounding English language learning in schools, and/or insufficient budgets. Lack of training: In some countries, English language teachers are not very well trained, for a variety of reasons. In Thailand, for instance, teachers although very well respected, are typically not teachers by choice. They have become teachers through default while at university. They may not have been able to satisfactorily complete a program of study, in business, per se, and switched to ‘education’ at a later point in the course of studies. Education curriculums in universities throughout Thailand, have traditionally, been the easiest to pass and have (traditionally) been the choice for students unable to complete other programs of study. As a result, many teachers in Thailand are teachers only by default. They have very little interest in education and may not be trained well on how to teach English. They may only possess a very limited knowledge of English, but are required to teach English simply because they received an ‘A’ in their English courses while in university. The problem is further exasperated by poor salaries for teachers, especially English language teachers in EFL public schools systems. Although, the instruction of English may be a requirement for all curriculums, English is not always considered ‘important’. The reason for this may be culturally driven, but it could also be financially driven as public schools are not always well funded by the government. Public school systems quite often try to employ native speakers of English, but here again, funding issues may prevent this from happening. When a public school does find native speakers of English who are willing to teach at their school, these native speakers may be untrained on how to teach English. They may be ‘backpackers’, tourists, or other native English speaking individuals who are in the host country for a variety of reasons. Unfortunately, many administrators of EFL curriculums have the belief that just because a person speaks English well, they can teach English. This is NOT true. Despite these difficulties, teaching in EFL public schools can be very rewarding. Teachers get the opportunity to learn a new culture through the eyes of the students they teach. Teachers learn to be creative in their teaching methodologies. Teachers learn how to interact through a variety of means.
Semester requirements: Most universities require several semesters of English. Typically, this is a two semester requirement whereby students study integrated skills for two semesters. Large classes of 50 plus students. In large university settings it is quite common to have 3-4 thousand students registered into these two courses each term. As a result, the emphasis on instruction is simply to have students pass the ‘required’ curriculum course. English is not always seen by college level administrators as a core course whereby mastery of the language is important. These are typically freshmen level courses. Because students are required to take these courses, student motivation is typically low. It is also quite typical to have non-native speakers teaching the receptive skill based courses: reading, listening. As well as grammar. These classroom are typically large classroom and are set up in the traditional lecture style format. This is not an effective way to learn a language. Teachers need access to students to observe/listen for productive skills when required. Native speakers teach productive skill based courses, speaking and writing. These classrooms are typically much smaller (approximately 30 to a class) and the classroom set up is quite often circular whereby the native speaking instructor has access to all students throughout the lesson. Students are encouraged through various activities to interact with one another in meaningful ways. Students are also expected to be active participants whereby they move around the classroom partaking in activities which focus on developing communicative competency in the language. ESP ESP courses are often an integral part of college/university level curriculums. These are associated with a particular program of study and are taken much more seriously by administrators as they directly relate to a student’s area of interest. These courses may include ‘English for Business’, English for Communication Arts’, English for Medicine, English for Engineering, etc. One of the greatest difficulties administrators have in employing teachers for these ESP courses is that the teacher must not only be proficient in English, but also in the content area. Curriculum approved ESP typically fall in a curriculum after the general integrated skill level courses taken in a students’ freshmen year. The actual number of ESP courses in a given curriculum will vary. Enrollment in these courses will typically have pre-requisites attached. Programs for English majors/minors Throughout all EFL settings, there can be programs of study for English majors and minors. These courses are typically run through a university English department and can include such courses as English Applied Linguistics, English Studies (Literature), American studies, etc. Instructors for these programs are required to be fully competent in both the English language as well as in the content area. These curriculums run across a full four year program and can be complimented by study in a third language, translation, interpretation, and/or cultural studies.
