Professional Documents
Culture Documents
VOLUMES MENU
ARTICLES
Creating and Sustaining Change for Immigrant Learners in Secondary Schools
Supporting ESL students success in content area courses requires a broad base of participants and
changes that are institutionalized at every level in the school.
Margaret A. Dwyer 6
Professional Development From the Inside Out
A teacher-driven, teacher-defined professional development effort enables a school to better meet the
needs of immigrant students.
Ann Jaramillo 12
Literature-Based ESL for Secondary School Students
Historical fiction and multicultural novels enhance secondary students language skills and allow them
to explore situations or issues similar to their own.
Brenda Custodio and Marilyn Jean Sutton 19
How Content Teachers Interact With English Language Learners
Transcripts from three science classrooms underscore the contrast between teachers engagement of
ESL students and their native-speaking peers in discussion and inquiry.
Lorrie Stoops Verplaetse 24
Full Inclusion for Secondary School ESOL Students: Some Concerns From Florida
The authors explore the implications of full-time placement of ESOL students in mainstream
classrooms and describe conditions for doing so effectively.
Candace Harper and Elizabeth Platt 30
Cultural Differences in Conceptions of Disability: Central America and the Caribbean
Differing sociocultural concepts of disability may lead to conflict and miscommunication between U.S.
educators and Central American and Caribbean students in U.S. schools.
Shana R. Grossman 38
REVIEWS
TESOL Journal
Vol. 7, No. 5
Autumn 1998
ASK THE TJ
DEPARTMENTS
TESOLs mission is to
develop the
T E S O L
expertise of
its members
and
others
Founded 1966
involved
in
teaching English to
speakers of other languages to
help them foster effective communication in diverse settings
while respecting individuals language rights.
TESOL Journal (ISSN 10567941), Vol. 7, No. 5, is printed on
recycled stock. Published quarterly in Spring, Summer, Autumn,
and Winter by Teachers of
English to Speakers of Other Lan-
JOURNAL
TESOL
John Murphy
Georgia State University
Atlanta, GA USA
Joy Kreeft Peyton
Center for Applied Linguistics
Washington, DC USA
Ellen Riojas Clark
University of Texas
San Antonio, TX USA
Linda Schinke-Llano
Millikin University
Decatur, IL USA
Salina Shrofel
University of Regina
Regina, Saskatchewan, Canada
Toshiko Sugino
The National Defense Academy
Yakosuka, Japan
Christine Stryker
California State University, Stanislaus
Turlock, CA USA
Marjorie Terdal
Portland State University
Portland, OR USA
Erin Turner
William T. Machen Elementary School
Phoenix, AZ USA
Joan Wink
California State University, Stanislaus
Turlock, CA USA
Editor
CHRISTIAN J. FALTIS
Arizona State University
Tempe, AZ USA
Associate Editors
REBECCA CONSTANTINO
University of California, Los Angeles
Los Angeles, CA USA
LUCINDA PEASE-ALVAREZ
University of California, Santa Cruz
Santa Cruz, CA USA
Reviews Editors
MARY LEE FIELD
Wayne State University
Detroit, MI USA
JILL BURTON
University of South Australia
Adelaide, South Australia
Managing Editor
MARILYN KUPETZ
TESOL Central Office
Alexandria, VA USA
Assistant Editor
BETSY KELAHER
TESOL Central Office
Alexandria, VA USA
Assistants to the
Editor
LESLIE POYNOR and
PAULA WOLFE
Arizona State University
Tempe, AZ USA
Credits
Director of
Communications
and Marketing:
Helen Kornblum
TESOL Central Office
Advertising:
Ann Perrelli
TESOL Central Office
Graphic Design:
Sharon Henry
Hedgesville, WV USA
Printing:
Pantagraph Printing
Bloomington, IL USA
Feature Articles
A feature article should be 2,000-4,500
words and should:
1. analyze, present, or discuss novel ESOL
methodology, curriculum materials and
design, teacher education, and classroom
inquiry and research in terms accessible
to classroom teachers. You should connect your inquiry and research to theoretical principles; heavy referencing,
however, is discouraged.
2. discuss and reflect upon research findings that are applicable to classrooms
in which there are ESL/EFL learners.
3. encourage practitioners to engage in
their own reflective practice and classroom research on connections between
oral and written language during language and content learning.
Send your submissions to Stephen J.
Stoynoff, Editor, TESOL Journal, at the
address listed below.
Readers Respond
Readers Respond offers you a forum to
comment on or react to any article, perspective, or tip from previous issues.
Submissions should not exceed 500
words.
Send your submissions to Stephen J.
Stoynoff, Editor, TESOL Journal, at the
address listed below.
Reviews
Reviews should evaluate recently published ESOL classroom materials such as
textbooks, curriculum guides, computer
programs, or videos. Reviews should be
between 500 and 750 words.
Ask the TJ
Ask the TJ responds to questions submitted by readers to TESOL Journal on
matters relating to teaching and classroom
research. Responses should not exceed
100 words.
Send your questions or responses to
Carlann Scholl, Editor, Ask the TJ, English
Department, MSU 53, Minnesota State
UniversityMankato, Box 8400, Mankato,
MN 56002-8400 USA.
Guidelines
Your submission must be a
previously unpublished manuscript and
should conform to the following
format.
1. Three copies of each submission; all
references to the authors identity
deleted.
2. Typed, double-spaced, with 1 margins
on top, bottom, and sides of each page.
3. Copies, not the originals, of student artwork and/or black and white photographs. Originals and written
permission will be requested if the submission is accepted.
4. Source citations according to APA
(American Psychological Association)
guidelines.
5. A biographical statement of up to 50
words for each author, including the
name and address to which correspondence may be sent. A telephone num-
We urge you to send copies of student artwork, writing samples, or sample exercises
as well as photographs to illustrate all submissions.
Perspectives
A perspective submission should present your views on ESOL-related
sociopolitical and professional concerns
around the world. You should present a
cogent argument for your views but with
only a limited number of references. Perspectives should be 800-1,000 words,
though the editor reserves the right to
adjust the length as warranted.
Send your submissions to Stephen J.
Stoynoff, Editor, TESOL Journal, at the
address listed below.
Immigrant Students in
Secondary School: Creating
Structures That Promote
Achievement
Joy Kreeft Peyton and Carolyn Temple Adger, Guest Editors
Center for Applied Linguistics
Immigration is changing the face of education in the United States and around the
world. Worldwide, there were 28 countries
with 1 million or more foreign residents at the
beginning of the decade and 63 countries with
100,000-1 million foreign residents (United
Nations Population Division, 1994). In 1998,
approximately 125 million people resided
outside of their country of citizenship
(Migration Dialogue, 1998). In the United
States, those born elsewhere constitute the
fastest growing segment of the population,
with more than 1 million immigrants entering
the United States each year. In 1996, roughly
10% of the population (24.5 million) had
immigrated to the United States (U.S. Bureau
of the Census, 1997). Slightly more than half
(57%) of the foreign-born students in public
school are in Grades 7-12 (U.S. Bureau of the
Census, 1995). Schools need to ensure that
they are serving these students appropriately.
The call for papers for this special issue
indicated interest in students and programs
around the world. However, most of the articles submitted, and all of those accepted,
focus on the United States. This is unfortunate, in one sense, because the international
perspectives possible in TESOL are not represented. At the same time, the focus on secondary school education in the United States
exposes challenges that have only recently
been topics of research and publication.
Being an adolescent in secondary school
can be difficult for anyone, rife with new
experiences and major transitions. It can be
especially difficult for adolescents who are
new to the country, learning a new culture,
and adjusting to school. They must learn the
4 TESOL Journal
References
Adger, C. T., & Peyton, J. K. (1999).
Enhancing the education of immigrant students in secondary school: Structural challenges and directions. In C. Faltis & P. Wolfe
(Eds.), So much to say: Adolescents, bilingualism, and ESL in secondary school (pp. 205
224). New York: Teachers College Press.
6 TESOL Journal
but underrepresented in higher levels of content area instruction (e.g., Braddock, 1990;
Medina, 1988; Oakes, Ormseth, Bell, &
Camp, 1990). This meant that few of these
students were enrolled in such courses as
accelerated math and science at the middle
school level, or honors chemistry or advanced
placement (AP) U.S. history at the high
school level. Most language minority students
Initiation
What We Did
In the initiation phase, we documented
our need and designed our response to it.
With some exceptions, language minority
students were concentrated in low-track sections, especially in science, and they generally did not reach the more advanced science
or math courses required for admission to
selective colleges. As we began to document
the need to improve the students achievement in these subjects, we were aware that
we could have documented the same need for
improvement in other areas, particularly in
social studies, but we did not include these
areas in our proposal because they were not
likely to receive federal funding.
What We Learned
In hindsight, two lessons in initiating
change become clear. First, change efforts
Autumn 1998
8 TESOL Journal
What We Learned
Our work during the 3-year implementation period confirmed that change in teacher
behavior can be achieved through a staff
development program with ongoing coaching
and opportunities for collegial collaboration,
resulting in access to higher levels of instruction for language minority students. Students
expressed excitement to teachers, parents,
and guidance counselors about being
included. Once teachers had begun to change
their instruction and ways of relating to one
another, many of them turned their attention
to addressing structural issues such as tracking, which had also inhibited success for
many learners. Despite this progress, we saw
very little change in the scores of students on
standardized achievement tests as a result of
the staff development work, perhaps because
of the very loose relation between those tests
and the curricula that the students studied
with cadre members. We learned to look at
other measures for student achievement,
especially enrollment in and successful completion of challenging courses.
During the implementation phase, we
missed several opportunities to be strategic in
managing the change process.
