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LANGUAGE MINORITY STUDENTS IN HIGH SCHOOL AND COLLEGE ENGLISH CLASSES: ISSUES AND STRATEGIES
Mark RobergeSan Francisco State University
& Vanessa WenzellCSUDH (Feb. 28, 2014)
INCREASE IN IMMIGRANT ESL STUDENTS IN SCHOOLS
In 1965 the National Origins Act of 1924 was repealed.
National origin favored Family unification as favored criteria
Low quotas Higher quotas
European Much more varied ethnic mix
Moderately well-off Large socio-economic variation (esp. education)
Small # of children Large # of children (1/3 are children)
Indo-European languages Mix of languages
Enclaves in North East Enclaves in South and West
WHERE DO IMMIGRANTS LIVE?
California
9 million
New York 4 million
Texas 3 million
Florida 3 million
Illinois 2 million
(22% of CA population is foreign-born)
WHY IS A COLLEGE-BOUND PATH NECESSARY?
Firstgeneration
Secondgeneration
Thirdgeneration
Labor
Minimal language and
literacy requirements
Skilled
Language intensive
Not literacy intensive
Professional
Language intensive
Literacy intensive
“Traditional” path of upward mobility
WHY IS A COLLEGE-BOUND PATH NECESSARY?
Firstgeneration
Secondgeneration
Thirdgeneration
Labor
Minimal language and
literacy requirements
Skilled
Language intensive
Not literacy intensive
Professional
Language intensive
Literacy intensive
“Traditional” path of upward mobility
WHY IS A COLLEGE-BOUND PATH NECESSARY?
Firstgeneration
Secondgeneration
Thirdgeneration
Labor
Minimal language and
literacy requirements
Skilled
Language intensive
Not literacy intensive
Professional
Language intensive
Literacy intensive
“Traditional” path of upward mobility
STUDENT LANGUAGENative-like
English
Juan 1 Juan 2
Standard Community
Dialect Dialect
Juan 3 Juan 4
Learner-likeEnglish
STUDENT LANGUAGE
Native-like English
Juan 1: “Mainstream” native speaker Arrived before “critical period”Exposure to standard native speakersProbably bilingual But may have forgotten Spanish
Standard Community
Dialect Dialect
Learner-likeEnglish
STUDENT LANGUAGENative-like
English
Juan 2: Chicano English speakerU.S.-bornEnglish monolingual; doesn’t speak SpanishLanguage features look like ESL but aren’t
Standard Community
Dialect Dialect
Learner-likeEnglish
STUDENT LANGUAGENative-like
English
Standard Community
Dialect Dialect
Juan 3: Late arrival immigrant Lacks oral fluencyNon-idiomatic English Non-colloquial EnglishHighly variable ESL errors
Juan 4: Early arrival immigrantSo-called “Generation 1.5” Mixture of ESL and dialect features
Learner-likeEnglish
STUDENT LANGUAGENative-like
English
Standard Community
Dialect DialectJuan 4: Early arrival immigrantSo-called “Generation 1.5” Began learning English after critical periodFluent (but not accurate) in EnglishMixture of ESL and dialect features
Learner-likeEnglish
GENERATION 1.5
2nd Generation
Children of immigrantsUS-born
US-educatedEnglish-dominant
Generation 1.5
Childhood immigrantsForeign-born
Partially foreign-educated
Partially US-educatedL1- or English-dominant
1st Generation
Adult immigrantsForeign-born
Foreign-educatedL1-dominant
Pre-School Arrival Age
Elementary Arrival Age
Middle School Arrival Age
High School Arrival Age
CollegeArrival Age
GENERATION 1.5
Pre-School Arrival Age
Elementary Arrival Age
Middle School Arrival Age
High School Arrival Age
CollegeArrival Age
LEARNING ACADEMIC ENGLISH
Early arrival immigrants: “Generation 1.5”
INFORMAL LANGUAGE LEARNINGGeneration 1.5
1. “Aural” (listening) learners: Grammatical structures that are difficult to hear may be missing from their linguistic repertoire.
