1. A working
definition of what is meant by "ESOL or ESL"
"ESL"
stands for "English as a Second Language." The word "second" does NOT mean that
English is of "secondary importance" in the lives of our students. It simply
means that they were raised and educated using a language other than English,
and that they are now learning English as their second language. "ESOL" stands
for "English to Speakers of Other Languages" It is another, perhaps clearer,
term for the same area of study: the English language for people who grew up
in surroundings where a different language is spoken. "ESOL" is the preferred
term, as it is less likely to be misunderstood.
2. A clear statement
of purposes and goals
In order to meet their responsibilities, the students and the professional
staff must be familiar with the ESOL program's purpose and goals. The statement
must include the nature and scope of instruction, and it should address such
issues as eligibility for services, performance and exit standards, and the
granting of credit. Whenever possible, the statement should be available in
the students' native languages, to ensure their understanding of the program.
3. Trained ESOL
professionals in reasonably-sized classes
The
program must have ESOL teachers who are qualified and, at K-12 levels, state
certified. Where large class sizes or wide ranges of achievement warrant extra
assistance, trained para-professionals should be employed. It should not be
assumed that any teacher who speaks English well, teaches English to native-born
speakers, or teaches foreign languages is automatically qualified to teach English
as a Second Language. New speakers of English have needs that are quite different
from those of native-born speakers who are enhancing their English skills or
learning a foreign language.
Pupil-to-teacher ratios should, ideally, be lower than those that exist in mainstream language classes, given the greater variety of proficiency levels found in the typical ESOL class.
With the exception of ESOL within bilingual education programs, it is not necessary that the ESOL teacher speak the native language(s) of the students. Indeed, in multiple-first-language settings, it is rarely possible. However, it is desirable that the teacher be conversant in at least one other language, if only to ensure that he/she has an appreciation of the process of second-language learning.
ESOL teachers should understand that their job is to facilitate the acquisition of a new language--not to take away the students' native languages or cultures.
4. Appropriate
instructional space
Students and teachers of ESOL need instructional space that is adequate,
safe, clean, comfortable and reasonably attractive--as do all other students
and teachers. A school should not place an ESOL class in an inappropriate setting
because the class is small or the students are not likely to complain.
5. A comprehensive
system of assessment
A good ESOL program has clearly stated criteria for: a) entrance to placement
in the program, b) progress within the program and c) exit to the mainstream
English curriculum. These criteria should include, but not be limited to, performance
on recognized, standardized tests of English-language proficiency, designed
for new learners of English. The ESOL professionals in charge of the program
must be provided with adequate time and appropriate space to screen, test and
interview students, and to record results.
6. Coordination
with the mainstream
ESOL
teachers in school settings, elementary through university, should have time
made available for consultation with their students' content-area teachers.
Such an arrangement eases the transition from the ESOL program to the mainstream
and helps prevent duplication of effort.
ESOL teachers in adult education should familiarize themselves with institutions and establishments where their students are most likely to make extensive use of English, e.g. banks, post offices, medical clinics, and workplaces, and tailor their instruction accordingly. They should also be aware of opportunities for further education and training available to their students either during or after their study of English.
Complete records of students' progress in the English language must be kept, and, when appropriate, shared with or passed along to other teachers or schools.
7. Appropriate
curriculum and materials
The
program's curriculum should be based on students' anticipated needs, subject
to adjustment as those needs change, e.g. in response to the demands of the
mainstream curriculum or the workplace. State curriculum guides and reputable,
commercially-prepared courses can provide a good foundation for a program if
they have been specifically designed for ESOL. A program that imitates the scope,
sequence and topics of a foreign-language course will not serve the students
adequately.
Materials should be appropriate to the students' age levels as well as their English-language proficiency levels. It is not necessary--or advisable--to use young children's materials with older students, even at the beginning level. Publishers who specialize in ESOL can provide materials that are age-appropriate at all levels of English proficiency.
Written by George Morris; adopted by NYS TESOL Executive Board October, 1996.