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Experience
Serving YOUR Community as an
Instructional Aide for Adult ESOL
C. Chappell
WELCOME
We’re glad you’re here!
And during our time together, we intend to show you how important
YOU are to the growing number of adults in YOUR community
who need to learn English…
ALPHABET SOUP
ESOL stands for English for
Speakers of Other Languages.
Your EXPERIENCE is valued
You might be an experienced teacher with previous ESOL
experience in an ESL or EFL environment.
If so, please share…remember, this program is still in development,
so your opinion counts!
You should make suggestions whatever your field of work might be!
ALPHABET SOUP
ESL stands for English as a Second Language.
Learners study ESL in an English-speaking country, such as
Canada, Britain, or the USA.
ALPHABET SOUP
ELLs are English Language Learners.
Our practices are ADDITIVE
ALPHABET SOUP
L1 is a person’s first language or “mother
tongue” acquired as a baby.
Chalk Dust
factoid
Many youth are at risk of developing subtractive bilingualism,
a condition in which the native language is lost as
the second language is learned.
We RESPECT learners, and each other
You will be encouraged to approach the instructor on your adult ESOL site, or the area
coordinator if you have been placed into a situation that is making you uncomfortable.
Your site instructors and area coordinators are pledged to keep an “open door” policy, and
make every effort to resolve, in a professional manner, ANY conflicts that may arise among
volunteers and/or learners on the ESOL site.
Everyone is asked to remember that the world is full of many different kinds of people, and
there is now more cultural diversity in Alabama than at any time previously.
This means that what you personally consider “rude” or inappropriate behavior might be
perfectly acceptable to someone else, and the reverse is also true.
However, abusive language or terminology referring to ANY person’s race, ethnicity, sex,
family and personal status, or religion will NOT be acceptable on site (applies to instructors,
learners, and volunteers).
SSCC observes all laws, regulations, and guidelines established by the United States and the
State of Alabama concerning non-discrimination in education and employment.
Meeting Our Learners
When we meet a learner for the first time, we ask many questions…
Here are three of the questions that help us
GET – IT – IN — GEAR …
Chalk Dust
factoid
Many of SSCC’s learners were practicing as health care
professionals in their homelands before
coming to the USA.
“Where Are You
From?”
An Important Question in the
Language Classroom
The significance of this question…
“Where Are You From?”
Chalk Dust
factoid
Communicative approaches tend to emphasize
life skills, helping learners acquire
vocabulary and figure out grammar in
the context of everyday situations
The significance of this question…
“Where Are You From?”
Achi Akatek
Located in Central America, its Awaketek Chuj
people learn Spanish at school, but Garifuna Ch'orti
most in Alabama also speak one or Itza' Ixil Jakaltek
more of their country’s 22 Mayan Mopan Poqomam
languages! Poqomchi' Q'eqchi'
At least four of those languages Sakapultek
(that we know of) are spoken in the Sipakapense
SSCC service area today! Tektitek Toquegua
Tz'utujil Uspantek
Many (if not most) Guatemalans Xinca Yucatec Maya
now living and working in Alabama Mam K'iche
are learning English as a third Q'anjob'al
language! Kaqchikel
Source: Wikipedia
http://commons.wikimedia.org/wiki/Atlas_of_Guatemala
Guatemala…continued
A few Guatemalan learners have not
learned to read and write in Spanish,
or in first languages that have not
existed in “modern” written form
until quite recently.
However, since the time of their
ancient, stone temple –building
ancestors, Mayan peoples have had
some form of written language. Language Map
Source: Wikipedia
http://commons.wikimedia.org/wiki/Atlas_of_Guatemala
Honduras
“Where Are You From?”
Chalk Dust
tip
Learners from some cultures may not respond well to
“spotlighting,” in which the teacher calls on one person
to answer a question in front of the whole class.
…and last, but NOT LEAST…
Chalk Dust
factoid
Learners also have intrinsic and extrinsic motivations.
They may be moved by their own aspirations, or by the
expectations of others.
Types of Learner Motivation
“Why do you want to learn a new language?”
