Using Standards To Integrate Academic Language into ESL Fluency.
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| Title: | Using Standards To Integrate Academic Language into ESL Fluency. |
|---|---|
| Language: | English |
| Authors: | Beckett, E. Carol, Haley, Perry Kay |
| Source: | Clearing House. Nov-Dec 2000 74(2):102-104. |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2000 |
| Document Type: | Guides - Classroom - Teacher Journal Articles |
| Descriptors: | Academic Achievement, Elementary Secondary Education, English (Second Language), Instructional Improvement, Limited English Speaking, National Standards |
| ISSN: | 0009-8655 |
| Abstract: | Argues that "academic language" must be integrated into the English-as-a-second Language (ESL) curriculum from the beginning. Argues that the "ESL Standards for Pre-K-12 Students" (TESOL 1997) provides teachers with a scope for language acquisition skills for limited English proficient students, providing structure and guidance while increasing students' academic success. Shows how the Standards can be implemented in the classroom. (SR) |
| Entry Date: | 2001 |
| Accession Number: | EJ614456 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwElgnD8iTdbUuMl8iL6vdNgAAAA4TCB3gYJKoZIhvcNAQcGoIHQMIHNAgEAMIHHBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDG4VzPtLXg9HVpF06AIBEICBmZvI3eq1sWR46flrwYc_z0Ni9frpCmE6GlqqIFJ5fpo2VteCH56vXWRp7XWxVgvTJlV38JHoR7Kh7v_h2kNeGpEvnsRKYecR29pPfeqKKOn4wIc1QT3EASKCUhnaKtRqOgkiJlpgxEH8hPY-iTvmOo0QtX1Ao4XyO_pMWvygQ8o1NO8BIKnd25U0zsw5MYSSSXZu_jAp9z1uHQ== Text: Availability: 1 Value: <anid>AN0003696830;CLH01NOV.00;2000Nov10.15:04;v4.1</anid> <title id="AN0003696830-1">USING STANDARDS TO INTEGRATE ACADEMIC LANGUAGE INTO ESL FLUENCY </title> <p>When registering Jos... in the new school, his father was adamant. He wanted Jos... in the "ingles" class where he would learn "sciencia" and "matematicas, not how to say how-do-you-do. He was afraid that if Jos... were placed in an English as a second language (ESL) class his teacher would ignore important academic concepts such as negative numbers, reports, biographies, democracy, and so forth. </p> <p>Although this is a hypothetical situation, many similar scenes have occurred in schools across the United States in recent years, leading us to pose the question: Are the fears expressed by language minority parents about their children's educational programs well founded? If we go back in time to the 1980s and early 1990s, the answer could well be yes. </p> <p>The approach to English language teaching during that time focused on survival and social fluency. Those objectives are now outdated and inadequate to meet the pressing needs of today's children. Increasingly complex, high-tech demands from industry and commerce mandate that every graduate, including those for whom English is a second language, acquire knowledge and skills to compete for jobs. To focus on English as a means of communicative fluency is to waste valuable time that cannot be made up. We must begin on day one to integrate "academic language"--specific terminology for math, social studies, and science--into the ESL curriculum. </p> <p>To teach academic language, we should start with an understanding of contemporary research: </p> <p>The research literature on second language emphasizes the need for instruction for limited English proficient students to move beyond effective communication as a primary goal toward a focus on "academic competence," which implies a stronger focus on literacy development, vocabulary enrichment, critical thinking skills, socials skills, and learning strategies. (Carrasquillo and Rodriguez 1995, 61) </p> <p>By linking the ESL Standards for Pre-K-12 Students (TESOL 1997) to states' academic standards, educators can ensure that students with limited English proficiency receive consistently high quality English language and academic instruction. Linking the two sets of standards will also address the dropout problem among English language learners (McMillen, Kaufman, and Klein 1997). </p> <hd id="AN0003696830-2"> The Standards as Instructional Guidelines </hd> <p>Traditionally, in pre-K-12 schools and classrooms across the United States, teachers are provided with scope and sequence and/or grade-level skill lists to assist them in their roles as instructional planners and providers. Teachers of students who are in the process of learning English, however, have not been provided with scope and sequence of the language skills that limited English proficient (LEP) students need to be successful in the English-speaking educational environment. Developed specifically to fill that gap, the TESOL standards provide teachers with a scope for language acquisition skills. </p> <p>The standards have three broad goals for LEP learners of all ages: </p> <ulist> <item> To use English to communicate in social settings </item> <item> To use English to achieve academically in all content areas </item> <item> To use English in socially and culturally appropriate ways (TESOL 1997, 9) </item> </ulist> <p>Let us look at ways that each of those goals can be implemented in teacher- and student-friendly ways. </p> <p>Goal 1. Use English to communicate in social settings. Instead of rows of desks in the classroom, try round tables and pairings to encourage a more social environment. Structure opportunities to use English outside the classroom for social interaction. Round tables in the cafeteria encourage teachers and students to converse with each other. Arranging an off-campus lunch allows the students the opportunity for even more socialization with peers and adults. </p> <p>Students