3.+Teaching+&+Resources-Yuan+&+Jonathon

     **Chapter 3 Teaching Practices & Resources By Yuan L. & Jonathan P.**


 * Introduction**

English language learning is not simply a task of linguistic study. It is a complicated journey in which learners experience a new language and culture. English Language Learners (ELLs) have unique needs and difficulties that teachers must be aware of in order to teach them efficiently. To tailor the best methods for ELLs, teachers must understand their backgrounds including culture and the native language that they speak. By understanding their background, teachers will be able to anticipate students’ difficulties by using culturally relevant materials and providing low-stress environment to fully motivate students. Being a teacher is a very challenging and demanding job that requires patience, caring and a high level of understanding or tolerance for others’ culture. The role of teacher is to help students grow, and pursue their interest of learning English; while fostering the native/heritage language. To better support ELL student learning, teachers should build on their prior knowledge (heritage language); relate lessons to their everyday life experiences (show understanding of their culture) and each of them how to socialize and better themselves (relate and be proficient in the dominant language). The teaching practices and resources discussed in this topic will broaden teachers’ horizons and help them take students' culture heritage and first language into consideration.


 * Main Points**

1. Nationwide all students must learn to read and write proficiently in English to be able to compete educationally and economically in society. ELLs as well as English speakers of different dialects often suffer because they do not speak Standard English. It is important for teachers to help these kids, become bidialectal (i.e., proficient in code switching from informal to formal language depend on their surrounding). (JP)

2. Teachers encounter cross cultural exchanges everyday in teaching children whose cultures are different from their own. As we know some parts of the United States are very diverse culturally and consist of many sub-cultures, it is essential for bilingual teachers to help immigrant children and descendents of immigrants to be proficient in English. Research has shown proved students who come from homes where English is not the primary language often struggle academically depending on many factors. (JP)

3. Low-stress learning environments allow ELLs lots of attempts to be successful. For example, teachers should allow ELLs to rehearse before reading text aloud to a group. Teachers should offer students additional preparation time and assistance while doing real tasks; and encourage ELLs to practice reading lines over, until they master them. This can help them to improve fluency and become self-confident. Teachers also need to give corrective feedback after students’ performance. Corrective feedback must be handled delicately in order for students to not become discouraged. Teachers might want to learn a few words and courtesy phrases in students’ first languages, to show respect for students and interest in their cultures. (YL)

4. It is extremely difficult to understand the perspective of someone else especially when it conflicts with your own. Different people have different views on things. How can we understand something or someone else’s view that is not in our best interest? Teachers should be open minded and be culturally sensitive towards their students because we all need to show respect and understanding of differences from our own; instead of having a sense of superiority which often clouds our judgments and cause us to be ignorant. (JP)

5. Culturally relevant books accelerate ELLs’ reading comprehension because they are able to identify with and understand the text that is written in the target language. Such texts also contain background knowledge that connects to students’ lives and experiences and fosters appreciation of their cultural heritage. Connecting students to culturally relevant texts provides teachers an opportunity to respect cultural diversity that is a growing characteristic of this country's schools. (YL)

6. Using culturally relevant books helps students learn how to use and interpret the target language. (YL)

7. Cultural pluralism is very essential for ESL/Bilingual teachers because it is necessary for teachers to help students understand and preserve their heritage language that gives them their unique identities while maintaining their membership in the larger social group. Teachers should also be open and try to understand how different languages work and vary. (JP)

8. Older ELLs who have been schooled in their home countries have an advantage. They already are knowledgeable of their first language (L1) and its writing system. Their L1 strength helps them transfer those skills to become proficient writers in their second language (L2). Teachers must become aware of basic English grammar and structures as compared with the L1 writing system. Teachers should familiarize themselves with students’ native language and gain some understanding of ELL students’ language difficulties which result from the differences in the writing systems between L1 and L2. (YL)


 * Annotations and Links**

1. August, D. & Shanahan, T. (2006). Developing Literacy in Second Language Learners. NJ: Lawrence Erlbaum Associates. Retrieved on October, 7, 2008 from: http://www.bilingualeducation.org/pdfs/PROP2272.pdf The article talks about the urgency nationwide to teach students how to read and write well in English. The authors of this article stress how important it is for speakers of other languages to be literate in English in order to compete and have a fair chance at succeeding educationally, economically and socially. (JP)

2. Freeman Y & D. (2004). Connecting Students to Cultural Relevant Texts. N/A: National Council of Teachers of English. Retrieved on September, 15, 2008 from: http://www.ncte.org/library/files/Free/Journals/tp/TP0152Connecting.pdf Culturally relevant books can help ELLs successfully progress, by making English easier for them to understand because they contain background knowledge/information that is familiar to them. Students become more motivated and engaged in such texts; which results in them reading more than texts that are less familiar and interesting. (YL)

3. Germantown Academy (1996). Multicultural Games Washington: Germantown Academy. Retrieved on September, 15, 2008 from: http://www.ga.k12.pa.us/academics/MS/6th/MCGAMES/Directory.htm This website provides a lot of multicultural games which were discovered by the students in Germantown Academy. It introduces the contemporary and ancient games from all over the world, and explains how to play them and from where the games originate. (YL)