1. By not including in our staff development
program central office and building
administrators, guidance counselors, and
other key players, we failed to broaden the
base of those who knew how to promote
success for language minority students. If
these key people had been with us, they
could have assumed roles in continuing
our innovations beyond the funding
period.
2. Our staff development design did not
include an explicit focus on the management of change. We now know that
including such information can help
Continuation or
Institutionalization
What We Did
In the final year of the 3-year implementation phase, we secured local funding for a
part-time staff development coach for the
high school level to continue the project
beyond the 3-year federal funding phase. We
also broadened the base for participation to
include social studies teachers, and we
worked with the guidance staff to continue to
cluster immigrant learners in the classes of
cadre members. However, 2 days before the
start of school in the fall of what would have
been the fourth year, the coach position was
cut, and all staff development efforts
stopped. There was no administrative protest
at the high school over the loss of the position because the cut occurred shortly after the
appointment of a new, interim principal who
What We Learned
Although this project was demonstrably
effective in helping teachers broaden their
repertoires of teaching strategies to support
the success of language minority students, we
encountered difficulties in institutionalizing
some aspects of the innovation, due in part to
the nature of external funding. Although outside funding is sought and often perceived
necessary for trying out new programs, it has
been shown that programs that have received
generous external support are highly unlikely
to be continued after the withdrawal of funds
because it is difficult to replace the external
funds with local ones (Yin, Herald, & Vogel,
1977). Had we been more experienced with
managing the change process, we might have
planned for institutionalizing the project from
Autumn 1998
Conclusion
As agents for change, it is essential that we
constantly reflect on our work, paying specific attention to the ways in which we are or
are not effectively managing the change process. As I look back on my work in trying to
effect change for the benefit of immigrant and
refugee learners, some principles stand out.
Reading about the change process and
strategies that others have used in managing change can help to avoid serious errors
of commission and omission. Three very
helpful general sources are Fullan and
Steigelbauer (1991), Fullan and
Hargreaves (1996), and Showers and
Joyce (1995). Two descriptions of specific
staff development designs that focus on
helping teachers implement an instructional innovation are Aderson, Rolheiser,
and Bennet (1995) and Munger (1991).
Including a broad base of participants in
10 TESOL Journal
References
Anderson, A., Rolheiser, C., & Bennet, B.
(1995). Confronting the challenge of implementing cooperative learning. Journal of Staff
Development, 16 (1), 32-38.
Berman, P., & McLaughlin, M. (1978).
Federal programs supporting educational
change: Vol. 8. Implementing and sustaining
innovations. Santa Monica, CA: Rand.
Braddock, J. H. (1990). Tracking:
Implications for student race-ethnic subgroups (Report No. 1). Baltimore, MD: Johns
Hopkins University Center for Research on
Effective Schooling for Disadvantaged
Students.
Fullan, M. (1979). School-focused in-service education in Canada. Report for the
Centre for Research and Innovation (OECD),
Paris.
Fullan, M., & Hargreaves, A. (1996).
Whats worth fighting for in your school?
New York: Teachers College Press.
Fullan, M., & Steigelbauer, S. (1991). The
new meaning of educational change. New
York: Teachers College Press.
Galbraith, P., & Anstrom, K. (1995). Peer
coaching: An effective staff development
model for educators of linguistically and culturally diverse students. Directions in
Language and Education, 1 (3), 1-8.
Garmston, R. (1987). How administrators
support peer coaching. Educational
Leadership, 44 (5), 18-26.
Griffin, G. A. (1994). Teachers, students,
and language: Multiple language settings. An
Occasional Paper. Los Alamitos, CA:
Southwest Regional Laboratory.
Author
Margaret Dwyer has been involved for
many years in improving schools for all
learners. She has been a classroom teacher,
curriculum coordinator, staff development
specialist, and citywide program coordinator.
She is currently a teacher educator and doctoral student at Teachers College, Columbia
University, in the United States.
Professional Development
From the Inside Out
Ann Jaramillo
his is the story of a teachertheir school to better meet the needs of immiThese changes are occurring as ESL and condriven, teacher-defined profesgrant students. As the site coordinator of the
tent-area teachers collaborate to improve
sional development effort that grew
project, I worked with a core group of teachtheir students literacy, a task usually underfrom a project to create immigranters in the last 2 years of the project: Angelica
taken only by ESL teachers.
responsive schools. Picture the folSimons (Spanish for native speakers), Paul
The story begins with California
lowing scene: Three groups of four teachers
Quiggle (physics), Tony Saucedo (ESL,
Tomorrow, a nonprofit organization that
cluster around examples of student work
Spanish basic skills), Manuel Lopez (social
received a grant from the Andrew W. Mellon
pinned on a bulletin board. The walls of the
studies), Venetia Rivera (ESL), Lina Cabrera
Foundation to demonstrate how secondary
room are covered with storyboards, I Am
(social studies), Steve Rovell (science), Chas
schools can become responsive to the needs
poems, dialectical journals, collaborative
Frode (ESL), Claudio Montero (math and
of immigrant students. Alisal High School, a
posters, and essays. Lively conversations
science), and Rico Cabrera (social studies).
typical comprehensive high school with
ensue as the teachers talk about student work,
1,800 students94% Latinoand more than
discussing which category of scaffolding it
1,000 students classified as limited English
best exemplifies. A social studies
proficient (LEP) was one of the
teacher says, I think that
national demonstration sites.
poem is really an examA social studies teacher says, I think
But the California
ple of text represenTomorrow project
tation. After all,
that poem is really an example of text representation.
did not impose a
its the students
static model of
idea of what
After all, its the students idea of what happened in the
change from
happened in
the outside.
the text. No
text. No way! counters a science teacher. To me its more
Instead,
it
way! counbrought a set
ters a science
an example of schema-buildinglook at the big ideas in
of process printeacher. To me
ciples (Olsen,
its more an examthereits everything thats in the course, and
Jaramillo,
&
ple of schema-buildMcCall-Perez,
in
inglook at the big ideas
put together in a valid way.
press) to guide and support
in thereits everything thats
our change efforts, enabling us
in the course, and put together in a
to develop from the inside. These provalid way. Two other teachers add their
cess principles lie at the heart of creating
opinions, and the group moves on to examine
Unlike most professional development,
immigrant-responsive high schools:
another students work. The conversation
where a presenter from the outside tells
Change takes time. How time is used in
picks up again with the question, What do
teachers what they ought to be doing, the
schools must be rethought and restrucyou think this is?
teachers and I embarked on an ongoing
tured to allow educators to develop the
inquiry and collaboration to improve the
These are the kinds of rich discussions
appropriate skills and understanding to
school from the inside out. The teachers have
that teachers at Alisal High School in
respond to immigrant students needs. The
moved to a place where the kinds of converSalinas, California, have been having since
school day and year need to be restrucsations described above can occur and where
they began working together and with
tured around the needs of students (Olsen
real instructional changes have happened.
California Tomorrow on a project to change
& Jaramillo, in press).
12 TESOL Journal
Autumn 1998
13
ation by portfolio. IHS showed us how students with varying levels of English proficiency can thrive in a program that uses a
thematic, interdisciplinary approach. El
Puentes curriculum is firmly grounded in
developing students commitment and ability
to advocate for human rights and justice.
On our return, the teachers shared their
experiences with the larger group. In many
ways, this trip crystallized the working
groups ideas. As physics teacher Paul
Quiggle stated:
14 TESOL Journal
Self-Assessment Rubric
Instructions: Take a few minutes to reflect on your current level of competence as a SDAIE instructor. For each scaffolding category or strategy, place yourself on the scale as accurately as possible. Use the following descriptors of each number to rate yourself.
0 = I have no understanding of this scaffolding strategy.
1 = I have only a vague understanding of this scaffold. I have heard of it.
2 = I can name the scaffold, say how it supports students building of understanding, and give several examples of it.
3 = I can name the scaffold, say how it supports students building of understanding, and I use it occasionally in class.
4 = I have incorporated this scaffold in my repertoire, use it almost daily, and there is evidence of it on my classroom walls, in portfolios, or in observations of my teaching.
5 = I know this scaffolding category well enough to teach other teachers about it and assist them with implementation.
No understanding
Vague
understanding
Able to teach
other teachers,
assist with
implementation
If you rate yourself a 2 or above, write here how this scaffolding supports students and give two to three examples of strategies for classroom use:
Vague
understanding
Knowledge
Able to teach
other teachers,
assist with
implementation
If you rate yourself a 2 or above, write here how this scaffolding supports students and give two to three examples of strategies for classroom use:
No understanding
Vague
understanding
Able to teach
other teachers,
assist with
implementation
If you rate yourself a 2 or above, write here how this scaffolding supports students and give two to three examples of strategies for classroom use:
Vague
understanding
Able to teach
other teachers,
assist with
implementation
If you rate yourself a 2 or above, write here how this scaffolding supports students and give two to three examples of strategies for classroom use:
No understanding
Vague
understanding
Text Representation
Able to teach
other teachers,
assist with
implementation
If you rate yourself a 2 or above, write here how this scaffolding supports students and give two to three examples of strategies for classroom use:
No understanding
Vague
understanding
Authentic Assessment
Able to teach
other teachers,
assist with
implementation
If you rate yourself a 2 or above, write here how this scaffolding supports students and give two to three examples of strategies for classroom use:
