Volume XXVI, No. 1
Fall 2005
KYTESOL
Newsletter
Dear KYTESOL Members and Friends,
It seems as though our fall conference took place just a short while ago, yet Thanksgiving is only
a few days away… (Time certainly flies, doesn’t it?) I hope your semester is progressing
successfully and that those of you who attended the conference were able to put to use some of
the many instructional ideas that were presented there. Next year’s conference promises to be
even more engaging and we encourage you not only to attend, but also consider presenting. We
would like to see more hands-on, practical sessions and for that we need greater involvement of
ESL practitioners. Feel free to contact me (rosiefiume@aol.com), or Christel Broady
(cbroady@qx.net), next year’s conference chair, if you are interested in being a presenter. We
could also use your ideas in an article format; for that, contact me or David Wachtel
(david.wachtel@kctcs.edu), KYTESOL past-president, if you would like to send us something
for the KYTESOL newsletter.
In the meantime, I hope that you will enjoy the current issue of our newsletter and find it useful
as you continue to serve English language learners throughout our Commonwealth.
Until next time, I wish you a very happy and peaceful holiday season and a successful academic
year.
Rosie Maum
KYTESOL President
KYTESOL Web Site: www.kytesol.org/
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KYTESOL
26 Years (79-05)
Kentucky TESOL Inc. is a professional organization for those concerned with the teaching of English
as a Second Language, Standard English as a Second Dialect, and Bilingual Education.
The KYTESOL newsletter is published four times a year and is available only through membership
in Kentucky TESOL Inc. Advertising inquiries should be directed to the Publisher Liaison.
Board of Directors
President (2005-2006)
Members-at-Large
Shelda Hale
KDE
500 Mero Street
Frankfort, KY 40601
(502) 564-7056
Shelda.hale@education.ky.gov
Past President / Newsletter Editor
David Wachtel
Social Sciences/MB 230
Lexington Community College
Lexington, KY 40506
1-866-774-4872
david.wachtel@kctcs.edu
Sonia James
503 Old Morgantown Rd
Bowling Green, KY 42101
(270) 746-2250
Sjames1@b-g.k12.ky.us
TESOL Liaison
Ron Eckard
1649 Chestnut Street
Bowling Green, KY 42101
ronald.eckard@wku.edu
Vice-President for Membership
(2001-2007)
Guangming Zou
114 Woods Hall
Murray State University
Murray, KY 42071
(270) 762-3508
Christine Sooriya-Arachchi
Publisher Liaison
Joy Allameh
103 Heritage Drive
Richmond, KY 40475
(859) 622-2099
joy.allameh@eku.edu
guangming.zou@murraystate.edu
Matt Perkins
Cardinal Valley Elementary
218 Mandalay Rd
Lexington, KY 40504
(859) 381-3340
mperkins@fayette.k12.ky.us
Rosie Maum
3205 Lake Pointe Ct.
Crestwood, KY 40014
(502) 241-1932
rosiefiume@aol.com
First Vice President (2005-2006)
Christel Broady
400 East College Street
Georgetown, KY 40324
(502) 863-8356
christel_broady@georgetowncollege.edu
Secretary (1999-2006)
Margo Jang
2619 Langdon Farm Rd.
Cincinnati, OH 45212
(513) 731-8861
mjang@one.net
Treasurer (1999-2006)
Angie Reimer
115 South Miles
Elizabethtown, KY 42701
(270) 737-8312
reimer14@bbtel.com
1 University Drive
UPO #1273
Campbellsville, KY 42718
(270) 789-5084
carachchi@campbellsville.edu
Review Editor / Professional
Development Liaison
Christel Broady
400 East College Street
Georgetown, KY 40324
(502) 863-8356
christel_broady@georgetowncollege.edu
Norka Padilla Whatley
JCPS
1633 Richmond Drive
Louisville, KY 40205
(502) 290-5205
Norka@insightbb.com
Webmaster
Daniele DiGiacomo Novak
558 Erlanger Rd.
Erlanger, KY 41018
(859) 322-7926
dnovak@erlanger.k12.ky.us
Byron Wright
675 Nomans Lane
Somerset, KY 42503
(606) 678-0950
bwright@pulaski.net
KYTESOL Web Site:
www.kytesol.org/
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Preliminary Survey Results of ESOL Teachers in Adult Basic
Education and Literacy Systems
By Rosie Maum and Yilin Sun
Introduction
The main objective of this TESOL-sponsored survey was to respond to the growing concerns of the
organization’s adult education interest section (AEIS) as they relate to the inequitable workload, lessthan-desirable working conditions, and heavy reliance on part-time teachers in programs that serve adult
English language learners. Previous studies in adult education have shown that such precarious
employment patterns undermine the professionalism of the field because many educators have to contend
with juggling several jobs, receiving low pay, and are being prevented from improving their instructional
practices or keeping abreast of current research. The purpose of this article is to give a preliminary report
of these working conditions and to gain a better understanding of the issues and concerns that seem to be
most pervasive in the field of adult ESOL. The study’s findings will help to plan future directions for the
AEIS membership and offer TESOL data to support their advocacy efforts for the field of adult ESOL.
