English as a Second Language

Teachers

The Role of the ESL Specialist7

In meeting the needs of ESL learners, the kind of support that evolves will depend to a high degree on the ESL teacher. A well-trained ESL teacher is a powerful catalyst in providing strong and effective service delivery. It is part of the role of the specialist to advocate for and provide assistance in working toward equitable access for the learner. Beyond this, there are typically three aspects of the ESL specialist's role:

Language Teacher

As a language teacher, the ESL specialist:

  • instructs ESL students (including special needs students with particular gifts or challenges) whose English proficiency ranges from beginner to advanced
  • teaches English as a second language using strategies to improve listening, speaking, reading, and writing
  • introduces ESL learners to basic concepts (and the language that accompanies understanding) in various subject areas

Resource Person

As a resource person, the ESL specialist may:

  • assess the needs of ESL students, using appropriate means (see the section on "Identification--Formal Assessment and Placement")
  • suggest appropriate placement, programming, and service delivery alternatives in consultation with classroom teachers and administrators (This may include assisting with overview planning to determine how best to support students' achievement of learning outcomes in a broad range of subjects--mathematics, science, fine arts, social studies, etc. For more information on this aspect of the specialists' role, see the ensuing section on "Working Collaboratively").
  • suggest adaptations to the classroom environment or the curriculum, if requested to do so
  • assume the role of "case manager" for ESL students with special needs, keeping records of their background, support by specialists, and progress
  • help resolve any apparent behavioural problems that arise (difficulties may sometimes reflect a cultural misunderstanding)
  • co-ordinate support and inter-agency services for ESL students
  • act as an advocate for ESL students, for multicultural understanding in the school and community, and for the idea that continued growth in students' first languages should be supported
  • advise or provide referrals for students who may be under extreme pressure, suffering trauma, or at risk for other reasons

Family Liaison Contact

As an initial and ongoing point of contact for the ESL student's family, the ESL specialist can:

  • ensure a warm welcome to new ESL students and their families
  • facilitate communication with parents through interpreters and translations
  • facilitate the involvement of ESL parents in school activities
  • help interpret cultural and educational practices and expectations for parents and students (and reciprocally for school personnel, as needed)
All teachers, not just ESL teachers, need to address the learning needs of ESL students and be prepared to adjust their instructional approaches to accommodate the different levels of English proficiency and different learning rates and styles of their students.

Working Collaboratively8

Working collaboratively with subject-area or grade-level teachers is part of the ESL specialist's role. What follows is a synopsis of a few of the co-operative strategies/techniques that specialist teachers tried over a two-year period. The strategies used are by no means an exhaustive list. No particular approach is more valid than any other but rather needs to be chosen--and adapted--as appropriate within the context of the school and within the comfort level of the teachers involved. These techniques are listed in order of increasing interdependence, that is, requiring more and more co-operation and joint work to facilitate the process.

