Understanding the Second Language Learner in your Classroom: Building an Inclusive Learning Environment

1. Understanding the Second Language Learner in your Classroom: Building an Inclusive Learning Environment Ivy Tech Community College 2009 Adjunct Faculty Annual Conference

2. Overview • Second language learners in Ivy Tech classrooms in the North East region • profileof the Fort Wayne language classes offered to the burgeoning Burmese population • transferable suggestions for better inclusion of foreign born students in the learning environment  • sampling of curriculum ideas • Variety of best practices that can be applied across disciplines • Best practices in a W.E.D. pre-employment program for second language learners • immigrant student learning techniques • understanding of millennial students • variety of technology applications that can increase student engagement

3. Who are our second language students? • 2007 Enrollment Factbookstates that 11% of Ivy Tech students are Pacific Islander, Hispanic and Multiracial. See the HLC Self Study materials for more details. • W.E.D. Pre-employment classes: Burmese, Mexican, Cuban, African, other Asian areas

4. W.E.D. ESOL Classes • Fort Wayne, Indiana is home for many recent immigrants, especially persons from Burma. (currently 4,000 immigrants from Burma) • This fall a new English for Speakers of Other Languages (ESOL) program began in the community to help displaced workers return to new jobs with enhanced English language skills. • The program is a collaboration among Ivy Tech Community College, WorkOne Northeast, employment agencies, and various local companies seeking employees • The focus is to gain the general language skills, job skills, and cultural understandingthey will need to function successfully in workplaces in northeast Indiana

5. ESOL Teaching Goals • Develop their English language skills in speaking, listening, reading and writing • Learn job-related vocabulary for specific workplaces • Learn to work in a positive way with people of other cultures • Develop math skills, including the applied math skills needed for targeted work requirements • Develop basic computer skills using Key Train™ software • Learn safety procedures, including OSHA policies • Understand job performance expectations of companies seeking employees • Understand their rights and responsibilities as employees

6. Some Ideas for Classroom Inclusion 1. Enunciate and use gestures and pictures where appropriate. 2. Print clearly, cursive writing is often not understood. 3. Use clear and consistent routines. 4. Have students rephrase directions, instructions, and the conceptual ideas. 5. Avoid using idioms. (examples: beat around the bush, as easy as pie, by the skin of one’s teeth) 6. Use a variety of instructional methodologies (*learning styles, multiple intelligences) for the concepts presented. 7. Model and practice the concept before the students actually do it for assessment. 8. Provide ample exposure to and practice with vocabulary development, where pictures, illustrations, computer generated graphics, and/or the overhead are used for reinforcement. 9. Provide peer tutoring opportunities. 10. Share "thinking language" by verbally articulating thoughts.

7. 11. Use structured cooperative learning groups, where students can experience their peers modeling the language, thought processes, and tasks. • 12. Provide concrete examples of vocabulary and concepts through artifacts, pictures, illustrations, film clips, etc. This is referred to as realia. • 13. Conduct culture studies where students research and present information on an aspect of their culture. (This should be more than on holidays and food). • 14. Modify lecture notes and worksheets to include more prompts, fill-in, and matching. Print your Powerpoints! • 15. Have students make predictions about the concept or topic. • 16. Allow students to use books and notes for exams. • 17. Have students keep portfolios of their work and ideas then present it, even in their native language if their English skills are not developed.

8. Curriculum • How can you help second language learners better understand the text? • explore the index, table of contents • teach them how to use the index and the glossary if available • How do texts incorporate ESL? • Some have bilingual glossaries • Some have special sections for ESL

9. Materials—Dictionaries • Adelson-Goldstein, Jayme and Shapiro, Norma. Oxford Picture Dictionary, 2e. New York, NY: New Reader’s Press, 2000. • Ringel, Harry. Key Vocabulary for a Safe Workplace. ESL for Job Success Series: Syracuse, NY: New Reader’s Press, 2000 • Stafford-Yilmaz, Lynn and Zwier, Lawrence. English for Work Activities: A Picture Process Dictionary. Syracuse, NY: New Reader’s Press, 2004.