The Study
Grounded on TESOL Standards for Adult ESOL programs, the survey provided an empirical basis on
which to examine the status, professionalism, and the quality of ESOL instruction in the field. The
purpose of the survey was threefold: (a) to examine the working conditions of ESOL teachers who work
within the adult basic education and literacy system; (b) to identify areas where TESOL can take action
and make plans for advocacy directed toward achieving equitable working conditions for ESOL teachers
in adult education; and (C) to use the survey’s findings to make recommendations aimed at improving
employment conditions and achieving equity in the workplace for adult ESOL professionals.
Participants
939 ABE/ESL educators completed the survey. Among them, 841 were from the U.S. and Canada, 39
were from other countries worldwide, and 59 did not specify where their program was located. The
majority of the survey’s participants were female (85%) and white/Caucasian (84.1%). The average age
of most respondents (61.5%) ranged between 46 and 65.
Findings
The survey investigated six major areas of interest to ESOL professionals in adult education: educational
requirements; employment status and benefits; teaching situation; workload issues; working conditions;
professional development; and, ESOL as a career and advocacy issues. Following is a synopsis of the
major findings in each of these categories.
Educational Requirements
Nearly 60% of the respondents indicated that their programs required a Bachelor’s degree with a TESL or
other related teaching certificate to teach ESOL. The survey’s data reveal that over 80% of the
respondents hold a Master’s (59.8%) or a Bachelor’s degree (20.6%), and more than half (54.3%) claim to
have completed 12 or more hours of college-level or graduate-level courses in ESOL.
Employment Status and Benefits
64.5% of the educators in the study revealed that they worked part-time in the adult ESOL program where
they teach. Almost half (49.1%) of the programs where the respondents work have between 0-20 teachers;
41.4% hire between 21 and 50 or more teachers. 30% of these programs have between 0-5 ESL teachers,
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and 25% have more than 30 ESL teachers. Less than a fourth of the ESOL teachers work on a full-time
basis.
When asked about employment benefits, almost half of the respondents (48%) stated that they received
none. Of those who responded positively, 54% indicated that they received medical insurance or health
benefits, 41% had paid vacation, 63% received sick pay, and 58% were covered under a pension plan.
The working conditions in the respondents’ buildings varied. 90% stated that they had access to office
machines (e.g., phone, photocopier, fax); 80% had a computer available for their use, and 79% had
Internet access, but only for the teacher; 81% felt that they had adequate materials to use in their
classroom, and 80% claimed that they worked in an adequately sized classroom with appropriate
furniture. More than half of the survey participants (52%) revealed that they did not have their own desk
or office space, and 61% did not have Internet access in the classroom.
Teaching Situation
The most common types of classes offered at the institutions where the respondents taught include Adult
ESOL (beginning/literacy, intermediate, advanced or mixed levels), GED/adult secondary education,
adult basic education, and citizenship preparation. A much smaller number of respondents (17%)
indicated that their program offered family literacy classes, GED in Spanish, TOEFL preparation, and
computer literacy.
Almost 70% of the responding teachers stated that state/province funding supported their program; 54%
received federal/national funding, and 25.7% of the respondents’ programs depended on local city/county
funding. About a third also received funding from student tuition and from private or other sources
(United Way, Wal-Mart, EL Civics grants, literacy grants, Department of Defense, etc.)
Workload Issues
33.3% of the survey respondents revealed that their program considered 20-30 contact hours a week a
full-time workload. For a smaller number of programs (9.8%) these contact hours exceeded 30 hours per
week. When asked whether the full-time teaching load for ESOL teachers was the same as for teachers in
other disciplines, 28.5% stated that it was, but the vast majority of respondents (65.3%) claimed either
that it was more than in other disciplines, or added specific comments. One teacher declared: “ESOL
teachers have the same credential and academic rigor if not higher like teachers from other disciplines.
However, we are discriminated. In our college, fulltime workload for foreign language instructors is 15
hours. Why should the ESOL instructors be treated differently with 20+ teaching load?” Another teacher
stated: “It’s absurd that college administrators conclude that teaching 2-3 hours of Spanish or French
daily is taxing on a teacher, but teaching 4-6 hours a day of ENGLISH as a SECOND language is a piece
of cake.” More than 43% of the respondents claimed that the wage of their full-time colleagues who work
in non-ESOL programs was more than theirs.
Working Conditions
Most of the survey participants (70.1%) indicated that their program was affiliated with a community
college or a local school district; only a small percentage (4.8%) was associated with a 4-year college or
university. The majority of the respondents taught classes that include adult ESOL literacy at the
beginning, intermediate, advanced, or mixed level. Their primary teaching situation varied from teaching
2 to 30 students per class. A small percentage (0.4%) indicated that they taught a class of more than 50
students. Some of the respondents who chose to comment on their working conditions stated the
following:
“Class size varies due to many seasonal workers and open enrollment all during the school year.”
“The enrollment of 30-40 drops off about 50% because of a variety of institutional and student variables.”
“We generally register about 70 students each semester, but between 20 and 30 attend on any given day.”
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Professional Development
The survey participants identified 3 areas to be “very important” for their professional training: ESOL
teaching methods and techniques (92%), access to resources and material development (80%), and
effective cross-cultural communication (74%). The areas that were considered “somewhat important” for
professional development included working with students with learning disabilities (54%), and
Workplace ESOL (55%); 20% of the respondents felt that training in classroom management and conflict
resolution was “not important”.
