Learn
to pronounce the ESL student's name and teach the other students
the correct pronunciation. Arrange for ESL student to learn
and practice saying classmates' names.
The
following suggestions are provided to teachers of ESL students.
The suggestions are helpful for all ESL students, but some are
appropriate only when the student is beyond the beginning ESL
level.
Introduce
yourself to the student, ask his name. Have him "teach"
you how to say his name correctly. Introduce him to some classmates.
(Encourage them to exchange names in writing to allow the ESL
student a chance to practice unfamiliar names in private.)
Seat
the student where you can easily monitor his comprehension,
his work, etc., without drawing too much attention. Reassign
a few seas if needed.
Seat
him next to reliable students who can offer help during class.
Encourage quiet communication between them when uncertainties
arise. Take a minute to point out several students who are likely
to be helpful.
The
American students can offer help by-
*
Explaining
classroom procedures.
*
Being
sure he's on the right page, using the right text.
*
Demonstrating
format for assignments.
*
Helping
him read his new schedule and find his next class.
*
Helping
with unexpected changes of routine-fire drills,
announcements.
*
Encourage
the newcomer to observe and seek assistance from
his classmates to-
Locate
pages
Verify
and clarify his understanding of classroom
procedures.
Visually
check that he is completing the assignment
as expected.
Whenever
feasible, substitute speaking one-to-one for speaking in front
of a large group. (Any language learner is much more self-conscious
speaking in front of a group than one-to-one.)
Do
not assume your student will initiate these coping strategies
on his own. The ESL student doesn't know what is acceptable,
and American classmates are likely to feel quite awkward about
their own first contacts with foreign students.
ON-GOING
CLASS ROUTINE/INSTRUCTION-
Be
sure to read the student's initial ESL evaluation and subsequent
ESL Progress Reports to better understand his current functioning
in English.
Develop
a buddy system by recruiting capable and willing classmates
to aid the newcomer on a one-to-one basis. (A bilingual classmate
can help considerably but can quickly feel overwhelmed by the
responsibility). Expand the buddy system quickly to include
several classmates.
Use
the buddy system for-
Peer
tutoring
Touring
the building and learning the layout
Helping
to explain the schedule
Introducing
peers
Interpreting
loudspeaker announcements
Offering
friendship and emotional support
Write
or print class assignments on the board since the student can
often understand reading more reliably than speaking.
List
key vocabulary so the student has the correct spelling, and
the structure provided by focusing on key elements.
Have
a student take notes to share with the ESL student, using simple
language, simple verb tenses, lists, outline form, and diagrams.
Carbon or Xerox. (Rotate this responsibility and make notes
available to anyone who was absent to draw less attention to
the ESL student.)
When
students are going over written work, try to check and assure
him of the accuracy of his answer before or after class, before
or after school-and translation if available. The ESL student
may learn to save questions or concerns for this time.
Provide
as much structure as possible by way of vocabulary lists, study
guides, and previewing reading assignments. Such structure helps
the student know where to concentrate his time and energy as
he faces overwhelming language demands.
Use demonstration, visual material, and very concrete examples
to add contextual support for verbal instruction. (As the student
watches a demonstration, complex speech can interfere with his
thought and concentration; periods of silence will feel more
awkward to you than to the language learner.)
Remember
that a few simple words, spoken slowly, with pauses between
phrases are more helpful than wordy explanations. Pick "generic"
words since they are often introduced earliest in ESL instruction-i.e.
book for text. Idiomatic expressions cause difficulty-i.e. How's
it going? Avoid telegraphic English, speaking louder, using
formal word choice-i.e. automobile for car.
Allow
and encourage use of an English or bilingual dictionary for
any academic work. (Consider that if the student is willing
to put forth the effort to use the dictionary, he deserves any
"advantage" it might give him; he is certainly faced
with many "disadvantages.")
Whenever
the class writes assignments, fills out study guides, defines
key terms, etc., give the ESL student a copy of the most clearly
written student work. Even if he was unable to do the original
assignment, reading the results of another student's work can
be helpful. (A student's language is likely to be less complex
and use higher frequency vocabulary than that of the text or
the teacher!
On
fill-in questions, provide a "work-bank" (limited
to 5-10 words per list) for the student to refer to. (Recall
and spelling of specialized terms is difficult.)
Enlist
the help and creativity of classmates. Preparing summaries,
taking notes, preparing fill-in study guides, simplifying definitions,
creating visual materials, tutoring, etc., often require higher
thinking skills, making such activities worthwhile for any student.
Consider giving extra-credit for such projects.
When
working with consumable materials, encourage the student to
highlight unfamiliar words and troublesome sections to provide
feedback about what is causing him difficulty. (Indirectly,
this technique also gives the student "permission"
to move on to easier sections he can do and offers "proof"
to the teacher that he has tried.)
Consider
having the ESL student dictate some information to another student
who can edit, clarify, and help with wording in the process
of writing his thoughts.
Tape
record lessons, and review sessions so the ESL student can listen
again-and again, if necessary. Encourage him to tape assignments
if his writing skills are relatively weaker than his speaking
skills.
Ask
the student for feedback. Some ESL students can be surprisingly
perceptive and specific in describing what causes them difficulty.
Examples of student replies include-
Special vocabulary
related to the subject is difficult.
Teacher talks
too fast.
Can understand
the teacher, but not the other students.
Didn't know
what was expected on tests (i.e. different from tests
in native country).
"Tricky"
- or "strange" wording of test questions (especially
true/false).
Needs more
time to do in-class assignments.
Can't read
or complete assignments as fast as other students.
As
you become aware of accommodations you are making for the ESL
student, try to verbalize your expectations to him. Doing so
may alleviate undue worry on his part.
Encourage
use of volunteer tutors-- peers and interested adults. When
a student is receiving tutorial help outside class, teacher
prepared study guides provide helpful structure for the tutor
and indicate where to spend time and effort.
Use
cooperative learning situations (grouping with one or a small
group of other students to work on an assignment of project
together.) Doing so provides "sheltered" social contact,
a small group situation more conductive to speaking and asking
for help than a whole class situation.
Alternate
or lower-level materials can sometimes be substituted for class
texts. Watching a video based on a novel, reading a short summary
and discussing vocabulary before attempting (or in lieu of attempting)
longer original material, can allow a student to participate
and comprehend more fully.
Check
with the student's ESL teacher for more individualized insights
and suggestions.
A
FEW MORE REMINDERS-
"Unstructured"
times in the day's routine when no familiar teacher or peer
is available are especially difficult for the newcomer-class
changes, lunch period, the time before school, activities periods.
Encourage other students to accompany the student to the next
class, be with him in the cafeteria, take him to his first basketball
game, explain the intramural program, team tryouts, etc.
Any
changes in the normal routine can be troublesome-snow days,
school delays, early dismissal, assemblies, activities schedule,
fire drills, school pictures, field trips, ordering special
items (class rings, school spirit items) etc.-but they are all
an integral part of school life. Try to explain in advance and
encourage participation.
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