EFL Public Language Schools
Offer an assortment of program types and classes
Large and small
Presenter
Presentation Notes
Typically, the goal of a public language school is to provide students with the means to learn English for communicative purposes. (i.e. students learn because they want to be able to use English for work and or pleasure). They want to learn for a purpose…not because it is part of a required curriculum. Because of this, student motivation to succeed is high. Most language schools offer an assortment of programs and classes. Some cater to adults while others cater to providing English language instructor to children. Classes may include pronunciation classes, listening and speaking, reading, writing, culture classes, etc. These classes make use of instructional techniques such as real life video clips of sit coms, movies, realistic pieces of writing, (menus, business letters); realistic examples of readings; charts, maps, English language newspapers. The emphasis taught through these types of courses is ‘real’ English. (i.e. English as it is used in native English speaking countries). Students are taught how to converse using slang. They are taught to develop pragmatic competency in the language. They are taught various aspects of how culture influencing the language. (ie. The proper ways to ask questions, refuse invitations, etc.) For native speakers of English who are first beginning a career in TEFL, these are great courses to teach. They are fun and provide both the teacher and the student with an opportunity to interact and learn from one another. Class size can be large or small. Large classes are typically 30 students; whereas the smaller classes may only consist of 5-10 students. Public language schools also provide instruction for specific needs, such as tests needed to study overseas: IELTS, TOEFL, TOEIC. With these courses instruction is based solely upon the needs required to satisfactorily complete the specified test. In Japan, public language schools are ‘cram’ schools specializing in helping high school students obtain the skills they need to pass the college level entrance exams. These schools can have more than 500,000 students at any one time enrolled in them! Anyone can enroll in courses offered by these language schools as long as they are able to pay the required tuition. There are no other pre-requisites.
EFL Public Language Schools
Problem Schools Some have no
theoretical foundation
Hire unqualified teachers
Rely only on the textbook to teach students
Good Schools Programs
designed to meet the needs of the students
Qualified/trained instructors
Presenter
Presentation Notes
Problems: Around the world the number of public EFL language schools is growing, simply because English has become the international language of the world. Businesses around the world now need professionals who are competent in communicating in English. These businesses do not need academics who are knowledgeable in academic English, but rather individuals who have mastered the language in such a way that they can communicate in the real world for business purposes. Because of this, there has been and is a huge demand for teachers who can teach for this purpose. Unfortunately, this growth in demand for qualified TEFL teachers has increased faster than graduates coming out of this field. As a result, there are MANY public language schools around the world that have set up shop and claim to offer/provide English language services to students, yet there exists no ‘real’ curriculum or one that has no theoretical foundation. Worse yet, is that these language schools are in such desperate need of instructors that they hire native speaking tourists and backpackers to teach these courses. These people are typically unqualified to teach in their own countries, let alone in a foreign country. They are provided with temporary jobs, quite often without visas and illegally, to teach in the country. Student learning is based entirely upon a textbook, which may or may not be standardized across the different groups of students. Good Schools Not all public EFL language schools are bad. There are a number of EFL language schools that have long respected track records of producing students who are able to communicate proficiently in English, both for business purposes as well as for private needs. These schools utilize theoretically sound curriculums and employ well qualified instructors who understand the needs of EFL students in the classroom.
EFL Public Language Schools: Examples
Hess Language School in Taiwan
Specializes in helping children ages 4-16 with their English language needs.
Extracurricular activities include: national youth speech and writing competition, drama club, reading club
ESL Teaching Settings For Children: Public School Systems
For Adults: ABE Programs
University ESL Institutes Refugee and Literacy Centers
ESL in Public School Systems
Children of immigrants
Generation 1.5 students
Presenter
Presentation Notes
Children of immigrants: ESL in public school systems came about because of a need to educate the children of immigrants to an English speaking country. These children may or may not have gone through a public school system in their native country. As a result, the needs of these children differ from mainstreamed students. Some of these students may also have had ‘exposure’ to English in their native countries, but this may have included non-native varieties of English, such as ‘The New Englishes’ previously talked about. These students are typically not prepared for the rigors of academic life in the English language speaking country. Generation 1.5 These students are long time residents of the English speaking country in which they reside and can converse quite well in spoken English. However, they have many problems in reading and writing. One of the biggest problems with these types of students is that they do NOT want to be classified as ESL as they do not want to be grouped with recent immigrants. Teachers of generation 1.5 students also struggle because they don’t know how to teach the ESL teaching methodologies for ESL reading and writing.