When asked how many hours of staff development release time they received each year, 28.4% of the
teachers revealed that they had none, 27.7% received less than 10 hours a year, and 25.8% indicated that
they had received between 10-20 hours of release time.
Only 15% of the survey participants stated that they had attended between 3-5 TESOL conferences over
the past 5 years, and 34% had not attended any conference sponsored by a TESOL affiliate.
ESOL as a Career
35% of the respondents declared that working in adult ESOL was “definitely” their long-term career.
29.7% said it was “very likely”, and only 5.3% responded with “not at all”. Many added their personal
comments. One teacher stated: “I love to remain in Adult ESOL!” Another noted: “My biggest concern is
that not everyone considers ESOL teaching as a professional endeavor. Many people think that if you can
speak English you can teach English. This line of reasoning is especially strong and pervasive in an
overseas context. Nonetheless, if it’s used overseas or stateside, I think it is used as a pretext to deny
benefits and salary to ESOL teachers. In this regards, many programs demand high standards from their
teachers, but pay no benefits…”
When asked what would be the main reason for leaving the field of ESOL if they had to, 30% of the
teachers indicated that it would be either because they needed more pay or wanted full-time work. Several
teachers added their comments to this question:
“When my grant ends in two more years, I’ll go back to the K-8 classroom”.
“Need for full time work, benefits, higher pay, job security and desire for more status/respect”.
“Getting close to burnout!” “Burn out over the never-ending threat of loss of funding – it’s more than the
job security, it’s the constant having to beg for money”.
“I’d leave only if it became boring or I thought I wasn’t doing a good job”.
“I am already retired. If I leave ESL teaching it would be because I am dead or in a nursing home!”
Advocacy Issues
The survey participants were asked to specify what kind of advocacy efforts they would most like to see
TESOL address on behalf of adult ESOL teachers. Here is what many had to say:
“Opportunities for full time employment. Recognition of TESOL certificate holders as professionals with
pay scale comparable to other certified teachers.”
“Promote ESOL and all adult literacy instruction as a priority, not something that will be funded if there
is money left over. Our students have such potential; many are professionals in their own country and
come here to be meat cutters because they don’t know the language. Advocate also for those on the other
end of the extreme, who have little education even in their own first language, but are willing to work
hard and learn to provide for their families.”
“Teacher Certification programs.”
“Assessment issues… Better alignment of ESOL assessment and NRS level descriptors.”
“1. Increased funding in general; 2. Benefits for part-time teachers.”
“Show legislators and policy makers the economic and social benefits of Adult Education, including EDL
and the need for professionals in the field in addition to volunteers. The field seems to have become deprofessionalized because of inadequate funding.”
“Respect for the profession and the importance of immigrants and their children in American life,
economically, socially, etc.”
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“Respect. Actual pay for time worked. Security. Benefits in retirement. Office space for each teacher to
meet with students without getting in colleagues’ way.”
“Promote more awareness of what we do and the benefits of our work to the general public and
government, so that we have more success getting money to fund our programs at the federal and state
level.”
Conclusion
This project is a major initiative supported by TESOL to investigate the ESOL Adult Education working
conditions at the international level. It should provide a vital link for TESOL to carry out its chief
mission of improving the teaching of English to speakers of other languages. The empirical data
collected from this project will be key in TESOL advocacy on behalf of itself, its members, and the
profession over which it serves.
Please watch for the reopening of the survey announcement from TESOL (www.tesol.org), complete the
survey and encourage your colleagues to participate in the survey. For more information, contact Yilin
Sun at yilsun@sccd.ctc.edu or Rosie Maum at rosiefiume@aol.com.
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6
From ESL Teacher to ESL Collaborator
Dr. Christel Broady
Many of us serving populations of students with home languages other than English became involved
with the programs in times where a few kids were pulled out of their classrooms in little clusters for small
group interactions. Many of such instructional activities were conducted in hallways, broom closets, and
the like. Materials were often unavailable as was any curriculum guidance.
Many teachers were individuals interested in populations from countries other than the USA because of a
variety of personal reasons and experiences. Besides that many of them were not officially licensed or
endorsed to teach ESL. Because they connected to their ESL/ELL children and did a great job with their
target populations, districts and schools continuously employed and emergency-certified them. In short,
ESL teachers were left to their own, made do with what was available to them and their employers were
happy with their work.
Fast forward to 2005 and we are in a different era we may call: “high stakes testing” or “No child left
behind”. Today, the bottom line is ACCOUNTABILITY. The culture of accountability changes
expectations. Not only do we need to state what we do to make students learn. No, instead, we need to
show evidence that ALL students learned. And, to make matters worse, outcomes are linked to funding
and public exposure.
The focus of governing agencies is to create an environment of accountability for ALL teachers to be
highly qualified to make ALL students learn. With this charge come new mandates. All teachers need to
now be highly qualified to teach a certain discipline or population. Teachers cannot be employed on
ongoing emergency certifications anymore. This highly qualified status requirement creates the potential
of a teacher’s shortage in ESL programs.
