Bilingual, Multilingual, and Multicultural Education Commons^™

Becoming Professional, Shawn Elyn Gutshall

MA TESOL Collection

This paper is about the issues which I felt were crippling me professionally and the means by which I was able to overcome them. My second internship, done in August directly after completing the MAT Program in June, is the central focus. The entire discussion covers a time period of five months and is divided into three sections: pre-internship preparation, the internship experience, and a post-internship teaching position. Section I discusses the work I did prior to the internship which helped me establish specific objectives and guidelines to follow for obtaining my goal. Section II talks about the specific aspects …

Conducting Workshops That Assist Content Area Teachers With Esl Students: Two Models, Janet Sue Gerba

MA TESOL Collection

This project describes the preparation of a workshop given for content area and regular classroom teachers In Nutley, New Jersey, who had ESL students. The purpose of the workshop was to improve the teachers' ability to work effectively with these students. The preparation included selecting the topics to be covered, conducting the research and organizing the structure and details of the workshop. An outline of that workshop and suggestions for giving one like It are presented.

The project further describes the preparation of a TESOL demonstration given for ESL teachers and administrators In which they were shown how to give …

Teaching Esl In An American Public School: A Case Study, Kimberley A. Keller

MA TESOL Collection

This case study examines in detail an experience I had teaching English as a Second Language ESLl in a United States public school for three months. It discusses what happened, what I learned from the experience and why I think it is important, personally and professionally in the field of teaching ESL in U.S public schools. The case study is divided into four areas: Community and School Context, Profile of the Learners, Profile of the Teacher and Summary and Conclusion. A list of related readings and references is also included as well as some organizations associated with ESL and bilingual …

Nova University Graduate Education Module (Gem) Program Overview August 1984, Nova University

Abraham S. Fischler College of Education and School of Criminal Justice College Archive

No abstract provided.

Naming The World: Writing, Reading, And Culture In A Refugee Esl Class, Nancy Ann Reuschel

MA TESOL Collection

Techniques for teaching reading and writing to ESL learners "include ones derived from both L1 literacy methods and L2 oral methods. In both categories, some methods, and consequently some techniques, utilize cultural materials from outside the classroom and the learners' culture. Others use materials with no overt cultural content. Still other methods use learner-created materials. These differing methods are explored for their potential in teaching both literacy and culture. The culture- and literacy- learning experience of one Asian-refugee ESL class: multi-level, multi-age, multi-ethnic, and rural, is described. Learners wrote their own reading materials; largely based on pictures from Asian and …

Halloween Spooks In The Esl Classroom: Holidays As A Means Of Introducing Culture, Sonya Fletcher Kennedy

MA TESOL Collection

In this project I would like to suggest to the ESL tea­cher some ways of introducing culture into the classroom by discussing holidays. Each holiday is presented with a text followed by a variety of activities designed for students, in or out of the U.S., with a minimum of one hundred and twenty hours of English instruction. Although I have written this project with adult classes in mind, most of the activities can be adapted for children. Judging from my own experience, the size of the class can be anywhere from seven to twenty-two students.

I will cover Halloween, Thanksgiving, …

Creating And Producing A Major Stage Production, Kristine Gjemre

MA TESOL Collection

This paper shows how to prepare for, create, and produce a major production. An ESOL teacher will be able to use this paper as a blueprint to put on a major dramatic production with an advanced English class.

Practice and enhancement of language skills are stressed, along with social and cultural awareness skills. The third part of the paper contains exercises, games, and techniques not only to promote the use of creative drama-· tics in the classroom, but also to suggest exercises which will prove as excellent preparations toward producing and creating a major stage production.

The Martinique Workshops: In-Service Teacher Training, James Fenelon

MA TESOL Collection

This project has a threefold emphasis:

1) to elaborate on the ESL teacher-training workshops conducted in

Martinique over a three-month period;

2) to present some effective training techniques and suggestions,

and act as a model for educators, planners and trainers; and

3) to consider educational, pedagogical and teacher-training issues which can influence society and consciousness.

The Martinique Workshops revolved around the introduction of three core approaches or methodologies (Silent Way, Counseling-Learning/ Community Language Learning, and Suggestopedia) in an experiential learning environment with a primary focus on communicative competence strategies in the ESL classroom. These took the form of in-service teacher …

From Haiti To The Esl Class: Working With Adult Haitian Esl Learners In The Us, Dona A. Vassall-Paquiot

MA TESOL Collection

This project provides the person unfamiliar with Haiti and its inhabitants with some background information on the country - politically, economically, socially. It also gives a perspective on why Haitians leave Haiti to come to the US, and the stages they must go through in order to do so. Teachers are given some insight into what to expect from their students in an ESL class, given their background and experiences. Finally, factual information is provided on Haiti - i.e. holidays, major cities, etc. - for the interest of the reader. It also serves to help the teacher make the ESL …