Students are provided many examples of the second language.
Student’s first language is never spoken and adequate amounts of individualized instruction are not given in second language.
It is cost effective for School Boards and no teacher training is needed.
Teachers may not be familiar with student’s language or culture.
Students may be treated as intellectually inferior because they do not speak, read and/or write adequately in second language as soon as expected.
Students may experience frustration, low motivation, and/or high anxiety due to the demanding content and instruction.
No modifications are made for students.
Presenter
Presentation Notes
Submersion takes place in an environment in which only one language is used. The student is in a "sink-or-swim" situation. There is no attempt to aid the student in understanding the "new" language. (www.bypayne.myweb.uga.edu/Shawn.html)
Immersion Models Advantages Disadvantages Students are provided with many examples of the second language.
Student’s first language is never spoken and adequate amounts of individualized instruction are not given in the second language.
Focus is on student’s construction of knowledge.
Students may not understand the language enough to be able to construct knowledge.
Classroom discourse is adjusted to student’s needs, such as, simplified sentences, pictures, etc.
Student’s may not understand classroom discourse as soon as expected
It is cost effective for School Boards and minimal teacher training is needed.
Teacher’s may not receive the support they need for aiding the LEP student.
Students feel more comfortable in the Immersion classroom than the Submersion Classroom and may take more risks.
Lack of models for 2nd language acquisition.
Students may be treated as intellectually i f i b th d t k d
Presenter
Presentation Notes
Immersion takes place in an environment in which only one language is used; however, there are attempts made to adjust the learning experience for the student. (www.bypayne.myweb.uga.edu/Shawn.html)
Structured Immersion Advantage Disadvantages Students are provided many examples of second language in the regular classroom.
There are no native speakers of the target language in the pull-out classroom besides the teacher.
The focus is on content knowledge with support in the acquisition of the second language.
Student’s may not be acquiring second language fast enough and fall behind in grade levels.
English is used, modified, and taught at a level appropriate to the class of English learner.
Students may still need explanation and/or clarity provided in their first language.
The teacher is trained in ESOL and is familiar with the culture. However, they may not be fluent in the student’s language.
The school board must have qualified teachers and must provide resources for the modifications of the second language learners. This may be costly to a struggling school board.
Students are gradually mainstreamed into the regular classroom.
The students may be mainstreamed before they are ready.
The students may feel comfortable in the ESOL classroom and more willing to take risks.
Student’s may be stigmatized for going to ESOL class in the "Pull-out" model
Presenter
Presentation Notes
Structure Immersion is an environment in which students are taught lessons in a protected manner and are gradually mainstreamed totally in the regular classroom. ESOL pull-out classes are a method of structured immersion. (www.bypayne.myweb.uga.edu/Shawn.html)
Pullout Models
Time can be used to address content needs
Review lessons to clear up language and concept problems
Opportunity for bonding
Provide survival-level oral and reading instruction for low level learners
Benefits
Programs with little or no relevance to curriculum based content are not successful
Are ineffective if the ESL teacher and the content based teacher do not work together
Difficulties
Presenter
Presentation Notes
Pull-Out English as a Second Language programs remove students from mainstream classrooms for a portion of the day in order to give them specialized instruction in English. Pull-out ESL is most common in elementary schools where a designated ESL teacher works with small groups of children. (www.sitemaker.umich.edu/356.hunemorder/pull-out_esl) While this is not necessarily different from content-based ESL, pull-out programs do not usually incorporate the lessons going on in the English class. The 30-45 minutes seems insufficient time for instruction to many ESL teachers. ESL teachers often work a variety of students, speaking different languages, of different ages and often at different schools . While each of these students are attending ESL, they will all be missing different subjects in their main class, making it difficult for ESL teachers to incorporate content-based lessons into the ESL curriculum. As a consequence, students pulled out for ESL help are forced to miss instruction time in their mainstream classes. These difficulties are accentuated by the fact that pull-out programs are the most expensive and least effective model of the ESL and bilingual education programs.