Instrumental Integrative
Specific goals
√
Material rewards
√
Intangible/spiritual
rewards
√
Dependent on value
system
√
Short-term importance
√
Long-term importance
(Big picture)
√
Social Distance
As a volunteer, you may be able to observe the operation of Schumann’s
Social Distance Model on the ESOL site.
Many educators use this model as an explanation for the fact that some
learners are well-motivated to learn a second language, while others
might not be motivated to learn at all.
According to the model, people who are not motivated to learn feel that
there is too great a social distance between themselves and those who
speak the target language (TL) —in this case, American English.
People are highly motivated to learn English when they interact with
English-speakers on a regular basis, both professionally and socially
Learners who believe their level of education is lower than that of most
English-speakers tend to view English as the language of power and
privilege; they may frequently need reassurance that they are welcome
and in the “right” place to learn.
Schumann also identifies permanence as an important issue; the more
motivated learners see themselves as having a vested interest in
learning English for future plans, since they often plan to remain in the
USA for a long period of time.
“Where do you want to go with
English?”
ALPHABET SOUP
•Many of the more successful programs focus on career development and integrate
technology (computer skills) into the learning process.
•Language proficiency may be part of a training program provided by a large employer,
which can be helpful, but doesn’t usually put the students’ interests first.
A Communicative Approach…
Has been in use since the 1970’s.
Focuses on interaction, and the skills needed to carry on a conversation
in the target language.
Does not discount grammar, but presents it as used in real life
situations (contextualized).
Doesn’t focus so much on “What’s correct” as on “What’s necessary for
my intended meaning to be conveyed?”
Doesn’t measure proficiency as much as it observes an individual’s level
of competence in second-language situations.
Asserts that a learner has become competent in the second language
when the ability to understand a native speaker’s intentions during
discourse (conversation) has been developed as fully as possible—one
can memorize the “correct” way to say everything and still be quite
unable to communicate.
Getting a notion…
Many learners will ask for a more practical approach to learning English, one that
will be familiar to everyone who has tried to learn a foreign language using a
phrase book.
These books show and tell learners what to say in a particular situation, for
example “At the Grocery Store” or “In the Post Office.”
Teaching language in this way is called using a notional-functional syllabus.
This approach has its problems, but many advantages, as well, and can be used to
address the many different meanings the same words often have in English.
PULL
The Four Language Competencies
*names used in this section are not “real names” of any individuals
A “Third Way”
Many disputes about what is or isn’t “politically correct” in the adult second
language classroom come from the fact that culture is being taught as language
is taught.
An assimilationist perspective is often represented in public policy by the
English Only movement.
Assimilationists often say that English must become an immigrant’s primary
mode of communication in most situations, replacing the native tongue, and that
the norms and values of American culture must replace those with which
learners were raised, if their long-term goal is to remain in the USA.
Multiculturalists usually favor some form of bilingual education, which is a
politically impossible outcome in most of the states, including Alabama.
Multiculturalists often say that as far as possible, society should accommodate
the presence of more than one generally accepted set of cultural norms, and
that more than one language should be the norm, since most societies in the
world today are, in fact, multilingual.
Both assimilationism and multiculturalism are very controversial, but there’s
another approach…
An Intercultural Approach
An intercultural approach leaves the question of “How Americanized should I
become?” to each individual learner…
Participating in
immigrant programs in the
home language
community service role
Parenting in the Getting
and giving instructions
home language
at work in English
parent role workplace role
Joe or Jane Learner
(playing many roles)
Worship in the Shopping for basic
home language necessities in English
spiritual role consumer role
Well, sure, it might’ve been great for y’all. But I still don’t
understand what happened. You say you had the interview
nailed, ‘till you said….what was it?
I prefer to speak
my dialect at home
and standard
English at work.
Others take a
different view. We
are all individuals.
The Last One Picked
Story #2
Mei, who is from China, and her friend, Thanh, who comes
from Vietnam, have just finished their second week of free
English classes for adults at the local community college
ESOL site. On a Monday evening after their teachers left the
room to file paperwork, the two young women talked about
a problem they both were having in English class….
Thanh: Exactly!
Yes,
officer.