In addition to assuring that all teachers are highly qualified, all students need to achieve at the same level
at the same time as their peers. This charge creates a big challenge for districts and schools to be
extremely efficient with their ESL programs and integration of ESL/ELL students in their mainstream
classrooms. To add to the potential problem of teacher shortage we now add a huge increase in the need
for ESL instruction.
Such a situation creates an incredible administrative and logistical problem for districts and schools. A
small number of students can drain a huge chunk of district resources into compliance programs.
Consequences for non-compliances are grave and the possibility of consequences resulted in a renewed
interest in the reevaluation of existing ESL programs as well as more deliberate attempts of staff training
and assessment of programs.
It makes therefore sense that more and more districts and schools are interested in replacing their pull-out
programs with a mainstreaming program placing more responsibility on the regular classroom teachers.
Here another problem may arise. Many classroom teachers did not receive any training in ESL/ELL
instruction and feel only marginally prepared for any differentiation of their general instruction. Faced
with the responsibility for the academic success of non-English speakers the many mainstream teachers
are close to giving up on even trying to attempt to “do it all”.
This is the situation where a functioning collaboration between the ESL professional and the mainstream
teachers can truly help to bridge the achievement gap.
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Instead of focusing on instructing ESL/ELL students themselves, the new ESL professional will teach the
school community to help ESL populations learn.
In collaborating with mainstream classrooms ESL programs are often compared to SPED programs. In
the past 20 years, both programs were administered in isolation as islands. There were administrators for
each program. Each has referral system, evaluation system, eligibility criteria, service parameters, exit
criteria. Sometimes, both programs were/are administered by the same office or person in the central
office of a district.
The separate programs were based on the assumption that struggling students were better off separated
from their peers. Another assumption was that one can only provide individual attention and support in a
setting or situation separate from the students’ peers.
Another assumption was that staff members are incapable of teaching to a range of students and
furthermore that schools are incapable of changing to meet student needs.
Some major problems with separate programs became apparent. They track and marginalize students and
are costly. Separate programs require personnel to expend a tremendous amount of resources in
determining eligibility. Separate programs result in some students receiving services and others being
denied and they fragment a student’s day. Separate programs blame and label students and enable
educators and students not to change. Separate programs may prevent transfer of educator and student
knowledge back to integrated environments.
What is the alternative to separate programs? Fully inclusive classrooms are often the desired approach to
academic learning. Such environments need to be based on the following assumptions:
 Modify the curriculum to enhance relevance for each student
 Modify instructional techniques
 Teacher’s knowledge and beliefs of learning are critical
 Must assume that all children can learn and be successful in classroom
 Expectations must be high
 Teachers are responsible for creating learning opportunities and removing barriers to learning and
participation
 Best Practice for ESL Populations is Best Practice for all Learners
 Expand repertoire of teaching behaviors and collaboration
 Teachers believe they “can’t go it alone’ and meet the needs of everyone all by themselves
 Use of background players for support such as: consultants, fellow teachers, related services
personnel
 Educate everyone in their classroom
 Make decisions about instruction
 Follow the general curriculum while making adaptations to help everyone succeed
 Seek, use and coordinate support for those who need extra help
 Be an enabler of students’ learning and a partner with other professionals
General educator and ESL l educator and roles and responsibilities shift in inclusive settings. Teachers
are responsible to assess and accommodate individual academic, intellectual and emotional needs. ESL
educators are facilitators and collaborators. Both must clarify roles, responsibilities and beliefs about
inclusion of students.
Collaboration in classrooms can be difficult, however. Classrooms have traditionally been isolated from a
collaborative approach. If a teacher asks for help or assistance, it is often perceived as a lack of
competence. Classroom teachers as well as ESL teachers are used to sink or swim alone.
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Collaboration is voluntary and requires parity between individuals. Collaboration is grounded in mutual
goals and depends on shared responsibility for participation and decision making. Collaborators share
their resources and share accountability for outcomes. Individual who collaborate value the interpersonal
nature of collaboration and trust one another. In the end, a true sense of community can emerge from
successful collaboration.
There are some interactions which may build barriers to collaboration:
1. Giving advice
2. Giving false reassurances
3. Misdirected questions
4. Inattention
5. Interruptions
6. Using clichés
7. Moving too quickly to problem solving
Some interactions can remove barriers:
1. Offering support
2. Using general, non-threatening openings
3. Restating what another individual contributed to make sure the information is clear
4. Verbalizing the message you feel is being implied
5. Asking the speaker to clarify
6. Allowing silence to occur so that participants can reflect
7. Putting events in the proper order and context
8. Summarizing so that everyone has an opportunity to agree or disagree with what was said
9. Find Common Goals
10. Brainstorm Possible Solutions
11. Summarize Goals and Solutions
12. Follow Up to Monitor Progress
In the end, it is up to the best practice skills in both professionals and other team members and their
willingness to make things work with each other. Collaboration brings unexpected situations, unforeseen
problems and successes. Overall, however, best collaboration enhancing learning in ESL students will
make the classroom better for ALL students. Anything helping ESL children out in their learning will
inevitably help others to grasp their materials better also. There will not be any losers, just winners!