A. Jaramillo, 1996 (from A. Walqui, 1991). Used with permission.
Observation Log
Name __________________Date _________Block __________Teacher observed_____________________Class name _____________
Evidence Observed
journal writing
brainstorming, clustering
novel ideas only
values ranking
anticipatory guides
think-pair-share
three-step interview
KWL guides (KnowWant to
KnowLearned)
tea party
voting with your feet
Schema Building (Related to literacy): Evidence of students engaging in tasks that help
them establish the connections that exist among concepts, to see where ideas fit in a larger
scheme. Might include:
advance/graphic organizers
fishbone or leaf notes
concept maps
graphic outlines of text
double/triple Venn diagrams
cause effect chart
compare/contrast matrix
problem/solution outline
story maps, character logs
jigsaw projects
Metacognitive Development and Reading Process: Evidence of students engaging in
tasks that help them internalize what good readers do and tasks that foster student autonomy;
evidence of students interacting with text both self-selected and teacher-selected and developing understanding through multiple interactions. Might include:
reciprocal teaching (summarizing,
lecture/response logs
predicting, questioning, clarifying)
think alouds
double-entry journals
reading logs
learning logs
character logs
graphic logs
semantic feature analysis
character report cards
journey map
budget tour
colorful conversations
key questions
classroom libraries
open minds
Text Representation: Evidence of students extending their understanding of text and
applying it to novel formats. Might include:
open minds
postcards
bio-poems, I Am poems
hot seat
collaborative posters
dioramas
Authentic Assessment: Evidence of student portfolios that include teacher and studentselected artifacts that show progress over time; evidence of teacher-constructed and studentconstructed rubrics to measure levels of performance. Might include:
class sets of working portfolios
class sets of show portfolios
student self-evaluation/learning logs
16 TESOL Journal
17
Teaching in Action
Case Studies From Second Language
Classrooms
Jack C. Richards, Editor
Author
Ann Jaramillo is a project associate with
California Tomorrow. She has worked as an
ESL teacher and teacher trainer for more
than 25 years. Her work has centered around
strategies to use, inside and outside of the
classroom, to increase access and achievement for immigrant and language minority
students.
What Is Literature-Based
Instruction?
Literature-based instruction is not a new
concept, especially at the elementary school
level. Huck advocated the use of childrens
literature as the primary means of instruction
for children as early as 1977, but the use of
literature in L2 instruction is still relatively
new. In its simplest terms, literature-based
implies a movementparticularly in literacy
instructionaway from the exclusive use of
the basal reader and toward teaching and
learning through childrens literature, both
fictional and factual (Sloan, 1995, pp. 2-10).
The movement toward literature-based
instruction is grounded in the theoretical
frameworks of Dewey (1929), Piaget (1955),
and Vygotsky (1962), who argued that children should be active participants in their
education. It also has roots in the work of
psycholinguists such as Goodman (1986) and
Smith (1971), who studied how people learn
to read and saw literacy and language development as a holistic process. They deter-
Language is not
learned from the
part to the
whole, but from
the whole to the
part, and ... all
language
functions
including
reading
interrelate.
mined that language is not learned from the
part to the whole, but from the whole to the
part, and that all language functionsincluding readinginterrelate.
Based on this holistic stance, they advocated a whole language approach in which
language is not fragmented into its component parts but is learned and used as a whole
system of communication (Goodman, 1986).
This recommendation for holistic instruction
applies to L2 learners as strongly as it does to
native English speakers. In fact, research in
L2, such as that by Elley and Mangubhai
(1983) supports the contention that activities
that tend to combine the four modes (i.e.,
speaking, listening, reading, and writing) are
more likely to enhance both literacy and oral
development positively.
Despite a rich literature describing the
rationale for and uses of literature-based
instruction in elementary schools, studies
involving secondary schools or L2 classrooms
Autumn 1998
19
20 TESOL Journal
Students read
novels spanning
events from the
voyages of
Christopher
Columbus to
the recent wave
of immigration
to the United
States.
ful, contextualized language learning situations (e.g., Crandall, 1995). Students are
expected to perform the same tasks as
their native speaker counterparts but get
more extensive modeling and move at a
slower pace, similar to sheltered English
content programs in other subject areas.
3. Focusing on a content-area subject acts as
a bridge to mainstream classes. Students
are learning the same information as their
classmates, often with the same texts, and
the isolation of the L2 classroom is lessened. Multilevel groups can work together
on a common topic, and the differences of
culture and linguistic ability are
decreased. Students can practice mainstream discourse types in a nonthreatening
atmosphere by presenting oral reports and
engaging in oral discussions, academic
reading and writing, and outlining.
Is literature-based
Uses a content-based
instruction syllabus
Meaningful communication
Comprehensible input
Develops historical
knowledge
Historical Fiction
Geography
History
Art
Science
Is interdisciplinary
Math
Builds backgrond
knowledge
Offers a bridge to
mainstream academic
classes
Music
Drama
Language Arts
Geography
school system and to U.S. society, compounded by the usual problems of adolescence, created numerous opportunities for
discussion. The novel also presented opportunities to review Cambodias history, geography, and current events. Because a large
number of the schools population of ESL students are from Cambodia, they related to the
Autumn 1998
21
Author
Conrad
Bulla
Speare
Collier
Smucker
Beatty
Fleishman
MacLachlan
Yep
Bode
Taylor
Lowry
Choi
Nhoung
Crew
22 TESOL Journal
Instructional Level
3-4
3
5
5
5
5
5
3
6
6
6
5
5
4
6
Conclusion
A literature-based program for secondary
school ESL students can serve a number of
important functions.
Weak readers have the security of a familiar style and format that a long-term study
of an interesting text can provide.
Students turned on to reading can become
lifelong learners.
Discussion of the issues presented in the
novels promotes higher level thinking
skills and an opportunity to use language
authentically.
The cultures of the students are often
reflected in the novels, presented realistically, and given value.
Reading, writing, and speaking activities
are integrated into the lesson from the
context of the story, providing the basis
for authentic work.
References
Atwell, N. (1987). In the middle: Writing,
reading, and learning with adolescents.
Author
Subject of Novel
Beginning Level
(Instructional Level 2-3)
Onion Tears
Long Way to a New Land
Kidd
Sandin
MacLachlan
Beginning Level
(Instructional Level 2-3)
Dragonwings
Letters From Rifka
New Kids in Town
Yep
Hesse
Bode
Beginning Level
(Instructional Level 2-3)
The Moved-Outers
Of Mice and Men
Diary of Anne Frank
Children of the River
Means
Steinbeck
Frank
Crew
Portsmouth,
NH:
Heinemann,
Boynton/Cook.
Bode, J. (1989). New kids in town: Oral
histories of immigrant teens. New York:
Scholastic.
Brinton, D., Snow, M., & Wesche, M.
(1989). Content-based second language
instruction. New York: Newbury House.
Chamot, A., & OMalley, J. (1994).
Instructional approaches and teaching procedures. In K. Spangenberg-Urbschat & R.
Pritchard (Eds.), Kids come in all languages:
Reading instruction for ESL students (pp. 82107). Newark, DE: International Reading
Association.
Crandall, J. (Ed). (1995). ESL through
content-area instruction. Washington,
DC/McHenry, IL: Center for Applied
Linguistics/Delta Systems.
Crew, L. (1989). Children of the river.
New York: Bantam.
Dewey, J. (1929). My pedagogic creed.
Washington, DC: The Progressive Education
Association.
Elley, W., & Mangubhai, F. (1983). The
impact of reading on second language learning. Reading Research Quarterly, 19, 53-67.
Fitzgerald, J. (1993). Literacy and students
who are learning English as a second language. The Reading Teacher, 46 (8), 638-647.
Authors
Brenda Custodio teaches ESL at Hilltonia
Middle School in Columbus, Ohio, in the
United States. She is currently pursuing her
PhD at The Ohio State University, with a
focus on childrens literature and TESOL.
Marilyn Jean Sutton is an ESL teacher at
Centennial High School in Columbus, Ohio.
She received her MA from Otterbein College,
and her main interests are L2 reading and
writing development at the secondary level.
Autumn 1998
23
Ideally, mainstreaming into content classrooms marks the final phase of language
development, during which the English language learner practices and perfects academic English competence. But the ideal is
far from the reality. English learners are
often marginalized, and their opportunities to
interact minimalizedeven in classrooms of
teachers with the best intentions.
This article reports on a study that investigated how middle and high school content
teachers shape the interaction opportunities
of their mainstreamed ESL students. It presents an analysis of the talk of 3 content
teachers who were recommended for the
study as highly interactive and sensitive to
The Importance of
Interaction
Opportunities to interact are critical for
learning, particularly for ESL students,
because interaction plays an important role in
language and overall student development.
Interaction gives L2 learners an opportunity
to create language output, forcing them to
manipulate components of the new language
(Swain, 1985) and allows them to practice
these components, increasing the likelihood
of automaticity (McLaughlin, 1987). At the
discourse level, interaction creates the opportunity to negotiate, providing learners with
increased chances for comprehension of the
Research Methodology
This study analyzes the talk of 3 NS science teachers (Grades 6-12). These teachers
were recommended for the study because of
their caring, interactive approaches with ESL
students. Tom Brown1 teaches science to
Grade 7 and 8 students in a suburb of a major
New England city. All of his ESL students
are Russian-speaking immigrants. In his
Grade 8 physical science class of 24 students,
Brown has 2 female Russian students who
have been in the United States for 2 weeks
and 2 who have been in the United States for
a little more than a year. The latter 2 students
have good science grades. In Browns Grade
7 life science class of 22 students, all four of
his Russian-speaking students have been in
the country for 1-2 years. One student is
extremely outgoing, and two had been
defined by Brown as shy. This teachers style
Findings
Although the findings suggest considerable variation among the 3 teachers, they also
reflect observable patterns that resulted in
prohibited interaction opportunities for the
ESL students. For example, teachers issued
more directives to and asked proportionately
fewer questions of their ESL students than of
their EP students. They also asked their ESL
students fewer high-level cognitive and openended questions. The 3 teachers often issued
directives and told the ESL students what to
do, rather than asking them questions, as they
did with their EP students. Consequently, the
ESL students had fewer opportunities for
verbal interaction. The cognitive level of the
questions issued to ESL students was frequently lower than that of those issued to EP
students. This was true in Browns scaffold-
25
Transcript 1
1
Brown:
Jimmy:
3
4
Brown:
Allen:
Brown:
Jimmy:
No
Allen:
Brown:
10
Allen:
11
Brown:
12
Jimmy:
13
14
15
16
17
Brown:
ing and whenever the 3 teachers used questions to initiate transactions. The teachers
also asked EP students more open-ended
questions than they did ESL students.
