Re: Jose – English as a Second Language (ESL)

Dear Amy,

           We know that as a beginning teacher, you have taken subjects throughout your university career that have addressed the teaching of students who have English as a second language (ESL). Obviously, ESL students are children who do not have English as their ‘mother tongue’ (Chen, 2009). Some of them have little opportunities to regularly ‘practise their English language learning at home’ (Vialle & Rogers, 2009, p. 120) and may have even been born outside Australia. It is true that many students in Australian schools ‘do not have English as their first language’ (Marsh, 2008, p. 226) and we know that you Amy, have a child who fits the ESL category in your classroom. Although Jose is a happy and jovial child, you need to keep a close eye on him, because remember, that ESL students are among the lowest ranking in academic achievement and expectations (Cecle-Murcia, 2001). Although a previous letter to you has detailed the ways in which you can deal with ESL parents, this letter focuses on catering for ESL students, like Jose, within the classroom context. Remember Amy, that your classroom is a diverse learning centre, and that it is essential for classroom teachers like yourself to create positive learning environments and make the necessary adjustments to enable success in these students.

When teaching ESL students like Jose, it is necessary to acknowledge them as individuals, make them feel appreciated in the classroom and incorporate their cultural background into the lessons in which one implements (Harmer, 2007). As well, Cecle-Murcia (2001) believes that ESL students learn best when their needs and interests are taken into account. Fundamentally, this can be done by implementing a program that reflects Jose’s needs, backgrounds, perspectives and interests. In essence, you Amy need to place positive and personal emphasis in a variety of teaching contexts and create authentic learning experiences where Jose can bring in his own funds of knowledge (O’Neil & Gish, 2008). Furthermore, Jose will learn best if you create a learning environment that is productive and supportive (Harmer, 2007). Although incorporating Jose’s own background into lessons can be somewhat time consuming for you Amy; learning about him, his culture and his background will be beneficial as it provides for personable learning experiences, and allows you to gain a sense for him as a whole entity (Gibbons, 2001).

As Jose’s teacher, you Amy need to have an understanding of the many differing cultural beliefs and behaviours in which he may bring to the schooling context (Cecle-Murcia, 2001). ESL students such as Jose may act, behave or perform in a manner that may seem odd or somewhat confusing, and in ways that differs from other school children. Teachers’ mustn’t make snap judgements if this occurs. They need to realise that such behaviour may be seen as ‘normal’ for the child and may be a part of the culture in which he or she originates (Harmer, 2007). For example, in some cultures, it is considered respectful for students to avoid eye contact with teachers. However, we obviously know that this differs in Australian culture. If occurrences such as these take place in your classroom Amy, you must be respectful to Jose’s ethnic and racial background, and be culturally responsive by having an understanding and knowledge of the cultural differences in which he brings (Harmer, 2007).

Gibbons (2001) has acknowledged that ESL children learn best when they are given opportunities to participate and interact with other learners in the same learning environment. Hence, group work and social interaction will be critical for an ESL learner like Jose. Amy, we know that you are a big fan of group work – although it hasn’t always worked in every learning experience you have implemented, it is a big benefit to Jose as he gets more chances to hear the English language, interact with the other children who are native speakers of English, ask questions to clarify meaning and seek new information from his peers (Harmer, 2007; O’Neil & Gish, 2008). Group work has major advantages over whole class instruction for ESL learners, and if you Amy continue to implement tasks that require group work and/or social interaction, Jose will get far more practise in speaking and participating in conversations in group work than he ever would in a teacher-centred classroom. If you allow him to work collaboratively with other students, Jose might just ‘discover information or knowledge about the second language’ he didn’t know he had (Lightbrown, 2006, p. 168).

Teachers who have ESL students in their classrooms need to possess and utilise a variety of resources to encourage student participation in learning experiences (Harmer, 2007). Essentially, ESL children like Jose need to be exposed to a variety of resources and materials if they are to achieve and learn at the highest level, and grasp concepts in all four modes of reading, writing, speaking and listening (Harmer, 2007). Amy, you will require a lot of visual resources such as picture cards, photographs, charts and diagrams to assist Jose, as well as a variety of audio material, reading material and interactive resources (e.g. videos, interactive whiteboard etc.). We know that you teach from a constructivist perspective, but we want to warn you that if things such as stencils are the only resources that are utilised in your classroom, then it may very well be likely that the levels of progress for Jose will stay stagnant, or go backwards as he becomes a bored, disinterred and disengaged learner (Cecle-Murcia, 2001).

Keep in mind Amy, that it is important for teachers to understand the language demands of an ordinary classroom. An ESL child not only has to learn English, but also learn content in English and learn about English in the classroom (O’Neil & Gish, 2008). The learning experiences that take place in mainstream classrooms are often beyond the ability of ESL learners and as a teacher of an ESL child, you Amy need to have an understanding of what your student, Jose can do. It is important to familiarise yourself with the NSW DET scales, and plan learning experiences accordingly. More information about ESL and teaching ESL children can be found at
http://www.det.nsw.edu.au/...serv/.../d04_23_ESL_Guidelines.pdf

From what we have observed Amy, Jose appears to be a real character in your classroom. We know that he presents a real challenge for you, but it is your role as his teacher to cater for his individual needs so that you can help him succeed.


Wishing you all the best
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