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CONTENTS
EDITORS NOTE
TESOL Journal
Vol. 7, No. 1
Autumn 1997
ARTICLES
Valuing Diversity: Action Researching Disparate Learner Groups
Collaborative action research helped Australian adult education teachers refine their classroom skills
and reflect critically on their current practice.
Anne Burns 6
EFL Teacher Development Through Critical Reflection
An innovative second language teacher education project for EFL teachers from Egypt yielded rich
and lasting collaboration.
La D. Kamhi-Stein and Jos L. Galvn 12
Professional Development Schools: A Balanced Wheel Makes it Better for Everyone
A team of elementary school and university educators worked together to foster culturally responsible
pedagogy, inspire reflective practice, and enhance student performance.
Peggy J. Anderson 19
A Critical Examination of Classroom Practices to Foster Teacher Growth and Increase Student
Learning
Staff from a British university worked with mainstream subject teachers in a local secondary school to
investigate classroom practice and develop effective teaching strategies.
Lynne J. Cameron 25
Collaboration, Reflection, and Professional Growth: A Mentoring Program for Adult ESL
Teachers
Adult education ESL teachers in a World Relief Refugee Services program worked with mentors to
cultivate valuable professional habits.
Alan Seaman, Barry Sweeny, Pamela Meadows, and Marilyn Sweeny 31
School-University Partnerships to Promote Science With Students Learning English
Elementary school teachers and students who shared the same language and culture fostered effective
science instruction.
Sandra H. Fradd, Okhee Lee, Pete Cabrera, Vivian del Rio, Amelia Leth, Rita Morin, Marisela
Ceballos, Maria Santalla, Lucille Cross, Techeline Mathieu 35
REVIEWS
Thirty Years of Becoming a Teacher: A Readers Rainbow
Teacher Sylvia Ashton-Warner
I Know Why the Caged Bird Sings Maya Angelou
Wishes, Lies, and Dreams Kenneth Koch
White Teacher Vivian Paley
Children of War Roger Rosenblatt
My Place Sally Morgan
The House on Mango Street Sandra Cisneros
Reviewed by Mary Lou McCloskey 48
Sociolinguistics and Language Teaching Sandra Lee McKay and Nancy H. Hornberger
Reviewed by Jette Gjaldbaek Hansen 51
Teach English: A Training Course for Teachers Adrian Doff
New Ways in Teacher Education Donald Freeman with Steve Cornwell
Reviewed by Timothy Micek 52
A S K T H E TJ
Readers Advice on supporting part-time faculty 54
A Question for Readers on unbiased employment notices 55
DEPARTMENTS
Guidelines for Contributors 3
Membership Application 56
Cover design by Ann Kammerer.
TESOLs mission is to
develop the
T E S O L
expertise of
its members
and
others
Founded 1966
involved
in
teaching English to
speakers of other languages to
help them foster effective communication in diverse settings
while respecting individuals language rights.
TESOL Journal (ISSN 10567941), Vol. 7, No. 1, is printed on
recycled stock. Published quarter
JOURNAL
TESOL
Editor
CHRISTIAN J. FALTIS
Arizona State University
Tempe, AZ USA
Associate Editors
REBECCA CONSTANTINO
University of California, Los Angeles
Los Angeles, CA USA
LUCINDA PEASE-ALVAREZ
University of California, Santa Cruz
Santa Cruz, CA USA
Reviews Editor
JILL BURTON
University of South Australia
Adelaide, South Australia
Managing Editor
Editorial Advisory Board
Nancy Cloud
Hofstra University
Hempstead, NY USA
Debra Deane
University of Akron
Akron, OH USA
Robert A. DeVillar
University of California, Davis
Davis, CA USA
Christopher Ely
Ball State University
Muncie, IN USA
Sandra H. Fradd
University of Miami
Coral Gables, FL USA
Linda Harklau
University of Georgia
Athens, GA USA
Ana Huerta-Macas
New Mexico State University
Las Cruces, NM USA
Sarah Hudelson
Arizona State University
Tempe, AZ USA
Linda New Levine
Mt. Kisco Elementary School
Mt. Kisco, NY USA
John Milon
University of Nevada
Reno, Nevada USA
Jeff McQuillan
California State University, Fullerton
Fullerton, CA USA
John Murphy
Georgia State University
Atlanta, GA USA
Joy Kreeft Peyton
Center for Applied Linguistics
Washington, DC USA
Ellen Riojas Clark
University of Texas
San Antonio, TX USA
Linda Schinke-Llano
Millikin University
Decatur, IL USA
Salina Shrofel
University of Regina
Regina, Saskatchewan, Canada
Ann Snow
California State University, Los Angeles
Los Angeles, CA USA
Toshiko Sugino
The National Defense Academy
Yakosuka, Japan
Keiko Tanaka
California State University, Hayward
Hayward, CA USA
Marjorie Terdal
Portland State University
Portland, OR USA
Joan Wink
California State University, Stanislaus
Turlock, CA USA
MARILYN KUPETZ
TESOL Central Office
Alexandria, VA USA
Assistants to the
Editor
LESLIE POYNER and
PAULA WOLFE
Arizona State University
Tempe, AZ USA
Credits
Director of
Communications
and Marketing:
Advertising:
Graphic Design:
Printing:
Helen Kornblum
TESOL Central Office
Ann Perrelli
TESOL Central Office
Sharon Henry
Hedgesville, WV
Pantagraph Printing
Bloomington, IL
Feature Articles
A feature article should be 1,000-3,000
words and should:
1. analyze, present, or discuss novel ESOL
methodology, curriculum materials and
design, teacher education, and classroom
inquiry and research in terms accessible
to classroom teachers. You should connect your inquiry and research to theoretical principles; heavy referencing,
however, is discouraged.
Readers Respond
Readers Respond offers you a forum to
comment on or react to any article, perspective, or tip from previous issues.
Submissions should not exceed 500
words.
Ask the TJ
Ask the TJ responds to questions submitted by readers to TESOL Journal on
matters relating to teaching and classroom
research. Responses should not exceed
100 words.
Send your questions or responses to
Chris Boosalis, Editor, Ask the TJ,
Thunderbird, American Graduate School
of International Management, Department
of Modern Languages, 15249 North 59th
Avenue, Glendale, Arizona 85306-6012
USA.
Guidelines
Your submission must be a
previously unpublished manuscript and
should conform to the following
format.
1. Three copies of each submission; all
references to the authors identity
deleted.
2. Typed, double-spaced, with 1 margins
on top, bottom, and sides of each page.
We urge you to send copies of student artwork, writing samples, or sample exercises
as well as photographs to illustrate all submissions.
2. discuss and reflect upon research findings that are applicable to classrooms
in which there are ESL/EFL learners.
3. encourage practitioners to engage in
their own reflective practice and classroom research on connections between
oral and written language during language and content learning.
Send your submissions to Christian J.
Faltis, Editor, TESOL Journal, at the
address listed below.
Perspectives
A perspective submission should present your views on ESOL-related
sociopolitical and professional concerns
around the world. You should present a
cogent argument for your views but with
only a limited number of references. Perspectives should be 300-800 words.
Send your submissions to Christian J.
Faltis, Editor, TESOL Journal, at the
address listed below.
Reviews
Reviews should evaluate recently published ESOL classroom materials such as
textbooks, curriculum guides, computer
programs, or videos. Reviews should be
between 500 and 750 words.
In the body of the review, include
1. a brief summary of important features
of the material (without commentary)
2. an evaluation of these features, with
the merits/demerits of the material
3. a discussion of any wider ESOL pedagogical issues in the material
4. possibly a discussion relating the
review materials to ESOL methodology, theory, or current trends
5. an explanation as to why the teacherreader would want to use the material
(or not)
Send your submissions to Jill
Burton, School of Education, University
of South Australia, Underdale Campus,
GPO Box 2471, Adelaide, South Australia
5001.