The two transcripts on pages 26 and 27
demonstrate Browns tendency to use questions with EP students and directives with
ESL students. The texts also illustrate how
Brown used more high-level cognitive questions with his EP students than with his ESL
students. Brown once told me that his major
concern with the ESL students was that he
did not know how to measure what they
understood during discussions. He said that it
was easy, however, to assess the other students understanding. I asked him how he did
this. His answer was, I ask them. In contrast, he did not ask the ESL students;
instead, he used directives.
The transcripts describe Browns interactions as he visited two small groups of students who were busy comparing the density
of a Styrofoam peanut to that of water. The
first group of students were EP, and
Transcript 1 (see above) reflects the fre-
26 TESOL Journal
Kelly asked 31 questions of her 3 ESL students, compared to only 53 questions of the
18 EP students. In contrast, during full-class
discussions, she issued 42 questions to the
EP students but only 4 to ESL students.
However, this finding is somewhat deceptive,
because the interactions between the teachers
and ESL students during the lab classes were
most often about procedures (i.e., how to
conduct the lab experiment) rather than science content or the lab discoveries. This was
true for all 3 teachers. Consequently, the cognitive level of the procedural lab questions
was usually low. For example, consider these
questions issued by Kelly in the small-group
lab: Are you going to glue that here? Do you
understand what Im talking about up there?
In contrast, questions issued to (primarily
EP) students in Kellys full-class discussions
were more often of a higher cognitive level,
such as, [Can you] give an example in science when a hybrid was created? and What is
this evidence of? The ESL students participated in the lab questions, and the EP students participated more often in the full-class
discussion questions. Consequently, although
the lab sessions appear on the surface to provide an interactive, productive participant
structure for ESL students, the academic and
linguistic value of the content of these
teacher-student interactions was limited. (It
should be noted that although interaction was
occurring between students, particularly on
the lab days, the interaction patterns between
students were not considered for this study,
which focused solely on interactions between
teachers and students.)
For one teacher, Lee, ESL interaction
opportunities were extremely varied within a
participant structure, with full-class discussions varying significantly in their opportunities for ESL interaction. During one full-class
discussion that was highly structured and
routinized, the ESL opportunities were proportionate to the EP opportunities (70 questions to EP students and 17 to ESL students).
This particular discussion, a review for a test,
was a question/answer routine conducted in a
predictable, roundtable fashion, delivered
around the room three times. In contrast, during another of Lees full-class discussions
that was less structured, with Lee asking
questions randomly to the class, ESL students received only one elicitation. For all
three teachers, this random questioning, fullclass discussion format was particularly nonproductive for ESL students.
Transcript 2
(to ESL students, looking at Sarinas journal; reading
her journal)
1
Brown:
Sarina:
the Styrofoam
3
4
Brown:
Sarina:
Brown:
Sarina:
()
Brown:
Sarina:
Yes
10
11
12
Brown:
13
14
Sarina:
Yeah
15
16
Brown:
All right,
cause you found the volume of it (pointing to her
chart).
So you could just do mass of Styrofoam.
17
18
19
Sarina:
20
21
Brown:
22
23
Am I confusing you?
24
25
Sarina:
No.
26
27
28
29
Brown:
No,
you know.
Okay.
But, if youre going to find the mass of this (points to
the popcorn), dry it off with a paper towel. (walks
away)
exhibited the language skills needed to produce extended, high-level cognitive thoughts.
However, these interactions required the
communicative skills of an interviewer
trained in talking with ESL students. The 3
Autumn 1998
27
teachers had not been trained in L2 development. Consequently, they may have underestimated the ESL students abilities to produce
extended utterances and therefore called on
them less frequently and with fewer openended questions.
Teachers expressed concern with the
amount of time it took ESL students to
respond in teacher-student interactions.
Teachers were concerned with the number of
other students waiting for their attention and
with a predetermined curriculum that they
needed to cover. Another time-related issue
reflected in the observations concerned the
natural pace of talk, which is partly determined by unconscious cultural speech patterns. An example is the 3-second wait time
for an answer to a question that most teachers
observe (Cazden, 1988). With training,
teachers can adjust their internal clocks to
allow for a longer wait time and consequently give ESL students more opportunities to respond.
Teachers wanted to protect the ESL students from any unnecessary embarrassment.
This concern was expressed by the teachers
repeatedly and is understandable. However,
teachers attempts to mitigate embarrassment, by completing students answers or
refraining from asking difficult questions,
ultimately reduce the ESL students opportunities to participate in classroom interaction.
Hatch (1992) has referred to such teacher
modifications as a benevolent conspiracy
(p. 67).
Teachers recognized that the ESL students
did not understand what was going on.
Content teachers who are unfamiliar with
stages of L2 development are unaware of
how long it takes for ESL students to adjust
to the flow of constant, rapid English content.
Strategies exist to help ESL students during
this process, such as pairing them with an EP
student or providing more written information. However, until content teachers are
trained in such strategies, their concern that
their ESL students may be lost, and their consequent avoidance of asking frequent or difficult questions of them, can be expected.
Conclusion
This analysis of content teachers interaction with students demonstrated that ESL students opportunities to talk were limited, due
to teachers increased use of directives and
decreased use of questions, and were less frequent than those of EP students, particularly
in full-class discussions. ESL students
received significantly fewer high-level cognitive and open-ended questions in initiating
and scaffolding moves. In small-group lab
settings, ESL students received increased
opportunities to talk, but the talk was primar-
28 TESOL Journal
Notes
1 All names are pseudonyms.
References
Cazden, C. (1988). Classroom discourse:
The language of teaching and learning.
Portsmouth, NH: Heinemann.
Cole, M., John-Steiner, V., Scribner, S., &
Louberman, E. (Eds. & Trans.). (1978). Mind
in society: The development of higher psychological processes. Cambridge, MA:
Harvard University Press.
Green, J., & Harker, J. (1982). Gaining
access to learning: Conversational, social,
and cognitive demands of group participation. In L. Wilkinson (Ed.), Communicating
in the classroom (pp. 183-221). New York:
Academic Press.
Green, M. (1992). The role of teacher language in the education of mainstreamed second language learners of English.
Unpublished doctoral dissertation, Boston
University.
Hall, J. K. (1993). The role of oral practices in the accomplishment of our everyday
lives: The sociocultural dimension of interaction with implications for the learning of
another language. Applied Linguistics, 14,
145-166.
Hatch, E. (1992). Discourse and language
education.
Cambridge:
Cambridge
University Press.
McLaughlin, B. (1987). Theories of second language learning. Baltimore, MD:
Edward Arnold.
Peyton, J. K., & Adger, C. T. (1998).
Appropriate instruction for English language
learners: Emphasis on oral interaction. In B.
Williams (Ed.), Educating culturally and linguistically diverse students (A professional
inquiry kit). Alexandria, VA: Association for
Supervision and Curriculum Development.
Pica, T. (1994). Research on negotiation:
Author
Lorrie Stoops Verplaetse is assistant professor of English and coordinator of the
MATESOL program at Salisbury State
University, Maryland, in the United States.
Her research interests include analyzing talk
between native and nonnative English speakers and L2 acquisition.
30 TESOL Journal
Inclusion of Special
Education Students
Although there have been very few studies of LEP students in full inclusion settings,
there has been extensive research on inclusion of another special needs population: students with disabilities. This body of
knowledge is useful in identifying issues that
may arise in the inclusion of LEP students.
Inclusion, or full inclusion, is the practice
of serving special needs students within the
general education setting with all appropriate
services provided in mainstream classrooms
(Ferguson, 1995; Stainback & Stainback,
1984). Results and interpretations of research
on the effectiveness of inclusion with SPED
learners have been mixed (Baker, Wang, &
Walberg, 1994/1995; McLeskey & Waldron,
1995; Zigmond, Jenkins, Fuchs, Deno,
Fuchs, Baker, Jenkins, & Couthino, 1995),
although a number of studies have reported
that teachers do not in fact make many
instructional adaptations to accommodate
SPED learners individual needs in full inclusion settings (Bacon & Schulz, 1991; Baker
& Zigmond, 1990; McIntosh, Vaughn,
Schumm, Haager, & Lee, 1993). This is particularly problematic in secondary schools.
Two studies (Bacon & Schulz, 1991;
Schumm & Vaughn, 1992) have found elementary teachers more willing than secondary teachers to individualize instruction
for mainstreamed students with disabilities,
to believe in the benefits of inclusion, and to
use support staff. One study of 60 K-12
classrooms (McIntosh et al., 1993) revealed
minimal participation by students with learning disabilities, particularly in the middle and
high school grades. These students did not
frequently ask the teacher for help or volunteer to answer questions, and participated less
in teacher-directed activities and interactions
with others.
As a result of the national rush to inclusion in SPED, The American Federation of
Teachers (personal communication, 1993)
called for extreme caution in implementing
inclusion in schools and recommended an
array of services to provide the most appropriate options for individual students.
However, Zigmund and Baker (1996) write
that SPED programs have increasingly
adopted inclusion wholesale rather than using
it in addition to alternative program models.
