Teaching English Language Learners

Teaching English Language Learners 1

Teaching English Language Learners-

Education for ESL Students

Emily Brienza-Larsen

National University

September 24, 2003

Teaching English Language Learners-

Education for ESL Students

The United States is a collaboration of hundreds of cultures, nationalities and languages. “Immigration has been a constant in U.S. history, and languages other than English have been tolerated and even officially recognized from the outset” (Lessow-Hurley, 2000, 5). Although our country was made from the immigration of all nations, we have faced challenges when educating students from various languages. Ever since the 1960’s, cases have emerged throughout the states regarding the trouble with bilingual education. “In 1968 Congress approved a bill filed by Senator Ralph Yarborough, of Texas, aimed at removing the language barrier to an equal education” (Porter, 1998, para. 1). The Vocational Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act require an equal education for all students. ESL and ELL students have a language handicap. Today teachers must be aware of the needs of students who do not speak English as their first language. ESL and ELL students may require extra attention and instruction in the classroom. While researching the current information available to educators on dual language instruction, I have learned methods to ensure comprehension of second language students. However, each class and each student perceives information differently, and there cannot be a step-by-step rulebook for dual language instruction. Educators need to be able to improvise and understand the needs of their students. In the following essay I will discuss the methods of educating ESL students, the cultural issues of dual language instruction, assessment strategies for English language learners and an analysis of literature currently available to educators working with ESL students.

Methodologies for Educating ESL Students

“Bilingual education has heightened awareness of the needs of immigrant, migrant, and refugee children. The public accepts that these children are entitled to special help; we know that the economic well-being of our society depends on maintaining a literate population with the academic competence for higher education and skilled jobs” (Porter, 1998, para. 8). There are three main techniques used in ESL instruction; synthetic, analytic, and eclectic. In the synthetic approach there are onomatopoeic, the alphabetic, the phonic and the syllabic methods. Using the onomatopoeic method the students learn to make a single sound for each symbol/letter. Using this method word recognition strategies are taught when words are broken down into separate components. The alphabetic method is another synthetic approach to education. The alphabetic approach is when students learn the names of each letter and “no attention is given to the sounds represented by the letters” (Leyba, 2002, 176). Another method is the phonic approach, in which students visually see and sound out letters. This method is best for languages that stay consistent and the words sound as they are written. Unfortunately, some languages have letters that represent multiple sounds, in which case the phonic method does not achieve great success. The final method of the synthetic approach is the syllabic method. This style relies on the students’ auditory memory. “Syllables may be organized and sequenced carefully to permit students to begin using them immediately in words and in sequences that provide meaning” (Leyba, 2002, 177).

There are three strategies in the analytic approach; the language experience, the global method and the generative word method. In the language experience student are “encouraged to respond to events in their experiences by recalling what they have thought about and can put into words” (Leyba, 2002, 178). Since the discussion is based on personal experiences the children obviously understand the lesson. Teachers use the global method when they visually display a sentence to the class, and then tell the students what it says. The students memorize the words without analyzing their meaning. The generative word method is similar to the global method, because sentences are presented and read by the students. After the students can read the sentence they analyze the sentence’s meaning.

The eclectic method combines both the analytic and synthetic approaches to achieve successful reading levels. This approach may include multiple visuals, text, speech practice and other methods to help guide the students. The eclectic method is probably the most thorough approach because it accommodates multiple styles of learning. An eclectic approach allows teachers to pick and choose the most effective elements from each of the other methods that work in the classroom.

Methodology for My Own Classroom

After observing multiple classrooms and studying the different approaches to educate second language instruction I believe that the phonic method is one mostly likely for success. It consists of listening to words while seeing them written. For example, while a teacher reads a story, the students can follow along on their own copy. The phonic method also helps students learn “to write with standard spelling or approximations that are close enough to make a dictionary or computer spell-check helpful” (Gordon and Hayaman, para. 1). As an English teacher I believe in starting with individual learning, then a classroom discussion and analysis of the work. For example, if I were to assign a section of Shakespeare’s Romeo and Juliet, I would not expect the students to come back the next day completely understanding the text. I would simply expect the students to be familiar with the text they read, and then we would, as a class, analyze the meaning, and discuss the literary values of the play.

I also strongly believe in the eclectic method, which combines multiple strategies. I feel that each student learns so differently that a teacher must incorporate as many strategies as possible into a lesson, in order to reach each student. When working with English language learners the teacher’s task becomes even more strenuous because the teacher must ensure the comprehension of the assignment and lesson.

According to Deborah Short (2000) there are four goals of educators in the ESL standards. Students need to learn to communicate in English in social settings, use English to achieve academic success, and to use English in socially and culturally appropriate ways. Finding appropriate methods for educating ESL students on the proper usage of English can be a challenge for many new teachers. I believe many educational strategies for dealing with student comprehension cannot be taught - they must be learned through experience.