3. Copies, not the originals, of student artwork and/or black and white photographs. Originals will be requested if
the submission is accepted.
4. Source citations according to APA
(American Psychological Association)
guidelines.
5. A biographical statement of up to 50
words for each author, including the
name and address to which correspondence may be sent. A telephone number, fax number, and e-mail address are
also requested.
Submissions of feature articles, perspectives, tips, and reviews will be acknowledged within 1 month of their receipt.
TESOL Journal retains the right to
edit all manuscripts that are accepted for
publication.
General inquiries regarding TESOL
Journal should be sent to:
Christian J. Faltis
College of Education, Box 871411
Arizona State University
Tempe, Arizona 85287-1411 USA,
Fax 602-965-5477
e-mail cfaltis@asu.edu
Special Issue:
The Autumn 1998 special issue of TESOL Journal will focus on improving programs in secondary
schools so that immigrant students (in some countries called migrant students) throughout the
world can excel and gain access to challenging postsecondary education and work. We
welcome submissions related to all aspects of this unexplored and challenging topic, including
those from educators who are working or have worked outside the United States. Some
possible topics of interest follow.
WORKING WITH DIVERSE
STUDENT POPULATIONS
those with age-appropriate schooling
and content knowledge but limited
proficiency in English
those with limited or interrupted prior
schooling, who are behind their sameage peers in content knowledge
those with low literacy skills
those not placed in an ESL/ELT
program, but who are not yet fully
English proficient
CREATING COMPREHENSIVE
PROGRAMS
structures to support students
throughout their time in the school
and beyondfrom intake, through the
course sequence, after exiting the
ESL/ELT/second language sequence,
from middle school to high school, and
after graduation to further education
and careers
extracurricular activities that meet the
needs and interests of English language
learners unfamiliar with the school
culture
structures that benefit all students,
while facilitating immigrant students
learning
nonacademic support systems
CREATING PARTNERSHIPS
linkages with local universities,
community groups, and businesses
DETERMINING POLICY
INFLUENCES (NATIONAL,
STATE/PROVINCIAL, LOCAL)
ON SCHOOL PROGRAMS AND
CLASSROOM INSTRUCTION
FOR IMMIGRANT STUDENTS
standards
assessments and graduation
requirements
PROMOTING PROFESSIONAL
DEVELOPMENT
in-service programs for teachers and
administrators on working with
immigrant students
structures in which teachers consider
school and district data in making
program and instructional decisions
Contributions may take the form of articles, tips from the classroom, perspectives, and reviews
on any of these topics or others that fit the theme of this special issue.
References
Holt, J. (1969). The under-achieving
school. New York: Dell.
Holt, J. (1967). How children learn. New
York: Dell.
Autumn 1997
6 TESOL JOURNAL
dents were aware of deep ethnic, religious, and political differences because
of their experiences of the part of the
world they had just left .... I suddenly
realised how difficult it had been for
them to maintain the veneer of courtesy
and civility when I was introducing
activities that demanded that they
expose and discuss the differences they
were attempting to ignore!
(McPherson, 1997a, pp. 26-30)
Setting
I have culled from McPhersons report at
some length because it illustrates some of the
key issues and themes about the teaching of
diverse student classes that emerged in the
project. These themes had to do as much with
the diversity of learner characteristics; political, cultural, and social factors; learning
needs; teaching and learning strategies; materials; and resources inherent in disparate
learner classrooms as with the role of collaborative action research in offering opportunities for professional growth in teaching these
groups.
The project was coordinated by myself
and a fellow researcher, Susan Hood, through
the National Centre for English Language
Teaching and Research (NCELTR). Teaching
disparate learner groups emerged nationally
as a priority research area for the AMEP in
1995. The term disparate is commonly used
increasingly confronted with more heterogeneous learner groups than they had ever
encountered previously (see Burns, 1996;
Burns & Hood, 1997). In some instances, for
example, classrooms were no longer ESL
only, but involved catering for students from
both non-English- and English-speaking
backgrounds.
One of the first tasks in each action
research group was to document what the
teachers saw as the characteristics of the
diverse learner groups they were now teaching. Some teachers chose to involve their colleagues in gathering this data. Their
responses indicated the need to take into
account many personal factors in addition to
the students language proficiency levels.
These factors included:
level of previous education
experiences of formal and informal language learning
literacy experiences and abilities in first
language
length of residence in Australia, which
affected knowledge of cultural and social
systems
religion
gender
age
physical disabilities, such as hearing or
sight impairment or workplace injuries
recent unemployment and family relationship problems
There were also features connected with
learning expectations and experiences, such
as
preferred learning pace and style
expectations about the course
cultural values and attitudes toward learning
goals and interests for language learning
Findings
Because of the collaborative nature of the
research, the project brought out a rich complex of collective themes as well as individual findings. One of the first major themes to
emerge from the data was that there was a
mismatch between teachers and learners
assumptions about disparate groups. At the
beginning of the project, the teachers general consensus was that these groups were
problematic and difficult to teachsome
of the teachers had even joked that they were
disparate, desperate teachers!
When interviewed, learners gave a different picture. First, they did not label themselves as disparate; second, they often liked
having a wide range of language proficiencies in the class; and third, they saw differences in personality, skills, and experiences
as positive. In an early workshop, Linda
Ross, one of the New South Wales teachers,
described her surprise at this finding:
Ive been documenting how the students feel about [the fact that they are
at such different levels] and how to
manage that timewise. And that happened to come up casually, because the
day after we had [the first workshop]
we went on an excursion to Sydney.
And just on the train I was chatting to
them and they said that it didnt worry
them that other learners were slower or
faster. They just wanted to get on with
things and they said Dont worry
about us, well call you if we need
you. I was very relieved when I heard
this because Id been feeling so guilty
that I couldnt get round to them all.
(Ross, 1997, personal communication)
By the end of the project, almost all teachers had shifted from seeing the deficit concepts they had held at the beginning to seeing
diverse groups as rich sources of different
skills, experiences, personalities, and
resources.
Cultural, social, and affective factors are
an important consideration in any second lanAutumn 1997
Event/Process
Timeframe
Purpose
Workshop 1
1 day
Research
Approximately 3
weeks
Reflecting
Collecting and documenting data
Clarifying focus
Discussing with colleagues
Workshop 2
Half day
Research
Approximately 4-6
weeks
Collecting data
Reflecting and interpreting
Intervening and collecting more data
Discussing with colleagues
Workshop 3
1 day
Research
Approximately 3
weeks
Workshop 4
Half day
Report Writing
Approximately 3
weeks
Workshop 5
Half-day seminar
guage learner group. However, we discovered that in classrooms where there is great
diversity, these factors may have a greater
than usual impact. Teachers identified the
following areas as most strongly affecting
their students learning:
negative motivation and attitudes from
previous learning experiences
experiences of being made unemployed
and remaining unemployed over a long
period of time
medical and legal problems
problems with family relationships
political influences including experiences
of war, torture, and trauma
conflicts arising from ethnic and cultural
differences
When teachers investigated these political
and cultural issues systematically through
8 TESOL JOURNAL
regular observations, discussions, and interviews with their learners, they found they
gained greater insight into the kinds of teaching and learning strategies that would
increase their learners motivation and help
them to learn. For example, Meg Quinn
(1997), from Queensland, who researched
her beginning-level learners perceptions
about improving their writing skills commented:
This study has emphasised to me the
importance of listening to the students
to determine how they feel about learning and the strategies they use to learn.
To teach effectively in a disparate
classroom may require identifying
learning strategies and then incorporating that knowledge into the classroom
activities. (p. 48)
McPhersons classroom situation illustrates also how previous political and cultural
experiences can interact negatively within the
group. She conducted her research through
observing and documenting in a journal how
and why learners were not interacting in her
classroom; as a result she was able to devise
alternative classroom activities as she
describes here:
I eliminated group and pair-work from
my repertoire. All language teaching
was based on whole class work. The
sessions became teacher-centred, with
individual contributions welcomed on
a spontaneous and voluntary basis.
