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Unit 1: Parts of Speech
Unit 2: Phrases, Clauses, and Sentence
Structure
Unit 3: Simple & Progressive Verbs;
Gerunds & Infinitives
Unit 4: Perfect & Passive Verbs
Unit 5: Complex Sentences
Unit 6: Overview of City ESOL Program

 Overview of ESOL Student Population
 Tips

 Generation 1.5
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Born in U.S. or immigrated at a young age
Most (if not all) schooling in U.S.
Native-like speakers of English
Difficulty with academic language in all languages
Usually do not identify themselves as ESOL

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Adult Immigrants & Refugees
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May have no or limited education
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Developing academic/study skills
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Lack of abstract understanding of language
Gaps in background knowledge
Difficulty with social and academic language
Limited understanding of U.S. cultural norms and content
May have experienced trauma
Younger Immigrants
 Blend of Generation 1.5 and Adult Immigrant issues
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Some academic skills (educated) in all languages
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Lacking English fluency and vocabulary
Generally motivated to learn English

 International Students
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Smallest number
In U.S. for a limited time
Financial resources available
High academic knowledge in all languages
Usually strong in reading and grammar
Usually more difficulty with spoken English

Connections between ideas are not clearly shown.
Possible Reason:
 Language Background
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Thought Differences (Kaplan, 1966)
Semitic Oriental Romance Russian
 High Context vs. Low Context Culture
“…what remains instructive and useful is
Kaplan's insight that discourses across cultures differ not only in grammatical features, but also in generic and rhetorical patterns, in expectations between readers and writers.”

I don’t talk directly. This is the point I want to make, but I don’t go directly, I don’t make a statement exactly, I just go around it, then people misunderstood. I make, I make people confused because I didn’t go directly, I didn’t say the sentence, so, it happens then, so they ask me, is this what you want to say? Is that it? You know? Why can’t you assume? I expect people assume, people understand.

 Typical college lecture:
 What language and cultural difficulties might our different
ESOL populations have?
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Generation 1.5
Immigrants & Refugees
International Students
 Watch video

 Global: more serious errors that usually impede understanding.
 Local: less serious errors that, while distracting, most often do not impede understanding.
 Subject/verb agreement: He attend college.
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Articles: You can get that at store.
Singular/plural: I have a lot of homeworks.
Preposition: I’ll meet you on 3:00 today.
Word Form: Writing under the pressure of time gives students several beneficial including the ability to think and organize fast.

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A lot of writing? Give writing diagnostic the first week
Questionnaire (for everybody!)
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First language
Languages spoken
Level of education/Education experience
Previous English classes
Computer skills
Number of units currently taking
Number of hours working
Major/Career goals

 Community building activities
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Get to know each other activities
Develop relationships to learn study skills
 Discuss answers in pairs/groups first
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Increased confidence
Participation boost
Instructor can listen and identify challenges

A. Speed and clarity
B. Word choice
C. Repetition
D. Clarification questions

 Talk slower than normal and enunciate
What did you get out of the reading?
Wadjugedouta??
the reading??
I’m confused!

 Define academic terminology
 Limit/Define slang and idiomatic expressions
Well, by no stretch of my imagination do I believe you've all come here to hear me lecture. But rather to ascertain the identity of the mystery math magician.
How do you stretch your imagination?
Ascertain?
Hmmmm…

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A walk in the park
Game plan
Foot in the door
Bring to the table
Off the top of my head
Time to boogie
To put it in a nutshell
This is really key
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Directive
Ed plan
General ed
Prep for the major

 Repeat, repeat, repeat… then repeat again… then have the student repeat back to you… then repeat again.

 Ask specific questions
Yes.
Does that make sense?
Do you understand?
I don’t want to ask again.
I’ll ask my sister what he means later.

 Does that make sense?
Yes
 Do you understand?
Yes
 Do you see what I mean?
Yes
------------------------------------------------------------------------
 So how would you solve this problem?
 Would this formula work?
Yes
How do you know that?
 What is the main argument of this article?
 Now explain why this theory doesn’t work?

 Book
 Lecture
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Agenda
Discuss prior knowledge, context, and key vocabulary before lecture
State/show plan of lecture in introduction
 Homework

 Outlines
 Flow Charts
 Key ideas/vocabulary on board
 Pictures/Photographs
 Page numbers on board

 ESOL students’ general academic and disciplinespecific language is often impoverished (Kinsella)
 Focus on:
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High-frequency/high utility academic words (e.g. consequence, issue, analyze )
High-use disciplinary words (e.g. economy, metaphor, species )
 “Big Idea” words that relate to lesson concepts (e.g. stereotype, outsourcing, fossil fuel )

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Choose 6-8 target words
Students rate knowledge
Rating Scale:
1. I don’t know it at all
2. I’ve seen it before
3. I know it and use it
4. I could teach it now
Target Word What I think it means
Polysemous
Apotheosis
Protocol
Derive
Rating
Before
Rating
After

 Pronounce the word, give an explanation using common language, and identify part of speech
Accurate is an adjective that means something is true, right, correct… The antonym, or a word with the opposite meaning, is inaccurate.

Movies and television shows don’t always contain accurate information about typical families in the
United States. Sometimes they are inaccurate. For example, critics have noted that The Cosby Show was not an accurate representation of African
American family life. It demonstrated white, middle class norms using African American actors.

Step 4: Deepen Understanding/Coach Use
 Identify one movie or television show that gives an an
accurate or inaccurate account of a typical American family.
 In my opinion, ______ is an accurate/inaccurate representation of a typical American family because…
(reason)

 Personal invitation/accessibility
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Non-traditional office hours (cafeteria)
Beginning of the semester assignment: E-mail instructor
 Lecture Notes
 Showing a variety of examples of student work
 Pre-drop deadline progress feedback
 Online support
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WebCT
Quia.com

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ESOL Instructors
The English Center (C-226)
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Hours: Mon-Thurs 9am-7pm and Fri 9am-3pm
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Face-to-face and online
Have students bring assignment instructions
Copy of tutoring form in mailbox
Self paced grammar programs: Perfect Copy, Tense Buster, Skills Bank,
Focus on Grammar
Piloting one-unit grammar class (Eng 97)
Continuing Education
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Open Entry/Open Exit
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Morning/Afternoon/Evening Schedules
ESL and computer basics
Counseling/DSPS/Mental Health Services

 What are one or two things from today’s workshop that you would like to apply this semester?
 Do you have any questions?