Gear 4.1a
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The Volunteer Experience Serving YOUR Community as an Instructional Aide for Adult ESOL C. Chappell
WELCOME We’re glad you’re here! And during our time together, we intend to show you how important YOU are to the growing number of adults in YOUR community who need to learn English…
Whether you are…
•a retiree or pensioner •a college or university student •a young professional looking for service opportunities •an educator interested in ESOL theory and practice •a busy stay-at-home mom (or dad) •motivated by secular or spiritual values
…OR just ready to learn and meet interesting people
You’ve come to the RIGHT PLACE!
Chalk Dust Be sure to check this corner for important tips, factoids, and unsolicited advice about the world of language learning!
GEAR 4 ORIENTATION
Our plan for deciding what’s important…
Your GROWTH is a priority. Your EXPERIENCE is valued.
Our practices are ADDITIVE. We RESPECT learners, and each other.
Your GROWTH is a priority
Many volunteer programs emphasize practical training, and spend very little time on theory or concepts (or vice-versa). The SSCC program balances theory and practice. You are considering a time commitment of between one halfhour (minimum) and 6 hours (maximum) per week. So…in exchange, you should be afforded the opportunity to learn ESOL material that you can apply elsewhere, including your own career advancement plan. But don’t worry…we won’t speak to you in “jargon” without providing an explanation and questions are ALWAYS okay!
ALPHABET SOUP ESOL stands for English for Speakers of Other Languages.
Your EXPERIENCE is valued You might be an experienced teacher with previous ESOL experience in an ESL or EFL environment. If so, please share…remember, this program is still in development, so your opinion counts! You should make suggestions whatever your field of work might be! ALPHABET SOUP ESL stands for English as a Second Language. Learners study ESL in an English-speaking country, such as Canada, Britain, or the USA. EFL stands for English as a Foreign Language. Learners study EFL as a school subject, in countries where our language is less-frequently spoken. In each case, English is the learner’s second language, the difference is where the studying takes place.
Our practices are ADDITIVE A common misconception about adult English programs is that our goal is to help ELLs stop speaking their native languages, gradually replacing them with English. BUT… like doctors, teachers have a professional obligation to FIRST, DO NO HARM! Losing their native languages can cause ELLs to be cut off from their support systems, and even disrupt family relationships. SO…English must be ADDED to the skills a learner already has, without treating the L1 as a disability to be “overcome.” ALPHABET SOUP ELLs are English Language Learners.
Our practices are ADDITIVE ALPHABET SOUP L1 is a person’s first language or “mother tongue” acquired as a baby. L2 is the next language a person attempts to learn or acquire and use on a regular basis. In many cases, this takes place during the early teenage years.
Chalk Dust
factoid
Many youth are at risk of developing subtractive bilingualism, a condition in which the native language is lost as the second language is learned.
We RESPECT learners, and each other You will be encouraged to approach the instructor on your adult ESOL site, or the area coordinator if you have been placed into a situation that is making you uncomfortable. Your site instructors and area coordinators are pledged to keep an “open door” policy, and make every effort to resolve, in a professional manner, ANY conflicts that may arise among volunteers and/or learners on the ESOL site. Everyone is asked to remember that the world is full of many different kinds of people, and there is now more cultural diversity in Alabama than at any time previously. This means that what you personally consider “rude” or inappropriate behavior might be perfectly acceptable to someone else, and the reverse is also true. However, abusive language or terminology referring to ANY person’s race, ethnicity, sex, family and personal status, or religion will NOT be acceptable on site (applies to instructors, learners, and volunteers). SSCC observes all laws, regulations, and guidelines established by the United States and the State of Alabama concerning non-discrimination in education and employment.
Meeting Our Learners When we meet a learner for the first time, we ask many questions… Here are three of the questions that help us GET – IT – IN — GEAR …
“Where are you from?” “Why do you want to learn a new language?” “Where do you want to go with English?”
Chalk Dust
factoid Many of SSCC’s learners were practicing as health care professionals in their homelands before coming to the USA.
“Where Are You From?” An Important Question in the Language Classroom
The significance of this question… “Where Are You From?”
It’s an ordinary conversation starter, but not a casual one. Most learners will be asked this question by Alabamians they meet in public, as soon as it becomes apparent that they are somehow “different” from others. The people who ask this question are those native speakers who are willing to engage learners in conversation outside of class. Conversation with native speakers outside of class is an essential support for language teaching that relies on a communicative approach, as SSCC currently does not do, but aspires to do. The answer to this question provides instructors with crucial information needed to design instruction.
Chalk Dust factoid Communicative approaches tend to emphasize life skills, helping learners acquire vocabulary and figure out grammar in the context of everyday situations
The significance of this question… “Where Are You From?”
The learner’s L1 may produce some interference as English is learned; for example, the native language may have only one sound that is produced in a particular region of the vocal tract, where English has two sounds. Every language has a unique set of characteristics that make it different from English, and poses a particular set of challenges to speakers of that language who are learning English. Thus, a Spanish speaker will not have the same “problems” with English that a French or Chinese speaker will have. Also, knowing a learner’s first language background tells us whether the native language support we have made available is appropriate or inappropriate.
Inappropriate Native Language Support… “Where Are You From?”
It is not a problem for students to assist peers by explaining difficult concepts to them in the native tongue, as long as this behavior does not take place during English conversation practice. BUT…lack of knowledge about cultural geography can lead to an environment of inappropriate native language support. The most common scenario occurs when Latino students assume that their Arabic-speaking classmates will understand Spanish. Many such assumptions are indeed based on skin color. We can correct our own inaccurate assumptions about our world, and become more familiar with its cultural geography by understanding the significance of asking, “Where Are You From?”
What is appropriate Native Language Support…? “Where Are You From?”
Among adult learners of the same L1 background, advanced learners may serve as classroom aides who assist beginners with complicated directions written or spoken in English. The purpose is to correct misunderstandings; it may take weeks or even months for an instructor who speaks only English to become aware of these. Native Language Support should never be used to discourage learners from classroom participation in English! In the K-12 classroom, the presence of adults who speak a student’s native language (as volunteer aides) is often used to address discipline and adjustment problems. Many ELLs at SSCC will be called upon to fill such roles in the local public schools, if their children are enrolled there.
The purpose of this question… “Where Are You From?”
Instructors and volunteers should show a willingness to learn about our ELLs home countries and languages. Previous experiences with English may have been positive or negative: We need to know! The extent of previous experience with English varies widely among adult learners. Knowledge about home countries should include their school systems, and the proportion of their people who read and write in the L1. One of the strongest predictors of how well a person will read and write in English is that person’s ability to read and write in the L1.
The answers to this question… “Where Are You From?”
So, have you been wondering why Alabama schools would hire ESL teachers who speak only English? Well…if teachers needed to speak every Alabama learner’s first language, they would have at least a dozen languages to learn! And…if you thought Alabama ELLs only came from Mexico, prepare to be surprised as we take a look at some of our learners’ L1 backgrounds…
Guatemala “Where Are You From?”
Located in Central America, its people learn Spanish at school, but most in Alabama also speak one or more of their country’s 22 Mayan languages! At least four of those languages (that we know of) are spoken in the SSCC service area today! Many (if not most) Guatemalans now living and working in Alabama are learning English as a third language!
Source: Wikipedia http://commons.wikimedia.org/wiki/Atlas_of_Guatemala
Achi Akatek Awaketek Chuj Garifuna Ch'orti Itza' Ixil Jakaltek Mopan Poqomam Poqomchi' Q'eqchi' Sakapultek Sipakapense Tektitek Toquegua Tz'utujil Uspantek Xinca Yucatec Maya Mam K'iche Q'anjob'al Kaqchikel
Guatemala…continued
A few Guatemalan learners have not learned to read and write in Spanish, or in first languages that have not existed in “modern” written form until quite recently. However, since the time of their ancient, stone temple –building ancestors, Mayan peoples have had some form of written language.