Using Student Generated Material In A Student Centered Classroom, Katherine Rawson

MA TESOL Collection

This paper deals with a description and analysis of activities I developed for producing and using student generated material in a student centered classroom. The activities were developed during two months of student teaching in Mexico. The paper begins with a discussion of student centered learning, the role of the teacher and the role of the student in a student centered class, and how student generated material fits into this. The following section is divided according to each of .three· classes I taught in Mexico, and these include both children and adult classes, at beginning and intermediate levels. This section …

55 And Over: A Study Of Success For The Senior Student, Kathleen Watson Quinby

MA TESOL Collection

The following paper is a report on a class that was taught to elderly Cambodian refugees in the Philippine Refugee Processing Center in 1981. It covers the development of the class from its inception to its final party for '"graduation'". There were many hurdles for the students to overcome in their learning. The strategies that were used to aid the students in overcoming these are discussed and described. Relevant curriculum, a supportive environment in the classroom, and achievable goals are the three key elements that are noted as necessary for success in such a class.

An Esl Program For A Bilingual Elementary School, Mary Kelly

MA TESOL Collection

This project is an English as a Second Language Program designed for a small elementary school class in a bilingual French-American school.

The first part of the project includes a description of the school environment and an examination of my personal as­ sumptions about learning and teaching. This examination takes the form of objectives which I set for myself and my students in order to clarify my priorities and determine what I wanted to accomplish as a teacher.

The second part of the project includes my ESL syllabus, as well as weekly and daily lesson plans. The weekly and daily …

Techniques For Teaching Esl To Refugees, James A. Gregory

MA TESOL Collection

This project is an attempt to provide the inexperienced tutor of English to refugees with some commonly used techniques. Most of the techniques presented are not difficult to learn to use effectively. Each technique is presented with its rationale, procedure for use and an example. A discussion of techniques and their uses, objectives, and on teaching and learning precedes the presentation of the techniques.

Teaching Advanced Writing: The Critical Essay. A Community Language Learning Based Approach, Kathleen Patricia Graves

MA TESOL Collection

In this paper I will discuss how I applied my understanding of certain concepts of Community Language Learning to a writing class and specifically to the teaching of the critical essay. In Part One I will describe what we did in the class; in Part Two I will discuss the concepts of Community Language Learning that I was trying to apply in the class and how I was doing so; in the conclusion I will discuss how I see those concepts as being applicable to any class, regardless of the subject matter being taught.

Sources Of Security And Community In The Efl Class In Mexico: Student Teaching Paper, Cynthia Jeanne Flamm

MA TESOL Collection

No abstract provided.

The Independent Professional Point: Use Of A Recorded Musical Story, Entitled The Point, For Teaching English To Speakers Of Other Languages, Robert Stuart Duncan

MA TESOL Collection

This project discusses use of The Point, a recorded story of songs and narrations, as a TESOL tool. A brief summary of the story line is provided followed by why the author feels it has valuable TESOL application. Actual case studies, in which The Point was used, plus suggestions towards classroom applications are presented.

The following materials are included: letters to students which introduce The Point; a transcription of the recording; a comic book; a do-it-yourself dictionary; a cassette recording of The Point and an animated film suggestion.

The project encourages creative thinking and creative teaching.

Meeting The Challenges Of A Multi-Level Class, Valerie Berger

MA TESOL Collection

This paper draws from my experiences teaching an intensive, multi-level, English as a Second Language class which students attended on an irregular basis. The first section considers the sociological factors which created this kind of learning situation. The second states my basic assumptions about teaching in an environment lacking both homogeneity and consistency. The third section relates strategies I developed to meet the unique demands of this circumstance.

Although this paper was a requirement for my Master of Arts in Teaching degree, I have written it to be of value to volunteers or other individuals having little formal training in …

A Handbook For Esl Teacher Training At Okinawa Christian School, Dan Jerome

MA TESOL Collection

The handbook has been designed for use as the text in a two or three day teacher-training course as well as a reference book of information useful throughout the academic year of the school. Because many of the ESL teachers at the school are inexperienced and/or untrained in the field, the information and suggestions have been written in non-technical language using a question/answer style that attempts to deal with the practical issues with which new teachers are most concerned. More than a “how-to” book, however, the handbook suggests matters of philosophical importance that will help teachers see beyond the immediate …

Teaching Esl Literacy To The Functionally Illiterate Adult: Using Language Experience And Words In Color, Kimberly Gerould

MA TESOL Collection

This thesis attempts to arrive at a personal approach to teaching reading in English as a second language to functionally illiterate adults in a multilingual ESL classroom. There is a brief review of some of the research on teaching reading and on the reading process, as well as a review of the major teaching reading methodologies. Two approaches to teaching reading, the Language Experience Approach and Words in Color, are then focused on. The author suggests ways in which these two approaches can be adapted to the adult ESL classroom and integrated with other approaches. Finally, a series of concrete …

