Download pdf - Helping ESL Students Transition into Mainstream English

7/31/2019 Helping ESL Students Transition into Mainstream English

1/15

Its Like Climbing a Big Mountain.

--Gavilan College ESL Student, Fall 2010


2/15

DeterminedExcitedHappyComfortableConfidentHopefulEmotionalLooking ForwardOpportunityQuestCurious

ChallengingFunProudStrong


3/15

NervousScared

Insecure

HardEmbarrassed

Confused

Emotional

Separation


4/15

In those classes, there are English speakers

and the teachers think that everybody can talk

and understand.

Maybe it will be difficult to make friends.


5/15

If I dont understand something, the students

will laugh at me.

I dont think they (teachers) will be as patient

with me as ESL teachers.


6/15

Dont have the opportunity to speak English athome or at work

Intimidated by interaction with native speakers

(being asked to repeat, puzzled looks, eyerolls, shrugged shoulders, etc.) while trying to

negotiate meaning

Self-Consciousness

Feeling of marginalization


7/15

I like to share my opinions and get toknow other students. They can knowme more, so they will not judge mejust because I dont speak perfect

English.--Gavilan ESL student (Spring 2010)


8/15

Paw Savang is a Laotian woman taking classesin an American college.

Observations about Paw (Tip of the Iceberg):Shy, Struggling to engage with peers,

Struggling with comprehension of texts

and assignments, falling behind.


9/15

Without exploring beneath the waterline, hereis what you would never know about Paw:

a) Paw was separated from her father, who was placedin a refugee camp; upon his return, he was verballyabusive.

b) Paw was taught that girls dont question authority.

c) Paw wasnt literate in her native language.

d) Paw did not know how to ask questions in class.She was unsure about classroom protocol (e.g. how

long she should keep her hand raised).e) Paw did not have the same reference points as her

peers.


10/15

Misunderstanding based on lack of knowledgeof the social and academic cultures of the

students

Struggling to communicate effectivelyinside

and outside of the classroom

Confusing second language learning withremediation


11/15

Support and help outside of class

Getting texts ahead of time in order to read

and prepare

Opportunities to practice what they are

learning.

ESL Panels


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Second Language Acquisition

Understanding of Whole Student: StudentCulture (Older Immigrant, 1.5 Generation,Refugee, First Generation, etc.)

Effective Methods of Text Correction

Effective Methods of Dialoguing in the Classroom

Creating Effective Student Work Groups

Creating Opportunities for students to demonstratestrengths/expertise.


13/15

Offers a safe learning environment

Encourages Risk Taking Allows sharing areas of difficulty

Makes the reading process visible

Emphasizes metacognition (self-awareness/self-

monitoring) Develops Peer Connections

Develops Problem-Solving strategies


14/15


15/15

I want to have some native speakers asfriends. Im sure that they can learn from me,

and I can learn a lot from them too!