2. “Oral” learners: They may have well-developed communicative strategies that compensate for grammatical problems.
3. Fossilized learners: Their pattern of errors get “stuck” at a certain stage and become resistant to change.
INFORMAL LANGUAGE LEARNING
Generation 1.51. Their language may be influenced by
other language learners.
2. Their language may be influenced by multiple ethnic dialects.
3. They may have features in their speech and writing that look like learner errors but aren’t.
LEARNING ENGLISH IN SCHOOLGeneration 1.5
1. Many have had inconsistent instruction—a merry-go-round of placements, pedagogies, teaching practices.
2. Many have been misdiagnosed—premature mainstreaming, ESL tracking, repeated re-designation.
3. Many have been in remedial classes—where there’s a low level of linguistic input and output.
LEARNING ENGLISH IN SCHOOL
Honors EnglishRemedial/Low-track
English
More student talk Less student talk
Complex verbal interaction IRE, imperatives, silence
More group workMore whole class work and
individual work
Active behaviors rewarded Passive behaviors rewarded
Complex reading & writing tasks
Mechanical reading & writing tasks
Reading-writing-listening-speaking connections
Isolated activities
Language input in 2 class environments
ACQUIRING READING AND WRITING SKILLS
Generation 1.5 immigrants' difficulties as second language readers and writers1. Typical second language reading and
writing difficulties
2. Special generation 1.5 difficulties: Acquisition of second language literacy without first language literacy
ACADEMIC LITERACY
Generation 1.5 by the end of high school Stronger ORAL English
Weaker ACADEMIC English
Inexperienced readers and writers (so-called “Basic Writers,”
“Developmental writers”) Oral composers, oral editors, speech-
based writers.
WAN
There are different ways language can be use in communication. The language I use in school, family, and friends are all different. In school, I use English to talk to my instructors and fellow classmates. At home, I speak three different languages. I speak English to my brothers and sister, while speaking Mandarin to my parents and speaking Laotian with my brother-in-law. With all these different languages I use in my daily life, I find I am most comfortable with the language I use with my friends.
WAN
When I speak to my friends, I always use English. Even if some of my friends are Chinese and can speak the same language as I can, I have never spoke Chinese with any of my friends. I find myself to communicate better in English than my own language. When I speak to my friends, I don't pay attention to my grammars. We often talk to each other using slangs, that others might find it weird. But to us, it's fun because instead of saying one complete word, we tend to say a short cut of the word. Although I find myself speaking English, my best language, to my friends, it has somewhat affected me in my grammars.
#1 LEARN ABOUT YOUR STUDENTS
Use beginning-of-semester info sheets or surveys to find out about your students’ language and literacy backgrounds.
Sample questions: Do you enjoy reading for school? Do you enjoy reading for pleasure? If so, what kinds of things
do you like to read? How would you rate your reading ability?: very good
/good /OK How would you rate your writing ability?: very good /good
/OK Do you know any languages other than English? Can you read/write in any other languages? Do you think you might need/want tutoring this semester? If
so, why?
*
#2 MULTIMODAL PRESENTATION Students need see texts, images, and visuals
of all sorts in addition to just listening. Build in redundancy.Use the board.Use handouts.Use an overhead projector or PowerPoint.Direct students to specific portions of a text.Use a class web site.Use email as a preview or follow-up.Create out-of-class discussion groups that
share notes.Create on-line discussion groups that
discuss the material.
#3 STRUCTURED PARTICIPATION
Students need many structured opportunities to interact in class and they need to be given the tools to participate.Make your expectations explicit in the
course description.Talk about what counts as good
participation.Use both whole-class and small-group
activities.Model the skills and the language students
may need for the activity.Design the small group activities so that
everyone has to participate: Assign tasks or roles, e.g. reporter, a note-taker.
#4 OPPORTUNITIES FOR PLANNING
Students need opportunities for planning their writing. This capitalizes on their oral proficiency.