  1. Increase comfort levels: Simple lunchroom conversations can lead to discussions of possible ways to work together to assist specific learners. Everyone feels more comfortable if they feel they know colleagues as individuals, perhaps share common interests, etc. Going to someone's room to get a progress report on a student is another informal way to start conversations about possible strategies.
  2. Share--expertise/materials/experiences: A little empathy can go a long way. Based on rapport established in conversation, you might be able to offer to share materials that you know work, especially when a teacher indicated a need to find appropriate materials for that topic. This can be the gateway for future collaborative efforts.
  3. Do a demonstration lesson: Teachers often complain about the students not "getting" a particular concept. Volunteering or complying with a request to demonstrate teaching that concept in a way that will assist everyone in the class, including the ESL learners can become a first step to further work together.
  4. Mentor new teachers: New teachers tend to be only too pleased to have an opportunity to benefit from those willing to share both materials and techniques. Concurrently, those who have been in the profession for a long time benefit from new ideas and the boundless enthusiasm and energy of the new teachers on staff. Making the first move is the key.
  5. Become a learner: "I would like to help the ESL learners in your science classes but I'm afraid it has been some years since I took biology. Could I sit in on your classes and learn with them so I can better analyze how to help them learn the language of science? I will certainly share any strategies I use with them so that you have the option of using them with future classes."
  6. Work with small groups to pre-teach or re-view: Pre-teaching the lesson can often be enough to help more advanced ESL learners cope with the rapidity of delivery in classes. Alternatively, doing a review after the concept has been taught to the class allows for reinforcement and re-teaching as needed.
  7. Co-teach: Ultimately, combining the teaching of subject matter with the language specific to that subject area constitutes the ideal learning experience. Teachers have successfully collaborated in a variety of ways such as:
    • presenting in turn (e.g., topic introduction and explanation by the subject teacher, followed by analysis of key terminology by the ESL specialist)
    • deliberately co-planning the reinforcement of a skill or strategy (e.g., have students write cause-and-effect essays in social studies while they are learning the cause-and-effect essay structures in language or ESL classes). This type of collaboration requires a high level of interdependence on the part of the teachers involved, but its potential to enhance learning for all has made such efforts worthwhile.

Instructional Tips for Classroom Teachers9

ESL students who have been placed in a mainstream learning environment typically face a threefold challenge. They are simultaneously working to develop:

  • a grasp of the knowledge, skills, and attitudes specific to various subjects
  • a better command of the English language
  • an ability to interact with others and function within the social environment of the school

There are many possible ways in which teachers can adjust their instructional practice to help ESL students meet these challenges, without jeopardizing the learning of other students. Several adaptations related to each of these aspects of student development are suggested here. There are some aimed at helping ESL students pursue learning in relation to specific subjects such as science, mathematics, or social studies (adaptations with a subject-specific focus). There are others aimed at helping students extend their vocabulary and improve their ability to express themselves (adaptations with a language focus). There are, finally, adaptations that draw upon students' need to communicate with each other and facilitate their further social interaction through group processes (adaptations with a social focus).

Exercises in grammatical structures that fragment language at the word or sentence level and neglect the dicoursce level are not effective.

Teachers will find that many of the strategies and approaches suggested here also help enhance the learning achievements of English-speaking students in their classes. While most of these strategies and approaches can be applied or adapted for use in any classroom that includes ESL students, teachers will need to select on the basis of their students' needs. It is important to note that, for funding purposes, where the only additional services provided to the student are adapatations within the mainstream classroom, there must be documentation of adaptations specifically designed to address the needs of the ESL student which are distinct from those that would normally be provided to address student differences. Some of the suggestions may work best with younger (e.g., primary and intermediate) students, while others might be more readily implemented with older students. An expanded explanation of these instructional tips is provided in the Ministry resource document, ESL Learners: A Guide for Classroom Teachers (1999). ESL specialists will doubtless also be in a position to help classroom teachers adapt their practice in ways that are appropriate to the needs of their particular students.Teacher's Use of Language

  • provide additional "wait time" for student responses to questions
  • be conscious of the vocabulary you use
  • teach the language of the subject (specialized vocabulary)
  • simplify sentence structures
  • rephrase idioms or teach their meaning
  • clearly mark transitions during classroom activities
  • periodically check to ensure ESL students are understanding

Contextual Support for Linguistic Development

  • write key words on the board and use visual and other non-verbal cues to present key ideas
  • provide written notes, summaries, and instructions
  • use the students' native languages to check comprehension and clarify problems
  • communicate interest in students' linguistic development and set expectations
  • respond to students' language errors
  • use directed reading activities (e.g., previewing the text, pre-reading questions, locate key words, vocabulary notebooks, follow-up questions)
  • use audiotaped text to combine aural and visual cues
  • establish a supportive environment for language learning
  • use co-operative learning strategies
  • encourage students to rehearse information or instructions orally
  • use peer tutoring
  • establish a homework club
  • provide models (e.g., provide an example of a compare-contrast essay when asking students to create one)