Inclusion Models Of a
mainstream classroom
Goes into & is an active
part ESL teacher
•Gives ESL teacher direct access to what is happening in the mainstream class
•ESL teacher understands the challenges student face
•ESL students can get immediate feedback on problems, concerns they have in the mainstream classroom
Benefits
•Not always possible to have the ESL teacher in the mainstream classroom
•Can be expensive •ESL students may find it embarrassing Problems
Presenter
Presentation Notes
Inclusion is a planned philosophy of instruction for ESL students in which the classroom teacher and the ESL teacher work together in one of three 3 distinct ways: co-teaching, consultation, and classroom support” (2003). In other words, it means collaboration that better addresses ESL students’ needs. Elizabeth Platt, in her article, “White Papers: The Inclusion of Limited English-Proficient Students in Florida’s K-12 Content Classrooms,” writes that three expectations must be met for inclusion to be successful: “comprehensible instruction, opportunities for participation and interaction, and an appropriate curriculum”�
Co-teaching Models Benefits •An effective way to accommodate the
needs of learners •Helps meet standards •Creative collaboration • Students not singled out as ‘ESL’
Problems •Can be expensive (2 teachers -1 class)
Presenter
Presentation Notes
Co-teaching can (a) become an effective support for inclusive practices to accommodate the needs of diverse English Language learners; (b) help all students meet national, state, and local standards; (c) establish a vehicle for creative collaboration between English as a Second Language (ESL) and mainstream teachers.
Overlapping Settings-Young Children
Bilingual schools
International (K-12) Schools
Bilingual Education Advantages Disadvantages All students use their first language in order to learn their second.
Usually this is for Spanish and English speakers. Speakers of other languages are not provided for adequately.
Both groups of language users serve as models for each other.
Students may be become dependent on instruction in their first language and not try to understand content in the 2nd language.
The classroom teacher is proficient in both languages and will instruct knowledge in both languages.
Current classroom teachers would be required to learn and become fluent in a foreign language. This would take additional time and money.
The students all stay in one classroom and the stigma of the pull out class is not present.
School boards must have trained individuals and resources in both languages.
Students are more successful in acquiring second language because literacy development is fostered in their first language. This provides for a stronger transfer of knowledge.
Students self-esteem is fostered because it is a low risk environment and both languages and cultures are valued.
Presenter
Presentation Notes
Bilingual Education � is an environment in which all students are taught using a combination of first and second languages.
Subtractive Bilingualism
L1
L2
Presenter
Presentation Notes
subtractive bilingualism: Definition: When learning a second language interferes with the learning of a first language. The second language replaces the first language. This is commonly found in children who emigrate to a foreign country when they are young, especially in cases of orphans who are deprived of their first language input. The L1 is used to help the students learn the L2, but as that happens, emphasis is taken away from the home language and culture and placed upon the L2 language and culture. Goal is to take away the cultural identity of the child.
Additive Bilingualism
L1 L2
Presenter
Presentation Notes
additive bilingualism: When learning a second language does not interfere with the learning of a first language. Both languages are developed. This form provides the child with the opportunity to learn both languages equally without the loss of cultural identity from the L1
International K-12 Schools
Address the needs of:
Expatriate children
Natives who have studied abroad
Presenter
Presentation Notes
These schools have come about as a need to address the educational needs of expatriates living in the host country and for native speaking children who have returned home from studying in an English speaking country.
International K-12 Schools
Mainstream Curriculum
ESL Support: EAP
Writing: compositions
Reading: Literature & other texts
Listening: Note taking
Presenter
Presentation Notes
International K-12 schools offer a wonderful mixture of culture and language. The environment inside the school is like an ESL environment where there is a mixture of languages and cultures commonly found in each classroom, hallways, and throughout the entire school. However, English is the language used to deliver content areas to students. ESL support is provided where necessary, typically (though not always) using one of the immersion methods. The ESL program typically supports the content courses through EAP courses.