Most of the language activities were
based on games, but there were no
competitive or cooperative activities ...
Over a period of two or three weeks, I
became aware of the lessening of tension in the class. (McPherson, 1997b,
p. 59)
Her research, therefore, resulted in more
positive group dynamics and a classroom
atmosphere that facilitated learning.
Other teachers realized that they had to
overcome the effects of previous very negative educational experiences as well as a lack
of desire to be in class. Lenn de Leon (1997),
who worked closely with Linda Ross in New
South Wales, found herself with a mixed literacy and numeracy class composed of both
native and nonnative English speakers, who
were attending as part of a government labor
market retraining arrangement in order to
obtain unemployment benefits. She discovered that non-language-focused activities,
such as completing out-of-class tasks chosen
by themselves or teaching others a new skill
such as playing a game they knew well,
increased her learners competence and willingness to learn. Nonlanguage outcomes
were to do not so much with improvements
in language proficiency, but perceptible
changes in students confidence, self-esteem,
and motivation, all of which made a difference to their enthusiasm for learning
(Jackson, 1993, 1994).
The research also highlighted the importance of conducting a detailed and continuing
analysis of learners needs. The teachers
began with the assumption that, as they
worked within a learner-centred organizational curriculum, undertaking a language
needs analysis was a part of their regular
practice. However, it became apparent that it
can be very easy to overlook or simplify the
complexity of individual needs and the way
that these needs change during the learning
process. Most teachers agreed by the end of
the project that it was not enough to conduct
a formal written needs survey at the beginning of the course, which focused primarily
Teachers suggested that explicitly discussing their teaching approach and the
structure of the course with their learners
for example, their objectives and the reasons
for the kinds of activities they were doing
not only helped them articulate their own
approaches to teaching, but clarified the purpose of classroom learning for their learners.
Finally, establishing positive group
dynamics took on new meanings with diverse
classes. Many teachers realized that they
needed to abandon ideas of achieving neat,
homogeneous classroom subgroups and to
treat the learner group more holistically.
Sometimes, such as in Susan Shaws classroom in Western Australia, activities were
developed (based on Hadfield, 1992) that
asked the learners to address groupness, to
reflect on situations in which they had been
members of a group and to discuss specifically what group membership meant. This
not only improved classroom relationships
but also had a positive effect on language
development as learners felt their efforts
were valued by the group. Susan Shaw
(1997) observed:
There was something different about
this group. There was a feeling of
openness that I had not experienced
before. Moreover ... the students were
prepared to take far more risks with
their language learning. (p. 59)
Different strategies for classroom seating
and grouping arrangements that would
improve dynamics were also explored. Lucy
Valeri (1997), a Queensland-based teacher,
was, in her words, amazed that, when she
let her learners choose their own groupings,
the diversity in the group
actually created more scope for learning and therefore learners became
more outspoken .... I had nothing to do
with how this had eventuated ... and I
wondered if my years of grouping
learners as I had thought appropriate
may not have been in the best interests
of the learners. This was certainly food
for thought. (p. 39)
Discussion
This research had two purposes. It aimed
to develop teachers skills in meeting the
learning needs of disparate learner groups
and, at the same time, to give teachers opportunities to reflect critically and systematically
on their own classroom practices in order to
take these practices in new directions. Two
major dimensions emerged strongly from the
project. The first was that a noticeable shift
took place from a deficit concept of diverse
learner groups to one that saw them as creating exciting challenges and offering multiple
Note
1The term migrant is used in Australia to
refer to immigrants to the country who were
born elsewhere.
Acknowledgment
This research was a NCELTR Special
Project funded by the Australian
Commonwealth Department of Immigration
and Multicultural Affairs (DIMA). I would
like to thank all the AMEP teachers who
researched their classrooms as part of the
project.
References
Air, S. (1997). A profile of individual differences in two language learners. In A.
Burns & S. Hood (Eds.), Teachers voices 2:
Teaching disparate learner groups (pp. 2425). Sydney, Australia: National Centre for
Autumn 1997
12 TESOL JOURNAL
1. Guide Participants to
Reflect on the Connections
Between the Observed
Teaching and Their Own
Classroom Practices
The obvious focus of discussion in a typical critical reflection session is the classroom
in which the teaching has occurred. When the
participants are discussing what they have
observed rather than what they have taught, it
is important for the teacher trainers to guide the trainees away
from focusing on the observed
teacher and instead concentrate
on discussing any implications
for their own teaching back
home. In other words, rather than
conduct evaluations of the
Autumn 1997
13
Methodology
4 hours a week
Issues in ESL/EFL
2 hours a week
Discussions focused on
observations of ESL instructors in public school classrooms and
reflection on participants
teaching practices in Egypt
Workshops focused on
reading and discussion of
best practices taken from
the recent literature (e.g.,
Natural Approach, Total
Physical Response, Language
Experience
Approach,
Directed Reading/Thinking
Approach
modeling of these practices
by institute faculty and
invited presenters
Workshops focused on
adapting grammar-based
translation lessons from the
textbooks used in EFL classrooms in Egypt into communicative-based activities
Seminars focused on
reading and discussion in the
theoretical foundations of
second language acquisition,
including such topics as: similarities/differences between
first and second language
acquisition and the notions of
interlanguage, scaffolding,
comprehensible input, and
the affective filter
Activities
Participants worked individually
to
complete structured observational assignments using a
focused checklist, adapted
each week by topic (e.g.,
seating arrangement, structure of the lesson, language
used in the classroom, nature
of language learning activities, role of the teacher)
Activities
Participants worked in groups to
develop sample lesson plans
to be used in teacher development workshops
practice methods developed
through peer-teaching
develop strategies for peer
coaching
Activities
Participants worked in groups
according to the textbooks used
in Egypt to
adapt their EFL textbooks to
incorporate best practices
identified in the literature
produce handouts and props
to accompany their lessons
Activities
Participants engaged in group
learning tasks designed to
model cooperative learning
techniques
introduce communicative language teaching techniques
into the FL classroom
assist them in designing
teacher development workshops for their peers in Egypt
Products
Participants developed
written descriptions of best
practices observed ESL classrooms
descriptions of obstacles to
the implementation of these
practices in Egypt and possible solutions to overcome
them, and
action plans, including
descriptions of specific teaching strategies and observation
procedures, and follow-up
activities
Products
Participants developed portfolios
containing
sample lesson plans drawing
on best practices taken from
the literature
handouts and materials
designed to help in implementation of sample lesson
plans
Products
Participants developed portfolios
containing
lesson plans based on their
own textbooks
their own and others handouts and props
Products
Participants
developed model teacher
development workshops on
the rationale for an interactive, communication-based
curriculum
rehearsed these workshops
and presented them at a symposium held at the conclusion
of the institute
14 TESOL JOURNAL
The issues in ESL/EFL module was a 2hour session that gave the Egyptian participants a chance to reflect on the theories
underlying the implementation of a communicative approach in language teaching.
Although it was not always possible to make
direct connections to the classrooms they had
observed, the Egyptian EFL teachers were
encouraged by the instructor to draw from
their observations in the class discussions in
an attempt to connect the theory with the
practice vis--vis a real classroom setting.
They were then asked to practice expressing
these connections to the Egyptian settings.
Their final product for this module was an
oral presentation, designed as an in-service
workshop for their peers in Egypt, in which
they described the rationale for communication-based teaching.