Source: Wikipedia http://commons.wikimedia.org/wiki/Atlas_of_Guatemala
Language Map
Honduras “Where Are You From?”
Often mistaken for Mexicans, Hondurans living and working in Alabama speak a Central American variety of Spanish, and may sometimes use a vocabulary different from Mexican Spanish Nearly all have learned to read and write in Spanish, and most have at least a high school education in the L1 Many of the Hondurans in western Alabama have come from the Honduran capital, Tegucigalpa In the SSCC service area, many Hondurans are new to Alabama, but very few are new to the United States
Yemen“Where Are You From?”
Arabic-speaking Yemeni ELLs come to Alabama from a deeply conservative, Islamic country, located at the southern tip of Arabia and known for its archeological sites and Arab-Islamic architecture. A group of convenience store owner-operators in Alabama and Mississippi accounts for much the Yemeni presence in the SSCC service area. A K-12 presence in the public schools has been evident in Sumter and other Alabama counties.
Yemen…continued
Covering for women, known as hijab, is expected in public with no exceptions, and female Yemeni students will wear it in the language classroom, often preferring not to interact directly with male instructors or classmates if it can be avoided. Students from Yemen may become very uncomfortable discussing the secular aspects of American culture, especially those concerning relations between the sexes.
Egypt “Where Are You From?”
Arabic-speaking ELLs from this ancient, mostly Muslim land have often studied ESL at SSCC. Most have studied at an advanced level. For most learners from Egypt, the cultural divide is not usually as much an obstacle as for other Arab learners. Though most are devout Muslims, they often have had extensive contact with Westerners, and most of these learners have many non-Muslim friends. The dialect of Arabic spoken in Egypt is a bit different from other Middle Eastern nations, but considered “standard, modern” Arabic by many authorities because so many people speak it! Egypt is the most populous Arab nation.
Brazil “Where Are You From?”
Brazilian learners are often able to understand the Spanish spoken by their Latino classmates, but it is important to remember that their native Portuguese is not the “same” as Spanish. Mercedes and Mercedes-supplier employees are often Brazilians rotated into Alabama for a tour of duty by their employers. These learners sometimes study at SSCC for just one class cycle. Brazilian learners may have extensive experience with English, or none at all!
Vietnam “Where Are You From?”
In the SSCC service area, the community of Vietnamese-speaking learners is much more diverse than most people imagine. Family lifestyles are very traditional, and the role of women outside the home can be severely restricted by the culture. Refugee-focused programs often have difficulty encouraging female students to participate in class —their husbands simply answer every question for them, according to custom, and write all their assignments for them, too!
China “Where Are You From?”
Worldwide, Chinese learners represent one of the most rapidly-growing groups of learners now studying EFL or ESL. There are online chat rooms where Chinese students look for native speakers with whom to practice English. In the SSCC service area, outreach efforts have targeted immigrant-owned businesses with some limited success. As with many East Asian cultures, it is important to avoid discussing test scores, as students may be particularly sensitive to the “loss-of-face” that accompanies scoring lower than one’s classmates.
Chalk Dust tip Learners from some cultures may not respond well to “spotlighting,” in which the teacher calls on one person to answer a question in front of the whole class.
…and last, but NOT LEAST…
Mexico and the United States “Where Are You From?”
Mexico is the place of origin for many (though certainly not all) adults in Tuscaloosa who have come to SSCC to learn English. Learners have come from several different regions of Mexico, from Mexico City to Guadalajara, Puebla to Veracruz. Shaded red: Some common home regions Mexico is a a geographically diverse for Mexicans living and working in West nation, like the United States. Alabama The necessity of learning English arises not only from the immigration experience, but also from internal migration within the USA. In some parts of our country, Spanish speakers might not really need English. In Alabama, however, English is a necessity.
Shaded red: Places in the USA where English might not really be a necessity for everyone who speaks Spanish
Other areas of opportunity…
In the SSCC service area, there are adults who need to learn English coming from many other native language backgrounds. They are too numerous to mention each and every one, but include…. Russian-Ukrainian (my next door neighbor) Russian (my primary care doctor, accent training) Romanian (guy at eating place on the Univ. Strip) Hebrew (Israeli business owners in the mall) Japanese (former SSCC students, restaurant owners)
….and countless others!
New students from Hungary, Iran, Iraq, Iceland, and many other countries have enrolled recently!
“Why do you want to learn a new language?” Another Important Question in the Language Classroom
“Why do you want to learn a new language?”
Educators often group second language learners according to the way they answer this question. They are said to have an instrumental motivation or an integrative motivation.
Chalk Dust
factoid Learners also have intrinsic and extrinsic motivations. They may be moved by their own aspirations, or by the expectations of others.
Types of Learner Motivation “Why do you want to learn a new language?” Strong Weak Strong Weak Instrumental Instrumental Integrative Integrati ve “My boss said that I needed English for the promotion and raise I want. With that extra money, we can probably scrape together the down payment on our first home!”
“My parents said I needed French to get into the college they want me to attend. If my grades are good, I won’t get hassled on things like phone, curfew, and you know, like, other stuff.”
“Since I became Muslim, I’ve felt that something was missing. I know I need to learn Arabic, so that I can read and study the Holy Qur’an in the original language.”
“My husband and I are planning a trip to China. We love a challenge, and want to learn Mandarin. We will really take in the local culture and get so much more out of our visit that way!”
Instrumental or Integrative? “Why do you want to learn a new language?”
Instrumental Specific goals Material rewards Intangible/spiritual rewards Dependent on value system Short-term importance Long-term importance (Big picture)
Integrative
√ √ √ √ √ √
Social Distance
As a volunteer, you may be able to observe the operation of Schumann’s Social Distance Model on the ESOL site. Many educators use this model as an explanation for the fact that some learners are well-motivated to learn a second language, while others might not be motivated to learn at all. According to the model, people who are not motivated to learn feel that there is too great a social distance between themselves and those who speak the target language (TL) —in this case, American English. People are highly motivated to learn English when they interact with English-speakers on a regular basis, both professionally and socially Learners who believe their level of education is lower than that of most English-speakers tend to view English as the language of power and privilege; they may frequently need reassurance that they are welcome and in the “right” place to learn. Schumann also identifies permanence as an important issue; the more motivated learners see themselves as having a vested interest in learning English for future plans, since they often plan to remain in the USA for a long period of time.
“Where do you want to go with English?” Learners’ Goals and Alabama’s Future
Exponential Growth
According to the U.S. Department of Education, Alabama’s number of Limited English Proficient (LEP) students as a portion of total enrollment grew 236.1% between 1995-1996 and 2005-2006!1 Statistics help us understand the size of our challenges, but rarely help us understand the exact nature of them. Within this 236.1% increase, many individuals with increasingly diverse backgrounds, needs, and goals are represented.
1Source: NCELAretrievedfrom
http://www.ncela.gwu.edu/policy/states/reports/statedata/2005LEP/Alabama-G-06.pdf
Who is here to help?
In Alabama, formal schooling is mandatory until ELLs reach age 16. ELLs aged 16 and older often seek some form of help outside traditional institutions or school systems, though this doesn't necessarily mean dropping out of high school. For adults, most free programs are faith-based or provided by churches. Non-faith-based options are severely limited—mainly by ability to pay, as there is no legal guarantee of a free education for adults, unless their needs are related to a developmental challenge. Learners who choose to study at a private language school do NOT qualify for the types of “financial aid” with which most college students are familiar. This includes such facilities as the English Language Institute, an Intensive English Program (IEP) located on the campus of the University of Alabama in Tuscaloosa.
Who is here to help?