American Cultural Values : A Look At One's Own Cultural Identity, Judith Day, Jane Farrell

MA TESOL Collection

This paper is presented in two sections. Part A sets out a 16-lesson course for American ESL teachers in which people will look at personal and cultural values, with the goal of achieving an objective insight into the values of their culture and developing ways of incorporating this awareness in the ESL classroom. Should this course be used by non-American teachers there is another course outline (see Alternative Course Outline for Non-native Speakers of English) that has been developed. Part B is an articulation of some major values pertinent to American society. Areas covered are success, time, work, individualism, equality, …

A Personal Approach To Teaching As Applied In Three Situations, Carol Lee Converse

MA TESOL Collection

No abstract provided.

An Introduction To Rods : Grammar And Story Telling, Edward A. Combes

MA TESOL Collection

In this paper I propose a way of using rods in teaching ESOL that is consistent with my personal assumptions about teaching and learning. It is written for teachers with no or little previous experience working with rods.

The introduction of the paper tells of my own start in working with rods and why I feel rods to be an exciting and important learning tool. Next there is a step-by-step analysis of the application of rods in teaching the present, past, future, and perfect verb tenses. Finally I address ways of using rods to generate stories, with rods representing all …

A Set Of Student-Invested Materials For A Conversation Class, David J. Kehe, Peggy Dustin Kehe

MA TESOL Collection

This paper describes eleven speaking projects which have been developed around the beliefs that a conversation class is successful when:

- the focus is on the students talking, not the teacher talking

- the atmosphere is non-threatening

- the material is personally relevant

- the students use each other as sources of correction

Each project is comprised of two separate speaking activities. The first uses teacher-prepared material. The second consists of four steps in which students: (1) in groups, create material modeled after the teacher-prepared material, (2) have it checked by the teacher, (3) use it with the whole class.

The Early Childhood Multicultural Classroom: Implications For Teacher Education, Rita Kino

Australian Journal of Teacher Education

This article records findings and impressions gained from a selfbrlef·ing study of multicultural early childhood settings in British schools~ It begins by providing background information which motivated interest in the work. It presents the issues relevant to early childhood multi· cultural programmes around which questions were asked of ~nd administrators in a wide range of British early childhood settings. Conclusions are then presented, founded on replies to these These conclusions are useful for interpreting attitudes to the issues which are prevalent in Britain and may have a bearing in the Australi!ln early childhood setting.

Developing A Conversational English As A Second Language And Acculturation Program For A Social Service Agency Engaged In The Resettlement Of Soviet Jewish Immigrants, Robert Charles Wachman

MA TESOL Collection

This paper describes the creation and first year of development of a three-component conversational ESL and acculturation program for Soviet Jewish immigrants. The project was designed to meet the needs of a private social service agency engaged in resettlement in Long Beach, California. It consisted of reorganization and development of a newly formed volunteer tutorial project, and the creation and development of a weekly class program and a series of cross-cultural communication gatherings.

Of special note are selections which discuss the orientation, on-going training, and problems relative to the employment of non-professionals as tutors and teaching assistants. Approaches, methods, and …

English Language Program Proposal For The Instituto Mexicano De Commercio Exterior, Sharon L. Voss

MA TESOL Collection

No abstract provided.

Teaching Esl Through American Songs: A Sourcebook, Julia Ann Somers

MA TESOL Collection

No abstract provided.

Working With Mexican Esl Teachers: Description Of A Teacher Training Experience, Hilary Russell

MA TESOL Collection

The following paper is a description and analysis of a four-day teacher training workshop which took place in February and March of 1081 in Zacatecas, Mexico. It was designed to provide English teachers with the opportunity to experience various techniques that are currently used in teaching ESL. The design and implementation of the workshop are presented in detail. Several major issues which were brought out during the workshop process and became a significant part of the discussions will also be explored. These include the applicability of certain ESL techniques to the Mexican classroom, cross-cultural communication and its role in teacher …

A Practical Handbook For Untrained English Teachers Of Lao Refugees In Vermont, Robert Ruud-Prestebak, Michael Mcalister Kennedy

MA TESOL Collection

This handbook is intended for use by untrained teachers or tutors in teaching beginning and intermediate English as a Second Language to adult refugees. Although most portions of this book are applicable to the teaching of refugees in general, this work is meant to address specifically the needs of those engaged in teaching members of the Lao ethnic group of Laos. The opening chapter provides information on the background of the Lao refugees. The novice teacher is then guided step by step through the process of designing a course syllabus, setting short-term objectives, and planning and executing individual classes. Other …

Live...From The Language Lab., Ursula H. Raeth

MA TESOL Collection

No abstract provided.