It is the parallel trend toward replacing a
variety of ESOL support services with inclusion that is of most concern to many ESOL
professionals in Florida.
direct ESOL instruction may be placed fulltime in mainstream classes with teachers who
have had ESOL training.
In spite of the controversy surrounding
full inclusion of SPED learners, the potential
of inclusive models appeals to many ESOL
educators. Full inclusion of LEP students
promises them, at least superficially, greater
access to the standard curriculum and more
contact with native-English-speaking (NS)
peers and greater opportunities to interact
socially and develop academic language
skills in the content areas. Drawing on past
research on language acquisition and recent
research in Florida secondary schools, we
now examine three assumptions underlying
the decision to follow an inclusion model
with LEP students in Florida. These assumptions are that students will have
comprehensible instruction
opportunities for participation and interaction
an appropriate curriculum
Although comprehensible
Comprehensible Instruction
Autumn 1998
31
make that input comprehensible without doing an injustice to the other kids
that are there. (Harper, 1995, pp. 1920)
Although teachers often adapt their
instruction to a wide range of abilities in a
classroom, many are unprepared or unwilling
to make the changes necessary to provide
comprehensible instruction for the LEP students in their content classes. One secondary
school teacher in Florida, although generally
supportive of his districts implementation of
inclusion, wrote of the challenges of the lecture-oriented, teacher-centered environment
of the high school (Silver, 1997). He
explained that many high school teachers
resist efforts to create interdisciplinary units
and to use more interactive teaching strategies in their content classes:
I have witnessed many ESOL students
sitting at their desks, desperately
attempting to understand the teacher
and take notes at the same time, while
the teacher is sitting on his stool lecturing. Such teachers ordinarily make no
use of visual representations and fail to
monitor word choice and sentence
order, to use media manipulatives or
prereading activities, or to build background knowledge. (p. 6)
Opportunities for
Participation and
Interaction
32 TESOL Journal
Appropriate Curriculum
A third assumption about full inclusion
for LEP students is that they will have
greater access to the mainstream academic
curriculum than they would in ESOL classes.
Unfortunately, the traditional emphasis in
ESOL classes on social skills, cultural adjustment, and nonacademic content (e.g., autobiographies and holiday narratives) has led
some students and teachers to view ESOL as
less serious and important than other areas of
the curriculumand to look to inclusion as
the answer to LEP students academic needs.
In many programs serving LEP students,
direct ESOL support is withdrawn in math,
science, and eventually social studies as students English language skills improve
(Crawford, 1989). However, even when students are mainstreamed in other subjects,
ESOL instruction in English language arts
often continues because the reading and writing skills required in a typical secondary
English language arts class are considered to
be among the most demanding for LEP learners. During a year-long case study of four
secondary school LEP students in New
Hampshire, Fu (1995) noted that teachers and
students were frustrated in mainstream
classes for which the LEP students were
unprepared. Fu concluded that the secondary
school English curriculum in this school was
inappropriate for these students because of its
program models based not merely on students right to be placed in the mainstream
classroom but on their abilities to participate
meaningfully in classroom activities. After
more than 25 years of experience with inclusion of SPED students, Bricker states,
Perhaps the most important lesson we
should have learned is that inclusion should
be seen as a complex construct whose value
lies in its sensible application, not its wholesale advocacy (p. 183). Bricker states that
the following four conditions are essential to
successful full inclusion of children with disabilities:
1. appropriate curricula
2. teacher training
3. adequate resources
4. positive teacher attitudes
These conditions can also serve as guidelines for the successful inclusion of LEP stu-
Appropriate Curricula
Many secondary school LEP students
enter schools at lower levels of literacy and
content mastery than their NS peers.
Although they may be unable to bridge this
gap quickly, they should ultimately acquire
the same concepts and skills. Integrated language and content instruction can help LEP
students develop the academic language necessary to understand and express essential
concepts at the appropriate grade (Chamot &
OMalley, 1987; Mohan, 1986; Snow, Met,
& Genesee, 1989). An appropriate curriculum for LEP students should not differ substantively from the regular academic
curriculum but must be flexible and adaptive
to a students English language proficiency,
literacy level, and prior educational experience. Special attention is needed in the area
of English language arts, where LEP students needs can differ from those of NSs
and where curricular options are warranted,
such as basic literacy instruction or the use of
adapted or alternative texts or reading assignments. Anstrom (1997) provides excellent
guidelines for content teachers with LEP students.
Thematic links across subject areas are
generally considered helpful for ESOL learners (Enright & McCloskey, 1988; Garcia,
1988, 1991). However, because the high
school curriculum is specialized and the
structure and schedule of high schools are
rigid (Minicucci & Olsen, 1992), integrating
instruction across content areas is more challenging at secondary than at elementary levels. There are, however, innovative
whole-school projects such as the Learning
Communities program in Pasco County,
Florida, that encourage teacher collaboration
and interdisciplinary instruction and can help
to make the high school curriculum more
comprehensible to LEP learners (Silver,
1997). In addition, a teacher training package
addressing the academic language needs of
secondary school LEP students has recently
been completed and will be useful for teachers in schools that have adopted inclusion
(Florida Department of Education & Center
for Applied Linguistics, 1997). This package
includes a practice component in which
teachers work with colleagues from other
content areas or with ESOL teachers to
develop language-sensitive materials with
thematic links across subject areas.
Teacher Training
Providing comprehensible instruction and
effective language learning conditions for
Autumn 1998
33
34 TESOL Journal
Adequate Resources
Another component of effective inclusion
is the strategic use of the ESOL specialist to
support students and teachers in adapting
curriculum and planning and delivering
instruction. Ideally, support staff should
include teachers and aides who speak the L1s
of the LEP students and are regularly available in the classroom. But there may be problems associated with this arrangement. In
some Florida districts that have abandoned
ESOL pullout programs, ESOL teachers have
been reassigned to noninstructional support
roles for which they may not be well prepared. Harper (1995) reports that several
ESOL resource teachers found that their new
roles were unclear. They were reluctant to
approach their mainstream colleagues, some
of whom already resented the required ESOL
training. Davison (1992) offers suggestions
for support and team teaching, such as starting with a receptive mainstream teacher,
clearly defining each teachers responsibilities, developing reasonable expectations, and
sharing information with other teachers about
successes and failures. If such teacher collaboration is to work, frequent and regularly
scheduled (i.e., weekly) opportunities to confer must also be provided. Platt (1992) discusses the important role of the ESOL
resource teacher as a language development
specialist and not merely assistant to the content teacher. Crandall (1998) and Sakash and
Rodriguez-Brown (1995) describe additional
ways that ESOL/bilingual and mainstream
teachers can cooperate to integrate LEP students successfully into mainstream classes.
Limited class size is another important
condition for successful inclusion. There is
no magic number beyond which classroom
management issues are likely to dominate a
teachers energy and focus; however, many
Florida teachers reported that large classes
significantly reduced their overall instructional effectiveness and ability to focus on
individual students needs (Harper, 1995).
Orientation programs for new LEP students and ongoing support to help them
understand and integrate fully into the academic and social life of the school are important resources for inclusion, as are materials
in the students L1, buddy systems, and peer
support groups (Lucas, 1996). Bilingual
counselors and career advisors should be
available, as well as tutoring and special sessions on study and research skills. ESOL
learners should be actively recruited for
school activities, and special home-community involvement initiatives should be pervasive and long-term (Lucas, Henze, & Donato,
1990).
Conclusion
We have two primary concerns with the
implementation of full inclusion for LEP stu-
development with a rigorous academic program. As schools struggle to serve increasingly diverse populations with decreasing
resources, the temptation is strong to adopt
new programs without providing the conditions necessary for their success. It is therefore imperative that ESOL professionals and
general educators work together as informed,
equal partners toward common goals.
Note
1 Limited English proficient, or LEP, is
the official designation in Florida for English
language learners whose oral or written language skills in English have been assessed as
restricted and in need of further development.
References
Anstrom, K. (1997). Academic achievement for secondary language minority students: Standards, measures and promising
practices. Washington, DC: National
Clearinghouse for Bilingual Education.
August, D., & Hakuta, K. (1997).
Improving schooling for language minority
children: A research agenda. Washington,
DC: National Academy Press.
Bacon, E., & Schulz, J. (1991). A survey
of mainstreaming practices. Teacher
Education and Special Education, 14, 144149.
Baker, E. T., Wang, M. C., & Walberg, H.
J. (1994/1995). The effects of inclusion on
learning. Educational Leadership, 52, 33-35.
Baker, J., & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities?
Exceptional Children, 56, 515-526.
Bricker, D. (1995). The challenge of
inclusion. Journal of Early Intervention, 19,
179-194.
Brozo, W. G. (1990). Hiding out in secondary content classrooms: Coping strategies
of unsuccessful readers. Journal of Reading,
33, 324-328.
Caldern, M., & Spiegel-Coleman, S.
(1984). Effective instruction for language
minority students. Teacher Education
Quarterly, 11, 73-79.
Chamot, A. U., & OMalley, J. M. (1987).
The cognitive academic language learning
approach: A bridge to the mainstream.
TESOL Quarterly, 21, 227-249.
Copenhaver, J. (1995). Portfolio of an L2
learner. Unpublished manuscript, University
of Florida at Gainesville.
Council for Learning Disabilities. (1993).
Concerns about the full inclusion of students
with learning disabilities in regular education
classrooms. Learning Disability Quarterly,
16, 126.
Autumn 1998
35
Authors
Candace Harper is currently on leave
from the University of Florida, in the United
States, and is teaching English for academic
study in Australia. She has worked closely
with ESL teachers and teacher educators
throughout Florida and has been involved in
ESL issues for the past 20 years.