Being designated an Intensive English Program (IEP) by the federal government allows a language school to grant student visas. In addition to the ELI, central Alabama is served by two other language schools located on college campuses:
English Language and Culture Institute (ELCI) at UAB Alabama Language Institute (ALI) at Gadsden State
Our situation is quite different from larger cities such as Atlanta or Washington, DC, where almost anyone can and will open an English language school in any storefront or office park…
In adult ESOL at SSCC, we will…
Attempt to prepare those who did not finish high school for successful study in an all-English GED class. Give those who finished high school in the home language the opportunity to develop English language skills for specific purposes. Help college graduates with TOEFL exam preparation and pre-professional learning that requires English language proficiency. Become advocates for those who need assistance learning English. Network with institutions that provide assistance.
Can you be more specific?
As the U.S. economy becomes more globalized and the professions, including education, become more specialized, EGP (English for General Purposes) is taught less and less frequently. Instead, adult learners enroll in language programs that are focused on specific needs… ESP (English for Specific Purposes). ALPHABET SOUP EBP (English for Business Purposes) EOP (English for Occupational Purposes) EAP (English for Academic Purposes) VESL (Vocational English as a Second Language) {This list could be at least a dozen slides long…}
•Many of the more successful programs focus on career development and integrate technology (computer skills) into the learning process. •Language proficiency may be part of a training program provided by a large employer, which can be helpful, but doesn’t usually put the students’ interests first.
A Communicative Approach…
Has been in use since the 1970’s. Focuses on interaction, and the skills needed to carry on a conversation in the target language. Does not discount grammar, but presents it as used in real life situations (contextualized). Doesn’t focus so much on “What’s correct” as on “What’s necessary for my intended meaning to be conveyed?” Doesn’t measure proficiency as much as it observes an individual’s level of competence in second-language situations. Asserts that a learner has become competent in the second language when the ability to understand a native speaker’s intentions during discourse (conversation) has been developed as fully as possible—one can memorize the “correct” way to say everything and still be quite unable to communicate.
Getting a notion…
Many learners will ask for a more practical approach to learning English, one that will be familiar to everyone who has tried to learn a foreign language using a phrase book. These books show and tell learners what to say in a particular situation, for example “At the Grocery Store” or “In the Post Office.” Teaching language in this way is called using a notional-functional syllabus. This approach has its problems, but many advantages, as well, and can be used to address the many different meanings the same words often have in English. “Push” and “Pull” are important words in English. I see them whenever I open a door in public.
PULL
But now I’m going to “pull” into traffic. Does this word have the same meaning while I’m driving?
The Four Language Competencies
All language programs have in common the need to teach the four language competencies. In the past, many language programs did not introduce all four of the language competencies at once. Writing was usually reserved for the most advanced learners. Today, most language programs teach ALL FOUR skills from day one. Proficient use of English requires the development of all four language competencies.
Listening
Speaking
Writing
Reading
Thinking About Language and Culture Role Play and Discussion Topics for Small Group Orientation* *names used in this section are not “real names” of any individuals
A “Third Way”
Many disputes about what is or isn’t “politically correct” in the adult second language classroom come from the fact that culture is being taught as language is taught. An assimilationist perspective is often represented in public policy by the English Only movement. Assimilationists often say that English must become an immigrant’s primary mode of communication in most situations, replacing the native tongue, and that the norms and values of American culture must replace those with which learners were raised, if their long-term goal is to remain in the USA. Multiculturalists usually favor some form of bilingual education, which is a politically impossible outcome in most of the states, including Alabama. Multiculturalists often say that as far as possible, society should accommodate the presence of more than one generally accepted set of cultural norms, and that more than one language should be the norm, since most societies in the world today are, in fact, multilingual. Both assimilationism and multiculturalism are very controversial, but there’s another approach…
An Intercultural Approach An intercultural approach leaves the question of “How Americanized should I become?” to each individual learner… Participating in immigrant programs in the home language community service role
Parenting in the home language parent role
Getting and giving instructions at work in English workplace role
Joe or Jane Learner (playing many roles) Worship in the home language spiritual role
Shopping for basic necessities in English consumer role Talking with a child’s teacher in English parent role
The ability to use English is treated as a “life skill” that needs to be developed, in order to succeed in those roles that an individual must perform in an all-English environment…
Disappointments… Not my day today…or my year! Tim’s a good friend and will always try to cheer me up, but the future still just scares me! That job didn’t need to be “the one that got away!”
You ‘bout ready to call it a day, man? We been out here since sun-up without even a nibble. Kind of like my job search…
Whoa, dude, are you still obsessing about that interview? It might help you to remember, all these things happen or don’t happen for a reason…
Disappointments… As I recall, that reason was my entire cultural background, including the way I express myself. My speech wasn’t good enough for Washington, DC. And man, are Christina and the kids ever disappointed! Her mom is in Richmond…only 90 miles away, Tim. We were gonna look for a place halfway between. Well, sure, it might’ve been great for y’all. But I still don’t understand what happened. You say you had the interview nailed, ‘till you said….what was it?
I said, “I reckon I should call my wife and tell her I have good news!” And they said they might rather have me say that “I suppose" or “I guess” I should call her. Then they reminded me that this was a “leadership” position, and this point was important to remember!
Disappointments… Translation: I sound too Southern to work in a “professional” environment! To which I say, let’s go, man…it’s fixin’ to be dark! Also, it seems there’s not a thing left in the cooler for me! Umm…sorry, buddy. I can take a hint… but ya’ know, Josh, you aren’t the only one who’s been on the receiving end of people’s messed up ideas and prejudices about language. It just ain’t a good situation when someone is sure they know all about you just by how you speak OR the way you look. I even have four stories to tell ya’ while we’re gettin’ packed up….
Hypothetically Speaking Story #1 Marie and her friend, Dorothy, a business owner and community leader, have known one another for nearly 30 years. They have attended the same church for most of that time. On a Wednesday evening after church let out, Marie stopped to talk with Dorothy as the two were helping prepare for a celebration the following week…. Marie: Hey, there.. how are you? Did you ever call that number I gave you…the one about volunteering to teach American English to adult newcomers? Dorothy: Well…you know to be honest with you, I didn’t. Marie: But why, Dorothy? When I told you about how much we’re needed you seemed so…excited. You’re one of the most giving people I’ve ever known! Dorothy: Thanks. I guess I just never got a clear signal that we belong, Marie. I got to thinking, what would be the first thing someone would say if I walked into a class where they try to teach newcomers “standard” English? They would probably tell me to talk the “right” way, because that’s what newcomers need to learn for employment. But the way you and I speak to each other is a very important part of who we are. And I don’t feel like leaving a part of myself “at home” just to satisfy someone else. It seems to me like yet another situation where Black people may be treated like we don’t really belong! I truly want to help, but I am so tired of that. Marie: I sometimes feel that way, too. But African-American English IS American English, Dorothy…even if there are some differences between our dialect and school English. Newcomers need to learn how to get by in their new community. We are as much a part of that community as anybody else. I respect what you say, but I think you’re making a mistake!
•What do YOU think about Dorothy’s concerns? •Is this a situation that could happen in real life? •Did Marie respond to Dorothy’s concerns in a positive way? What might she
Hypothetically Speaking Story #1
I feel called to do this…but I just don’t know...
Dorothy is apprehensive about volunteering as a classroom aide for adult English Language Learners. She believes she will not be respected, and her contribution will not be valued, because she speaks a dialect of American English that professional educators now call AAVE (African-American Vernacular English). While it is true that many employers always expect the use of “standard” English at work, and some educators always expect the use of “standard” English in school, English Language Learners who live or work in Alabama must learn to interact with ALL Alabamians. It’s quite possible that at least 1 in 4 Alabamians speak some form of AAVE at least part of the time (perhaps 1 in 3). SO…English Language Learners can benefit greatly from listening to Alabamians who speak AAVE, even if they personally will never speak it at work, home, or school. You may disagree with this perspective, and if you are taking this orientation in a group session, let’s continue our discussion…
Think: If you were a newcomer interviewing for your first job in the USA, you would probably need to speak “standard” English during your job interview if you expected to be hired. But what would happen when you actually got that job? Would YOU want to deal with unnecessary misunderstandings with coworkers who spoke a dialect, just because somebody thought you should only be exposed to native speakers who spoke standard English?