2. Demonstrate
Communication-Based
Teaching Through a Language
Development Component
Autumn 1997
15
Technique
Participants
composed and sent e-mail messages, read and replied to a received e-mail message, and
downloaded and printed messages
sent and received e-mail messages to and from faculty at CSULA and the University of
Alexandria in Egypt
accessed the institutes Web site and learned how to link to other sites
Participants
received a hands-on orientation to computers (e.g. learning how to use the mouse and keyboard)
used computer labs on campus for word processing of class papers and lesson plans
Participants
visited Web sites for language educators (e.g., AskERIC and Linguistic Funland TESL
Page) and searched for and printed lesson plans and classroom ideas relevant to the
Egyptian teaching situation
used search engines (e.g., Yahoo, ALTAVISTA) to identify sites containing lesson plans
relevant to the Egyptian teaching situation
sent messages to their e-mail partners reflecting upon their own L2 teaching and learning
practices
discussed how they would integrate computers in their EFL classes
adapted e-mail and Web tasks to their EFL situation
Participants
were paired with MA TESOL students and participated in an intercultural e-mail project
visited Web sites that educate (e.g., the U.S. White House and the Smithsonian Institute)
and completed classroom tasks (e.g., sending an e-mail message to President Clinton and
answering questions about the different Smithsonian museums)
16 TESOL JOURNAL
tions about teaching in the language classroom. For example, it is unusual for a U.S.
teacher nowadays to be assigned a classroom
with immovable desks in rows. Yet, this is
precisely the most common seating arrangement in Egyptian public schools. Institute
faculty had to concentrate on finding ways to
accommodate this factor.
Our own MA TESOL program benefited
immeasurably from the community building
that resulted from the multidimensional interactions between our MA students and
Egyptian participants, our faculty and the
EFL professionals, the public school teachers, and the wider community (e.g., private
individuals, university students at large, consulate staff). The institute resulted in a closer
student-faculty relationship as evidenced by a
number of follow-up collaborative projects,
including articles and several presentations at
international, state, and local conferences.
The MA TESOL students developed a
more realistic view of the EFL setting than is
normally possible in a TESOL program
based in the United States. The e-mail
exchanges and interpersonal contacts gave
many of our students their first experience
interacting with EFL professionals. Many of
these students have expressed an interest in
job possibilities abroad.
Finally, the larger community in the
TESOL
Journal
Special Issue
One World, Many
Tongues: Language Policies
and the Rights of Learners
Coeditors: Robert A.
DeVillar and Toshiko
Sugino
Conclusions
The model of teacher development
described in this article provided EFL teachers with opportunities to reflect critically on
their own teaching practices and beliefs in a
context of collaboration. This was accomplished by implementing multiple techniques,
including
reading and discussing exemplary teaching practices
observing and reflecting upon the instruc-
The deadline
for submission is
January 2, 1999.
Send queries and material to:
Robert A. DeVillar, University of
California, Educational Research Center,
351 E. Barstow, Suite 101, Fresno, CA
93710-6002 USA. Queries only to
radevillar@ucdavis.edu.
Autumn 1997
17
Notes
l
18 TESOL JOURNAL
References
Bartlett, L. (1990). Teacher development
through reflective teaching. In J. C. Richards
& D. Nunan (Eds.), Second language teacher
education (pp. 202-214). Cambridge:
Cambridge University Press.
Celce-Murcia, M., Drnyei, Z., &
Thurrell. S. (1997). Direct approaches to L2
instruction: A turning point in communicative language teaching. TESOL Quarterly,
31, 141-152.
Cray, E., & Currie, P. (1996). Linking
adult learners with the education of L2 teachers. TESOL Quarterly, 30, 113-130.
Kamhi-Stein, L. D., & Browne-de1 Mar,
C. (1997). Promoting EFL teacher develop-
Authors
Lia D. Kamhi-Stein is assistant professor
in the TESOL program at California State
University, Los Angeles, where she teaches
courses in English for academic purposes,
curriculum and materials design, and
ESL/EFL methodology. She was the academic coordinator of the EFL institute
described in this article.
Jos L. Galvn is associate professor and
the coordinator of the TESOL program at
California State University, Los Angeles. He
teaches courses in theories of second language acquisition, sociolinguistics, and the
use of computers in second language classrooms. He directed the EFL institute
described here.
Professional Development
Schools: A Balanced Wheel
Makes It Better For Everyone
Peggy J. Anderson
he Professional Development
School (PDS) is a concept first
suggested in 1986 by the Holmes
Group, a group of college deans, as
a means to facilitate the simultaneous renewal of public schools and schools of
education. Across the United States, collaborative teams of public school staff and university faculty are now working to bring
about profound changes as they attempt to
invent new institutions that will capture culturally responsible pedagogy, inspire reflective practice, and raise academic and
affective performance among students.
Johnson (1996) likewise calls for the development of PDSs in relation to TESOL
teacher education programs as a way for students to make sense of theory and become
socialized into school culture.
In the summer of 1994, in Wichita,
Kansas, one such group began this journey
when Wichita State University (WSU) and
Wichita Public Schools (WPS), the urban
school district in which the university
resides, formed a partnership. The WPS district leadership had sensed an urgent need to
provide effective instruction for the growing
number of ESOL students who have been traditionally marginalized in many U.S.
schools. Due to the extensive time needed to
acquire a second language, these students
have often underachieved academically, and
have dropped out of secondary schools in
record numbers (up to 80%). The WPS had a
strategic 5-year school improvement plan
social service agencies, the city law enforcement agency that had a substation on the
premises, community businesses, parents,
and neighborhood residents.
Autumn 1997
19
Study Groups
en
ud
St
ni
lt
ve
cu
rs
it
Fa
ol
ho
Sc
ts
cu
lt
rs
ve
U
ni
ne
or
it
Fa
id
20 TESOL JOURNAL
behavior management
technology (e.g., how to best utilize the
new computers that were just arriving,
deciding what kind of training was needed
and who should receive it, trying out new
software and reporting back)
multiple intelligences
innovative teaching strategies (e.g.,
Spanish and English Animated Alphabet
[Stone, 1995], silent sustained reading,
role-reversal)
strategies for drug- and alcohol-affected
students
Time in Schools
University students spend 3 hours each
day on site. Seventy to eighty percent of their
onsite time is spent working in elementary
busy (i.e., important) schedule. The preservice teacher, accustomed now to being an
equal partner, spoke up immediately,
addressed her by her given name, and asked
her if she had thought of inviting students
into her office from time to time to read to
them for a few minutes. Though the principal
****
I wondered when
the last time was that the
principal had been
mentored by a 22-year-old
preservice teacher.
****
was taken aback by this suggestion from a
22-year old, she eventually incorporated the
idea as one of her goals. I wondered when
the last time was that the principal had been
mentored by a 22-year-old preservice
teacher.
We all sensed what was happening at that
moment and it was an exhilarating experience that several wrote about in their journals. Barriers and titles tumbled down
through these kinds of experiences, as they
had during the planning process. This was a
valuable lesson we learned over and over
again: If we could function as equal partners,
PDS would thrive, and just might work.
On three occasions, the 30 individuals
involved in the six professional growth teams
met as a whole group. The third whole-group
meeting was scheduled at the end of the
spring semester. Preservice teachers, classroom teachers (CFAs), and university faculty
had an exhibition and celebration of the evidence they had collected to demonstrate the
accomplishment of their individual goals.
Exhibits included an ESOL teaching handbook, display boards with lesson plans
designed to address the needs of ESOL children, content- and language-focused assessment rubrics, student-made photo essays,
research articles based on a PDS action
research project, and much more. Guests
were invited, and refreshments were served.
Everyone had come to appreciate the various assessment processes. Everyone had
explored and tried to ground the connections
between theory and practice. Several university students wrote about feeling responsible
for their own professional growth now and in
the future. One university student wrote in
her journal, I realize now that the
cutting-edge ESOL techniques Im learning
at PDS will not be enough. Ill have to find
some way to keep on top of whats happen-
Program Evaluation
The bottom line in program evaluation for
the Wichita PDS is, when asked, do all par-
Autumn 1997
21
Unanticipated Outcomes
During the 2 years since the inception of
the PDS, members of the initial planning
team have written and were awarded a Title
VII Schoolwide Improvement Grant for the
development of a two-way bilingual pro-
22 TESOL JOURNAL
gram, the first ever in the WPS. The knowledge used to document the need for a bilingual program came as a direct result of a
greater awareness of second language acquisition issues that the authors gained through
their PDS-related experiences. The premise
of the grant was drawn from the literature
supporting learning to read in first language
prior to second language learning. It would
have been difficult for them to have written
this a year earlier because the authors were
much less familiar with the language learning
process and instructional approaches for
ESOL students.