Elizabeth Platt is associate professor in
multilingual/multicultural education in the
College of Education at Florida State
University, in the United States, with interests in L2 acquisition and mainstream classroom-based language learning at elementary
and secondary levels.
Submission Procedure
Cultural Differences in
Conceptions of Disability:
Central America and the
Caribbean
Shana R. Grossman
Conceptualizations of special
education (SPED) and disability
may differ across cultures in ways
that affect recent immigrants from
these regions in U.S. secondary
schools. Although the focus here is on
Central American and Caribbean students,
the issues may apply to students from other
regions of the world as well. This article discusses the nature of SPED in Central
America and the Caribbean, including policies, programs, definitions, and attitudes
regarding disabilities, and highlights factors
in mainstream education that may be related
to U.S. educators perceptions of disabilities.
It also offers recommendations for U.S. educators, especially ESL teachers.
Background
The ethnic composition of the U.S. student population is changing. Non-White
(African American, Hispanic, and Asian)
minorities are quickly becoming the majority
in many public schools. In 1994-1995, nonWhite minorities made up 34% of public
school enrollment. It is projected that by
2026, the non-White population will constitute 70% of public school enrollment.
Twenty-five percent of the total in 2026 will
be recent immigrants who are learning
English, and 77% of these students will be
38 TESOL Journal
Severe Disabilities
Understandings of what constitutes disability are quite variable. The Puerto Rican
mother of a child labeled mentally retarded in
a U.S. school commented:
for me retarded is crazy, in Spanish
thats retardado. For me the word
handicapped means a person who is
incapacitated, like mentally, or missing
a leg, or who is blind and deaf, who
cannot work and cannot do anything ...
but for Americans handicapped is
everybody. (Harry, 1992, p. 147)
Harry adds that traditional Spanish does
not distinguish between mental illness and
intellectual impairment.
The United Nations Decade of Persons
with Disabilities (1983-1992) spurred many
of the countries in Central America and the
Caribbean to sponsor public awareness campaigns about disabilities. An increase in public awareness has led to greater integration of
disabled people into the workforce but has
not been particularly effective in changing
attitudes across the board (Lacal, 1993).
According to a group of Central American
and Caribbean SPED teacher trainees
(Harris-Stowe State College students, 1994),
people in these regions with disabilities are
regarded with fear, viewed as helpless, social
misfits, and sometimes kept hidden, which
may be one reason for a lack of information
on incidence. Religious beliefs may lead
families of disabled children to look toward
supernatural explanations for a disability
(Harry, 1992). Families may delay seeking
medical care and value the opinions of significant others over the diagnosis of medical or
school professionals (Frieden, 1993).
Although these attitudes may appear negative, the Central American and Caribbean
perspective on disability has positive aspects
as well. Religious beliefs may help the family accept a severe disability. A strong sense
of family, which may initially make acceptance of a disability difficult because it links
the disability to the entire family (Harry,
1992), also leads to greater protectiveness of
the disabled child. The childs happiness may
be a higher priority than it is in the United
States, (where independence is valued), and
the disabled child is considered part of the
extended family and community. In Central
America and the Caribbean, the informal,
private system rather than the government
provides support for disabled individuals
(Frieden, 1993).
Mild Disabilities
Mild disabilities (e.g., mild mental retardation, emotional disturbances, speech and
language impairments) are not considered
disabilities in Central America and the
Caribbean. As in the case of the Catholic
schools cited by Mehan (1992), there is no
mild disabilities category. Because an educated person is assumed to have appropriate
social skills, children who do not excel academically are not usually considered disabled
if they can behave according to social norms.
Academic prowess is not considered as crucial as social competence. Thus labeling an
individual disabled in a U.S. school may be
seen from a Central American or Caribbean
perspective as inappropriate if the problem is
solely related to academics and does not
affect the childs functioning in the home
environment. A child may be seen as slower,
and needing extra help, but not disabled
(Harry, 1992).
In Central America and the Caribbean,
then, learning disabilities are not diagnosed.
Students who are considered slow may be
grouped in a class for slow learners but not
labeled disabled. Education follows an unofficial inclusion policy, except that teachers
do not individualize instruction (HarrisStowe State College students, 1994).
Students considered slow learners are kept in
the same grade until they meet the educational objectives of that grade level
(UNESCO/UNICEF, 1993).
General Education
Socioeconomic factors in Central
American and Caribbean general education
may lead U.S. educators to assume incorrectly that immigrants from these regions
have learning disabilities. Although enrollment in primary education has increased,
rural and indigenous populations still face
Autumn 1998
39
Because an educated
person is assumed to
have appropriate
social skills, children
who do not excel
academically are not
usually considered
disabled if they can
behave according to
social norms.
Academic prowess is
not considered as
crucial as social
competence.
40 TESOL Journal
pay for books and uniforms; otherwise, children are not permitted to attend school
(Luna, Gonzalez, & Wolfe, 1990; Monahan,
1994; Temple et al., 1993). Only 7% of students who enter Grade 1 complete Grade 8 in
8 years (Luna, Gonzalez, & Wolfe, 1990).
Only 5 in every 100 students finish secondary school, and more than 11% of
Dominicans do not go to school at all
(Monahan, 1994).
Recommendations for
Educators
Assessment of Learning
Disabilities
The SPED assessment process in the
United States can be problematic with
English learners from other countries.
Psychometric tests given to these students in
English are basically tests of English language proficiency (Cummins, 1984; Figueroa
& Garcia, 1994). Assessment measures in the
students L1 are invalid if the characteristics
of the norming population do not match the
students, if cultural biases persist in the
translation, or if the dialect used is different
than the students (ERIC, 1989). Finally,
most assessments do not separate language,
culture, and disability factors (Cloud, 1993;
Rueda, 1989). ESL advocates instead recommend informal assessments before referral
that focus on intervention and are designed to
uncover problems within the system. These
approaches include prereferral checklists
with questions regarding the curriculum and
instruction, or a flowchart of steps to take
prior to the SPED referral. Such techniques
often consider cultural difference and language acquisition factors (Cummins, 1984).
Jacob, Johnson, Finley, Gurski, and
Lavine (1996) recommend a cultural inquiry
process, in which a team of educators uses
anthropological techniques to analyze puzzlements and come up with interventions to
help students succeed in U.S. schools. If this
process could be institutionalized for all
recent immigrant students, many inappropriate referrals to SPED could be avoided.
Conclusion
U.S. educators should bear in mind that
immigrant students are coming from school
systems that are significantly different from
those of the United States. Educators should
References
Artiles, A. J. (1994). Overrepresentation
of minority students in SPED: A continuing
debate. Journal of Special Education, 27,
410-436.
Cloud, N. (1993). Language, culture, and
disability: Implications for instruction and
teacher preparation. Teacher Education and
Special Education, 16, 60-72.
Cummins, J. (1984). Bilingualism and
SPED: Issues in assessment and pedagogy.
Clevedon, England: Multilingual Matters.
Harris-Stowe State College students.
(1994, March). Educating the special child in
the Caribbean and Central America. Paper
presented at the annual conference of the
Missouri Federation of the Council for
Exceptional Children. St. Louis, MO: HarrisStowe State College. (ERIC Document
Reproduction Service No. ED 377 596)
ERIC Clearinghouse on handicapped and
gifted children. (1989). Research and
resources on SPED. (Abstract 23). Reston,
VA: The Council on Exceptional Children.
Figueroa, R. A., & Garcia, E. (1994).
Issues in testing students from culturally and
linguistically
diverse backgrounds.
Multicultural Education, 2, 10-18.
Frieden, L. (1993). Awareness of disability: Attitudes and policies affecting people
with disabilities in the Western Hemisphere.
Paper presented at the Western Hemisphere
Conference on Persons with Disabilities,
Washington, DC. (ERIC Document
Reproduction Service No. ED 366 130)
Garcia, E. (1995). The impact of linguistic
and cultural diversity on Americas schools:
A need for a new policy. In M. C. Wang &
M. C. Reynolds (Eds.), Making a difference
for students at risk (pp. 162-185). Thousand
Oaks, CA: Corwin Press.
Harry. B. (1992). Cultural diversity, families, and the SPED system. New York:
Teachers College Press.
Jacob, E., Johnson, B. K., Finley, J.,
Gurski, J. C., & Lavine, R. S. (1996). One
student at a time: The cultural inquiry process. Middle Schoal Journal, 27 (4), 29-35.
Author
Shana Grossman teaches ESL at
Montgomery Blair High School in Maryland,
in the United States, and is completing a PhD
in education at George Mason University.
Her areas of interest are ESL/bilingual
SPED, Dominican teenagers with interrupted
education, and educational anthropology.
from the
i
P
S
T
CLASSROOM
Semantic Maps
Joan Parker Webster
Sample Bookmark
42 TESOL Journal
Procedure
One of the challenges of working with
secondary school ESL students is finding
reading material at their level with interesting
and age-appropriate subject matter. I used the
genre of biography and had students create
character maps of traits or events related to
the main character of the story.
First, I read aloud Anna Akhmatova
(Hazell, 1996), and then I had students read
the story silently. During their independent
reading, they wrote on a bookmark I gave
them words from the text that described or
told something about the character (see sample, right).
After the reading, students created a character map on the chalkboard. They wrote the
characters name in a center square, and each
student contributed a word or phrase to the
map (see the illustration on p. 43).
Using words and phrases from the map, I
demonstrated that sentences were easily composed by adding a verb, using a pronoun, or
simply connecting the center word to a
phrase from the map (e.g., Anna Akhmatova
+ was + (a) poet). Students then wrote two
of their own sentences. After sharing their
writing with a classmate, students volunteered to read their sentences to the class.