But there's something to be said for doing things the correct way…it’s always been important for my work!
Follow-up
Hypothetically Speaking Story #1
It’s really NOT okay to assume that members of any particular ethnic or religious group will automatically speak a certain dialect, simply because that particular dialect is associated with that group in popular culture or in the media! Have YOU had an experience during which someone made assumptions about how they thought you should speak based on your race, religion, or ethnicity? Please share! I prefer to speak my dialect at home and standard English at work. Others take a different view. We are all individuals.
The Last One Picked Story #2 Mei, who is from China, and her friend, Thanh, who comes from Vietnam, have just finished their second week of free English classes for adults at the local community college ESOL site. On a Monday evening after their teachers left the room to file paperwork, the two young women talked about a problem they both were having in English class….
Mei: I dunno ‘bout you, but I am getting very, very frustrated. Do you think that they really want us here, or no? Thanh: Oh, I know what you mean! I studied my lesson and handout for class three hours before I came here tonight. Mei: And the teacher called on the others three times each, but she never called on us to read or answer any questions… Thanh: Exactly! Mei: So what is the problem? Do you think they just don’t believe we are very smart? Thanh: Maybe…but I can never be sure with our teachers, you know what I mean?
Why might their teachers not be encouraging Mei and Thanh to participate during class?
The Last One Picked Story #2 The teachers were also having a little chat after class… I’m about to call in and find out when these reports are due…by the way, I meant to ask, do you think we should start calling on Mei and Thanh to participate a bit more?
Well, sure…eventually. There’s no need to rush them. After all, didn’t we learn in graduate school that students from Asian cultures don’t like to be put on the spot in front of their peers? I don’t want them to lose face. If they do, I’m afraid they won’t come back.
•What do you think about Mei and Thanh’s dilemma? •Can this situation be handled effectively with a minimum of hurt feelings and without losing two good students? How?
The Last One Picked Story #2 What went wrong?
We are each…
… individuals!
Mei and Thanh didn’t know it, but their teachers really weren’t prejudiced against Asians in the hateful sense of the term, nor did they consider Asians less capable than members of other groups. Instead, the teachers were using what is called a modal personality. A modal personality is a profile that helps us try to predict how members of a particular group, based on language and cultural background, will behave in a given situation—in this case the classroom. The problem is that modal personalities don’t allow for variations from one individual to the next (example: MOST African-Americans do one thing, while MOST Whites or MOST Latinos do another). Mei and Thanh are highly motivated young women who simply do not wish to be judged based on the modal personality profile for Asians, which holds that they do not respond well to “spotlighting” during class. Let’s backtrack, and take a look at how many times a modal personality has been used during this presentation…
When Words Fail… Story #3 Medical Center NEIGHBORHOOD STORE Yes, officer.
Try to stay out of trouble and remember your court date…don’t do anything like this again! I don’t want to come back out here…
When Words Fail… Story #3
[sigh]…I only arrived a few weeks ago, and I already wish I could move back home tomorrow. I miss my family and friends so much! I knew Medical Center that after 9-11, there would be people in Alabama who don’t like Arabs. But nobody told NEIGHBORHOOD me Americans would be so mean, and say the STORE most unkind things you can imagine. I’m sorry I got into a fight, but that man had to know how insulting his words would be, and how much they would hurt me! In Arab countries, the worst you can say to someone is to call him a “dog!”
When Words Fail… Story #3
A few minutes earlier…
EXCUSE ME?! You call me a DOG?!
Medical Center NEIGHBORHOOD STORE
Whassup, dawg?
I can’t believe it! Does Mahmud really think Dr. Connor is insulting him?!
Chalk Dust Tip Assume nothing! The fact that a learner understands “whassup” as a greeting does NOT mean that he will understand dawg as a term of affection.
In Other Words… Story #4 Ahmed is an immigrant from a Middle Eastern country, and has been living in Alabama for three years. He did not study English in high school or college before moving to the USA, and has just enrolled in the adult free English program. Ahmed’s cousin, Rafik, who studied English for three years in high school, has just joined him in Alabama. Rafik has never actually visited an English -speaking country, but wishes to earn a business degree from an American university. At Ahmed’s suggestion, he has also enrolled in the free English class. The two young men usually attend class together. On Rafik’s first night, Bill, a student teacher, found a book about the cousins’ home country in the classroom library. It was written in English on a 6th grade level, and Rafik read a short passage out loud carefully, making no mistakes in pronunciation. He used his pocket translator to look up the definitions of unfamiliar words, took notes, and answered 4 of 5 questions correctly on a written quiz Bill gave him. Ahmed participated in the same exercise, but didn’t do so well. He struggled to pronounce English words that were unfamiliar, and could not show that he comprehended the meaning of the passage. Bill concluded that Rafik’s previous experience with English in school had prepared him for the advanced English group. Ahmed would need to study with the beginners. Later that evening, during wrap-up, Bill spoke with Mr. Barnes, the supervising instructor on the ESOL site, about his work… Mr. Barnes: So, did you do an informal assessment of Ahmed and Rafik? Bill: Yes….it was about what I expected. Mr. Barnes: Right. Rafik has never lived in an English-speaking country and just isn’t ready for the advanced group. He can barely manage a “Hi, how are you?” Ahmed can make himself understood very well. I’m sure you could see that right away, couldn’t you? Bill: Ahem…um…ah…well, not exactly. Mr. Barnes: I feel you might need to explain some things, Bill. This really wasn’t a difficult assignment that I gave you, and frankly, I’m disappointed right now. Why do you seem to think this is complicated?
In Other Words… Story #4 What’s going on with Ahmed and Rafik?
• What Mr. Barnes didn’t understand, and Bill didn’t know how to explain, is that Ahmed and Rafik are both advanced students of English, but have not mastered the same type of language. • Ahmed, having been in Alabama for three years, has acquired his BICS (Basic Interpersonal Communicative Skills). • Most ELLs should have BICS about two years after placement into the second language environment.
CALP
• BICS includes basic survival language for everyday activities and social situations. •Ahmed has not yet acquired his CALP (Cognitive Academic Language Proficiency) for English. • He can make himself understood very well in oral English, but has not mastered the language of written, academic books and journals, which is quite different from social English. • Most people need 5-7 years to acquire CALP.
BICS
• Rafik’s experience with English has prepared him for some academic tasks, but not for survival outside the classroom.
For more information please contact… Phillip Johnson
ADULT EDUCATION SITE COORDINATOR SHELTON STATE COMMUNITY 3401 MARTIN LUTHER KING JR. BLVD TUSCALOOSA ALABAMA 35401 (205) 391-2665 [email protected]
Cary Chappell
Adult Education ESL Instructor SSCC Holy Spirit Adult Ed. Site (205) 886-0900 [email protected]
Resources used in this presentation… Brown, H. Douglas. (2000). Principles of language learning and teaching. White Plains: Longman. Freeman, D.E & Freeman, Y.S. (2001). Between worlds: access to second language acquisition. Portsmouth, NH: Heinemann. Freeman, D.E, Freeman, Y.S., & Mercuri, S. (2002). Closing the achievement gap: how to reach limited-formal-schooling and long-term English learners. Portsmouth, NH: Heinemann. Otto, Beverly. (2006). Language development in early childhood. Upper Saddle River, NJ: Pearson. Richards, Jack C. (2006). Communicative Language Teaching Today. Cambridge, UK: Cambridge University Press. Samway, Katherine & McKeon, Denise. (1999). Myths and realities: best practices for language minority students. Portsmouth, NH: Heinemann.