Societal Issues Pertaining to ESL Instruction

Unfortunately there are people who believe that students who do not speak English as their first language are considered a lower class. As Lessow-Hurley (2000) states, “We consider it a worthwhile accomplishment for a college graduate from an English-speaking background to master a second language. But we insist that the children of immigrant families relinquish their first languages as part of their Americanization” (Lessow-Hurley, 2000, 142). I wonder, what is Americanization, if anything other then the mixture of cultures from around the world? Americans are the true fusion of the world’s people.

Rosalie Pedalino Porter is an advocate for the rights of ESL students. In her published article, The Case Against Bilingual Education, she points out the drop-out statistics of Latino students in our educational system. “According to a 1995 report on the dropout situation from the National Center on Education Statistics, speaking Spanish at home does not correlate strongly with dropping out of high school; what does correlate is having failed to acquire English-language ability” (Porter, 1998, para. 10). Porter points out that speaking a second language does not mean that the student is incapable of learning the material, it only means that the student has not learned the language.

Students of all cultures and languages have the right to an equal education. In 1964 the Civil Rights Act was established to protect the rights of bilingual students. Alberto Fernandez (2003) reminds school districts that “Title VI, Section 601, of the Act prohibits school districts receiving federal funds from discriminating against individuals on the basis of race, color, or national origin” (Fernandez, 2003, para. 2). Fernandez points out that school districts have guidelines to ensure the equal opportunity of all students. In 1970 a the guidelines required districts to:

1)Schools must take affirmative steps to rectify language deficiencies

2)Schools may not place second language students in a mentally handicapped classroom based on their English skills.

3)Teachers must insure that ability grouping does not result in permanent tracks.

4)Educators must notify parents of school activities in the language the parents understand.

Assessment Techniques for ESL Students

According to an article in the ERIC Digest, there are alternate assessment techniques for ESL and ELL students. One must remember that a student who does not understand the language can understand the objective. In order to asses and grade the performance of English language learners teachers can use nonverbal assessment strategies. “To express academic concepts without speech, students can point or use other gestures. They can also be asked to perform hands-on tasks or to act out vocabulary, concepts, or events” (Tannenbaum, 1996, ERIC ID: ED395500). If a student can express an answer without the use of language he/she can be graded on comprehension, not language. Many educators have had success using K-W-L charts, pointing out what the student know, want to know, and have learned. I have seen this technique in many classes with second language students. Although students may be able to learn material without the use of language, Judith Lessow-Hurley (2000) points out in her work The Foundations of Dual Language Instruction, that language assessment is still an important part of our curriculum.

Reflections of Available Literature on ESL Instruction & My Hope for the Future

There are hundreds of articles and texts available for those interested in learning about the methodologies of educating second language students. However, in my opinion, after reading a great deal of available information, I have found most literature to be fairly biased. There are those who believe in dual language instruction, in which the teacher speaks half day in English, and half in Spanish. Others believe in English only instruction with techniques used to help ESL students, and some believe in letting the ESL students “sink or swim.” In Judith Lessow-Hurley’s (2002) work she points out the biased beliefs of individuals in society, government and the educational system, “as of 1997, twenty-two states had some kind of official English law” (Lessow-Hurley, 2000, 144). Although we are a “melting pot” Americans strive for one common language.

Many school districts are now implementing Specifically Designed Academic Instruction in English (SDAIE) techniques. According to John Gulack and Sandy Silverstein, (1997) authors of SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Students, the SDAIE techniques include the use of real objects, visual aids, manipulative, graphic organizers, and group interaction. I believe that these techniques are the best way to ensure education for both mainstream and ESL students. However, In all my research I have not come across teaching methods that are 100% effective for any student, mainstream or ESL. Educators must be open to new methods, strategies and activities. Education is in a constant state of motion because the world is ever changing. Education must evolve as society alters. I only hope that my colleges and I can be open minded and unguarded to change, in order to be effective and successful educators in years to come.

References

Fernandez, Alberto. (2003). Legal Support for Bilingual Education and Language-Appropriate Related Services for Limited English Proficient Students with disabilities. Retrieved on September 23, 2003 from

Gordon, Jeanette, and Hayaman, Else. Phonics Instruction for ESL Students who have Literacy Skills In Their Native Language. Retrieved on September 18, 2003, from

Gulack, John and Silverstein, Sandy. (1997). SDAIE Handbook: Techniques, Strategies, and Suggestions for Teachers of LEP and Former LEP Students. Retrieved on September 17, 2003 from

Leyba, Charles. (2002). Schooling and Language Minority Students: A Theoretical Framework.

Legal Books Distributing, Los Angeles, CA.

Lessow-Hurley, Judith. (2000). The Foundations of Dual Language Instruction. Longman. New York, NY.

Porter, Rosalie. (1998). The Case Against Bilingual Education. Retrieved on September 24, 2003

from

Short, Deborah. (2000). The ESL Standards: Bridging the Academic Gap for English Language

Learners. ERIC Digest ID ED447728. Retrieved on September 24, 2003 from

Tannenbaum, Jo-Ellen. (1996). Practical Ideas on Alternative Assessment for ESL Students.

ERIC Digest ID ED395500. Retrieved on September 24, 2003 from