Follow-Up Activity
In order to help students write more original sentences and link personal experiences
to the text, I asked them to think about a person or event they were reminded of when
they read the story. Students then created
their own semantic maps. A group of
Romanian students developed a map about
their experiences living under a Communistruled government (see the illustration,
below).
After writing sentences from the map, we
worked on organizing them into short paragraphs. The following are examples of what
the students wrote.
In Romania, before the revolution, it
was Communist. But all people were
not Communist. When we was going to
school everybody was having to wear
the same clothes. We was upset about
the uniform for school. But now I think
it is good everybody has the same
clothes. And nobody can say look at
him or her.
Romania was a Communist country.
But, all people were not Communist.
We had no freedom and cannot leave
our country. We had to stand in line
for food. We cannot say bad things
about our government. Now it is better.
(Used with permission)
Students were excited about this process
that began with creating a semantic map and
ended with a paragraph, all written in
English.
Other Uses
1. Create semantic maps to introduce different literary elements such as plot, setting,
and cause and effect. For example, write
the title of the book and the words events
in the plot in the center box. Record significant events in the story, and have students place the events in chronological
order. This activity also develops
sequencing skills.
2. Have students keep a semantic map journal. Designate a topic for the day (e.g.,
places) or have students choose topics. As
students encounter places throughout the
daywhile reading a book, in classrooms, at lunch, or on a walkthey can
develop a semantic map with words or
phrases describing physical attributes of
the place, time (historical or time of day),
or weather. This activity helps students
connect their readings with their own
experiences.
poet
lived in Russia
poetry banned
Anna
Akhmatova
poems about
terrible times in
Russia
had uniforms in
school
no freedom
no religion or
church
Communist
Romania
References
Author
Joan Parker Webster is an EdD candidate
and teaching fellow at the University of
Houston, College of Education, in Texas, in
the United States.
Bromley, K. (1996). Webbing with literature: Creating story maps with childrens
Autumn 1998
43
TiPS
CLASSROOM
Preparation
1. Go through a simple search yourself, taking notes on each of the steps you performed and the vocabulary you needed.
Based on that process, you will be able to
create step-by-step instructions for using a
search engine.
2. Write each step on an index card, including only one task per card. Students will
be less overwhelmed and more likely to
follow each step if they get them one at a
time.
3. Create one stack of instruction cards for
every one or two computers. If creating
multiple sets of index cards is too timeconsuming, make packets by cutting up
pages of instructions. Two or three students at a computer can take turns reading
the instructions and operating the computer. Two computer groups can share a
stack of instruction cards.
4. At the beginning of the lesson, give students a list of vocabulary that they may
see or say when searching the WWW (see
the sample list, right). The purpose of the
list is to introduce words that students will
encounter and help you determine how
familiar they are with the Internet. You do
not need to teach the vocabulary at this
time because students will learn it as they
work. Highlight these words in the instruction cards (see, e.g., Card 1, p. 45).
5. Create brief key word exercises for students to do before and throughout their
work with search engines. Devising effective lists of key words is an acquired skill
and presents a particular challenge for
ESL students. Likewise, practice with generating key words for topics is an ideal
vocabulary building activity.
44 TESOL Journal
Procedure
Skimming With infoseek
In the first lesson, students search for specific information; once they locate a WWW
site, they should able to answer the questions
on the instruction cards by skimming the site
without reading the whole text.
1. As directed on Card 2, students should
type the uniform resource locator (URL),
or address, of the first search enginein
this
case,
infoseek
(http://
www.infoseek.com).
2. Cards 3-4 assign a search question (e.g.,
What is the weather forecast for this weekend?) and ask students to write two or
more key words to search for (e.g.,
weather, forecast, town or city name).
They can list their answers on a group
answer sheet or on the chalkboard, where
you can check them easily.
3. Cards 5-6 refer students to infoseek tips
(accessible by clicking the tips link on the
infoseek site) for entering key words. You
I understand:
Yes/No
browse, browsing
click, hit
Web site
address
URL
key words
tips
com, company; org,
organization
screen
topics
general, specific
Card 1
To find information on the Internet, you use a
search engine.
Search means (choose 1)
(a) look for
(b) look at
(c) look around
Sample Assignment
You are planning a 1-day trip with your family to New York City this
weekend. You will visit a museum, see a movie, and eat at a restaurant.
Search the WWW for the following information to plan your trip.
1. Look for museums in New York City.
Card 2
Card 3
Search question: What is the weather forecast for
this weekend?
infoseek is a search engine.
Tell infoseek what to search.
On your answer sheet, write two key words for
this question.
Card 4
Do we want New and York and City as three
words, or New York City as one phrase?
Find a map of the area you are visiting. Write the map URL.
5. Check the weather forecast for the day of your trip.
Write the URL for the weather site.
Would it be better to go Saturday or Sunday?
Card 5
Click on Tips.
Read about keeping separate key words together.
Card 6
Type your key words in the New Search box:
weather, forecast, New York City
Click Enter.
Card 7
infoseek gives you a list of the WWW sites with
your key words.
Click on the first site.
Card 8
Look at the box at the top of the screen.
What is the URL of the WWW site you found?
Copy it on your answer sheet.
6. Write your plan for the day. What will you do first?
What will the trip cost?
Follow-Up
Author
Joan Schneider Kantor is teaching consultant and ESOL program coordinator for
the Byram Hills Central School District in
Armonk, New York, in the United States. She
has served as teaching supervisor at
Manhattanville College, The New School for
Social Research, and Teachers College,
Columbia University, where she received her
MEd.
Autumn 1998
45
TiPS
CLASSROOM
46 TESOL Journal
Culture Clubs
Bridget Fitzgerald Gersten
mainstream students and to learn about
school culture from their peers. ESL and
mainstream teachers collaborate in running
the club after school or during lunch, working with their students to recruit club members from various grade levels and
multicultural backgrounds.
Preparation
1. Conduct a survey of topics of interest to
the ESL students in the school. Subdivide
these topics into categories reflecting
social and academic features of school
culture (see the sample survey below).
Organize topics thematically for each club
Social Topics
Clubs and organizations
Competitions and fundraisers
School spirit (pep rallies)
and traditions
(homecoming, prom)
Cliques
Gender relations
Violence, drugs, and
safety
Student government
Extracurricular activities
Spring break and holidays
Work, family, and school
Interesting
Skip
Spanish at school. If the school has the facilities, peers might collaborate to create a video
about some aspect of their culture or personal
experience.
Video Viewing
At club meetings, view relevant movies to
stimulate further debate about issues related
to school and teen life (see the sidebar below
for a sample list of movies). You may also
use subtitled foreign language videos to
expose mainstream students to other cultures
and to open up a dialogue about language
and culture issues. The use of foreign language videos can also validate ESL students
use of their native language. However, be
sure to preview each video before using it to
decide whether and how to use it at school.
Follow-Up
Culture clubs may organize plays, art
exhibits, cultural demonstrations, fund-raisers, or home visits at the end of the school
year. Such activities enhance cross-cultural
understanding, foster sharing with a wider
audience, and attract new club members.
Note
1 The students name is a pseudonym.
Author
Bridget Fitzgerald Gersten teaches at
Arizona State University, in the United
States. She received a PhD from Arizona
State University in curriculum and instruction, with a specialization in elementary education. She has conducted research in the
United States and in other countries in the
areas of L2 composition, bilingual education,
and teacher training.
Activities
Culture club activities can be divided into
thematically based cycles that combine discussion, interviews, activities, and video
viewing. Combine any of the activities below
to facilitate discussion between NS and nonnative speakers (NNS) of English.
Discussion
Distribute a small stack of index cards
with topical questions and statements for pair
and small-group discussion. Invite students
to contribute additional facts and opinions as
they review each card. Follow this with a
large-group discussion.
Cultural Activities
Integrate hands-on activities into club
meetings. Have students give show-and-tell
presentations or demonstrations on topics or
objects of interest in their culture (e.g., art
forms, music, food, calligraphy, geography,
holiday traditions). ESL students can also
present lessons in their native language to
English-speaking peers. For example, native
Spanish speakers could use their language to
speak with their peers who are studying
Title
Year
Rating*
Breaking Away
1979
PG
Children of a Lesser
God
1989
PG
Dangerous Minds
1995
Rebel Without a
Cause
1955
1988
PG
1967
1961
PG
Autumn 1998
47
TiPS
CLASSROOM
Preparation
1. Choose a college, university, or postsecondary language institute to work with.
Location is an important factor to con-
48 TESOL Journal
Sally Winn
sider. Depending on the frequency of your
Follow the same schedule with your class
exchanges, you may want to drop off and
for reading, distributing, and collecting
pick up folders when possible, rather than
folders.
waiting for mail delivery.
5. Give each student a three-hole folder with
2. Look for a contact at the institution you
notebook paper. Put a student name on the
have chosen. Consult friends, colleagues,
front of each folder, leaving room for the
and students for contacts, and check to see
pen pals name.
if the institution has a World Wide Web
Procedure
(WWW) page with faculty information.
Compose a formal letter introducing your1. After explaining the project to your class,
self and proposing your idea for a pen pal
distribute a folder to each student. If the
project. Address your letter, by name if
number of students in the classes is not
possible, to an ESL (or other) department
identical, more than one student may
chair, dean, coordinator, or director of a
write to a student in the other class.
language institute. If the class initiating
Negotiate with stronger students for this
the exchange is at an institute of higher
extra duty or ask for enthusiastic voluneducation, begin with a letter to a vice
teers.
principal at a local secondary school.
