Pax all!
 
My biggest problem with requiring an ESL instructor to be very
knowledgeable in their students' languages is that it would be very
difficult for almost every ESL instructor I know, for the simple reason
that we all have several languages in our classes. Do I try to
understand their languages' systems? Yes. But to actually be "fluent" in
any aspect in all of them (speaking, reading, writing, listening,
grammar) would be asking much indeed!
 
I also feel it is more important that we can explain and teach our own
language system (the "E" in "ESL), and we only have so much time for
professional development!
 
And one final warning: I also feel that it is a slippery slope once you
start relying on one language to teach another.
 
Ciao!
 
Martin E. Senger
Adult ESL / Civics Teacher,
G.E.C.A.C. / The R. Banjamin Wiley Learning Center
Erie, Pa.
ESL Co-Director,
Pa. Assoc. for Adult Continuing Education (PAACE)
-----Original Message-----
From: englishlanguage-bounces at nifl.gov
[mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Rebeca Fernandez
Sent: Monday, December 01, 2008 11:39 AM
To: The Adult English Language Learners Discussion List
Subject: RE: [EnglishLanguage 3167] Re: ESL Teacher Training
 
I agree with Alison's point that you don't need to speak students'
languages to be an effective teacher but you do need to have an
understanding of language structure in general and the way different
languages exhibit these. Being bilingual can be very beneficial, but in
and of itself, doesn't guarantee that a teacher will be effective. Going
back to my earlier reference about bilingual education, it failed in
part because teachers were hired only on the basis of being bilingual
and not because they actually knew how to teach.  So this trend toward
preferring bilinguals may be a dangerous one if unqualified people are
being hired over qualified ones.
 
________________________________

From: englishlanguage-bounces at nifl.gov on behalf of heehee0617 at aol.com
Sent: Mon 12/1/2008 7:09 AM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 3167] Re: ESL Teacher Training
I too have my MS in TESOL and took a course in the frameworks of
different languages as well as acquiring first and second languages.
However, I think as all professionals do when they want to better their
learning for their students, they research on their own.  I constantly
try to find out the linguistic structure and the culture of any new
student group I come across.  As teachers, we must model what we teach -
that learning never ends.  It is impossible to be taught all the
different dialectical structures in any language; hence, in my opinion,
it is our job to research it on our own when encountered with a dialect
or language with which we are unfamiliar.  What is troubling to me is a
recent trend I am witnessing and that is in ESL programs, many schools
want bilingual teachers.  I can understand if it were dual language
programs; however, I think many people are under this misconception that
in order to teach English as a Second Langu age, you have to speak the
language of your students.  This is an unfair bias.

Alison Cochrane
Queenborough Community College 
ESL Instructor
New York, NY


-----Original Message-----
From: Joyce Bogdan <jlin29 at yahoo.com>
To: The Adult English Language Learners Discussion List
<englishlanguage at nifl.gov>
Sent: Sat, 29 Nov 2008 1:48 pm
Subject: [EnglishLanguage 3164] Re: ESL Teacher Training
Lynda,
Yes, I think that the ESOL English for Speakers of Other Languages
programs do adequately prepare teachers.  Mine is a MA in education from
UConn, Univ. of Connecticut-the certification is bilingual/bicultural
ESOL N, K-12, adults.  It is a master program which includes teaching
ESOL students, methods, strategies, materials, practical application,
validating cultures, learning about cultural expectations, linguistics,
statistics, brain studies that relate to language acquisition,
additional language acquistion in the theories and methods.  I also have
completed a 6th year in additional coursework with reading,
differentiated instruction,etc. 

My students usually are from about 14 different language groups during
one year.  Even between Spanish speaking students there is a range of
cultural similarities and differences.  I have taught all levels (grade
and ESOL levels).  I presently teach middle school, adult beginners and
am a university instructor to mainstream teachers. This year many of my
students are from Nepal and Tibet. 

If you are interested in a 3 credit Independent Studies graduate course
"Teaching English for Speakers of Other Languages (TELLs") that you can
complete at home, e-mail me directly.  It is from Chapman University in
CA.  
Joyce Bogdan
ESOL teacher
 
________________________________

From: LYNDA OSBORNE <lyndaosborne at att.net>
To: The Adult English Language Learners Discussion List
<englishlanguage at nifl.gov>
Sent: Friday, November 28, 2008 9:49:55 AM
Subject: [EnglishLanguage 3161] Re: ESL Teacher Training
Greetings, everyone.
 
Quick query. I'm an elementary school teacher and have wondered, "Are
ESL teachers required to learn the linguistic frameworks of their
students' primary languages?"  My current school does not have an ESL
program, but I did work at a school several years ago that had one. I
had about 33% Mexican-American Spanish-speaking students and found that
their learning and use of English improved during my time with them.
This may be because I speak Spanish and know the basics of the
language's grammatical/conversational structure. I feel this knowledge
helped me to better support English learning and conceptual
understandings with these students. I know that there are some ESL
courses that prepare teachers in this field over a 6-week summer course,
which I'm not certain would be quite enough time to expose teachers to a
variety of linguistic constucts [languages] if they didn't already have
such knowledge. 
 
My success with those students may also be attributed to their level of
comfort with me knowing that I respected them [and their language enough
to learn and practice, etc.]. Since language is so intricately tied to
the thinking process, a teacher's ability to "understand where a student
is coming from" in terms of how they think and speak [and culture] can
serve to motivate student learning and help the teacher to access gaps,
needs, strengths, etc. I suppose that my final question rounds out to
be, "What is the general focus for ESL training and do you think that
ESL teachers are prepared adequately in these training programs?
 
Thanks for your input!
 
Lynda Lee
 
Lynda Lee Osborne
Teacher of the Year 2008-9 
FLL Robotics Coach
Global Economics Project Coordinator
A. Philip Randolph Elementary 
Fulton County Schools
lyndaosborne at att.net <mailto:lyndaosborne at att.net> 

 
 
________________________________

From: "Liden, Astrid" <Astrid.Liden at state.mn.us>
To: englishlanguage at nifl.gov
Sent: Tuesday, November 25, 2008 12:17:02 PM
Subject: [EnglishLanguage 3158] ESL Learners with Low Levels of Literacy
Special Topic: Research and Best Practice Concerning the Instruction of
ESL Learners with Low Levels of Literacy
We are pleased to announce that the 25th anniversary volume of the
MinneWITESOL Journal is now available online at
www.minnewitesoljournal.org <http://www.minnewitesoljournal.org/> . The
first section of this volume includes articles that concentrate on our
special topic: research and best practice concerning the instruction of
ESL learners with low levels of literacy.  Articles include an overview
of research-based methods for teaching ESL students with low levels of
literacy, a report on a year-long research study on teaching learning
strategies to students with low levels of literacy, and several reviews
of materials for low-literacy students.
Astrid Liden 
ABE Professional Development Coordinator 
Minnesota Department of Education 
Adult Basic Education (ABE) 
1500 Highway 36 West 
Roseville, MN 55113-4266 
Phone: 651-582-8424 
Fax: 651-634-5154 
Email: astrid.liden at state.mn.us <mailto:astrid.liden at state.mn.us>  
 
 
----------------------------------------------------
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