The grant began in 1996 and is expected
to inject new technological as well as human
resources into the PDS. PDS-experienced
classroom teachers have been in high
demand by other schools, privately managed
public schools, and other school districts. Job
offers have been too tempting to resist, and
many have moved on to help replicate the
* * * *
I suspect this alone
was as motivating
an experience for them
as it was for me.
* * * *
idea in other schools as their term of commitment ends. The PDS has become, in a way, a
training ground for teachers who can learn,
grow, and go forth and help others do the
same. While we were surprised and saddened
by the losses of key leadership, we have now
come to realize that this is the nature of replication. University PDS students have also
been in demand. More than 90% of those
who completed the 2-year program are currently employed.
Another unexpected outcome was that
classroom teachers received a stipend or
WSU tuition remission for each semester that
one or more university students were placed
in their classrooms. In fact, the majority of
them opted for this opportunity to begin
course work toward their ESOL or bilingual
endorsement. I teach a number of these
courses on the university campus and found
the ongoing presence of these seasoned classroom teachers in class challenging to me and
enriching for the other students. For example,
while I was at the PDS site, I had felt compelled to model the methodology and assessment practices I was proposing (e.g., jigsaws,
reflective activities, cooperative groups,
ongoing evaluation, use of multiple intelli-
Growth Experiences
In summary, the following have been
identified by participants as some of the key
opportunities accruing as a direct result of the
PDS experience. Children received:
more exposure to second language teaching techniques due to the enhanced ESOL
training (linguistic and cultural awareness
as well as specific instructional strategies)
daily interaction with more adults who
had an investment in their success
a greater variety of assessments in which
to demonstrate their knowledge and intelligences
computer literacy education resulting
from grants secured by school leadership
opportunities to learn a second language
in an environment where second language
learning was the norm
University preservice teachers received:
support and collaboration gained from
participation in a cohort group (2 years)
in-depth exposure to day-to-day school
culture
exposure to educational issues and solutions through study groups and professional growth teams
time out for reflection and opportunities
for structured goal setting
opportunities to practice leadership skills
in a safe community of learners
regular mentoring from experienced classroom teachers, administrators, and university faculty
daily access to university faculty
the opportunity to get back into the classroom and demonstrate lessons with real
children and thereby have the opportunity
to test new teaching and learning principles as well as become attuned anew to
the teachers world
exposure to the issues facing schools and
teachers every day
exposure to the current strengths within
local schools
development of long-lasting relationships
with school personnel
motivation to reinvent their university
courses
the opportunity to create a new vision for
education and participate in making it
happen
Conclusion
As educators, we sometimes operate our
classrooms on impressions. These impressions can be false or skewed when we do not
have a mirror to hold them up against. PDS
provides that kind of mirror for all participants. University faculty are faced with having to be sure they teach what really makes
sense, teachers are faced with having to
account for why they do what they do, and
preservice teachers are faced with integrating
course work into practical field experiences
every day. Has the PDS been better for me?
Yes, without a doubt. Has the PDS been better for everyone? I think so. Time will tell.
References
Anderson, P.
(1997,
March).
Midterm/final assessment. In M. Christisen
(Chair), Multiple intelligences. Seminar conducted at the 31st Annual TESOL
Convention, Orlando, Florida.
Holmes Group (1986). Tomorrows teachers: A report of the Holmes group. East
Lansing, MI: Holmes Group.
Author
Peggy J. Anderson, assistant professor at
Wichita State University, coordinates and
teaches in the TESOL Program. Her research
centers on ESL program evaluation, learning
to teach, and using the multiple intelligences
in teacher education. She served as Associate
Chair for the 1997 TESOL Convention, in
Orlando, Florida.
A Critical Examination of
Classroom Practices to
Foster Teacher Growth and
Increase Student Learning
Lynne J. Cameron
R
O
guage development is then placed on mainstream teachers, many of whom have not
received initial or in-service teacher education relating to language development issues.
Government funding for in-service programs
during the past 2 years has gone some way
toward addressing this gap in mainstream
teacher education. It is also becoming clear
that language development policy and planning may have underestimated the length of
time that EAL pupils need to be supported.
After kindergarten and elementary schooling
in English, some older pupils still need support to meet the demands of secondary classrooms.
Autumn 1997
25
this
strategy.
She
recou nted
26 TESOL JOURNAL
recorded at work in the classroom by a member of the university team; recordings were
transcribed, analyzed, and discussed with
teachers.2 The university staff interpreted the
classroom observations and recordings, taking into account the teachers perceptions of
problems, and validated their interpretations
through sharing the analyses with the teachers. In this process, a more complex view
was developed of what was happening in the
classrooms, demonstrating how teacher
behavior and learner behavior interact in the
joint construction of observable outcomes.
The teacher and university staff member
then decided on new teaching strategies to
support specific aspects of language learning,
with the locus of responsibility being shifted
away from learners and back to the teacher as
the holder of classroom power and as the
central actor in the classroom.
Three examples follow of teachers personal views about classroom problems common to several participating teachers.
Because they were common to many classrooms, these issues became sites of action
for the project. I recount how we moved from
observing the difficulties to developing
strategies for resolving them, and then I list
key principles for teaching and learning that
have emerged from the project.
Classroom Observations
Learners were not always provided with,
or convinced of, a clear purpose for listening.
They did not automatically create a purpose for themselves.
The teacher talk did not always make
clear when instructions were coming or
help learners distinguish instructions from
other input.
For example, in one mathematics lesson I
observed, instructions were embedded in
ongoing talk that switched topics to deal with
pupils questions and comments about homework, text books, and behavior of other
pupils. It would not have been easy for a sec-
Classroom Observations
Very often teacher questions were
answered with single words or silence.
Some teacher questions were very difficult
to answer without time to think.
For example, a science teacher asked Year
8 pupils, If we have a food chain or food
web, what are we actually showing? What do
we actually mean?
Teachers often accepted single word
responses as adequate.
If a learner were struggling to find or construct an answer, the teacher would often
move on to another pupil rather than wait.
If single word responses were expanded
by the teacher in feedback, the learner seldom reproduced that expanded answer.
From the research in second language
acquisition, we know that when responding to
questions, bilingual pupils acquiring EAL are
faced with different processing demands from
those of English L1 pupils. Producing a
response in L2 requires lexical retrieval and
syntactic planning that may need time. The
skills to produce an expanded response, after
one modeled by the teacher, cannot be
assumed in L2. Skilled production in L2
requires practice in producing L2, and production can itself lead to development in
accuracy (Lightbown & Spada, 1994; Swain,
1995), and many L2 learners can only get
such practice and feedback in the classroom.
Supporting action from teachers may thus be
required to help learners move beyond singleword answers and arrive at more extended L2
output.
27
Classroom Observations
There were gaps in everyday and technical vocabulary (although empirical
research is still needed to explore the
extent of these gaps).
Learners had developed strategies to cope
with these gaps, for example, using a near
word, van, for minibus; or a general word,
thing, for specific item, needle.
Teachers often simplified the vocabulary
used in their talk and their worksheets,
sometimes simplifying too much.
When new words were encountered in
classroom discourse, teachers often aimed
for understanding but did not push language
development forward into production.
The word protractor was clearly
explained to pupils as used for measuring
angles, but no pupil actually used the word
protractor in that lesson. Again EAL development differs from L1 in the development
of vocabulary, although the manifestations in
the classroom may be similar (e.g., ignorance
of appropriate word). There is clear evidence
that there is a vocabulary learning threshold
at about 2,000 words (Nation, 1990), at
which most nontechnical texts can be read,
and beyond which it becomes easier to learn
words of the sort needed in secondary education superordinates, hyponyms, and so on.