***Some of the content included was created for the “ESL and Special Education Teachers as Leaders and
Communicators: Strategies to Help Classroom Teachers Meet the Needs of Diverse Population” Conference in
October 2005 by Christel Broady and Eve Profitt. ***
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Textbook Evaluation: English Language Learners Grade 1
Houghton Mifflin Reading: A Legacy of Literacy
Mary Flores, in collaboration with Dr. Christel Broady
Introduction
It is hard work to develop a textbook that is current with our state and national standards. Fayette
County’s standards come directly from Kentucky English Language Proficiency standards. Many
teachers use textbooks as a guide for instruction.
The textbook I will be evaluating is a book that my school in Fayette County selected as a result of being
a Reading First School. Our school was selected to receive a Reading First grant by the Kentucky
Department of Education. Each school that was awarded a grant was to focus on reading instruction in the
primary grades. Our grant requires that all primary students receive reading instruction from our newly
adopted reading series by Houghton Mifflin.
One important component to focus on was the English as a second language series. One-third of our
school’s population has a first language other than English. I came to the conclusion this textbook would
be important to evaluate to see if it is appropriate for our school, county and state. The Celce-Murcia
Textbook Evaluation Checklist in Appendix A and B (p.425-427) was very useful to me as I created my
rubric. I also found the article from McDonough & Shaw on Evaluating ELT Materials (1993/1994) to be
absolutely essential to evaluate this textbook.
External Evaluation
Criterion
Is well organized to meet the goals
of our school state and county
Provides additional activities to
integrate in the text.
Lesson format is easy to use and
sequence is clear for both teachers
and learners
Materials include visuals of both
genders, varied ages, and are
representative of ethnic, racial, and
cultural diversity
Includes additional resources such
as technology to promote success
Contains a clear table of contents
Lessons include reading writing
listening and speaking skills
Includes language objective in each
lesson
Good evidence
Some
evidence
Little
evidence
No evidence
X
X
X
X
X
X
X
X
10
Internal Evaluation
Criterion
Is appropriate to promote language
development to meets the variety
levels of students
Provides opportunities to Build
student’s background knowledge
for texts to be read
Provides opportunities to Build
students English Vocabulary
Contains frequent opportunities for
open-ended and creative uses of
language
Provides opportunities for students
to transfer existing strategies in
English
Contains reading materials that is
engaging and appropriate to the
learner
Shows evidence of supporting a
variety of learners
Encourages oral responses about
lesson concepts that are higher
level
Contains useful visual resources
such as graphic organizers for the
student and teacher
Fits the knowledge base of our
teachers
Good
evidence
Some
evidence
Little
evidence
X
No evidence
X
X
X
X
X
X
X
X
X
External Evaluation
I was very interested in doing this project. I wanted to make sure that I could use this information to
modify and fill in the gaps that it may contain. The themes of the textbook closely match our county’s
scope and sequence.
The Houghton Mifflin Handbook for English Language Learners supports our school goals since it
focuses on the five-targeted areas of Reading First. The five target areas are vocabulary, comprehension,
phonics, phonemic awareness, and fluency. It also supports Fayette County’s Framework for English
Language Learners because it contains process writing, daily guided reading, listening and speaking. It
particularly allows mainstreamed and ESL teachers the resources to provide the necessary support as
stated in TESOL’s standards.
Goal 1: To use English to communicate in social settings. Standard 1: Students will use English to
participate in social interaction. The text has a black line master of the characters from the student’s story
to allow them to retell their story using the character as a puppet. Playing with language in using the
puppets are both motivating and enjoyable for all students. Standard 2: Students will interact in, through,
and with spoken and written English for personal expression and enjoyment. This text is structured in
such a way that it supports opportunities for journal writing, newsletters, and language experiences. This
is another method for students to use self-expression and to interact with their peers. Standard 3: Students
11
will use learning strategies to extend their communicative competence. The text has a variety of songs,
poems, and chants as for each week’s lessons. This sparks prior knowledge and develops interest. Many
of the techniques are based on total physical response. Using this technique creates a common experience
for all of the students in the class.
Goal 2: To use English to achieve academically in all content areas.
Standard 1: Students will use English to interact in the classroom.
This text has discussion questions that allow students to interact in the classroom by participating in oral
and written responses.
Standard 2: Students will use English to obtain, process, construct, and provide subject matter information
in spoken and written form.
This text introduces students to background information and vocabulary and supports children’s
acquisition of basic English vocabulary by drawing on student’s prior experiences. There are also
opportunities for student participation as well as direct instruction.
Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.
This text also provides a skill focus and a section to preview and review the skill taught each week. This
is important for ESL students because it provides background knowledge and it supports skills across the
curriculum. The skills areas include phonics, high frequency words grammar and writing. Furthermore
the text easily highlights academic language used in the lesson since these terms are often unfamiliar to
English language learners. It also reiterates the importance of writing the objectives and academic
language on the board to reinforce student’s recognition and comprehension of words.
Goal 3: To use English in socially and culturally appropriate ways. Standard 1: Students will choose a
language variety, register, and genre according to audience, purpose, and setting. The skills and literature
taught in this text gives students exposure to a variety of genres. Preteaching of vocabulary and language
patterns supports comprehension of the literature. The simple text provides repetition and allows
students to perform using gestures and movements to help them internalize vocabulary. Standard 2:
Students will use non-verbal communication appropriate to audience, purpose, and setting. Each lesson
helps prepare students concretely illustrates the topics through movement, visual aids, realia, role-play
and drawings.
Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and
sociocultural competence. There are plenty of strategies that the text suggest in the Language Transfer
Support section of the text. This helps identify areas where attempts to transfer knowledge from one
language to another may cause difficulties in comprehension. Furthermore, the text offers a
comprehensive list of language transfer errors as a resource for the teacher.
The teacher’s manual does a fantastic job at describing the different approaches to use and adapt with
English language learners. It is very beneficial for any teacher to know the different ways to support the
students’ first languages. I also appreciated the background information that it provides for mainstream
teachers on second language acquisition instruction and interaction.
The authors of the Houghton Mifflin English Language Support textbook took their research from a
variety of reading and ESL experts. The lessons in the book provide teachers with materials and
approaches designed to help English language learners develop proficiency and fluency.
Internal Evaluation
The internal evaluation allowed me to look at the fit between the textbook and the teacher and student.
Most, but not all, of the input in the text is familiar to learners making it easy to understand and follow.
The leveled books for the students are both fiction and nonfiction. The pictures have labels and the
vocabulary is clear and concise. There are a wide variety of books and articles for self-selected reading
that include a wide variety of interests and genres.
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I strongly believe this book is teacher friendly because the lesson format is sequential and contains all of
the materials and age appropriate vocabulary for each lesson. The book also offers choices for a variety
assessments and visual materials.
The textbook is useful and easy to understand for the teacher because the language is targeted and taught
explicitly. Each week there is a five-day lesson plan that includes what materials are needed for the
lesson and the targeted vocabulary for the day. The lessons include the sounds of English, grammar,
writing, phonics and structural analysis. The five-day lesson plan contains language development that
includes commands for the learner to follow as well as sentence completions.
I see how this book clearly uses the research on total physical response as a reason to incorporate the
commands and physical responds before verbal responds. According to Richards and Rodgers, Asher
describes the learner as in total physical response as having the primary role of listener and performer
(Richards and Rogers, 2001).
There is also a focus on high frequency words and phonics. I believe this is not based only on the whole
language approach because of the phonics portion of the text. Whole language proposals are seen as antidirect teaching, anti-skills, and anti-materials (Richard and Rodgers 2001). However, it does include the
authentic literature and incorporates writing for authentic purposes.
The text also builds background knowledge for the text. The song, rhyme and chant coincide with the
theme of the week. The songs are related to the topics and therefore allow for plenty of movement. The
student responds through movement and has multi-leveled activities for multi leveled children from
beginning to advanced. The themes that are covered in this unit contain social language, such as greeting
others, and academic language, such as graphs.
One drawback with using this textbook is it must be used with students who have limited or some English
proficiency. The reason I feel this is because many of the activities do not support a non-English
proficient student. If a student were literate in another language, it would be easier for them to transfer
their existing knowledge using this textbook. However, many of the students at my school have not been
in school in their home country.
The book also suggests making connections with terms in their primary language especially if it has a
Latin base. A student who does not have a strong Spanish background would have difficulty transferring
this existing knowledge to a new knowledge. The Language Support portion of the book primarily
focuses on supporting students whose primary language is Spanish. However, not all ESL students are
from Spanish speaking homes.
A good way to supplement this would be to involve the use of computers in the classroom and listening
stations. I also would incorporate more visuals and illustrations. For example if the book shows a picture
of an animal. I would look for additional pictures of that animal and incorporate the use of audiovisuals
to help make it clear.
Critique
The Houghton Mifflin reading textbook for English language learners contains both instruction and
interaction that is absolutely essential for English language learners. I found this book to be useful for
both mainstream and ESL teachers. With the high demands of No Child Left Behind it is important to
have research-based textbooks in our schools. I do feel that my school is headed in the right direction.
There are so many wonderful resources that this textbook has for the teacher and learner. In order to
achieve maximum results, the teacher should take time to examine the textbook and reflect on how it
matches the needs of the class.
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References
Celce-Murcia, M. (2001) Textbooks: Evaluation for Selection and Analysis for
Implementation. In Teaching English as a Second or Foreign Language
(p. 415-427). Heinle & Heinle-Thomson Learning, Third Edition.
Cooper, J. D.& Pulaski, J (2003) Handbook for English Language Learners. Boston: Houghton
Mifflin
McDonough and Shaw (1993/1994) Evaluating ELT Materials, Retrieved
October 2, 2005, from Blackboard.
Richards, J. C. & Rodgers, T. S. (2001), Content-Based Instruction. In Approaches
And Methods in Language Teaching. Cambridge University Press, Second Edition.
Fall 2005 Conference Abstracts
Dr. Elliot Judd, TESOL President
Friday Discussion Group Session:
TESOL, the Professional Association: Why Do I Need It?
