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A Look at ESL

A Look at ESL. History of the English language Current users of English What is “English as a Second Language?” ESL in the classroom Misconceptions The Future of ESL. History of the English Language. English is a romance language, a mixture of: Old Germanic Norman French

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A Look at ESL

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  1. A Look at ESL • History of the English language • Current users of English • What is “English as a Second Language?” • ESL in the classroom • Misconceptions • The Future of ESL

  2. History of the English Language • English is a romance language, a mixture of: • Old Germanic • Norman French • Has changed over the years • Added new words from other cultures • “American slang”

  3. The Expansion of the English Language • 19th century Britain • 20th century America • International commerce • Tourism • Entertainment

  4. Englishthe world’s leading international language • The principal language in • United States • United Kingdom • Canada • Australia • New Zealand

  5. Englishalso a leading secondary language • Many countries claim English as their secondary language. • India • South Africa • Many parts of Africa and Asia • Number of English speakers are second only to Chinese Mandarin speakers

  6. Texas Education AgencyPRESS RELEASE (May 2001) • Limited English Proficient (LEP) students in Texas public schools increases • 479,576 in 1995-96 • 570,603 in 2000-01 • 3 basic categories of LEPs • Some adequacy with English • Literate only in native language • No reading skills in native language

  7. Chapter 89Adaptations for Special Populations • The purpose of this policy is to: • Identify limited English proficient children • Provide bilingual education • Seek certified teachers to afford full opportunities to LEPs • Assess achievement of skills

  8. Established Programs for LEPs • A Bilingual Education program • An English as a Second Language program

  9. English as a Second Language • What is English as a Second Language? • What is an ESL program? • What is the purpose of an ESL program?

  10. English as a Second Language • Who should be enrolled in an ESL program? • Will the child be taught the same subjects and learn the same skills as students in the regular program?

  11. English as a Second Language • Who is responsible for teaching in an ESL program? • How is an ESL program different from language arts instruction?

  12. English Speakers vs. LEPs • English Speakers: • Acquired pre-reading and basic reading abilities • A good start towards a mental framework • Foundation for success in language art • Limited English Proficient Children: • Struggling to comprehend English • Lacking in necessary pre-skills

  13. Mastery of Language Arts Concepts • Basic oral proficiency and reading skills • Specialized abilities • Knowledge demanded in content areas • How much prior skill and knowledge of the field does the student possess? • How effectively is the student able to read the passages assigned?

  14. Teachers and Administrators • Provide information in a way that is clearly understood • Variations of instruction strategies • Differentiate instruction according to entry-level language skills

  15. Teacher’s Tips • Support the student’s home language and culture; bring a multicultural perspective to the subjects you are teaching • Simplify your speaking • Use videos, filmstrips, and audio cassettes • Use gestures and concrete referents

  16. Teacher’s Tips • Avoid true/false questions • Demonstrate; use manipulative • Pair or group ESL students with native speakers • Be very careful of your body language • Increase your knowledge

  17. Conclusion • LEP population is rising • Schools/teachers must recognize this and be pro-active • Understanding the LEP’s culture will assist in education/understanding

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