Principles Established
Teachers and learners should expect the
use of the most appropriate word, and
increasing specificity to express shades of
meaning.
Learners should expect to understand all,
or most, of the words they encounter, and
continue to learn words.
Teachers need to take account of the fact
that the learning of new words requires
multiple exposure in meaningful contexts,
practice at using the words in purposeful
tasks, and corrective feedback.
Lack of vocabulary in the L2 does not
necessarily imply lack of understanding or
lack of experience.
28 TESOL JOURNAL
opportunity to stand back and analyze it critically. The teachers in this project highlighted
the chance to do exactly this as one of its
most useful aspects.
This project experience suggests that inservice education may generate change in
classroom practices more effectively if teachers are given opportunities and tools to examine their practices critically , and if such
discussion is informed by knowledge about
language development and the nature of
English. Relevant knowledge and skills are
summarized briefly below; they are underpinned by teachers attitudes, sometimes
expressed in personal views and often apparently manifested in expectations about
learner performance and potential.
Acknowledgments
This article is a revised version of
Developing English Language Skills in the
Mainstream: Issues From a Teacher
Development Project. Paper presented at the
Conference of the National Association for
Language Development in the Curriculum
(NALDIC), Aston University, in November
1995 in England. I acknowledge the contributions of colleagues Jayne Moon and
Martin Bygate to the development of ideas
expressed in this article.
Notes
1In England, the term English as an additional language is increasingly preferred to
English as a second language.
2 The initial agreement between school
and university included permission for
anonymous use of data for research and
writing. As always, I am grateful to the
school, teachers and pupils for this permission, and for their enthusiastic participation
in the project.
References
Cameron, L., Moon, J., & Bygate, M.
(1996). Language development in the mainstream: How do teachers and pupils use language? Language and Education, 10,
221-236.
Cameron, L. J. (1996, November).
Analysing pupils talk on classroom tasks.
Paper presented at the Conference of the
National Association for Language
Development in the Curriculum (NALDIC),
University of Staffordshire, England.
Autumn 1997
29
Author
Lynne J. Cameron is a lecturer and head
of undergraduate courses in the School of
Education, University of Leeds, in England.
She has worked with teachers of English as a
first, second, and foreign language on preand in-service courses. Her research interests
include the development of English language
skills of bilingual pupils, and metaphor in
educational discourse.
Collaboration, Reflection,
and Professional Growth: A
Mentoring Program for
Adult ESL Teachers
Alan Seaman, Barry Sweeny, Pamela Meadows, and Marilyn Sweeny
31
Mentor provides
orientation to the
site and curriculum
Building a
mentoring
relationship
Mentoring using
the ESL instructional
program including
mentor coaching
A possible
peer
coaching
relationship
dynamics of classroom instructionthe practices used by teachers in planning and implementing lessons. Instead of presenting
teaching techniques or specific methods such
as Total Physical Response, this program
concentrates on the basic elements of language teaching that are important regardless
of the context or approach. These elements
include features of everyday teaching such as
the patterns of interaction in the classroom,
the beginning and ending of a lesson, the
ways in which students are grouped, and
assessment of student progress. Teachers can
choose specific areas to focus upon from 26
categories organized into four dimensions:
planning, interaction, management, and
classroom climate (see sidebar on page 33).
In addition, this program emphasizes several practices increasingly identified as
important to professional development:
reflective journaling, discussion with peers,
and classroom observation. In a guidebook
entitled Effective Practices in Teaching
English as a Second Language,* we offered
our teachers a structured approach that
includes clear definitions for each category,
questions to guide reflection and discussion,
and a variety of forms to use for observation,
data collection, and analysis. To provide
material for the teachers to think about, we
chose to use Richards and Lockharts (1994)
Reflective Teaching in Second Language
Classrooms as the basis for journaling and
discussion. For categories not covered in the
Richards and Lockhart book, we wrote a
series of short articles on current ideas in the
field of language teaching.
The third characteristic of this program is
a commitment to allow the protg, not the
32 TESOL JOURNAL
on a group task. I find that Im focusing on several students who are fairly
aggressive communicators and have
strong personalities ...
Several days later, Carol continues reflecting on her classroom practices by reading
several pages from the Richards and
Lockhart book and completing a more indepth journal entry that is guided by a series
of questions in the mentoring guidebook. In
this entry, she ponders how the diverse students in her classroom influence the ways in
which she asks questions:
I was intrigued by the categories of
students described in this section of the
book. Im blessed with plenty of taskoriented and social students in my
classes. Certainly, Luis, Maria, Meng,
and Shigeo stand out as involved, taskoriented people. Are they drawing my
attention away from the phantom
students, like Arturo, who seem to
blend into the background? ...
After completing her journal reflections,
Carol meets with her mentor another experienced teacher who works in a classroom
near hers in the mornings. As they talk for 30
minutes after class, Carol shares her reflections on her patterns of interaction in the
classroom, and the mentoring partner comments on her own approaches to questioning.
Carol sets some goals for her teaching, identifying procedures she wants to use, and the
two teachers schedule a time when Carols
class will be observed. During the observation, the mentoring partner will collect the
particular data on interaction patterns that
Carol has requested.
A week later, Carols mentor observes her
class for 25 minutes and completes an observation form (also available in the mentor
guidebook) with descriptive data (see sample, page 34).
The two teachers meet again for 20 minutes to discuss the observation data and
answer a final set of questions. In this final
session, it is important that the mentor not be
evaluative; her role is simply to provide the
protege with the information she collected.
The mentor then asks open-ended questions
to prompt Carols comparison of the
observed patterns with her intentions for the
lesson.
Where will Carol go from here? If the
observed patterns and her intentions do not
align, she may wish to continue to focus on
the category of interaction patterns with an
additional observation. Or she may teach for
several more months before continuing the
process with a different category. Either
way, Carol is conscious of the importance of
questioning patterns in her classrooman
33
Teacher
Paul W.
______________________
Note
810 Hillside
_____________________________________
Classroom Location
Time
Mentor
9:30-10:00
_______________
June 22
_______________________
Date
x = student-to-student interaction
9 male students
8 female students
Teacher
ooo
oooxo
ooo
F
F
ox
oooo
xx
oxx
o
xooxx
F
o
F
that teachers want a program that is systematic but easy to understand and use. By field
testing the program as we developed it, we
tried to eliminate unnecessary educational jargon and unrealistic activities, creating what
we hope is a user-friendly approach. And we
have seen the value of careful preparation and
training in interpersonal communication for
34 TESOL JOURNAL
Acknowledgments
The mentoring program described in this
article was funded under a grant by the
Illinois NETWORK of Literacy/Adult
Resources. NETWORK funding is administered through the U.S. Department of
Education, Division of Adult Education and
Literacy, under the provisions of the Adult
Education Act as amended by the National
Literacy Act of 1991.
Authors
M
M
References
x oo
School-University
Partnerships to Promote
Science With Students
Learning English
Sandra H. Fradd, Okhee Lee, Pete Cabrera, Vivian del Rio, Amelia Leth, Rita Morin,
Marisela Ceballos, Maria Santalla, Lucille Cross, and Techeline Mathieu
... by the year 2006, America will provide all students in the country with
what should be their educational
birthright: access to competent, caring, and qualified teachers.
National Commission on Teaching and
Americas Future, 1996, p. 5)
The United States is engaged in a process
of educational reform. To contribute to this
process, the National Commission on
Teaching and Americas Future [NCTAF]
(1996) suggested two areas of reform:
what teachers know and can do
what they must learn to do
No subject area is in greater need of
teacher enhancement than science, yet little is
known about the process of science instruction in classrooms of K-12 students learning
English as a new language, and many elementary teachers lack the knowledge to teach
science effectively. Many also lack the
understanding to instruct students learning
English (American Association for the
Advancement of Science [AAAS], 1989;
Garcma, 1993; Lee, Fradd, & Sutman, 1995).
