Methods of Teaching ESOL TSL 5371
Masters
of Education Program
Florida
Gulf Coast University
Fort
Myers, Florida
33965
Developed by:
Kelly Degenhardt, Alison Klines, Isaura, Dawn Vittorio
The student in this study is
currently in 2nd grade in Charlotte County Public Schools. His
identity has not been revealed to protect the privacy of both the student and
his family. The particular student involved in this case study is a native of
Poland and his first and home language is Polish. He has, through grades K-2,
continued to have difficulty in reading in the areas of both comprehension and
fluency. The student has been placed on an AIP (Academic Improvement Plan) for
both comprehension & fluency. Various strategies have been implemented
according to the AIP and are reevaluated every 6 weeks throughout the school
year until the student can be exited from the AIP process.
The case study school is located in the second lowest socio-economic area
in the county and many students being serviced come from non-traditional
families. The county has an estimated population of *147,009 and the median
income is * $36,379, which is below the state reported median. Of the population
in the county only * 8.2% speak a language other than English at home (age5+).
This school houses very few ESOL students, therefore many times these students
do not get the specific services to support both their L1 and their L2.
*These statistics are based upon data collected by
the US Census
Bureau.
In the classroom the foundation of bilingualism is maintained through
activities that are shared with English-only students. The student involved in
this case study participates in such activities. One particularly fun activity
for all involved is learning new vocabulary
words in Polish. This is typically led by the bilingual student to assure
correct pronunciation of vocabulary words. The vocabulary words are translated
and an English to Polish (or any other language) concentration game is set up
for students to play. It helps to promote and maintain the student’s home
language and creates a connection to English while engaging English-only
students. This also helps to develop a culturally diverse classroom.
Through creating a culturally diverse classroom an educator can help to
change cultural perspectives. Many students consider people who speak or act
differently as “weird” and they may tend to avoid that person. However, when
there is an open dialogue, and facts are presented, the students will embrace
and celebrate differences. In this classroom students have displayed a veracious
appetite for new knowledge of other cultures.
As we began to investigate a culture it inspired new questions and links
to other cultures and traditions.
Multiculturalism is also celebrated many times throughout the school
year. During the holiday season, particularly October through December, various
cultural traditions are explored. A ‘Holidays Around the World’ celebration
was used in this classroom, which gave the case study student the opportunity to
share some of his favorite Polish
traditions and to compare it to the way others celebrate the holidays. He
brought his mother to the classroom to share some of their families’ favorite
foods and traditions. It is also extended throughout the school year through
books, folk tales, plays and games.
Getting this student’s mother into the classroom was somewhat of a
challenge. During our first meeting she expressed that she had difficulty
communicating with teachers in past years. This seemed to create a sense of
isolation and intimidation in her mind. As we examined areas of difficulty for
the student she also displayed strong opinions on education in America. Her
greatest concern was the difference between the ‘work ethic’ in America as
opposed to that in Europe. She has the belief that education in America falls
behind that of European schools in both the intensity of work and the level of
importance placed on education. Her cultural perspective of education creates a
doubt in her mind of the services that her child is receiving. Therefore, as a
classroom teacher, it is crucial to be able to demonstrate to parents the
ability to meet their child’s needs through activities,
strategies,
lesson plans* and constant evaluation of student progress.
As an educator it is always important to consider ALL students when
developing lesson plans. Considering and implementing the appropriate strategies
will increase productivity and effectiveness of a lesson when working with ESOL
students. Many strategies are simplistic, yet highly successful, such as peer
teaching or using manipulatives.
At the beginning of the second grade school year all students in the case study class were given a reading survey*. This was to determine their levels and areas of interest in reading. The results of the survey showed that the case study student, in general, did not enjoy reading. However, he did enjoy magazines, books about animals, and books with humor. This created a foundation to build upon and gave a starting point in developing a reading plan for the student. The initial assessment of the student’s reading showed that he scored at a level 8 on the DRA (Developmental Reading Assessment) when exiting first grade. Upon entry into second grade running records indicated this data to be accurate. Formative assessments throughout the school year showed growth in targeted reading skills (comprehension & fluency). DRA scores also reflected growth. During the Winter assessment the case study student scored at a level 14, (with level 18 being on grade level). At the time of this publication Spring DRA has yet to be administered.
According to the given strategies on the student’s AIP, he was provided
with small group and one-on-one instruction on a daily basis for Reading. During
this time he worked with a reading specialist and learn new reading strategies.
A phonics program was also implemented and helped to provide further assistance
with the student’s decoding skills and fluency. Current running records
indicate that the student will tentatively score approximately at a level 24 on
the Fall DRA.
The progress demonstrated by the students increased scores and obvious
ability to perform tasks more easily indicates the success of the implemented
ESOL strategies throughout the case study period. It would certainly be
advisable to continue on the same path until the student reaches AT LEAST grade
level and is exited from the ESOL program. This particular student highly
benefits from small group instruction and peer teaching. He has been decidedly
receptive to all of the strategies, which increases his chances for success.
Helpful Links
http://curry.edschool.virginia.edu/go/clic/instructional_strategies_resources.html
http://www.tesol.net/teslmat.html
http://www.sitesforteachers.com
www.alliance.brown.edu/dnd/dnd_links.shtml