4. Hewlett W. & F. Foundation. (2005) MACNEIL/LEHRER Productions. Retrieved on October, 6, 2008 from: http://www.pbs.org/speak/education/ This website is very interesting; it provides teachers with various tools to help not only bilingual students also people that speak different dialects. This curriculum was designed to support the “Do you speak American.” The many links in this website provide great materials that can help teachers understand how language works and how it can vary. (JP)

5. Irujo, S. (2006). To Use a Textbook or Not to Use a Textbook: Is That the Question? N/A: Course Crafters. Inc. Retrieved on September, 15, 2008 from: http://www.coursecrafters.com/ELLOutlook/2006/jul_aug/ELLOutlookITIArticle1.htm The author discusses the importance of textbooks, curriculum, lesson planning and professional development. Textbooks written by experienced teachers are good guides for new teachers because they provide a frame for what to do during teaching practice. Also, other authentic and meaningful teaching materials should be used and created to meet the students’ variety needs and learning styles. (YL)

6. Kagan, O. & Campbell, R. (2003). Curriculum Guidelines For Heritage Language. The Regents of the University of California (UCLA). Retrieved on October, 9, 2008 from: http://www.international.ucla.edu/article.asp?parentid=24734 In this article, a panel of researchers discussed the importance of heritage language and ways that teachers can continue to foster it while promoting growth in English. These professionals managed to create very extensive curricula that break everything into small components on how teachers should implement lessons that support the heritage language in the classroom. (JP)

7. NCCIC (2007). English Language Learners and Literacy Development. N/A: NCCIC is a service of the Child Care Bureau (CCB). Retrieved on October, 9, 2008 from: http://www.nccic.org/poptopics/englang-learners.html This website provides numerous links and resources for educators working with speakers of other languages. The main focus of several of the links is simply to help ELLs to overcome the many educational hurdles they face as they progress in school. According to many sources, when English is not the primary language, speakers are ELLs even if they are born in the US and therefore face similar challenges that many immigrant children face during their school years in the early grades. (JP)

8. Peregoy, S. F., & Boyle, O. F. (1993). Reading, writing, & learning in ESL: A resource book for K-8 teachers. New York: Longman Publishing Group. Retrieved on October, 9, 2008 from: http://www.alliance.brown.edu/tdl/tl-strategies/be-principles.shtml In this article, the authors emphasize the importance of understanding what bilingual students go through during their learning experiences. It’s really important for teachers to know and understand that students’ different cultures have a major impact on their learning. The overall message of the article was that bilingual students should be encouraged to hold on to their roots while maintaining their membership in the larger social framework. (JP)

9. South, H. (1999). Working Paper 5: The Distinctiveness of EAL: A Cross-Curriculum Discipline Watford : NALDIC Retrieved on September, 15, 2008 from: http://www.naldic.org.uk/ITTSEAL2/teaching/EALpupils.cfm Students learning English as an additional or foreign language have distinct and different needs because they are from diverse cultural backgrounds and communities with different understandings and expectations about target language learning. In order to tailor teaching methods, teachers should be aware of the variety of students’ backgrounds, needs and expectations. (YL)

10. Templeton, S. (2004). Spelling and the Middle School English Language Learne. N/A: National Council of Teachers of English. Voices from the Middle, Volume 11, Number 4. Retrieved on September, 15, 2008 from: http://www.ncte.org/library/files/Free/Journals/vm/VM0114Spelling.pdf In order to teach spelling effectively to older ELLs, teachers should be aware of characteristics of the English spelling system and assessment of spelling knowledge. L1 writing system spelling and grammar can and does inlfuence English spelling, therefore teachers need to be familiar with the characteristics of ELLs’ native languages. (YL)

11. Davies, N. (2008). Teaching and Learning. N/A: Professional Standards for Teachers London. Retrieved on October 9, 2008 from: http://www.naldic.org.uk/ITTSEAL2/teaching/index.cfm (JP)

12. Peterson, B. & Salas, K.D. (2004). Working Effectively with English Language Learner. Wisconsin: Rethinking Schools online. Retrieved on September, 15, 2008 from: http://www.rethinkingschools.org/publication/newteacher/NTBilingual.shtml (YL)

13. Ragan, A. (2006). Using adapted texts in ELL classrooms. The ELL Outlook 5(2). Retrieved on October, 9, 2008 from: http://www.coursecrafters.com/ELL-Outlook/2006/jul_aug/ELLOutlookITIArticle1.htm ( JP)

14. UCLA International Institute. (n.d.) Language Materials Project: Teaching Recourses for Less Commonly Taught Language Los Angeles: UCLA Retrieved on September, 15, 2008 from: http://www.lmp.ucla.edu/AboutLMP.aspx?menu=008 (YL)

15. Ulanoff, S.H. & Pucci, S.L. (1999). Learning Words from Books: The Effects of Reading on Second Language Vocabulary Acquisition N/A: Bilingual Research Journal. Retrieved on September, 15, 2008 from: http://brj.asu.edu/v234/pdf/ar6.pdf (YL)