can also begin to communicate about academic concepts in these social settings. Guide communication by giving descriptive and problem-solving tasks to cooperative student groups that rely on positive interdependence. Interacting with others in a positive way will help to make the classroom a comfortable, friendly place where LEP students will feel safe in using their newly acquired English language skills and help them see that there are personal rewards for communicating in English. </p> <p>Goal 2. Use English to achieve academically in all content areas. Telp make that happen by creating a classroom that is language-rich. Model note taking by using an advance organizer on an overhead transparency. Provide students with advance organizers for study sessions in groups or at home. Give the students a skeleton outline with key words and phrases that are related to the lesson. Label classroom items such as desk, globe, and map. Create a listening center with a concise, taped version of the day's lesson; students can also use the listening center to tape and review new English vocabulary. Use newspaper or magazine ads for familiar items, such as NIKE products, to provide a link to prior knowledge and help develop vocabulary. Have students record new words and phrases in a log or journal (Chamot and O'Malley 1994). </p> <p>Goal 3. Use English in socially and culturally appropriate ways. ,each socially and culturally appropriate language by using a variety of language registers--for example, formal, idiomatic, and common slang terms and phrases--when in the classroom. Students with limited English proficiency need to identify and know when to choose the appropriate register according to audience, purpose, and setting. That ability is particularly important for them when taking a standardized test because most such tests use a more formal language than students hear in day-to-day classroom conversation. Incorporate multicultural literature into the curriculum and recognize diversity with cultural events--invite parents and extended family members to share their culture with dance, songs, and stories. Teach library skills so that students can research similarities of customs and folklore from around the world (Constantino 1994). Having an understanding of and appreciation for others will be of lifelong benefit for students as they live and work in an increasingly diverse society. </p> <hd id="AN0003696830-3"> Need for English Language Standards </hd> <p>According to a 1999 report by the U.S. General Accounting Office, the number of students with limited English proficiency increased by 57 percent between 1990 and 1997, to approximately 3.5 million. The report further states that </p> <p>[t]hese children are among the most educationally disadvantaged of all populations attending the nation's elementary and secondary schools. In 1992, students speaking English with difficulty dropped out of school at four times the rate of their English-fluent peers, and also had higher rates of grade repetition. (<reflink idref="bib1" id="ref1">1</reflink>) </p> <p>Students with limited English proficiency are defined as those "who come from a non-English language background, and whose language skills limit the ability to function successfully in an all English classroom" (Hopstock and Bucaro 1993, 33). To be successful in school, LEP children must have specialized ESL instruction that addresses their need to develop English language skills. Moreover it is clear that many LEP students find it difficult to meet the academic standards due to insufficient English listening, speaking, reading, and writing skills (McKeon 1994). </p> <p>The ESL Standards for Pre-K-12 Students (TESOL 1997) address these issues by recognizing that </p> <ulist> <item> Schools and communities throughout the United States are facing increased linguistic and cultural diversity </item> <item> English speakers of other languages students vary greatly in proficiency level and academic needs </item> <item> The ESL standards describe the language skills necessary for social and academic purposes </item> <item> The ESL standards provide the bridge to general education standards expected of all students in the United States (<reflink idref="bib1" id="ref2">1-2</reflink>) </item> </ulist> <p>The standards include English goals for social and personal enjoyment, for cultural appropriateness, and for academic growth. Within each goal and standard the writers have provided "descriptors" for skills such as "following oral and written directions, implicit and explicit" and "explaining actions." There are also "sample progress indicators" such as "follow directions to form groups" and "respond to teacher's directions orally or in writing" (<reflink idref="bib83" id="ref3">83</reflink>). Underlying the standards are the unspoken goals that we have for all students: that they will develop conceptual knowledge, a love of learning, and the cognitive and linguistic skills to become empowered to take responsibility for their own learning (Lathrop et al., in Fern, Anstrom, and Silcox, n.d.). </p> <hd id="AN0003696830-4"> Conclusions </hd> <p>The standards movement of the 1990s has swept educational circles and engrossed governmental agencies. President Clinton is promoting national education standards (National Standards 1999). Most states have adopted academic standards for elementary and high school students. Many states have also adopted teacher skill standards that must be mastered by students in colleges of education. The impact in public schools and teacher training institutions has been observed and well publicized in the media. The generally unpublicized ESL standards (TESOL 1997) can have tremendous impact on the academic success of the more than five million children in the United States needing specialized ESL instruction (Gonzalez and Darling-Hammond 1997). It is possible, according to Fern, Anstrom, and Silcox (n.d.), to build a community of learners and reverse the traditionally high dropout statistics for this group of students through instruction that is delivered with authentic communication, active learning strategies, and the modeling of effective study skills. We can accomplish these instructional techniques smoothly and easily by using the ESL standards to help provide structure and guidance while increasing students' academic success. </p> <hd id="AN0003696830-5">REFERENCES</hd> <p>Carrasquillo, A. L., and V. Rodriquez. 