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From: Aaron Kohring <akohring@utk.edu>
To: Multiple recipients of list <nifl-esl@literacy.nifl.gov>
Subject: [NIFL-ESL:10430] Re: bilingual approach to teach ESOL
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Another useful guide is "Learner English: A teacher's guide to interference
and other problems" by Swan & Smith
Aaron
At 07:02 AM 8/27/04 -0400, you wrote:
>Pax et bonum all! (peace & goodness)
>
>I agree that it is useful (but not mandatory) to have some understanding of
>the L1 to teach ESL. To that end, does anyone know of a "clearing house" of
>trouble spots for different languages, regarding pronunciation, grammar, or
>common affective filters?
>
>If not, would anyone like to cooperate to build such an animal?
>
>I myself have a very diverse classroom.
>
>Ciao!
>Martin E. Senger
>GECAC Adult Instructor
>Erie, PA
>
>
>
>
>-----Original Message-----
>From: nifl-esl@nifl.gov [mailto:nifl-esl@nifl.gov]On Behalf Of Varshna
>Narumanchi-Jackson
>Sent: Wednesday, August 25, 2004 21:28
>To: Multiple recipients of list
>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
Aaron Kohring
EFF Center for Training and Technical Assistance
University of Tennessee, Center for Literacy Studies
Phone:(865) 974-4109 main
(865) 974-4258 direct
Fax: (865) 974-3857
e-mail: akohring@utk.edu
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