WELCOME We’re glad you’re here! And during our time together, we intend to show you how important YOU are to the growing number of adults in YOUR community who need to learn English…
Whether you are…
•a retiree or pensioner •a college or university student •a young professional looking for service opportunities •an educator interested in ESOL theory and practice •a busy stay-at-home mom (or dad) •motivated by secular or spiritual values
…OR just ready to learn and meet interesting people
You’ve come to the RIGHT PLACE!
Chalk Dust Be sure to check this corner for important tips, factoids, and unsolicited advice about the world of language learning!
GEAR 4 ORIENTATION
Our plan for deciding what’s important…
Your GROWTH is a priority. Your EXPERIENCE is valued.
Our practices are ADDITIVE. We RESPECT learners, and each other.
Your GROWTH is a priority
Many volunteer programs emphasize practical training, and spend very little time on theory or concepts (or vice-versa). The SSCC program balances theory and practice. You are considering a time commitment of between one halfhour (minimum) and 6 hours (maximum) per week. So…in exchange, you should be afforded the opportunity to learn ESOL material that you can apply elsewhere, including your own career advancement plan. But don’t worry…we won’t speak to you in “jargon” without providing an explanation and questions are ALWAYS okay!
ALPHABET SOUP ESOL stands for English for Speakers of Other Languages.
Your EXPERIENCE is valued You might be an experienced teacher with previous ESOL experience in an ESL or EFL environment. If so, please share…remember, this program is still in development, so your opinion counts! You should make suggestions whatever your field of work might be! ALPHABET SOUP ESL stands for English as a Second Language. Learners study ESL in an English-speaking country, such as Canada, Britain, or the USA. EFL stands for English as a Foreign Language. Learners study EFL as a school subject, in countries where our language is less-frequently spoken. In each case, English is the learner’s second language, the difference is where the studying takes place.
Our practices are ADDITIVE A common misconception about adult English programs is that our goal is to help ELLs stop speaking their native languages, gradually replacing them with English. BUT… like doctors, teachers have a professional obligation to FIRST, DO NO HARM! Losing their native languages can cause ELLs to be cut off from their support systems, and even disrupt family relationships. SO…English must be ADDED to the skills a learner already has, without treating the L1 as a disability to be “overcome.” ALPHABET SOUP ELLs are English Language Learners.
Our practices are ADDITIVE ALPHABET SOUP L1 is a person’s first language or “mother tongue” acquired as a baby. L2 is the next language a person attempts to learn or acquire and use on a regular basis. In many cases, this takes place during the early teenage years.
Chalk Dust
factoid
Many youth are at risk of developing subtractive bilingualism, a condition in which the native language is lost as the second language is learned.
We RESPECT learners, and each other You will be encouraged to approach the instructor on your adult ESOL site, or the area coordinator if you have been placed into a situation that is making you uncomfortable. Your site instructors and area coordinators are pledged to keep an “open door” policy, and make every effort to resolve, in a professional manner, ANY conflicts that may arise among volunteers and/or learners on the ESOL site. Everyone is asked to remember that the world is full of many different kinds of people, and there is now more cultural diversity in Alabama than at any time previously. This means that what you personally consider “rude” or inappropriate behavior might be perfectly acceptable to someone else, and the reverse is also true. However, abusive language or terminology referring to ANY person’s race, ethnicity, sex, family and personal status, or religion will NOT be acceptable on site (applies to instructors, learners, and volunteers). SSCC observes all laws, regulations, and guidelines established by the United States and the State of Alabama concerning non-discrimination in education and employment.
Meeting Our Learners When we meet a learner for the first time, we ask many questions… Here are three of the questions that help us GET – IT – IN — GEAR …
“Where are you from?” “Why do you want to learn a new language?” “Where do you want to go with English?”
Chalk Dust
factoid Many of SSCC’s learners were practicing as health care professionals in their homelands before coming to the USA.
“Where Are You From?” An Important Question in the Language Classroom
The significance of this question… “Where Are You From?”
It’s an ordinary conversation starter, but not a casual one. Most learners will be asked this question by Alabamians they meet in public, as soon as it becomes apparent that they are somehow “different” from others. The people who ask this question are those native speakers who are willing to engage learners in conversation outside of class. Conversation with native speakers outside of class is an essential support for language teaching that relies on a communicative approach, as SSCC currently does not do, but aspires to do. The answer to this question provides instructors with crucial information needed to design instruction.
Chalk Dust factoid Communicative approaches tend to emphasize life skills, helping learners acquire vocabulary and figure out grammar in the context of everyday situations
The significance of this question… “Where Are You From?”
The learner’s L1 may produce some interference as English is learned; for example, the native language may have only one sound that is produced in a particular region of the vocal tract, where English has two sounds. Every language has a unique set of characteristics that make it different from English, and poses a particular set of challenges to speakers of that language who are learning English. Thus, a Spanish speaker will not have the same “problems” with English that a French or Chinese speaker will have. Also, knowing a learner’s first language background tells us whether the native language support we have made available is appropriate or inappropriate.
Inappropriate Native Language Support… “Where Are You From?”
It is not a problem for students to assist peers by explaining difficult concepts to them in the native tongue, as long as this behavior does not take place during English conversation practice. BUT…lack of knowledge about cultural geography can lead to an environment of inappropriate native language support. The most common scenario occurs when Latino students assume that their Arabic-speaking classmates will understand Spanish. Many such assumptions are indeed based on skin color. We can correct our own inaccurate assumptions about our world, and become more familiar with its cultural geography by understanding the significance of asking, “Where Are You From?”
What is appropriate Native Language Support…? “Where Are You From?”
Among adult learners of the same L1 background, advanced learners may serve as classroom aides who assist beginners with complicated directions written or spoken in English. The purpose is to correct misunderstandings; it may take weeks or even months for an instructor who speaks only English to become aware of these. Native Language Support should never be used to discourage learners from classroom participation in English! In the K-12 classroom, the presence of adults who speak a student’s native language (as volunteer aides) is often used to address discipline and adjustment problems. Many ELLs at SSCC will be called upon to fill such roles in the local public schools, if their children are enrolled there.
The purpose of this question… “Where Are You From?”
Instructors and volunteers should show a willingness to learn about our ELLs home countries and languages. Previous experiences with English may have been positive or negative: We need to know! The extent of previous experience with English varies widely among adult learners. Knowledge about home countries should include their school systems, and the proportion of their people who read and write in the L1. One of the strongest predictors of how well a person will read and write in English is that person’s ability to read and write in the L1.
The answers to this question… “Where Are You From?”
So, have you been wondering why Alabama schools would hire ESL teachers who speak only English? Well…if teachers needed to speak every Alabama learner’s first language, they would have at least a dozen languages to learn! And…if you thought Alabama ELLs only came from Mexico, prepare to be surprised as we take a look at some of our learners’ L1 backgrounds…
Guatemala “Where Are You From?”
Located in Central America, its people learn Spanish at school, but most in Alabama also speak one or more of their country’s 22 Mayan languages! At least four of those languages (that we know of) are spoken in the SSCC service area today! Many (if not most) Guatemalans now living and working in Alabama are learning English as a third language!
Source: Wikipedia http://commons.wikimedia.org/wiki/Atlas_of_Guatemala
Achi Akatek Awaketek Chuj Garifuna Ch'orti Itza' Ixil Jakaltek Mopan Poqomam Poqomchi' Q'eqchi' Sakapultek Sipakapense Tektitek Toquegua Tz'utujil Uspantek Xinca Yucatec Maya Mam K'iche Q'anjob'al Kaqchikel
Guatemala…continued
A few Guatemalan learners have not learned to read and write in Spanish, or in first languages that have not existed in “modern” written form until quite recently. However, since the time of their ancient, stone temple –building ancestors, Mayan peoples have had some form of written language.