Resources and References

Materials for Use with Students

Adams, Thomas, W. Inside Textbooks: What Students Need to Know. Addison-Wesley, 1989.
Barry, Joy, et al. Extend a Welcoming Hand: A Resource Book for Teachers of Young ESL Learners. Vancouver School Board Curriculum Publications, n.d.
Black, Howard and Sandra Black. Organizing Thinking: Graphic Organizers Books 1 & 2. Midwest Publications: National Center for Teaching and Thinking. 1990
Buehl, Doug. Classroom Strategies for Interactive Learning. Schofield WI: Wisconsin State Reading Assoc. 1995.
Collie, J. & S. Slatyer. Literature in the Language: A Resource Book of Ideas and Activities. New York NY: Cambridge University Press. 1987.
Cook, D. (ed.) Strategic Learning in the Content Areas. Madison, WI: Wisconsin Department of Public Instruction. 1989.
Fanning, Peter, and Goh, Maggie, (eds.). Home and Homeland: The Canadian Immigrant Experience. Addison-Wesley and Rubicon Publishing, 1993.
Genzel, R. B. & M. G. Cummings. Culturally speaking. 2nd ed. Boston MASS: Heinle and Heinle Publishers. 1994.
Green, Joseph. The Word Wall: Teaching Vocabulary Through Immersion. Markham Ont.: Pippin, 1993.
Steinberg, Jerry. Games Language People Play. Markham Ont.: Pippin, 1991.

