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 i7Q2cfc12423; Wed, 25 Aug 2004 22:38:41 -0400 (EDT) Date: Wed, 25 Aug 2004 22:38:41 -0400 (EDT) Message-Id: <057101c48b15$47373130$6401a8c0@Dottie> 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: "Dottie" <dottie@shattuck.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:10425] Re: bilingual approach to teach ESOL X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4863 Lines: 142 Varshna -- thank you! You've expressed the "theory" that I've used in multi-lingual classes. I thought/think it's my job to have a working knowledge of as many of the students' languages as possible -- or at least the likely "trouble" spots. Challenging but interesting & fun! D. Shattuck ----- Original Message ----- From: "Varshna Narumanchi-Jackson" <varshna@grandecom.net> To: "Multiple recipients of list" <nifl-esl@literacy.nifl.gov> Sent: Wednesday, August 25, 2004 9:27 PM Subject: [NIFL-ESL:10424] Re: bilingual approach to teach ESOL > 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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