Source: Wikipedia http://commons.wikimedia.org/wiki/Atlas_of_Guatemala
Language Map
Honduras “Where Are You From?”
Often mistaken for Mexicans, Hondurans living and working in Alabama speak a Central American variety of Spanish, and may sometimes use a vocabulary different from Mexican Spanish Nearly all have learned to read and write in Spanish, and most have at least a high school education in the L1 Many of the Hondurans in western Alabama have come from the Honduran capital, Tegucigalpa In the SSCC service area, many Hondurans are new to Alabama, but very few are new to the United States
Yemen“Where Are You From?”
Arabic-speaking Yemeni ELLs come to Alabama from a deeply conservative, Islamic country, located at the southern tip of Arabia and known for its archeological sites and Arab-Islamic architecture. A group of convenience store owner-operators in Alabama and Mississippi accounts for much the Yemeni presence in the SSCC service area. A K-12 presence in the public schools has been evident in Sumter and other Alabama counties.
Yemen…continued
Covering for women, known as hijab, is expected in public with no exceptions, and female Yemeni students will wear it in the language classroom, often preferring not to interact directly with male instructors or classmates if it can be avoided. Students from Yemen may become very uncomfortable discussing the secular aspects of American culture, especially those concerning relations between the sexes.
Egypt “Where Are You From?”
Arabic-speaking ELLs from this ancient, mostly Muslim land have often studied ESL at SSCC. Most have studied at an advanced level. For most learners from Egypt, the cultural divide is not usually as much an obstacle as for other Arab learners. Though most are devout Muslims, they often have had extensive contact with Westerners, and most of these learners have many non-Muslim friends. The dialect of Arabic spoken in Egypt is a bit different from other Middle Eastern nations, but considered “standard, modern” Arabic by many authorities because so many people speak it! Egypt is the most populous Arab nation.
Brazil “Where Are You From?”
Brazilian learners are often able to understand the Spanish spoken by their Latino classmates, but it is important to remember that their native Portuguese is not the “same” as Spanish. Mercedes and Mercedes-supplier employees are often Brazilians rotated into Alabama for a tour of duty by their employers. These learners sometimes study at SSCC for just one class cycle. Brazilian learners may have extensive experience with English, or none at all!
Vietnam “Where Are You From?”
In the SSCC service area, the community of Vietnamese-speaking learners is much more diverse than most people imagine. Family lifestyles are very traditional, and the role of women outside the home can be severely restricted by the culture. Refugee-focused programs often have difficulty encouraging female students to participate in class —their husbands simply answer every question for them, according to custom, and write all their assignments for them, too!
China “Where Are You From?”
Worldwide, Chinese learners represent one of the most rapidly-growing groups of learners now studying EFL or ESL. There are online chat rooms where Chinese students look for native speakers with whom to practice English. In the SSCC service area, outreach efforts have targeted immigrant-owned businesses with some limited success. As with many East Asian cultures, it is important to avoid discussing test scores, as students may be particularly sensitive to the “loss-of-face” that accompanies scoring lower than one’s classmates.
Chalk Dust tip Learners from some cultures may not respond well to “spotlighting,” in which the teacher calls on one person to answer a question in front of the whole class.
…and last, but NOT LEAST…
Mexico and the United States “Where Are You From?”
Mexico is the place of origin for many (though certainly not all) adults in Tuscaloosa who have come to SSCC to learn English. Learners have come from several different regions of Mexico, from Mexico City to Guadalajara, Puebla to Veracruz. Shaded red: Some common home regions Mexico is a a geographically diverse for Mexicans living and working in West nation, like the United States. Alabama The necessity of learning English arises not only from the immigration experience, but also from internal migration within the USA. In some parts of our country, Spanish speakers might not really need English. In Alabama, however, English is a necessity.
Shaded red: Places in the USA where English might not really be a necessity for everyone who speaks Spanish
Other areas of opportunity…
In the SSCC service area, there are adults who need to learn English coming from many other native language backgrounds. They are too numerous to mention each and every one, but include…. Russian-Ukrainian (my next door neighbor) Russian (my primary care doctor, accent training) Romanian (guy at eating place on the Univ. Strip) Hebrew (Israeli business owners in the mall) Japanese (former SSCC students, restaurant owners)
….and countless others!
New students from Hungary, Iran, Iraq, Iceland, and many other countries have enrolled recently!
“Why do you want to learn a new language?” Another Important Question in the Language Classroom
“Why do you want to learn a new language?”
Educators often group second language learners according to the way they answer this question. They are said to have an instrumental motivation or an integrative motivation.
Chalk Dust
factoid Learners also have intrinsic and extrinsic motivations. They may be moved by their own aspirations, or by the expectations of others.
Types of Learner Motivation “Why do you want to learn a new language?” Strong Weak Strong Weak Instrumental Instrumental Integrative Integrati ve “My boss said that I needed English for the promotion and raise I want. With that extra money, we can probably scrape together the down payment on our first home!”
“My parents said I needed French to get into the college they want me to attend. If my grades are good, I won’t get hassled on things like phone, curfew, and you know, like, other stuff.”
“Since I became Muslim, I’ve felt that something was missing. I know I need to learn Arabic, so that I can read and study the Holy Qur’an in the original language.”
“My husband and I are planning a trip to China. We love a challenge, and want to learn Mandarin. We will really take in the local culture and get so much more out of our visit that way!”
Instrumental or Integrative? “Why do you want to learn a new language?”
Instrumental Specific goals Material rewards Intangible/spiritual rewards Dependent on value system Short-term importance Long-term importance (Big picture)
Integrative
√ √ √ √ √ √
Social Distance
As a volunteer, you may be able to observe the operation of Schumann’s Social Distance Model on the ESOL site. Many educators use this model as an explanation for the fact that some learners are well-motivated to learn a second language, while others might not be motivated to learn at all. According to the model, people who are not motivated to learn feel that there is too great a social distance between themselves and those who speak the target language (TL) —in this case, American English. People are highly motivated to learn English when they interact with English-speakers on a regular basis, both professionally and socially Learners who believe their level of education is lower than that of most English-speakers tend to view English as the language of power and privilege; they may frequently need reassurance that they are welcome and in the “right” place to learn. Schumann also identifies permanence as an important issue; the more motivated learners see themselves as having a vested interest in learning English for future plans, since they often plan to remain in the USA for a long period of time.
“Where do you want to go with English?” Learners’ Goals and Alabama’s Future
Exponential Growth
According to the U.S. Department of Education, Alabama’s number of Limited English Proficient (LEP) students as a portion of total enrollment grew 236.1% between 1995-1996 and 2005-2006!1 Statistics help us understand the size of our challenges, but rarely help us understand the exact nature of them. Within this 236.1% increase, many individuals with increasingly diverse backgrounds, needs, and goals are represented.
1Source: NCELAretrievedfrom
http://www.ncela.gwu.edu/policy/states/reports/statedata/2005LEP/Alabama-G-06.pdf
Who is here to help?
In Alabama, formal schooling is mandatory until ELLs reach age 16. ELLs aged 16 and older often seek some form of help outside traditional institutions or school systems, though this doesn't necessarily mean dropping out of high school. For adults, most free programs are faith-based or provided by churches. Non-faith-based options are severely limited—mainly by ability to pay, as there is no legal guarantee of a free education for adults, unless their needs are related to a developmental challenge. Learners who choose to study at a private language school do NOT qualify for the types of “financial aid” with which most college students are familiar. This includes such facilities as the English Language Institute, an Intensive English Program (IEP) located on the campus of the University of Alabama in Tuscaloosa.
Who is here to help?