In order to meet increasing instructional
demands, teachers must develop the necessary expertise to offer high quality learning
Autumn 1997
35
Using the teachers manuals developed by the project as instructional guides, the
teachers were encouraged to teach in ways that promoted cultural congruence.
Customized Instructional
Units
The instructional materials Fradd and Lee
developed were designed to meet state and
district curriculum frameworks and 4th-grade
science objectives. Instruction for the second
year of the project included two science
units: 8 lessons on changes in states of matter
and 16 lessons on weather. Instruction with
these units began in September and was com-
Tailored Workshops to
Integrate Language and
Culture in Science Lessons
Before starting each of the two units,
teachers participated in a full-day workshop
focusing on science content and activities.
Teachers also used terms and phrases with which the students were familiar. For
example, in introducing the use of the thermometer with Celsius and Fahrenheit
scales, the teachers often referred to the bilingual thermometers as being bilingual
like we are, with two systems for measuring and comm unicating.
36 TESOL JOURNAL
For Science
Objective 1:
Objective 2:
Objective 3:
For Language
Objective 1:
Enable students to recognize similarities and differences in words evaporate, condense, and precipitate and evaporation, condensation, and precipitation as they are used as verbs and nouns
Accurately use these words in discussing the water cycle
Objective 2:
Background information
Instructional tips
1. When placing the hot water in the bottom cup, be sure that the top
cup is immediately placed on the bottom cup so that the water
vapor remains inside the two cups.
2. If the ice above the cup is made of colored water, students can
observe whether the water droplets come from water that leaks
through the outside top of the cup or from water vapor that condenses from inside the cup. (Many students think the drops come
from the melted ice seeping through the top. However, when the
ice and ice water are colored and the droplets in the top of the cup
are clear, they realize that condensation is occurring inside the
cup, not from water outside the cup. This understanding is important in developing the concept of a cycle.)
Lesson activity
Students can work in small
groups to observe the process of
the water cycle inside two clear
sealed cups. They should be
encouraged to notice the changes
that occur as hot water is placed in
the bottom cup, the cup is enclosed
with another cup, and ice is placed
on top of the two sealed cups. First,
hot water in the bottom cup evaporates into water vapor and rises to
the top. The water vapor, in contact with the cold surface of the
upper cup, condenses into smaller
droplets of water on the sides and
top of the upper cup. The water
droplets become bigger and finally
fall to the bottom of the cup, like
rain.
How are the simulations of the water cycle and the natural water cycle
similar?
___________________
___________________
___________________
___________________
different? ___________________
___________________
___________________
___________________
Autumn 1997
37
Classroom Observations
and Teacher Interviews
The researchers visited the classrooms
throughout the instructional process to document how teachers and students engaged in
science instruction and how teachers promoted students understanding. The
researchers also engaged in informal interviews and conversations with teachers, often
after science lessons, to gather the teachers
insights into the instructional process.
At the conclusion of the two units, the
teachers were interviewed to determine how
they had changed and to identify aspects of
the instructional process that were particularly important to them. These formal and
informal interactions were useful for obtaining teachers insights, for encouraging them
to reflect on their own instruction, and for
identifying changes in the ways they made
science meaningful for their students.
cess, the teachers confirmed, both individually and as a group, that they were already
aware of some effective ways to meet their
students instructional needs; they learned
others while sharing and collaborating within
the project. Two interesting insights were the
teachers desire for more concrete knowledge
of science and their realization of the importance of building linguistic and cultural links
into their science lessons.
After they had become comfortable with
the researchers, most of the teachers
expressed, at one time or another, that they
did not feel adequately prepared to teach science. Some, such as the three teachers quoted
below, were frank and open about their limitations and their need to learn more:
Teacher 1: I used to hate science, and I
still do. But now I know I can learn
it. I can enjoy it. And more importantly, I can teach it.
Teacher 2: The students see me learning science along with them, and
they appreciate the effort that I
make to help them learn.
Teacher 3: Without the support you
have provided, I would have
stopped participating in the Project.
Before I knew you, I used to write
out exactly what I would say to the
students and then I would memorize
it to make sure that I had everything
right. Even though I didnt want
them to notice, the students could
tell that I didnt know too much
about science. Now, I realize that
my way of teaching left little opportunity to focus on students understanding, or to be flexible in
guiding and enabling them to enjoy
and understand science.
As teachers gained an understanding of
effective science instruction, they also
enabled their students to recognize important
aspects of science learning. In the following
example, a teacher described how his
increased understanding of big ideas in science helped his students generalize their
newly acquired knowledge to other subject
areas:
Once students see and understand a
process as a system and a cycle, they
Culture
The teachers told us that prior to their participation in the project, they had not heard of
the notion of cultural congruence and never
actively considered the ways that culture
could influence science instruction. In
reflecting on cultural similarities, one teacher
said:
I really hadnt thought about the way I
teach as being different from the way
that other people teach. Ive never
worked with any other group of students, only those at this school. Now, I
am becoming aware of how culture
influences communication styles. I
realize that when I want to make a
point, I get very dramatic. I move my
hands a lot. I gesture and I get close to
the students. Ive noticed that is a natural way for me. And its natural for my
students too. Now, when I am in a
group, I am more aware of ways people from different cultures communicate. I realize that by moving my hands
and being very dramatic, I can be distracting for some people, even though
it seems to help me communicate with
my students. I realize that I need to
adapt the way I interact to meet the situation.
To their surprise, the teachers fo und that the more they comm unicated with students
in Spanish or Creole, including terms, phrases, and full discourse, the more they were
able to make instruction meaningful and relevant, and the more effectively the
students responded.
38 TESOL JOURNAL
Another said:
Because we share our students experiences, we know more or less what they
have been exposed to. We realize that
many of the experiences that other
teachers take for granted, these students
have not had. We realize that we have
to make adjustments in order to meet
their needs.
Some teachers incorporated their understanding of cultural congruence to promote
science learning with their students, even
though they were aware that such practices
might be inconsistent with mainstream
approaches. One teacher described her effort
as follows:
At the beginning of the year, I had all
the students working in small groups
doing their science activities. In a science methods class, I had been taught
to set up groups like that to promote
cooperation and inquiry. When students
worked in little groups, I realized that
they really did not understand what
they were doing. They didnt seem to
know how to pay attention and didnt
follow along. As the year progressed, I
could see that the students learned better when we did things as a whole
group. I know how to help them focus
and follow directions. I know that some
people would frown on the way Ive
moved from small group to whole
group instruction, but I can see a big
difference in the way the students pay
attention and respond. They are used to
being told what to do. I know that I
must help them learn to work independently, but it is also important for them
to be successful at what they are doing
and motivated to keep on learning.
Language
Teachers used students language experiences in science instruction in different ways.
One way was to use the home language to
communicate key science concepts.
Frequently teachers talked about special
events or specific experiences that the students had at home. When the teachers invited
student ideas, students generally responded
with enthusiasm and excitement, even when
these examples related to simple, daily activities. For example, in a lesson on evaporation,
Autumn 1997
39
References
American
for
Association
the
Advancement of Science. (1989). Science for
all Americans. Washington, DC: Author.
Association
for
American
the
Advancement
of Science.
(1993).
Benchmarks for science literacy. Washington.
DC: Author.
Au, K., & Kawakami, A. J. (1994).
Cultural congruence in instruction. In E. R.
Hollins. J. E. King, & W. C. Hayman (Eds.),
Teaching diverse populations: Formulating a
knowledge base (pp. 5-24). Albany, NY: State
University of New York Press.
Carrasco, R. L., Acosta, C. T., & de la
Torre-Spencer, S. (1992). Language use, lesson engagement, and participation structures:
A microethnographic analysis of two language arts lessons in a bilingual first-grade
classroom. In M. Sardvia-Shore & S. Arvizu
(Eds.), Cross-cultural literacy: Ethnographies
of communication in multiethnic classrooms
(pp. 391-441). New York: Garland.