2. Discuss guidelines and possible topics to
3. Once your contact is established, discuss
write about, especially for the first letter
project goals together and plan assignof introduction. Review informal letter
ments that will be enjoyable for the stuformat. Writing can be done in class or at
dents and encourage free writing without
home.
grades. Teachers can read the letters and
3. Collect the folders and, on the arranged
comment if they want to but should not
make corrections
or require rewrites.
Because of the
younger age of the
high school stuRecommended Reading
dents, you may
also want to
Pen pal journals, referred to also as book buddevelop guidelines
dies, buddy journals, and secret friend jourwith them for
nals, have been successful at many class
appropriateness
levels. The following articles may be useful in
and responsibility.
planning them.
For
example,
exchanging phone
Bromley, K. (1995). Buddy journals
numbers
and
for ESL and native-English-speaking
addresses of stustudents. TESOL Journal, 4 (3), 7-11.
dents may not be
Bromley, K., Winters, D., &
desirable.
Schlimmer,
K. (1994). Book buddies:
4. Arrange for the
Creating enthusiasm for literacy
exchange of the
learning. Reading Teacher, 47, 392-400.
letter folders. For
Dalle, T., & Hall, C. (1987). Pen pal
instance,
you
journals for cross-cultural
might drop off
communication. Elementary ESOL
folders on Friday.
Education News, 10 (2), 1-2.
Your colleague has
the weekend to
Green, C., & Green, J. (1993). Secret
read them and then
friend journals. TESOL Journal, 2 (3),
gives them to stu20-23.
dents on Monday.
Students respond,
and your colleague
returns the folders
to you on Friday.
Variations
When technology is available at both
institutions, teachers may consider doing this
project entirely by e-mail. Using e-mail
increases the speed and ease of exchanges
and can broaden the projects geographical
scope. For example, secondary school students in isolated communities with no local
institutions of higher education could communicate more easily and quickly with
classes in distant locations.
Follow-Up
There are several possibilities for closure.
The last exchange may be in the form of a
video, produced by either the students or
teacher. Students can read their good-bye letters on camera or plan more elaborate
farewells. If possible, include a short clip of
the class, showing group work and pair activ-
Acknowledgment
I wish to thank Jeannette Luini, my ESL
colleague at Abraham Lincoln High School
in San Francisco, and the students in both our
classes for participating in this pen pal journal project.
Author
Sally Winn teaches ESL at City College of
San Francisco, in the United States.
EVIEWS
If you have
ever asked yourself if schools
could
be
designed to provide
high quality education for all students, this
book was written for you. This ethnographic
study of Madison High School, an average
California high school (the name is fictional),
explores the difficult issues facing schools as
the student population becomes more
diverse.
Made in America: Immigrant Students in
Our Public Schools is written for teachers,
administrators, and teacher educators who
work and prepare others to work in schools
with diverse student populations. Although
the site of Olsens study is a high school,
educators at all levels of instruction can benefit from her honest inquiry and observations.
Through personal reflection and interviews
with staff and students, Olsen explores such
questions as:
Are all students equally positioned to participate in the academic and social life of
the school?
Is there an active process of exclusion and
sorting in the schools program and practice that consigns students by skin color,
class, and English fluency to positions of
unequal access to resources, opportunities,
and education?
Is academic achievement the result of
individual choices the students make or
systemic influences?
Made in America is clear, compelling, and
well written. From 2 1/2 years of interviews
with students, parents, faculty, and administrators at Madison High, Olsen weaves a rich
tapestry that illustrates the complexities and
Made in America:
Immigrant Students
in Our Public
Schools
Laurie Olsen.
New York: The New Press, 1997.
Pp. 276.
Reviewed by
Jacqueline Moase-Burke
Tamara Lucas.
Washington, DC: Center for Applied
Linguistics/Delta Systems, 1997.
Pp. xxiv + 294.
Reviewed by
Barbara Fagan
difficulties immigrant students face in
schools across the country. Each voice offers
an honest, new perspective on what it means
to participate fully in a U.S. high school. For
example, students ask, What will it take for
me to become part of this system? If I learn
enough English ... If I act like they act ... If I
dress like they dress ... Will I be accepted?
Do I have to give up who I am to find my
place? Is it worth it?
As an ESL consultant and former school
principal, I found Olsens exploration of
what it means to be remade in a U.S. high
school insightful, authentic, and compelling.
If you are a teacher, counselor, administrator,
or teacher educator preparing others to work
in schools with diverse student populations,
this book is a must. I would recommend it for
teacher education classes, study groups, book
talks, and as the focus of staff meeting discussions. Olsens analysis makes a significant contribution to the field as educators
seek to design schools that provide quality
education for all students, immigrant and
nonimmigrant.
Author
Jacqueline Moase-Burke is an educational consultant specializing in ESL and
bilingual education for Oakland Schools, a
regional educational agency in Oakland
County, Michigan, in the United States.
51
EVIEWS
from
them.
Lucas says that
immigrant students
are often marginalized and relegated to
other programs until
they have acquired
sufficient language
skills to participate
in regular classrooms. At the
same time, she
details ways that
some schools are
including immigrant youth in
inclusive programs so that
they are successful and prepared
for life beyond high school.
Chapters 3-6 detail four major principles
that Lucas believes should be applied to educational programs so that immigrant youth
can be challenged and become more successful:
1. cultivate organizational relationships
2. provide access to information
Do you ever question whether your teaching is as effective as it could be? Do you
wish for an expert to listen to your frustrations and concerns? Here is a chance to
spend time with those deeply immersed in
the study of language acquisition and student
support systems and to think about your
approaches with your ESL students.
So Much to Say: Adolescents,
Bilingualism, and ESL in Secondary School
presents current research on the particular
concerns of middle and high school bilingual
and ESL students. In Section 1, Dorothy
Waggoner, Linda Harklau, Ofelia Garcia,
Paula Wolfe, and Christian Faltis provide a
thoughtful description of students. They
skillfully portray the learning environment in
the United States, emphasizing the plight of
students whose schooling is limited, as well
as problems involved in gender equity.
Section 2 provides a comprehensive analysis of curricula, with chapters by Deborah
Short, Guadalupe Valds, and Margo
Gottlieb. This section offers a review of
research on integrating language and content
in sheltered content programs, developing
English writing skills, and political and educational concerns regarding assessment.
Section 3 focuses on programs: Carolyn
52 TESOL Journal
So Much to Say:
Adolescents,
Bilingualism, and
ESL in Secondary
School
Christian J. Faltis and
Paula M. Wolfe, Eds.
New York: Teachers College
Press, 1999.
Pp. vi + 280.
Reviewed by
Sharon Hough
Author
Barbara Fagan is ESOL/HILT secondary
school specialist in the High Intensity
Language Training (HILT) program,
Arlington Public Schools, Arlington,
Virginia, in the United States. She teaches
and is responsible for curriculum and staff
development.
Author
References
ESL Framework of
Stages: An Approach
to ESL Learning in
Schools K-12
Penny McKay and Angela Scarino.
Victoria, Australia: Curriculum
Corporation, 1991.
Pp. 221.
Reviewed by
Lexie Mincham
Framework of
Stages makes an
important contribution to the
understanding of
the
language
learning needs of
ESL children as
they progress
through schooling, and of the
ways ESL specialists
and
mainstream
teachers can
meet
those
needs in a variety of teaching
and learning contexts. The materials are
especially useful for those who are relatively
new to ESL teaching because they provide a
flexible tool that can be adapted and refined
to fit their particular approach and circumstances (e.g., intensive ESL teaching for
newly arrived nonnative English speakers or
ESL-informed mainstream teaching for
learners with previous English language
learning experience).
More recent work in the Australian context has focused on profiling outcome-based
approaches to ESL teaching and learning, but
ESL Framework of Stages remains a valuable
reference for the access it offers to a comprehensive language-based curriculum model
offering ESL teachers guidanceon all
aspects of the curriculum.
Reference
Scarino, A., Vale, D., McKay, P., &
Clark, J. (1988). Australian language levels
guidelines. Canberra, Australia: Curriculum
Development Centre.
Author
Lexie Mincham is employed by the
Department of Education, Training and
Employment, in South Australia. She has
extensive ESL experience as a teacher in secondary intensive and mainstream contexts
and as an adviser, project officer, and ESL
program manager. Her research interests
include systemic functional linguistics, language assessment, and policy development.
Autumn 1998
53
54 TESOL Journal
Immigrants and
Refugees: Create
Your New Life in
America
Raimonda Mikatavage. (2nd ed.).
Hampstead, MD: Melodija
Books, 1998.
Pp. ix + 197.
Reviewed by
Lynda Terrill
Contact Information
Immigrants and Refugees is also being
distributed through Delta Systems, Inc.,
McHenry, Illinois, 800-323-8270 (from the
U.S. only); http://www.delta-systems.com.
Author
Lynda Terrill teaches adult ESOL learners at the Arlington Education and
Employment Program (REEP), in Arlington,
Virginia, in the United States. She also manages REEPs Adult Learning Center. She is
coauthor of Heinle & Heinles
Collaborations series.
An Invitation to Reviewers
We welcome your reviews of
recently published ESOL
textbooks, curriculum guides,
computer programs, and videos.
Ask
?
the
TJ
A
question
to you,
the readers of
TESOL JOURNAL
Dear TJ:
I would like to ask readers for
advice on orienting new faculty: We
are redesigning our procedure for
orienting new faculty. Given the
context in which you teach, what
kinds of information about students
and the educational setting are helpful to newly arrived teachers?
ses, and
Questions, respon the TJ
sk
suggestions for A
:
to
should be sent
Note: TESOL Journal publishes responses in good faith. We will print corrections if necessary. TESOL Journal reserves the right to edit submissions.
Autumn 1998
55
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