Being designated an Intensive English Program (IEP) by the federal government allows a language school to grant student visas. In addition to the ELI, central Alabama is served by two other language schools located on college campuses:
English Language and Culture Institute (ELCI) at UAB Alabama Language Institute (ALI) at Gadsden State
Our situation is quite different from larger cities such as Atlanta or Washington, DC, where almost anyone can and will open an English language school in any storefront or office park…
In adult ESOL at SSCC, we will…
Attempt to prepare those who did not finish high school for successful study in an all-English GED class. Give those who finished high school in the home language the opportunity to develop English language skills for specific purposes. Help college graduates with TOEFL exam preparation and pre-professional learning that requires English language proficiency. Become advocates for those who need assistance learning English. Network with institutions that provide assistance.
Can you be more specific?
As the U.S. economy becomes more globalized and the professions, including education, become more specialized, EGP (English for General Purposes) is taught less and less frequently. Instead, adult learners enroll in language programs that are focused on specific needs… ESP (English for Specific Purposes). ALPHABET SOUP EBP (English for Business Purposes) EOP (English for Occupational Purposes) EAP (English for Academic Purposes) VESL (Vocational English as a Second Language) {This list could be at least a dozen slides long…}
•Many of the more successful programs focus on career development and integrate technology (computer skills) into the learning process. •Language proficiency may be part of a training program provided by a large employer, which can be helpful, but doesn’t usually put the students’ interests first.
A Communicative Approach…
Has been in use since the 1970’s. Focuses on interaction, and the skills needed to carry on a conversation in the target language. Does not discount grammar, but presents it as used in real life situations (contextualized). Doesn’t focus so much on “What’s correct” as on “What’s necessary for my intended meaning to be conveyed?” Doesn’t measure proficiency as much as it observes an individual’s level of competence in second-language situations. Asserts that a learner has become competent in the second language when the ability to understand a native speaker’s intentions during discourse (conversation) has been developed as fully as possible—one can memorize the “correct” way to say everything and still be quite unable to communicate.
Getting a notion…
Many learners will ask for a more practical approach to learning English, one that will be familiar to everyone who has tried to learn a foreign language using a phrase book. These books show and tell learners what to say in a particular situation, for example “At the Grocery Store” or “In the Post Office.” Teaching language in this way is called using a notional-functional syllabus. This approach has its problems, but many advantages, as well, and can be used to address the many different meanings the same words often have in English. “Push” and “Pull” are important words in English. I see them whenever I open a door in public.
PULL
But now I’m going to “pull” into traffic. Does this word have the same meaning while I’m driving?
The Four Language Competencies
All language programs have in common the need to teach the four language competencies. In the past, many language programs did not introduce all four of the language competencies at once. Writing was usually reserved for the most advanced learners. Today, most language programs teach ALL FOUR skills from day one. Proficient use of English requires the development of all four language competencies.
Listening
Speaking
Writing
Reading
Thinking About Language and Culture Role Play and Discussion Topics for Small Group Orientation* *names used in this section are not “real names” of any individuals
A “Third Way”
Many disputes about what is or isn’t “politically correct” in the adult second language classroom come from the fact that culture is being taught as language is taught. An assimilationist perspective is often represented in public policy by the English Only movement. Assimilationists often say that English must become an immigrant’s primary mode of communication in most situations, replacing the native tongue, and that the norms and values of American culture must replace those with which learners were raised, if their long-term goal is to remain in the USA. Multiculturalists usually favor some form of bilingual education, which is a politically impossible outcome in most of the states, including Alabama. Multiculturalists often say that as far as possible, society should accommodate the presence of more than one generally accepted set of cultural norms, and that more than one language should be the norm, since most societies in the world today are, in fact, multilingual. Both assimilationism and multiculturalism are very controversial, but there’s another approach…
An Intercultural Approach An intercultural approach leaves the question of “How Americanized should I become?” to each individual learner… Participating in immigrant programs in the home language community service role
Parenting in the home language parent role
Getting and giving instructions at work in English workplace role
Joe or Jane Learner (playing many roles) Worship in the home language spiritual role
Shopping for basic necessities in English consumer role Talking with a child’s teacher in English parent role
The ability to use English is treated as a “life skill” that needs to be developed, in order to succeed in those roles that an individual must perform in an all-English environment…
Disappointments… Not my day today…or my year! Tim’s a good friend and will always try to cheer me up, but the future still just scares me! That job didn’t need to be “the one that got away!”
You ‘bout ready to call it a day, man? We been out here since sun-up without even a nibble. Kind of like my job search…
Whoa, dude, are you still obsessing about that interview? It might help you to remember, all these things happen or don’t happen for a reason…
Disappointments… As I recall, that reason was my entire cultural background, including the way I express myself. My speech wasn’t good enough for Washington, DC. And man, are Christina and the kids ever disappointed! Her mom is in Richmond…only 90 miles away, Tim. We were gonna look for a place halfway between. Well, sure, it might’ve been great for y’all. But I still don’t understand what happened. You say you had the interview nailed, ‘till you said….what was it?
I said, “I reckon I should call my wife and tell her I have good news!” And they said they might rather have me say that “I suppose" or “I guess” I should call her. Then they reminded me that this was a “leadership” position, and this point was important to remember!
Disappointments… Translation: I sound too Southern to work in a “professional” environment! To which I say, let’s go, man…it’s fixin’ to be dark! Also, it seems there’s not a thing left in the cooler for me! Umm…sorry, buddy. I can take a hint… but ya’ know, Josh, you aren’t the only one who’s been on the receiving end of people’s messed up ideas and prejudices about language. It just ain’t a good situation when someone is sure they know all about you just by how you speak OR the way you look. I even have four stories to tell ya’ while we’re gettin’ packed up….
Hypothetically Speaking Story #1 Marie and her friend, Dorothy, a business owner and community leader, have known one another for nearly 30 years. They have attended the same church for most of that time. On a Wednesday evening after church let out, Marie stopped to talk with Dorothy as the two were helping prepare for a celebration the following week…. Marie: Hey, there.. how are you? Did you ever call that number I gave you…the one about volunteering to teach American English to adult newcomers? Dorothy: Well…you know to be honest with you, I didn’t. Marie: But why, Dorothy? When I told you about how much we’re needed you seemed so…excited. You’re one of the most giving people I’ve ever known! Dorothy: Thanks. I guess I just never got a clear signal that we belong, Marie. I got to thinking, what would be the first thing someone would say if I walked into a class where they try to teach newcomers “standard” English? They would probably tell me to talk the “right” way, because that’s what newcomers need to learn for employment. But the way you and I speak to each other is a very important part of who we are. And I don’t feel like leaving a part of myself “at home” just to satisfy someone else. It seems to me like yet another situation where Black people may be treated like we don’t really belong! I truly want to help, but I am so tired of that. Marie: I sometimes feel that way, too. But African-American English IS American English, Dorothy…even if there are some differences between our dialect and school English. Newcomers need to learn how to get by in their new community. We are as much a part of that community as anybody else. I respect what you say, but I think you’re making a mistake!
•What do YOU think about Dorothy’s concerns? •Is this a situation that could happen in real life? •Did Marie respond to Dorothy’s concerns in a positive way? What might she
Hypothetically Speaking Story #1
I feel called to do this…but I just don’t know...
Dorothy is apprehensive about volunteering as a classroom aide for adult English Language Learners. She believes she will not be respected, and her contribution will not be valued, because she speaks a dialect of American English that professional educators now call AAVE (African-American Vernacular English). While it is true that many employers always expect the use of “standard” English at work, and some educators always expect the use of “standard” English in school, English Language Learners who live or work in Alabama must learn to interact with ALL Alabamians. It’s quite possible that at least 1 in 4 Alabamians speak some form of AAVE at least part of the time (perhaps 1 in 3). SO…English Language Learners can benefit greatly from listening to Alabamians who speak AAVE, even if they personally will never speak it at work, home, or school. You may disagree with this perspective, and if you are taking this orientation in a group session, let’s continue our discussion…
Think: If you were a newcomer interviewing for your first job in the USA, you would probably need to speak “standard” English during your job interview if you expected to be hired. But what would happen when you actually got that job? Would YOU want to deal with unnecessary misunderstandings with coworkers who spoke a dialect, just because somebody thought you should only be exposed to native speakers who spoke standard English?
