Methodologies Used in ESL Instruction 1

Methodologies Used in ESL Instruction

Emily Brienza-Larsen

National University

September 18, 2003

Methodologies Used in ESL Instruction

“Regardless of the method, to read is to comprehend and to comprehend it to think” (Leyba, 2002,175).

Planning on teaching in Stockton, California, I will be faced with numerous students who do not speak English. Understanding the methods used in dual language instruction is essential for all teachers. Individuals seeking a career in education are now being offered classes specifically designed to teach strategies and methods for working with second language students. Strategies developed in SDAIE, Specially-Designed Academic-Instruction in English, and other methodologies have been presented to education students. After reading Charles Leyba’s work, Schooling and Language Minority Students, I have learned that there are synthetic, analytic, and eclecticism approaches to teaching ESL students. After interviewing teachers and staff members at local schools I have realized above all that no child learns the same way, and no educator uses the same teaching style. What I have found is that each method has a downfall, thus one must use all methods in order to gain language mastery. We must learn and grow together in order to successfully motivate and educate our students.

Synthetic Approach

In a classroom teachers can use synthetic approaches (reading methods) in order to educate mainstream and ESL students. There are four main methods to the synthetic approach; the onomatopoeic, the alphabetic, the phonic and the syllabic method. In the onomatopoeic method the students learn to make a single sound for each symbol/letter. Many kindergarten teachers use this method to explain the sounds of each letter. For example, when teaching the letter “T”, students think of a ticking clock. Although this method can be fun for students, “it places such a strong emphasis on the recall of discrete elements that the code may emerge to detract from the meaning” (Leyba, 2002, 176). In the onomatopoeic method “word recognition strategies are taught as words are broken down into their component parts which are recombined to teach new and related words, phrases and sentences” (Mora, 2002, para.10). 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). The phonic method seems the most likely for success in my opinion, and it consists of listening to words while seeing them written. For example, if a teacher is reading 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, 1). This method is best for languages that stay consistent and the words sound as they are written, however, 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).

Analytic Approach

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. This method can be difficult for the teacher because he/she has a great deal of material to keep separate for each child. However, after talking to many educators most say that after reading a students 3rd or 4th paper, you can guess which student it belongs to without seeing the name. 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.

Eclecticism

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 healthiest approach for it accommodates many styles of learning and endeavors to do more than elicit monosyllabic utterances from students” (A Brief History of ESL Instruction, 12) . An eclectic approach allows teachers to pick and choose the most effective elements from each of the other methods that work in the classroom.

Educator Interviews:

After observing a classroom integrated with mainstream and ESL students I spoke with the teacher, Mr. Bagley, about his methods of instruction. Mr. Bagley, a 7th and 8th grade Social Studies and Computer teacher has a large range of students from different cultures and abilities. Many of his students also have mental and physical handicaps. On account of teaching mainstream, handicapped and ESL students, Mr. Bagley must present his class materials in a variety of ways to ensure comprehension of all his students. He told me that his school believed in integrating children of all capabilities into the same classroom. To provide additional assistance they have resource rooms where students can receive one-on-one tutoring. I asked Mr. Bagely which approaches he used with his ESL students. He believed in the eclectic approach, and incorporated a variety of methods in his teaching.

Mr. Bagley and I discussed the services available to ESL students at his school. In addition to their resource room and tutors, Mr. Bagley’s school believes in parent interaction. Although the ESL students’ parents speak broken English, Mr. Bagely believes that they need to be involved in their child’s progress. Mr. Bagley’s school offers many opportunities for parents to come to school including a “Career Day,” an “International Day,” and “Fall and Spring Festivals.” Mr. Bagely encourages parent helpers to come to class and to share their heritage with other students.

While visiting Mr. Bagley’s classroom I had the chance to speak with Mrs. Dipilo, the school’s resource teacher. Mrs. Dipilo’s classroom was the school’s resource room where students could come in throughout the day to receive individual tutoring. Her resource room was also available, by appointment, in the evenings for parents and students to get assistance with homework and the English language. Mrs. Diplio explained that some of her students stayed with her all day, as they were not yet able to face a mainstream classroom, either due to a handicap or language barrier. Mrs. Dipilo is a credential teacher, yet her curriculum is quite different from the other teachers in their school. Since she works with students in all grade levels and capabilities her classroom is mostly a place to develop relationship skills. She believes that students learn to interact with one another by playing games and activities. Through these activities her ESL students enhance their vocabulary and learn to communicate.

My Own Classroom

As I progress through the Teacher Credentialing program the most important thing I have learned in order to be a successful educator is to be flexible. “It is prudent for teachers to consider first the student who is to be served by the reading approach and to recognize that no one method has a monopoly on success in the classroom” (Leyba, 2002, 179). No student learns at the same speed or in the same way. Teachers must present a variety of activities, teaching strategies and lessons in order to meet the curriculum objectives for each student.

References

A Brief History of ESL Instruction: Theories, Methodologies, Upheavals. Retrieved on September 17, 2003, from

Bagley, Gary, personal interview, September 15, 2003.

Diplio, Karen, personal interview, September 15, 2003.

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

Leyba, Charles. (2002). Schooling and Language Minority Students: A Theoretical Framework. Legal Books Distributing, Los Angeles, CA.

Mora, Dr. (2002) A Curriculum Framework for Biliteracy Development. Retrieved on September 17, 2003, from