Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i7Q1SQc11493; Wed, 25 Aug 2004 21:28:26 -0400 (EDT) Date: Wed, 25 Aug 2004 21:28:26 -0400 (EDT) Message-Id: <BD52A60E.28F7%varshna@grandecom.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Varshna Narumanchi-Jackson <varshna@grandecom.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10424] Re: bilingual approach to teach ESOL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; Status: O Content-Length: 4137 Lines: 108 If the class is not linguistically diverse, why not leave it to the teacher to decide when and how much L1 should make it into the mix? For years, many of my students thought I spoke Spanish (which I only understand minimally but I do a great job of faking) but they did not speak Spanish with me because I think I successfully created an expectation that we would work in English. What I offered to them, I think, was an understanding of how Spanish and English differed. Since I primarily taught classes made up of monolingual Spanish speakers, I had the luxury of directly addressing the trouble spots that Spanish speakers hit when learning English. It was even nicer when I had Spanish speakers from different parts of Central and South America because we could also talk about dialect, differences in intonation and rhythm, slang, etc. Knowledge of how the L1 and English differ should, I think, be cultivated by an ESOL teacher to the extent it is possible. There are some good resources (see Cambridge's Handbooks for Language Teachers "Learner English") on this topic. At times, I have wished I could speak Spanish because it would have helped me be a better teacher! I would hope, however, that a teacher whose class is linguistically diverse would apply a teaching method that reflects the needs of all of the students. Varshna Jackson Austin, TX on 8/25/04 6:12 PM, Dottie at dottie@shattuck.net wrote: > It would be great if we could give this kind of teaching support to all our > students, but how can we address the needs of students who speak languages > that few American teachers speak? How many of our programs (esp. the larger > ones) have staff who speak Korean, Chinese, Thai, Khmer, Hmong, Arabic, > Somali, Lingala, Serbo-Croatian, and many others? All of these ESL adults > may be in ONE beginner class! I've often had these and more in 1 class. > > Dottie Shattuck > Charlotte, NC > & York County, SC > > ----- Original Message ----- > From: "PAUL ROGERS" <pwaynerogers@yahoo.com> > To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> > Sent: Wednesday, August 25, 2004 4:20 PM > Subject: [NIFL-ESL:10420] bilingual approach to teach ESOL > > >> Recently someone wrote: >> We do not teach Spanish; all of our classes are >>> conducted in English. >> >> Concerning the Immersion Method: >> I also teach ESOL, but in a bilingual setting. My >> reasons can best be explained by a description of my >> own personal experience. >> Last month I took a few classes in Chinese, and >> the tutor had to explain to me - in English - the >> basics of Chinese pronunciation, along with >> translations of words and phrases. Although it was >> slow going, I was able to make the various sounds of >> basic Chinese. >> Years ago I took a course in Irish Gaelic using >> the same approach. >> In my opinion, English is the most difficult to >> pronounce. And it is extremely "slow going" if >> students are constantly frustrated by the problems >> associated with pronouncing English. >> Or - how can one learn a language without speaking >> it first? And how can students begin to speak English >> without practicing the G, J, V, short i, short u, TH, >> etc? >> Now, I suppose there are many good immersion >> programs, but they can only succeed with 5 or 6 >> students. Or - has someone developed a good immersion >> program that can accomodate 20 to 30 students? >> Adults do not learn a language in the same way >> that children do; and we need to find methods that fit >> adult learners. I think the bilingual approach is >> better. >> Paul Rogers >> --- Sandees32605@aol.com wrote: >> >>> >>> In a message dated 8/25/04 11:09:08 AM, >>> JGB@BunkeBerg.com writes: >>> >>> << the Spanish-English program >> >>> >>> I don't know. I work in adult ESOL, English for >>> Speakers of Other Languages. >>>> Good luck. >>> Sue Sandeen >>> >> >> >> >> >> _______________________________ >> Do you Yahoo!? >> Express yourself with Y! Messenger! Free. Download now. >> http://messenger.yahoo.com >> >> > > > "I scratch you, Mommy" -- Malcolm, 1/03
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