The ESL Student and the Classroom
As ESL students are introduced into the classroom, there are many teachers who will not know where to begin. Many teachers have not been trained in ESL and will have had little to no preparation time to create a meaningful unit for their new ESL students (Archibald, et al., 2008).
In general, there are two ways which teachers may introduce language development (Alberta Government). The first is known as BICS or Basic Interpersonal Communication Skills. This is a program similar to other language programs in the sense that is breaks words down into meaningful categories and has a strong social component. Oral production is strongly encouraged with others and partner activities are key. With BICS, it will generally take 3-5 years for students to match their peers development level.
The second program is known as CALP or Cognitive Academic Language Proficiency. In this program, a specific emphasis is placed on students learning the language required to succeed in the classroom. Usually this requires an in-class aid who will work with the student on assignments and ensure they understand the key terminology. Doing this program will result, on average, with students taking 5 - 7 years until they match their peers level.
It has been suggested that a combination of both programs needs to be implemented in order to best help students (Archibald, et al., 2008). Teachers need to decide when it is best for their ESL students to be pulled out of the classroom and when they may benefit from what is being done with the rest of the class to achieve a balance in which they learn the language as well as the expected curriculum for their age levels. In addition, students tend to work better when the extra work is being done in the classroom rather than out as they are still given a chance to listen to the language and to socialize with their peers.
In general, there are two ways which teachers may introduce language development (Alberta Government). The first is known as BICS or Basic Interpersonal Communication Skills. This is a program similar to other language programs in the sense that is breaks words down into meaningful categories and has a strong social component. Oral production is strongly encouraged with others and partner activities are key. With BICS, it will generally take 3-5 years for students to match their peers development level.
The second program is known as CALP or Cognitive Academic Language Proficiency. In this program, a specific emphasis is placed on students learning the language required to succeed in the classroom. Usually this requires an in-class aid who will work with the student on assignments and ensure they understand the key terminology. Doing this program will result, on average, with students taking 5 - 7 years until they match their peers level.
It has been suggested that a combination of both programs needs to be implemented in order to best help students (Archibald, et al., 2008). Teachers need to decide when it is best for their ESL students to be pulled out of the classroom and when they may benefit from what is being done with the rest of the class to achieve a balance in which they learn the language as well as the expected curriculum for their age levels. In addition, students tend to work better when the extra work is being done in the classroom rather than out as they are still given a chance to listen to the language and to socialize with their peers.
The Language Development of the ESL Student
As the ESL students begin to work on their English skills, there are a variety of stages which the students will pass through (Alberta Education, 2009).
The Silent Period: At the beginning, they will attempt to use their own language or may not attempt to speak at all in the classroom.
Interlanguage: As they learn new vocabulary terms, they will begin using one or two word sentences in addition to words from their own language.
Interference: Eventually they will begin to start producing spontaneous language. A challenge of this is that many students will still pronounce words using accents from their native language. There will also be transfer errors which originate with their first language. This is common to all ESL students.
Fossilization: In this stage, students will begin to fossilize certain words. There will be many errors which will become ingrained in the students which may last for a long time (possibly years). Certain rules may become mixed up while others no longer need to be thought about.
Code Switching: At this final stage, students will be fluent in the language. They will be able to switch from one language to the other with ease. There is a risk of "language attrition" in which the students will become fluent in English and may lose or may never learn the full range of language skills in their native languages.
Overall, it will take about 3 -4 years to accumulate the same vocabulary size as the rest of their peers (Alberta Education, 2009). It will take even longer to lose any fossilized errors they may have. In addition to language skills, it will take about 5-7 years to master the rest of the skills which are equal to their peers.
The Silent Period: At the beginning, they will attempt to use their own language or may not attempt to speak at all in the classroom.
Interlanguage: As they learn new vocabulary terms, they will begin using one or two word sentences in addition to words from their own language.