Teacher Reference Materials

Anderson, Valerie and Marsha Roit. "Linking Reading Comprehension Instruction to Language Development for Language Minority Students." Elementary School Journal, 96 (3), 1996. pp. 295-309.
Ashworth, Mary. Blessed With Bilingual Brains: Education of Immigrant Children with ESL. Pacific Educational Press, 1988.
Ashworth, Mary. The First Step on the Longer Path: Becoming an ESL Teacher. Markham Ont.: Pippin, 1992.
Ashworth, Mary and H. P. Wakefield. Teaching the World's Children: ESL for Ages Three to Seven. Markham, Ont.: Pippin. 1994.
Banks, James A. Multiethnic Education: Theory and Practice. 3rd ed. Needham Heights, MA: Allyn & Bacon. 1994.
Carbo, Marie. "Reading Styles." Educational Leadership, 53 (5), 1996. pp. 8-13.
Coelho, Elizabeth. Learning Together in the Multicultural Classroom. Markham Ont.: Pippin, 1994.
Cole, Robert W. (ed.). Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: ASCD. 1995.
Crowhurst, Marion. Language and Learning Across the Curriculum. Scarborough, Ont.: Allyn & Bacon Cdn. 1994.
Derewianka, B. Exploring How Texts Work. Newtown, NSW: Primary English Teachers Association, Australia (PETA). 1994.
Dunbar, Stephen. "Developing Vocabulary by Integrating Language and Content." TESL Canada Journal, 9 (2), 1992. pp. 73-79.
Dunn, Rita. "Learning Styles of the Multiculturally Diverse." Emergency Librarian, 20 (4), 1993. pp. 24-32.
Education Systems of Immigrant Students. North York Board of Education, 1990.
Eastwood, J. Oxford Guide to English Grammar. Oxford: Oxford University Press. 1994.
Early, Margaret. "Enabling First and Second Language Learners in the Classroom." Language Arts, 67, Oct. 1990.
Finders, M. and C. Lewis. "Why Some Parents Don't Come to School." Educational Leadership, 51 (8), 1994. pp. 50-54.
Genesee, Fred (ed.). Educating Second Language Children: The Whole Child, The Whole Curriculum, The Whole Community. Cambridge University Press, 1994.
Gersten, Russell. "The Double Demands of Teaching English Language Learners." Educational Leadership, 53 (5), Feb. 1996. pp. 18-22.
Gibbons, Pauline. Learning to Learn in a Second Language. Portsmouth, NH: Heinemann, 1991.
Guild, Pat. "The Culture/Learning Style Connection." Educational Leadership, 51 (8), 1994. pp. 16-21.
Gunderson, Lee. ESL Literacy Instruction: A Guidebook to Theory and Practice. Prentice Hall, 1991.
Helmer, Sylvia and Catherine Eddy. Look at Me When I Talk to You: ESL Learners in Non-ESL Classrooms. Toronto: Pippin. 1996.
Hyerle, David. Visual Tools for Constructing Knowledge. Alexandria, VA: ASCD. 1996.
Kaprelian-Churchill and Churchill, S. The Pulse of the World: Refugees in Our Schools. Toronto: OISE Press. 1994.
Law, Barbara and Mary Eckes. Assessment and ESL: On the Yellow Big Road to the Withered of Oz. Peguis Publishers, 1995.
Law, Barbara. The More-Than-Just-Surviving Handbook: ESL for Every Classroom Teacher. Peguis Publishers, 1990.
Leki, Ilona. Understanding ESL Writers: A Guide for Teachers. Portsmouth, NH: Heinemann, 1992.
Lightbown, Patsy, M. How Languages are Learned. Oxford University Press, 1993.
Meyers, Mary. Teaching to Diversity: Teaching and Learning in the Multi-Ethnic Classroom. Irwin, 1993.
O'Malley, J. Michael and Valdez-Pierce, Lorraine. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. Reading, MA: Addison-Wesley. 1996.
Oxford, Rebecca L. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle. 1990.
Parsons, Les. Response Journals. Markham, Ont.: Pembroke Publishing. 1990.
Peitzman, Faye and George Gadda. With Different Eyes: Insights into Teaching Language Minority Students Across the Disciplines. Don Mills, Ont.: Addison-Wesley Publishing. 1994.
Piper, Terry. And Then There Were Two: Children and Second Language Learning. Markham Ont.: Pippin Publishing, 1993.
Reid, Joy (ed.). Using Learning Styles in the ESL/EFL Classroom. Boston: Heinle and Heinle. 1995.
Reyes, M. de la Luz and L. A. Molner. "Instructional Strategies for Second-language Learners in the Content Areas." Journal of Reading, 35 (2), 1991. pp. 96-103.
Richard-Amato, P. A. and M. A. Snow (eds.). The Multicultural Classroom: Readings for Content-Area Teachers. White Plains, NY: Longman. 1992.
Scarella, Robin. Teaching Language Minority Students in the Multicultural Classroom. Prentice Hall, 1990.
Spangenberg-Urbschacht, K. and R. Pritchard (eds.). Kids Come in All Languages: Reading Instruction for ESL Students. Newark, DEL: International Reading Association (IRA). 1994.
Staddon, Naomi. Through the Looking Glass: Discipline vs. Abuse--A Multicultural Perspective. B.C. Institute on Family Violence, 1997.
Teachers of English to Speakers of Other Languages, Inc. (TESOL) ESL Standards for Pre-K-12 Students. Alexandria, VA: TESOL Inc. 1997.
Waxler-Morrison, N., J. M. Anderson, and E. Richardson (eds.). Cross-Cultural Caring: A Handbook for Health Professionals in Western Canada. Vancouver, B.C.: UBC Press. 1990.

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7 adapted from Whitehead, Marilyn. Supporting Language Learning: An ESL Resource Book for Classroom Teachers (Nanaimo/Ladysmith School District #68, 1995), p. 18

8 based on Helmer, Sylvia C.L."Joint Work between ESL and Subject-area Teachers: A Case Study at the Secondary Level." Unpublished Ph.D. Dissertation, (Vancouver: University of B.C., 1995).

9 material in this section has been adapted from Curriculum & Instructional Services ESL/ESD Students in Yoiur Classroom (North York: North York Board of Education, 1992), pp.2-3.

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