10. Materials—Three Levels of Workplace Workbooks • Vacco, Ellen and Jablon, Paula. Conversations for Work. Syracuse, NY: New Reader’s Press, 2007. • Vacco, Ellen and Jablon, Paula. At Work in the U.S.: Readings and language for Job Success. Syracuse, NY: New Reader’s Press, 2003. • Newman, Christy. On-the-Job English: ESL for Job Success Series: Syracuse, NY: New Reader’s Press, 2000

11. Part II: Transfer from ESOL class to your classes! • Sustain Core Learning Skills • Support Specific Skills • Seek to Understand Millennial Students • Supplement with Technology

12. Sustain Core Learning Skills • Successful Intelligence (Sternberg) • Practical, Analytical and Critical Thinking • Multiple Intelligences (Gardner) • Linguistic, Logical-Mathematical, Intrapersonal, Interpersonal, Naturalistic, Spatial, Musical. Bodily-Kinesthetic • Learning Styles Inventories (Fleming) • Visual, Auditory, Kinesthetic

13. Support Specific Skills There are several strategies that a second language learner should be using in your classroom: • Remembering more effectively – “think of relationships between what I already know and new things I learn in English” • Using all your mental processes - “say or write new English words several times” • Compensating for missing knowledge – “To understand unfamiliar English words, I make guesses” • Organizing and evaluating your knowledge – “try to find as many ways as I can to use my English” • Managing your emotions – “try to relax whenever I feel afraid of using English” • Learning with others – “If I do not understand something in English, I ask the other person to slow down or say it again” Actively encourage these processes!

14. Seek to Understand Millennial Students • When you were born shapes your values, attitudes and choices. • Anyone born after 1982 • Shaped by “ism” – Multiculturalism, Terrorism, Heroism, Patriotism, Globalism • Team-oriented, pressured, achieving

15. Supplement with Technology • Lecture Capture • Social Networking • Companion Websites

16. Resources • Burt, M. (Jan. 2004). Issues with Outcomes in Workplace ESL Programs. National Center for ESL Literacy Education, • Friedenberg, J. E. (1995). The Vocational and Language Development of Limited English Proficient Adults. Information Series No. 363. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1995. (ED 391 104)  • Kaufmann, B. A., and Wills, J. L. (1999). User’s Guide to the Workforce Investment Act of 1998: A Companion to the Laws and Regulations. Alexandria, VA: Association for Career and Technical Education.  • [Kirby, M.] (1989). Perspectives on organizing a workplace literacy program. Arlington, VA: Arlington Education and Employment Program. (EDRS No. ED 313 927.) • Jameson, J.H. (Spring, 1996). Selling workplace ESL programs-To employers and employees. The Connector, 4, 2-3. • Mikulecky, L. (1997). Too little time and too many goals. Focus on Basics, I (D) 10-13. (Summary of research and practice) • Mikulecky, L., & Lloyd, P. (1997). Evaluation of workplace literacy programs: A profile of effective instructional practices. Journal of Literacy Research, 29, 555-585. (experimental research) • Mikulecky, L. & Lloyd, P. Siementhal, P., & Masker, S. (1997). Transfer beyond workplace literacy classes: Twelve case studies and a model. Reading Psychology, 18,(4), 51-138. (case study) • Thomas, R.J., Grover, J., Cichon, D.J., Bird, L.A., & Harns, C.M. (1991). Job-related language training for limited English proficient employees: A handbook for program developers and a guide for decision makers in business and industry. Washington, DC: Development Associates. (EDRS No. ED 342 277) • Willette, J; Haub, C; and Tordella, S. (1998). Estimates and Projections of the Limited English Proficient Adult Population in Need of Employment Training. Arlington, VA: Development Associates, (ED 315 532)  • Wonacott, Michael E. Preparing Limited English Proficient Persons for the Workplace. ERIC Digest. http://www.ericdigests.org/2001-1/lep.html