Interference: Eventually they will begin to start producing spontaneous language. A challenge of this is that many students will still pronounce words using accents from their native language. There will also be transfer errors which originate with their first language. This is common to all ESL students.
Fossilization: In this stage, students will begin to fossilize certain words. There will be many errors which will become ingrained in the students which may last for a long time (possibly years). Certain rules may become mixed up while others no longer need to be thought about.
Code Switching: At this final stage, students will be fluent in the language. They will be able to switch from one language to the other with ease. There is a risk of "language attrition" in which the students will become fluent in English and may lose or may never learn the full range of language skills in their native languages.
Overall, it will take about 3 -4 years to accumulate the same vocabulary size as the rest of their peers (Alberta Education, 2009). It will take even longer to lose any fossilized errors they may have. In addition to language skills, it will take about 5-7 years to master the rest of the skills which are equal to their peers.
Educational Challenges
As mentioned in the other sections of this website, there are many factors which teachers will need to consider when teaching an ESL student. In addition to the emotional and background challenges of the students, there will be various problems which they may face with the work itself in school. Teachingrefugees.com published a list of common challenges teachers will find with their ESL students in the English speaking classroom:
-They may work slowly
-They may have difficulties recognizing relationships or applying patterns
- They may copy from their classmates
- They can be inconsistent with their work
- They may appear to be disorganized
- They may acquire their speaking and listening skills much faster than reading and writing.
It is important that teachers recognize these challenges and attempt to use a proactive approach in order to make class time much more enjoyable.
-They may work slowly
-They may have difficulties recognizing relationships or applying patterns
- They may copy from their classmates
- They can be inconsistent with their work
- They may appear to be disorganized
- They may acquire their speaking and listening skills much faster than reading and writing.
It is important that teachers recognize these challenges and attempt to use a proactive approach in order to make class time much more enjoyable.
Teaching Strategies
In general, there are a wide range of teaching strategies which can be used in order to ensure success for your ESL students. Many activities are recommended above others and it is up to the teacher to distinguish which are most useful for their student's unique situation. Here, you may find various strategies to use not only in the classroom in general, but in structuring your lessons aimed towards your ESL student.
In the Classroom
As with other students who may have learning difficulties, it is useful to aim your lessons to your lowest achieving student when giving lectures (Alberta Education, 2010). Nonverbal strategies are also extremely useful in aiding with comprehension. Use plenty of gestures and visuals to explain your meaning and to illustrate each lesson. Interactive lessons may also be extremely useful as it provides a hands-on activity for your ESL student (as well as the rest of the class) to learn (Archibald, et al., 2008).
You may need to adjust the length of the work given to your student, the time given for them to complete an assignment, and activities which require not only writing, but drawing or illustrations as well (Alberta Education, 2010). You may also need to plan to give extra assistance or to provide a buddy who could help your ESL student with his/her work. Finally, you may wish to incorporate your ESL student's vocabulary lessons as lessons for the rest of the class. Have a list of "words of the week" for them to learn together. This will create a stronger sense of inclusion and belonging to the classroom for the ESL student.
In your ESL Specific Lessons
There are a variety of difference ways in which you will be able to create meaningful lessons for your ESL students using a set of very basic guidelines. Under the "Activities" tab of this website, you can also find various games, activities and videos which you may wish to use or modify to suit your lesson needs.
One of the number one goals to keep in mind when first teaching the language to an ESL student is to link it to their home language (Alberta Education, 2010). This can be done in a variety of different ways. One would be to take words in their native language and place them alongside those in English. This can provide a reference point for students in which they can make connections. This may be done not only with flashcards, but with dual-language books as well. If your student comes from a refugee camp, however, you may find that this strategy does not always work as their literacy skills may be too low to even recognize words from their own language (Calgary Board of Education, 2013).