Abstract: Dr. Judd, the facilitator, will briefly describe
some key things that TESOL, the international professional
association, does and why its work affects
all ESOL professionals. Additionally, he will answer any questions from the
audience on how TESOL functions and welcome any suggestions on how it
should move in the future. Audience: ALL
Saturday Concurrent Session:
Reading as a Real-World Activity
Abstract: In this paper, Dr. Judd will discuss how readers
read in natural situations. Through observation of reading in
the real world, we can gain insights on which common
practices in the ESL reading classroom prepare students to
read in the world beyond the classroom and which practices
do not. Dr. Judd will offer practical suggestions for ESL
reading teachers and welcome suggestions
from others in the audience. Audience: ALL
Saturday Plenary/Keynote Address:
Politics, Language Policy & TESOL
Abstract: Language policy in the U.S. has always been a political issue. Dr. Elliot Judd, TESOL
president, will briefly describe U.S. language policy from Independence to current situation. Then, he will
discuss some key issues in current language policy including the debates of English as an official
language, bilingual education, teaching foreign languages to native-English speakers, adult ESL
education, and visas to international students. All of these issues will be discussed in terms of their wider
political orientations and their impact on TESOL professionals. Audience: ALL
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Roger Rosenthal, Esq., Executive Director of Migrant Legal Action Program
Friday special session
Rights of Immigrant Students and English Language Learners/Students in the Kentucky
Public Schools
Abstract: Immigrant children and English Language
Learners (ELLs) often face barriers in gaining entry to
public schools and participating in school activities.
This presentation will review what Kentucky schools
can and cannot require of immigrant children and
ELLs. Topics to be discussed include Social Security
numbers, immigration documents, birth certificates,
and immunization records. Eligibility for the free and
reduced school lunch and breakfast programs will also
be covered. Schools’ responsibilities regarding English
Language Learners will also be reviewed in some
detail. Audience: ALL
Saturday concurrent session
“Immigration Policy 101”. What Educators
Need to Know About Immigration Policy
Abstract: Because most English Language Learners are immigrants or have immigrants in their
families, government immigration policies are of enormous importance to them. In order to serve
immigrant populations effectively, educators who work with ELLS should understand the immigration
proposals pending on Capitol Hill, the possibilities for undocumented persons to legalize, immigrant
access to driver’s licenses, and other issues. Audience: ALL
Rick Passovoy, President/CEO of TransACT
Abstract: The Kentucky DOE provides TransACT to all districts in Kentucky to provide compliance
support for Title I, III, IX, X, FERPA, PPRA, IDEA and the Office for Civil Rights. During this
presentation, you will learn how districts are making the most of this online resource as a way to improve
school-to-home communication in multiple languages.
Audience: K-12
José Velázquez, Hispanic Family Learning Institute
Abstract: Recent demographic trends raise very important
questions for educators
to consider as we plan for our future. Indeed the stakes are
high as states not traditionally known to have a strong Latin
American immigrant presence now have the fastest rate of
growth of this population. It is the responsibility of all
educators to develop new knowledge and skills to meet the
needs of Latin American immigrant youth and families. José
A. Velázquez will share some insights based on personal
experiences further supported by what research identifies as
instructionally sound practices. Audience: ALL
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Jane Mencer, National Center for Family Literacy
Supporting English Language Learners
Abstract: As the population of English Language Learners grows Education programs are racing to
meet the increasing demand for ESL classes and effective staff development. This interactive session will
feature free on-line resources (NIFL Verizon, the Adult Education Toolkit, etc.) for meeting the varied
needs of learners and staff. Audience: Adult ESL, Higher Ed & Secondary
Maurice White, Morehead State University
Effective Strategies for Teaching Multilevel Adult ESL Classes
Abstract: Planning for multilevel classes requires the ability to
juggle any different elements as teachers must provide activities that
address the learning styles, skill levels, and specific learning
objectives of each individual. Teachers can use a variety of
techniques and grouping strategies and a selection of self-access
materials to help all learners be successful, comfortable, and
productive for at least a portion of each class. Audience: Adult Ed,
Higher Ed, K-12
Julester Bennett & Sandy Byrd, Shelby County Schools
Handling the LEP Paperwork
Abstract: Overwhelmed with the procedural logistics to meet state and federal guidelines required for
LEP students? Shelby Co. district shares their LEP forms used for streamlining current and prospective
LEP students. The presentation covers a 'check and balance' system used to identify LEP students, meet
their instructional needs, and track their academic progress. Audience: K-12
Marti Kinny, Jefferson County Public Schools
SIOP Roundtable
Abstract: This session provides an opportunity to
join a discussion about the Sheltered Instruction
Observation Protocol (SIOP) Model and how it is
being used to improve instruction for English
language learners in Kentucky. Teachers who have
participated in SIOP training will share their
experiences implementing that model in their
classrooms and schools. Audience: K-12
Dana Morrison, Kentucky Department of
Education, & Sylvia Baxter, Jefferson County
Public Schools
Supporting Standards-Based Instruction: A
Kentucky Teacher’s Resource
Abstract: Come explore an interactive, web-based
resource designed to guide teachers in planning,
delivering and assessing instruction for our English
language learners. Instructional companions, tied to
Kentucky’s English Language Proficiency
Standards, have been developed to highlight
grade specific strategies, interventions, scaffolding
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techniques, and modifications consistent with the principles of second-language acquisition and academic
learning. Participants will receive an instructional companion CD. Audience: K-12
Iddah Ottieno, Bluegrass Community and Technical College
Making Connections Abroad with TESOL
Abstract: This session will be a report on the just concluded 2005 Summer Faculty Exchange Program
at Maseno University, Kenya. Information will be provided on how you can become part of this great
adventure of connecting with the world through teaching, learning, and service to the global community.