Brainstorming and planning for the essay #2: Argumentative essay
Discuss the following with your group:
For your introduction:Opener—What interesting fact/quote/statistic/question/statement
are you going to use to introduce the topic and catch readers' attention? Does your group thinks it’s interest-catching?
Background information—What do readers need to know before they hear the pro/con positions? Does your group think that’s enough background info?
Statement of the two positions: —What are the two sides? Does your group think you describe the 2 positions clearly?
What's your thesis? — (Remember it must state your point of view clearly and show where you're going in the essay; it's like a roadmap.)
#5 TEACHING PROOFREADING AND EDITING
Students need specific instructions and training in proofreading and editing, as well as time to edit and proofread. Make your expectations explicit. Model proofreading and editing strategies using a
sample paper, possibly on an overhead projector. Teach and model questioning strategies for
proofreading. Example—“Is this past only or true always?”
Give students a proofreading checklist. On the day they’re going to hand in their papers,
give students time to do peer editing or a last minute proofreading.
Have students do a separate proofreading draft that they mark up. “Show your work.”
#6 GRAMMAR INTERVENTIONSSave grammar instruction until students
have a draft in hand. Focus on content, organization, and
development first; work on grammar at the final stage of the writing process.
Since you can't assume that “generation 1.5" learners have knowledge of grammar terms and rules, make basic grammar information succinct and accessible.
Teach grammar points as “rules of thumb” (things that students can actually do to their essay) rather than as abstract conceptual systems.
Example—“Circle the subject and underline the verb.”
MORPHEMES OFTEN DISAPPEAR FOR 1.5S
-s bird-s-ing crying-ed landed-s sleep-s-en fallen-er higher-est highest
Only 8 Inflectional Morphemesthat can cause much trouble!
#7 INDIVIDUALIZED GRAMMAR INSTRUCTION
Have students create their own reference materials:Grammar reference cards w/rules in their
own wordsVocabulary cards w/example sentences An editing/proofreading/grammar log If you’re working one-on-one with a
student, have the student write an individualized “action plan.”
9. COVER MEMO FOR FINAL DRAFTDirections:
When you turn in your essay, make sure that you include a cover memo in which you discuss:
1. what you liked/disliked about this unit, the readings, and the essay assignment;
2. what you found easy/difficult about this unit, the readings, and the essay assignment;
3. a brief description of how your paper changed and developed as you revised it;
4. a summary of advice that your peer reviewers gave you during peer response and a brief discussion about how you used that advice;
5. a brief discussion of the current strengths of your paper;
6. a brief discussion of things you would work on more, if you had more time;
7. a list of grammar points that you focused on during proofreading and a description of the proofreading techniques that you used to work on them;
8. any other questions that you have for me about this assignment or anything else in the course.
Note: The cover memo is 10% of the final paper grade.
10. HANDOUT FOR GRADING RUBRIC
Essay #2 Name: ________________________Grading Criteria
Content/Fulfilling the assignment
__ You have clearly focused on a topic and stated a point from the reading about this topic.
__ You have provided an explanation, with details and information, about how the reading supports your point.
__ You have illustrated this point by a description of a personal experience (your own or someone else’s).
__ Your description of this experience is well written with clear details. You explain ideas and information thoroughly.
__ You have made clear connections between the point related to the reading and your personal example.
__ You successfully tie your ideas together in the introduction and conclusion.
GRADING RUBRIC (CONTINUED)Grammar and Editing__You accurately use the following grammar structures. For structures
circled below, be sure to follow the editing guide for that structure next time and mark your next editing/proofreading draft appropriately.
articles/nouns word forms subject—verb agreement sentence structure (fragments, run-ons) verb tenses__You demonstrate that you’re working on developing a system for
editing by identifying, analyzing, and correcting errors.
Mechanics__The spelling, punctuation, and capitalization errors are minimal in your
paperSummative Comments on what went well & what needs more work