Another goal is to keep your activities meaningful to the students (Alberta Education, 2009). This can be done simply by having students write or talk about their families or personal experiences. Students are more likely to be at ease when working with something familiar to them and will generally grow faster in the language as a result. Teachers may also decided to create experiences for students to work with. For example, they may take them on a field trip to the zoo for a unit on animals. They may also incorporate a cooking class for students in a food unit. To begin with, have students first draw pictures and mimic your own writing after brainstorming with the class. Eventually they will gain the skills and the confidence to do it on their own.
A large part of teaching a language is by modeling language use yourself (Alberta Education, 2009). This could be as simple as speaking with the students, reading them a story or labeling your actions (I am jumping. I am walking. etc). You will also need to explain your own actions in order to provide a cognitive approach to learning the language. You will also want to encourage repetition (much like practicing an instrument over and over) as it will fossilize the language. Some studies have suggested that students need to use a word a minimum of seven times before they will remember it.
Finally, it is strongly suggested that you encourage play (Alberta Education 2009). This will encourage language development through imagination and symbolic actions in a relaxed and entertaining environment. Students are more likely to participate in class and will be highly engaged. It also provides a safe space in which students can try new words without fear of making mistakes in front of the entire class. This can be encouraged not only with games, but with songs, storytelling, dramatic play and creative activities (such as art media).
Assessment
Assessing your ESL students may prove to be a challenge to many teachers as there is no set curriculum in Alberta for ESL. As with the activities, however, there can be a basic set of guidelines for teachers to follow. A brochure provided by Alberta Education provides a strong set of tips which may aid in teacher planning and assessment strategies:
- Focus on the student's meaning rather than on their language errors, such as grammatical mistakes
-Grade a combination of processes and products for all students
- Explain your grading methods by showing examples of good work and rubrics with clear criteria.
- Have grades reflect a variety of performances such as participation, projects, portfolios and oral explanations.
- Adapt your tests and how you may give them (length of time, test, differentiated products, work involved etc).
(Alberta Education, 2007)
You may also choose to follow the Alberta Proficiency Benchmarks which provide checklists of key developmental points. Another strong way to show your student's growth is the use of a personal portfolio. This can document students work not only for their benefit, but for your own as well as it may guide your planning. In the end the key thing to remember is that your assessment strategies should best suit the needs of your student and may be adapted in a variety of different ways.
In the Classroom
As with other students who may have learning difficulties, it is useful to aim your lessons to your lowest achieving student when giving lectures (Alberta Education, 2010). Nonverbal strategies are also extremely useful in aiding with comprehension. Use plenty of gestures and visuals to explain your meaning and to illustrate each lesson. Interactive lessons may also be extremely useful as it provides a hands-on activity for your ESL student (as well as the rest of the class) to learn (Archibald, et al., 2008).
You may need to adjust the length of the work given to your student, the time given for them to complete an assignment, and activities which require not only writing, but drawing or illustrations as well (Alberta Education, 2010). You may also need to plan to give extra assistance or to provide a buddy who could help your ESL student with his/her work. Finally, you may wish to incorporate your ESL student's vocabulary lessons as lessons for the rest of the class. Have a list of "words of the week" for them to learn together. This will create a stronger sense of inclusion and belonging to the classroom for the ESL student.
In your ESL Specific Lessons
There are a variety of difference ways in which you will be able to create meaningful lessons for your ESL students using a set of very basic guidelines. Under the "Activities" tab of this website, you can also find various games, activities and videos which you may wish to use or modify to suit your lesson needs.
One of the number one goals to keep in mind when first teaching the language to an ESL student is to link it to their home language (Alberta Education, 2010). This can be done in a variety of different ways. One would be to take words in their native language and place them alongside those in English. This can provide a reference point for students in which they can make connections. This may be done not only with flashcards, but with dual-language books as well. If your student comes from a refugee camp, however, you may find that this strategy does not always work as their literacy skills may be too low to even recognize words from their own language (Calgary Board of Education, 2013).