Participants will be treated to a slide presentation of Kenyan Wildlife taken during a week long Safari to
the famous Masai Mara, Amboseli, and Lake Nakuru National Parks. Audience: ALL
Christel Broady, Georgetown College
Closing the Achievement Gap by Communicating Effectively with Mainstream Teachers
Abstract: Today’s ESL professionals are expected to advise administrators on the best program choices
and to assist teachers in the mainstream classrooms. In this session we will discuss some areas of
possible concerns and some strategies for success. Audience: Higher Ed, K-12
Linnie Lee, Kentucky Department of Education
Read and Write Gold: Literacy Support for All
Abstract: Read and Write software has many tools to support reading and writing, including text readaloud, word prediction, audio spell check, talking dictionary and Spanish translation tool. Get hands on
experience in a mini-lab, and see how this technology, available in 95% of Kentucky schools, can help
meet the needs of the English language learner. Audience: K-12
CATS Online as a Testing Accommodation
Abstract: Students with limited English proficiency who use a text reader (i.e. Read and Write Gold) to
gain access to content or support learning to read and write English may be eligible to take the KCCT on
the Internet. This is being done in a few schools and has potential for many more. Receive information
to prepare for administering the assessment in an electronic format. Audience: K-12
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ESL-PD on Track
Maurice F. White
Morehead State University
Kentucky Adult Education, Council on Postsecondary Education (KYAE, CPE) is committed to serving
the rising number of adult ESL learners and expanding professional development (PD) for ESL
practitioners. In addition to the ESL workshops and online course, and various presentations at Kentucky
Association of Adult and Continuing Education (KAACE), KYTESOL, and the National Center for
Family Literacy (NCFL), other efforts over the 2004-’05 academic year merit attention. KYAE
leadership, adult ESL practitioners, and the Adult Education Academy for Professional Development at
Morehead State University collaborated on a number of successful PD activities:
During quarterly meetings, the Professional Development Practitioner Advisory Team (PDPAT) members
planned the direction and content of ESL-PD, including an Adult ESL Toolkit (scheduled to be
distributed to all 120 counties at the KAACE conference September 19 – 21). As the chief writer and
content developer of the toolkit, I deem it an essential resource for novice adult ESL teachers.
Experienced teachers and program administrators will find it a helpful tool as well.
The Center for Applied Linguistics (CAL) based in Washington, DC conducted two BEST Plus (ESL
assessment) workshops. “Yours truly” was identified as the upcoming state trainer.
KYAE assembled a four-member team, headed by Dr. Sandra Kestner, to implement a multi-year Center
for Adult English Language Acquisition (CAELA) State Capacity-Building Initiative for Adult ESL-PD.
The first meeting of nine states took place at CAL in Washington, DC in April. In addition to the wealth
of information, I especially enjoyed the opportunity to share and network with the other states.
A CASAS (ESL assessment) workshop was held. KYAE-ESL associate, Joyce Bullock, and two ESL
practitioners/ PDPAT members participated in the recent CASAS Summer Institute in San Diego.
KYAE staff and state-partners participated in a National Center for the Study of Adult Learning and
Literacy (NCSALL) forum: Using Study Circles to Promote Evidence-Based Practice (nice fit within the
new PD system).
In fact, all of the ESL-PD being offered this year – modified and new – lends itself to KYAE’s vision for
continuous improvement and increased professionalism! Every opportunity encourages novice and
experienced instructors to 1) investigate new practices, 2) apply and evaluate knowledge and skills, 3)
disseminate what is learned, and 4) demonstrate what is learned. And, most importantly the whole system
is entirely on line! However, developing the most effective Individual Professional Development Plan
(IPDP) demands even closer communication and better planning between practitioners and supervisors.
Be sure to check out the new PD Handbook, and monitor the online PD calendar. Don’t forget, the long
awaited Adult ESL Toolkit will be disseminated at the KAACE Conference. A new group for ESL
practitioners is now being developed on the ANGEL platform. Lastly, a new workshop, ESL Curriculum
and Instruction, is scheduled for October!
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KYTESOL Membership Application
Name: Dr./Mr./Ms.______________________________________________________
Mailing Address _______________________________________________________________
_______________________________________________________________
Phone (Home) ___________________________ (Work) _____________________________
Email Address _______________________________________________________________
Institution/Affiliation __________________________________________________________
Membership Category:
____ Regular $20.00
____ Student $12.00
____ Institution $50.00
My position is:
The population I serve is:
____ Teaching
____ Elementary
____ Administration
____ Secondary
____ Student
____ University
____ Other
____ Adult
____New ____Renewed membership
____ Other______________
The membership year runs from September 1 to August 31.
Please send application and check to: Angie Reimer, 115 South Miles, Elizabethtown KY 42701
The KYTESOL Newsletter
David Wachtel, Ph.D.
Professor
Social Sciences/MB 230
Lexington Community College
Lexington, Kentucky 40506
www.kytesol.org/
KYTESOL Web Site
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