1995. Language minority students in the mainstream classroom. Briston, PA: Multilingual Matters. </p> <p>Chamot, A. U., and J. M. O'Malley. 1994. The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley. </p> <p>Constantino, R. 1994. Immigrant ESL high school students' understanding and use of libraries: Check this out! ASCD Scope 93(<reflink idref="bib2" id="ref4">2</reflink>): 6-16 </p> <p>Fern, V., K. Anstrom, and B. Silcox n.d. Active learning and the limited English proficient student. Direction in Language &amp; Education 1(<reflink idref="bib2" id="ref5">2</reflink>): 1-8. </p> <p>Gonzalez, J., and L. Darling-Hammond. 1997. New concepts for new challenges: Professional development for teachers of immigrant youth. McHenry, IL: Center for Applied Linguistics and Delta Systems. </p> <p>Hopstock, P. J., and B. J. Bucaro. 1993. A review and analysis of estimates of the LEP student population. [database online] In Special Issues Analysis Center <ulink href="http://www.ncbe.gwu.edu/miscpubs/siac/leppop.html">www.ncbe.gwu.edu/miscpubs/siac/leppop.html</ulink></p> <p>McKeon, D. 1994. When meeting "common" standards is uncommonly difficult. Educational Leadership May: 45-49. </p> <p>McMillen, M. M., P. Kaufman, and S. Klein. 1997. Statistical analysis report: Dropout rates in the United States: 1995. [database online] In NAEP 1996 Mathematics Report Card for the Nation and States, Executive Summary 6. www.edgov/NCES/pubs/dp95/97473inf.html. </p> <p>Nation Standards. 1999. In Politics Watch: National Standards [database online] Education Week on the WEB www.edweekorgcontext/topics/standard.html. </p> <p>Teachers of English to Speakers of Other Languages (TESOL), Inc. 1997. ESL standards for pre-K-12 students. Alexandria, VA: TESOL. </p> <p>U.S. General Accounting Office. 1999. Report to congressional requesters: Public education Title I services provided to students with limited English proficiency. Washington, DC: U.S. General Accounting Office, Health, Education and Human Services Division. </p> <aug> <p>By E. Carol Beckett and Perry Kay Haley </p> <p></p> <p>Carol Beckett is an assistant professor in the College of Education at Arizona State University West, in Phoenix. Perry Kay Haley is dean of the School of Education at McMurry University, in Abilene, Texas. </p> </aug> <nolink nlid="nl1" bibid="bib1" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib83" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib2" firstref="ref4"></nolink> |
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| Items | – Name: Title Label: Title Group: Ti Data: Using Standards To Integrate Academic Language into ESL Fluency. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Beckett%2C+E%2E+Carol%22">Beckett, E. Carol</searchLink><br /><searchLink fieldCode="AR" term="%22Haley%2C+Perry+Kay%22">Haley, Perry Kay</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Clearing+House%22"><i>Clearing House</i></searchLink>. Nov-Dec 2000 74(2):102-104. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 3 – Name: DatePubCY Label: Publication Date Group: Date Data: 2000 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Guides - Classroom - Teacher<br />Journal Articles – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Limited+English+Speaking%22">Limited English Speaking</searchLink><br /><searchLink fieldCode="DE" term="%22National+Standards%22">National Standards</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 0009-8655 – Name: Abstract Label: Abstract Group: Ab Data: Argues that "academic language" must be integrated into the English-as-a-second Language (ESL) curriculum from the beginning. Argues that the "ESL Standards for Pre-K-12 Students" (TESOL 1997) provides teachers with a scope for language acquisition skills for limited English proficient students, providing structure and guidance while increasing students' academic success. Shows how the Standards can be implemented in the classroom. (SR) – Name: DateEntry Label: Entry Date Group: Date Data: 2001 – Name: AN Label: Accession Number Group: ID Data: EJ614456 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 3 StartPage: 102 Subjects: – SubjectFull: Academic Achievement Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Instructional Improvement Type: general – SubjectFull: Limited English Speaking Type: general – SubjectFull: National Standards Type: general Titles: – TitleFull: Using Standards To Integrate Academic Language into ESL Fluency. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Beckett, E. Carol – PersonEntity: Name: NameFull: Haley, Perry Kay IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2000 Identifiers: – Type: issn-print Value: 0009-8655 Numbering: – Type: volume Value: 74 – Type: issue Value: 2 Titles: – TitleFull: Clearing House Type: main |
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