Whassup,
dawg?
Chalk Dust
Tip
Assume nothing! The fact that a learner
understands “whassup” as a greeting
does NOT mean that he will understand
I can’t believe it!
dawg as a term of affection.
Does Mahmud really
think Dr. Connor is
insulting him?!
In Other Words…
Story #4
Ahmed is an immigrant from a Middle Eastern country, and has been living in Alabama for three
years. He did not study English in high school or college before moving to the USA, and has just
enrolled in the adult free English program.
Ahmed’s cousin, Rafik, who studied English for three years in high school, has just joined him in
Alabama. Rafik has never actually visited an English -speaking country, but wishes to earn a
business degree from an American university. At Ahmed’s suggestion, he has also enrolled in
the free English class. The two young men usually attend class together.
On Rafik’s first night, Bill, a student teacher, found a book about the cousins’ home country in
the classroom library. It was written in English on a 6th grade level, and Rafik read a short
passage out loud carefully, making no mistakes in pronunciation. He used his pocket translator
to look up the definitions of unfamiliar words, took notes, and answered 4 of 5 questions
correctly on a written quiz Bill gave him. Ahmed participated in the same exercise, but didn’t do
so well. He struggled to pronounce English words that were unfamiliar, and could not show that
he comprehended the meaning of the passage.
Bill concluded that Rafik’s previous experience with English in school had prepared him for the
advanced English group. Ahmed would need to study with the beginners.
Later that evening, during wrap-up, Bill spoke with Mr. Barnes, the supervising instructor on the
ESOL site, about his work…
Mr. Barnes: So, did you do an informal assessment of Ahmed and Rafik?
Mr. Barnes: Right. Rafik has never lived in an English-speaking country and just isn’t
ready for the advanced group. He can barely manage a “Hi, how are you?” Ahmed
can make himself understood very well. I’m sure you could see that right away,
couldn’t you?
Mr. Barnes: I feel you might need to explain some things, Bill. This really wasn’t a
difficult assignment that I gave you, and frankly, I’m disappointed right now. Why do
you seem to think this is complicated?
In Other Words…
Story #4
• What Mr. Barnes didn’t understand, and Bill didn’t know how to
explain, is that Ahmed and Rafik are both advanced students of
What’s going on with English, but have not mastered the same type of language.
Ahmed and Rafik? • Ahmed, having been in Alabama for three years, has acquired
his BICS (Basic Interpersonal Communicative Skills).
• Most ELLs should have BICS about two years after placement
into the second language environment.
• BICS includes basic survival language for everyday activities
and social situations.
CALP •Ahmed has not yet acquired his CALP (Cognitive Academic
Language Proficiency) for English.
• He can make himself understood very well in oral English, but
has not mastered the language of written, academic books and
journals, which is quite different from social English.
• Most people need 5-7 years to acquire CALP.
• Rafik’s experience with English has prepared him for some
academic tasks, but not for survival outside the classroom.
BICS
For more information please
contact…
Phillip Johnson
ADULT EDUCATION SITE COORDINATOR
SHELTON STATE COMMUNITY
3401 MARTIN LUTHER KING JR. BLVD
TUSCALOOSA ALABAMA 35401
(205) 391-2665
pjohnson@sheltonstate.edu
Cary Chappell
Adult Education ESL Instructor
SSCC Holy Spirit Adult Ed. Site
(205) 886-0900
caryc@netscape.com
Resources used in this
presentation…
Brown, H. Douglas. (2000). Principles of language learning and teaching. White Plains:
Longman.
Freeman, D.E & Freeman, Y.S. (2001). Between worlds: access to second language
acquisition. Portsmouth, NH: Heinemann.
Freeman, D.E, Freeman, Y.S., & Mercuri, S. (2002). Closing the achievement gap: how
to reach limited-formal-schooling and long-term English learners. Portsmouth,
NH: Heinemann.
Otto, Beverly. (2006). Language development in early childhood. Upper Saddle River,
NJ: Pearson.
Samway, Katherine & McKeon, Denise. (1999). Myths and realities: best practices for
language minority students. Portsmouth, NH: Heinemann.