Another goal is to keep your activities meaningful to the students (Alberta Education, 2009). This can be done simply by having students write or talk about their families or personal experiences. Students are more likely to be at ease when working with something familiar to them and will generally grow faster in the language as a result. Teachers may also decided to create experiences for students to work with. For example, they may take them on a field trip to the zoo for a unit on animals. They may also incorporate a cooking class for students in a food unit. To begin with, have students first draw pictures and mimic your own writing after brainstorming with the class. Eventually they will gain the skills and the confidence to do it on their own.
A large part of teaching a language is by modeling language use yourself (Alberta Education, 2009). This could be as simple as speaking with the students, reading them a story or labeling your actions (I am jumping. I am walking. etc). You will also need to explain your own actions in order to provide a cognitive approach to learning the language. You will also want to encourage repetition (much like practicing an instrument over and over) as it will fossilize the language. Some studies have suggested that students need to use a word a minimum of seven times before they will remember it.
Finally, it is strongly suggested that you encourage play (Alberta Education 2009). This will encourage language development through imagination and symbolic actions in a relaxed and entertaining environment. Students are more likely to participate in class and will be highly engaged. It also provides a safe space in which students can try new words without fear of making mistakes in front of the entire class. This can be encouraged not only with games, but with songs, storytelling, dramatic play and creative activities (such as art media).
Assessment
Assessing your ESL students may prove to be a challenge to many teachers as there is no set curriculum in Alberta for ESL. As with the activities, however, there can be a basic set of guidelines for teachers to follow. A brochure provided by Alberta Education provides a strong set of tips which may aid in teacher planning and assessment strategies:
- Focus on the student's meaning rather than on their language errors, such as grammatical mistakes
-Grade a combination of processes and products for all students
- Explain your grading methods by showing examples of good work and rubrics with clear criteria.
- Have grades reflect a variety of performances such as participation, projects, portfolios and oral explanations.
- Adapt your tests and how you may give them (length of time, test, differentiated products, work involved etc).
(Alberta Education, 2007)
You may also choose to follow the Alberta Proficiency Benchmarks which provide checklists of key developmental points. Another strong way to show your student's growth is the use of a personal portfolio. This can document students work not only for their benefit, but for your own as well as it may guide your planning. In the end the key thing to remember is that your assessment strategies should best suit the needs of your student and may be adapted in a variety of different ways.
Resources
Alberta Education. (2007). ESL Brochure. Retrieved
from Alberta Education:
http://education.alberta.ca/media/718896/eslbrochure.pdf
Alberta Education. (2009). Working with Young Children Who Are Learning English as a New Language. Edmonton: Alberta Education Early Learning Branch. Alberta Education. (2010). Making a Difference: Meeting Diverse Learning Needs with Differentiated Instruction. Edmonton: Alberta Education.
Alberta Government. (n.d.). Alberta Proficiency Benchmarks. Retrieved from http://www.learnalberta.ca/content/eslapb/index.html
Archibald, J., Bashutski, K., Guo, Y., Jaques, C., Johnson, C., McPherson, M., et al. (2008). A Review of the Literature on English as a Second Language (ESL) Issues. Calgary: The Language Research Centre - University of Calgary.
Calgary Board of Education. (2013). Teaching Refugees with Limited Formal Schooling. Retrieved from teachingrefugees.com
Alberta Education. (2009). Working with Young Children Who Are Learning English as a New Language. Edmonton: Alberta Education Early Learning Branch. Alberta Education. (2010). Making a Difference: Meeting Diverse Learning Needs with Differentiated Instruction. Edmonton: Alberta Education.
Alberta Government. (n.d.). Alberta Proficiency Benchmarks. Retrieved from http://www.learnalberta.ca/content/eslapb/index.html
Archibald, J., Bashutski, K., Guo, Y., Jaques, C., Johnson, C., McPherson, M., et al. (2008). A Review of the Literature on English as a Second Language (ESL) Issues. Calgary: The Language Research Centre - University of Calgary.
Calgary Board of Education. (2013). Teaching Refugees with Limited Formal Schooling. Retrieved from teachingrefugees.com