2. Menu: ESL: The Regular Classroom Teacher’s Perspective Yes, Talking!: Organizing the Classroom to Promote Second Language Acquisition Beyond Language: The Many Dimensions of an ESL Program Conclusion
3. ESL: The Regular Classroom Teacher’s Perspective Most regular teachers have no training on how to help and ESL or LEP (limited English proficient) student and have a hard time integrating them into the classroom. There are many times problems with hoe the ESL specialist and the teacher get along and with how the teacher views the ESL student.
4. ESL: Regular Classroom Teacher’s Perspective Continued… The article discusses a survey that was given to understand the regular teacher’s perspective of LEP and ESL students. The survey found that only 6% of the teachers had any training to learn how to teach ESL students. This survey found that regular teachers need training in this because it is crucial to helping them learn.
5. Reflection on “ESL: Regular Classroom Teacher’s Perspective” I feel that this article is very true. I interned in a kindergarten class at Nora Elementary and there were probably 4 or 5 ESL students in the class and a couple of them barely spoke English. I could tell the teacher had a hard time but I think she handled it very well. I personally found it very frustrating.
6. Yes, Talking!: Organizing the Classroom to Promote Second Language Acquisition This article focuses on the communicative teaching model, which suggests that interactive process is the best way to learn. It discusses the 7 assumptions of the communicative teaching model.
7. Yes, Talking!: Organizing the Classroom to Promote Second Language Acquisition Continued… It also says that it is difficult for a teacher because it forces them to throw out the stereotype of a “good classroom”. The communicative teaching model then says 7 criteria for organizing the communicative classroom.
8. Reflection on “Yes, Talking!: Organizing the Classroom to Promote Second Language Acquisition” I think the communicative teaching model is a great idea. Children that don’t just have to sit and listen to the teacher all day will learn better. I learn better through interaction along with a lot of people so this kind of classroom would help most children and make it more exciting.
9. Beyond Language: The Many Dimensions of an ESL Program This article looks at different programs that have shown improvement with ESL student, and it explores those different traits that makes it good.
10. Beyond Language: The Many Dimensions of an ESL Program Continued… This article focuses on Arthur’s ESL program sets school and classroom processes, shows how the consequences of not being able to communicate can affect the student, and the Arthur ESL program is supportive.
11. Reflection on “Beyond Language: The Many Dimensions of an ESL Program “ I think the Arthur program proved to be a good way for ESL students to learn. It points out the difficulties ESL students encounter and what can be done to help I found this to be very helpful.
12. Conclusion All three of these articles focus on the main idea of ESL students in a regular classroom. I searched this topic because this is something that interests me. Like I said, I interned my senior year and I saw how much the ESL students struggled in the regular classroom so I decided to research this.
13. Bibliography Enright, D. Scott & Mary Lou McCloskey. (Sept. 1985). Yes, Talking!: Organizing the Classroom to Promote Second Language Acquisition. TESOL Quarterly, Vol. 19, No. 3. Retrieved June 23, 2009 from http://www.jstor.org/stable/3586272 Ernst, Gisela. (sept 1994). Beyond Language: The Many Dimension of an ESL Program. Anthropology & Education Quarterly, Vol. 25, No. 3. Retrieved June 23, 2009 from http://www.jstor.org/stable/3195849 Penfield, Joyse. (Mar. 1987). ESL: The Regular Classroom Teacher’s Perspective. TESOL Quarterly, Vol. 21, No. 1. Retrieved June 23, 2009 from http://www.jstor.org/stable/3586353