But there's something to be said for doing things the correct way…it’s always been important for my work!
Follow-up
Hypothetically Speaking Story #1
It’s really NOT okay to assume that members of any particular ethnic or religious group will automatically speak a certain dialect, simply because that particular dialect is associated with that group in popular culture or in the media! Have YOU had an experience during which someone made assumptions about how they thought you should speak based on your race, religion, or ethnicity? Please share! I prefer to speak my dialect at home and standard English at work. Others take a different view. We are all individuals.
The Last One Picked Story #2 Mei, who is from China, and her friend, Thanh, who comes from Vietnam, have just finished their second week of free English classes for adults at the local community college ESOL site. On a Monday evening after their teachers left the room to file paperwork, the two young women talked about a problem they both were having in English class….
Mei: I dunno ‘bout you, but I am getting very, very frustrated. Do you think that they really want us here, or no? Thanh: Oh, I know what you mean! I studied my lesson and handout for class three hours before I came here tonight. Mei: And the teacher called on the others three times each, but she never called on us to read or answer any questions… Thanh: Exactly! Mei: So what is the problem? Do you think they just don’t believe we are very smart? Thanh: Maybe…but I can never be sure with our teachers, you know what I mean?
Why might their teachers not be encouraging Mei and Thanh to participate during class?
The Last One Picked Story #2 The teachers were also having a little chat after class… I’m about to call in and find out when these reports are due…by the way, I meant to ask, do you think we should start calling on Mei and Thanh to participate a bit more?
Well, sure…eventually. There’s no need to rush them. After all, didn’t we learn in graduate school that students from Asian cultures don’t like to be put on the spot in front of their peers? I don’t want them to lose face. If they do, I’m afraid they won’t come back.
•What do you think about Mei and Thanh’s dilemma? •Can this situation be handled effectively with a minimum of hurt feelings and without losing two good students? How?
The Last One Picked Story #2 What went wrong?
We are each…
… individuals!
Mei and Thanh didn’t know it, but their teachers really weren’t prejudiced against Asians in the hateful sense of the term, nor did they consider Asians less capable than members of other groups. Instead, the teachers were using what is called a modal personality. A modal personality is a profile that helps us try to predict how members of a particular group, based on language and cultural background, will behave in a given situation—in this case the classroom. The problem is that modal personalities don’t allow for variations from one individual to the next (example: MOST African-Americans do one thing, while MOST Whites or MOST Latinos do another). Mei and Thanh are highly motivated young women who simply do not wish to be judged based on the modal personality profile for Asians, which holds that they do not respond well to “spotlighting” during class. Let’s backtrack, and take a look at how many times a modal personality has been used during this presentation…
When Words Fail… Story #3 Medical Center NEIGHBORHOOD STORE Yes, officer.
Try to stay out of trouble and remember your court date…don’t do anything like this again! I don’t want to come back out here…
When Words Fail… Story #3
[sigh]…I only arrived a few weeks ago, and I already wish I could move back home tomorrow. I miss my family and friends so much! I knew Medical Center that after 9-11, there would be people in Alabama who don’t like Arabs. But nobody told NEIGHBORHOOD me Americans would be so mean, and say the STORE most unkind things you can imagine. I’m sorry I got into a fight, but that man had to know how insulting his words would be, and how much they would hurt me! In Arab countries, the worst you can say to someone is to call him a “dog!”
When Words Fail… Story #3
A few minutes earlier…
EXCUSE ME?! You call me a DOG?!
Medical Center NEIGHBORHOOD STORE
Whassup, dawg?
I can’t believe it! Does Mahmud really think Dr. Connor is insulting him?!
Chalk Dust Tip Assume nothing! The fact that a learner understands “whassup” as a greeting does NOT mean that he will understand dawg as a term of affection.
In Other Words… Story #4 Ahmed is an immigrant from a Middle Eastern country, and has been living in Alabama for three years. He did not study English in high school or college before moving to the USA, and has just enrolled in the adult free English program. Ahmed’s cousin, Rafik, who studied English for three years in high school, has just joined him in Alabama. Rafik has never actually visited an English -speaking country, but wishes to earn a business degree from an American university. At Ahmed’s suggestion, he has also enrolled in the free English class. The two young men usually attend class together. On Rafik’s first night, Bill, a student teacher, found a book about the cousins’ home country in the classroom library. It was written in English on a 6th grade level, and Rafik read a short passage out loud carefully, making no mistakes in pronunciation. He used his pocket translator to look up the definitions of unfamiliar words, took notes, and answered 4 of 5 questions correctly on a written quiz Bill gave him. Ahmed participated in the same exercise, but didn’t do so well. He struggled to pronounce English words that were unfamiliar, and could not show that he comprehended the meaning of the passage. Bill concluded that Rafik’s previous experience with English in school had prepared him for the advanced English group. Ahmed would need to study with the beginners. Later that evening, during wrap-up, Bill spoke with Mr. Barnes, the supervising instructor on the ESOL site, about his work… Mr. Barnes: So, did you do an informal assessment of Ahmed and Rafik? Bill: Yes….it was about what I expected. Mr. Barnes: Right. Rafik has never lived in an English-speaking country and just isn’t ready for the advanced group. He can barely manage a “Hi, how are you?” Ahmed can make himself understood very well. I’m sure you could see that right away, couldn’t you? Bill: Ahem…um…ah…well, not exactly. Mr. Barnes: I feel you might need to explain some things, Bill. This really wasn’t a difficult assignment that I gave you, and frankly, I’m disappointed right now. Why do you seem to think this is complicated?
In Other Words… Story #4 What’s going on with Ahmed and Rafik?
• What Mr. Barnes didn’t understand, and Bill didn’t know how to explain, is that Ahmed and Rafik are both advanced students of English, but have not mastered the same type of language. • Ahmed, having been in Alabama for three years, has acquired his BICS (Basic Interpersonal Communicative Skills). • Most ELLs should have BICS about two years after placement into the second language environment.
CALP
• BICS includes basic survival language for everyday activities and social situations. •Ahmed has not yet acquired his CALP (Cognitive Academic Language Proficiency) for English. • He can make himself understood very well in oral English, but has not mastered the language of written, academic books and journals, which is quite different from social English. • Most people need 5-7 years to acquire CALP.
BICS
• Rafik’s experience with English has prepared him for some academic tasks, but not for survival outside the classroom.
For more information please contact… Phillip Johnson
ADULT EDUCATION SITE COORDINATOR SHELTON STATE COMMUNITY 3401 MARTIN LUTHER KING JR. BLVD TUSCALOOSA ALABAMA 35401 (205) 391-2665 [email protected]
Cary Chappell
Adult Education ESL Instructor SSCC Holy Spirit Adult Ed. Site (205) 886-0900 [email protected]
Resources used in this presentation… Brown, H. Douglas. (2000). Principles of language learning and teaching. White Plains: Longman. Freeman, D.E & Freeman, Y.S. (2001). Between worlds: access to second language acquisition. Portsmouth, NH: Heinemann. Freeman, D.E, Freeman, Y.S., & Mercuri, S. (2002). Closing the achievement gap: how to reach limited-formal-schooling and long-term English learners. Portsmouth, NH: Heinemann. Otto, Beverly. (2006). Language development in early childhood. Upper Saddle River, NJ: Pearson. Richards, Jack C. (2006). Communicative Language Teaching Today. Cambridge, UK: Cambridge University Press. Samway, Katherine & McKeon, Denise. (1999). Myths and realities: best practices for language minority students. Portsmouth, NH: Heinemann.
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