Adult ESL Learners University within Traditionally EFL
Contexts Adult Basic Education Programs
University ESL Institutes Refugee & Literacy Centers
University within Traditionally EFL Contexts Not a true EFL or ESL environment:
overlapping system
Strong English skills
ESL
• English language proficiency test
• Curriculum delivered in English
• Students expected to interact in classroom entirely in English
EFL
• Outside the classroom, student interaction is in L1
Presenter
Presentation Notes
This type of program is not a true EFL or ESL environment. They are designed for students in the native country, where the L1 is predominately used and who have strong English skills. The degree program is taught entirely in English with no (or very little) English language support. Outside the classroom, student interaction is in the L1.
These are programs in the United States which provide ESL language support to adults, aged 16 and up who are not enrolled in high school. The programs are funded at both the State and Federal levels. Classes are held for non-native English speaking immigrants, refugees and citizens who need to learn English in order to fully function in the US society.
University ESL Institutes
International students in English speaking countries
Institute offers wide variety of course
ESL students must meet TOEFL requirements of the institution prior to registering as a degree seeking student
Presenter
Presentation Notes
These programs are for students who travel abroad to study in English speaking countries. An institute is associated with a college/university and has the primary purpose of preparing non-native speaking students for the rigors of academic life in the English speaking country. As such, international students are first tested (using a standardized testing format) to determine their English proficiency level. From there, they are placed into ESL classes which focus on helping the student obtain the language skills required to complete a degree program in English. The institute will offer a multitude of courses from the very basic levels to advanced levels and may include such things as reading, writing, listening/speaking, intercultural communication, and EAP courses. Before students are allowed to register into a degree program they will typically have to meet the college’s/university’s TOEFL requirements. (these vary from institution to institution).
Refugee Centers
Provide language instruction to refugees and employment preparation and cultural assimilation courses (i.e. survival skills)
Centers typically government funded, although some are locally funded
General Qualifications for an ESL Teacher
Well trained (academically)
Licensed in the state in which they will be teaching
Requirements vary from country to country
Current Demand for ESL Teachers
The United States
Presenter
Presentation Notes
Increasing demand for ESL teachers has created a multitude of ESL job opportunities in the US. These ESL jobs are being offered by states which are offering a number of job training opportunities for those not already qualified to teach ESL. There are two principle types of ESL jobs that are in demand; positions which require bilingual teachers (Spanish and English) to teach bilingual classes, and ESL positions for English only classes for speakers who have a limited ability in English (LEP - limited English proficiency).
Current Demand for ESL Teachers
Australia
Presenter
Presentation Notes
In Australia, teachers are needed to teach migrants and refugees, and also international students. The demand for teachers in Australia fluctuates in line with migrant and refugee intakes, government funding for ESL teachers and with varying enrolments of international students.
Current Demand for ESL Teachers
England
Presenter
Presentation Notes
“There is great demand for English language teachers in the UK, with demand increasing over the summer months due to the many (some estimate at least 800) intensive summer school programs. There are opportunities for teaching English in the UK year round, but competition for jobs is quite strong, so a little persistence is necessary in order to secure a position. Many qualified and experienced English teachers return to the UK from their time teaching abroad and seek further employment teaching English in the UK. Combine this with the many teachers with higher TEFL qualifications such as a Dip TEFL, and you can see why access to jobs teaching English in the UK demands teaching experience and often a higher qualification. There are still opportunities for the newly qualified teacher during the summer months, and for returning teachers throughout the year. Teachers are usually paid per hour or class, with the pay being between GBP8-14 per hour. Preference is given to EU passport holders, and of course, UK nationals, but jobs are available for those from outside the EU through the Student Work Abroad Program.” (http://en.wikipedia.org/wiki/Teaching_English_as_a_foreign_language)
Discussion ESL students who have recently arrived in
the US sometimes complain if they walk into a classroom to find that their teacher is a
non-native English speaker. Why do you think they complain and what would you say
to these ESL students?
References 1. Gebhard, Jerry G. (2009). Teaching English as a
Foreign/Second Language. Ann Arbor, MI: The University of Michigan Press.