Fradd, S. H., & Lee, O. (1995). Science
for all: A promise or a pipe dream? The
Bilingual Research Journal, 19, 261-278.
Garcma, E. E. (1993). Language, culture,
and education. In L. Darling-Hammond (Ed.),
Review of research in education (vol. 19) (pp.
51-98). Washington, DC: American
Educational Research Association.
Lee, O., & Fradd, S. H. (1996). Literacy
skills in science performance among culturally and linguistically diverse students.
Science Education, 80, 651-671.
Lee, O., Fradd, S. H., & Sutman, F. X.
(1995). Science knowledge and cognitive
strategy use among culturally and linguistically diverse students. Journal of Research in
TiPS
from the
CLASSROOM
Autumn 1997
41
TiPS
CLASSROOM
Procedure
1. Suggest that your colleagues or teachers in
training choose a peer that they trust, one
with whom they believe they will work
well.
2. Because PC is based on classroom observation, make sure that everyone is familiar
with and able to engage in the processes
for clinical supervision, which include
a preobservation conference, setting the
focus for the observation
the classroom observation
the postobservation conference debriefing period
Student teachers will need more guidance
with this process than seasoned teachers.
Supervisors can help them focus by suggesting that they complete the statements:
In my lesson I plan to complete_____.
I would like my peer to focus and provide feedback on my use of______.
3. Remind everyone to prepare for PC by
collecting materials that will aid observation
and
feedback
processes:
notebooks/log books, video-, and audiotapes. Videotaping may aid teachers who
become overwhelmed by the amount of
activity during observations.
4. Because the success of PC on the preservice level depends upon the understanding
and support of cooperating teachers, ask
cooperating teachers to cover one
anothers classes while their colleagues
observe other peers. If scheduling conflicts
occur, suggest that the class with the
scheduling conflict be videotaped so that
peers can view the lesson together later. If
both teach the same content to the similar
classes, combining classes and observing
each others application of skills may
work effectively also.
5. Consider organizing weekly seminars for
peer coaching, as Mello (1984) outlines:
Peers nominate topics for discussion.
Group members ask clarification questions.
The facilitator leads discussion as
members share their experiences or
brainstorm new ideas.
The nominator of the topic will tell
what she thinks will work best in her
situation.
During the next meeting, the group
member provides feedback on how she
applied the advice the group generated.
The potential of PC lies in the effectiveness of bringing professionals together to discuss the art and science of teaching. It
improves traditional and obligatory means of
teacher supervision, which suffer from cooperating teachers untrained for supervision, the
reluctance of some supervisors to reflect with
student teachers on teaching matters, and high
supervisor:student teacher ratios.
As they discuss teaching, peers share pedagogical content knowledge and ways to represent content in order to make it
comprehensible to others (Shulman, 1987).
PC enhances teachers understanding of
teachingand learning.
References
Glatthorn, A. (1987). Cooperative professional development: Peer-centered options for
teacher growth. Educational Leadership, 45,
31-35.
Joyce, B., & Showers, B. (1980).
Improving inservice training: The messages
of research. Educational Leadership, 37, 379385.
Mello, L. (1984). Peer centered coaching:
Teachers helping teachers to improve classroom performance. Idaho Springs, CO:
Associates for Human Development. (ERIC
Document Reproduction No. ED 274 648)
Shulman, L. (1987). Knowledge and
teaching: Foundations of the new reform.
Harvard Educational Review, 57, 1-21.
Author
Teresa Benedetti is a doctoral candidate
in foreign and second language education at
The Ohio State University, with a special
interest in teacher education. Currently, she
is an adjunct instructor of Spanish and
Supervisor of MEd students involved in foreign and second language teaching internships at Elms College, Chicopee,
Massachusetts, in the United States.
42 TESOL JOURNAL
Author
Yvonne De Gaetano is associate professor
in the department of Curriculum and
Teaching and coordinator of the Bilingual
Extension for the Masters Elementary
Program at Hunter College, City University
of New York.
Suggestions
I would like to share a few tips for creating
more visually interesting displays on
content-based language instruction with
examples from a poster session I presented at
the 1997 TESOL Convention in Orlando,
Florida, called Outdoor Recreation and
Forest Ecology.
Autumn 1997
43
TiPS
CLASSROOM
Ways to
Organize Your
Poster
Author
Ruth Weinstein-McShane taught ESL in
Japan for one year and EFL as a graduate
teaching assistant in an MA in TESL program. A freelance writer and textile artist living in rural Arkansas, she also works as an
adult literacy tutor.
44 TESOL JOURNAL
Authors
Doris Pez is assistant professor in the
Special Education/Communication Disorders
(SPED/CD) Department at New Mexico State
University, in the United States. Her current
responsibilities include teaching undergraduate special education teacher training courses
and graduate-level courses in bilingual special education and diagnostics. The focus of
her academic training, research, and practice
has been offering assessment and intervention
services for culturally and linguistically
diverse students and their families.
Laurie McCarty is assistant professor in
the Exceptional Education Department at
Buffalo State University in New York, in the
United States. She has extensive experience
teaching in the field of bilingual education
and special education in Massachusetts,
Puerto Rico, and New Mexico. The focus of
her academic training and research has been
in the instruction of culturally and linguistically diverse exceptional education students.
Autumn 1997
45
TiPS
CLASSROOM
46 TESOL JOURNAL
Procedure
1. Read the book to yourself before you read
it to your class because prereading allows
you to decide if the story is enjoyable and
the level is appropriate.
2. When you are ready to read in class, make
sure that you position yourself such that
students can see the pictureshold the
book to your side.
3. As you read the book
Show the pictures and use body movements and facial expressions to
enhance the drama of the experience.
This will engage students and allow
them to understand the language and
share emotional, funny, and exciting
moments.
Maintain eye contact with your students, and pay attention to nonverbal
responses to ensure that they comprehend the storyline.
Read the book from beginning to end
without interruptions except on an
as-needed basis.
Follow-up Activities
Picture books are only a window into having fun with language for both students and
teachers. Once you are finished reading the
picture book, you can begin follow-up activities. For instance, depending on the students
backgrounds (ages, language levels, interests,
needs), go back to some of the illustrations: If
they are colored, for example, ask students to
infer what the colors may mean to show how
the art contributes to the line of the story.1
For example, Dr. Seusss The Lorax and John
Giless The First Forest are useful books with
which to carry out this sort of activity because
the art is clearly intertwined with the story
line. By pointing at the illustrations, students
can tell you how they feel when they look at
the bright colors. Colors and shapes will
evoke different feelings and will connect to
the story line.
If you are teaching a unit on nutrition to
students of diverse backgrounds, bring in different books that portray different foods eaten
by their ethnic communities or others and discuss. Have students point at images portrayed
in the book with which they may have some
Useful Picture
Books
Bash, Barbara. (1989). Desert giant.
New York: Little, Brown.
Carle, Eric. (1995). Walter the baker.
New York: Simon & Schuster.
Carle, Eric. (1992). Pancakes,
pancakes. New York: Scholastic.
Cherry, Lynne. (1994). The armadillo
from Amarillo. San Diego, CA:
Harcourt Brace.
Dr. Seuss. (1971). The lorax. New
York: Random House.
Giles, John. (1995). Oh, how I wish I
could read. Stevens Point, WI:
Worzalla.
Giles, John. The first forest. Stevens
Point, WI: Worzalla.
McCloskey, Robert. (1989). Time of
wonder. New York: Puffin.
Ringgold, Faith. (1992). Aunt
Harriets underground railroad in the
sky. New York: Crown.
Scieska, Jon. (1991). The
frog prince. New York: The
Trumpet Club.
familiarity to enhance their linguistic competence and sense of cultural self-identity. This
kind of activity can be very exciting not only
for those who narrate them but also for those
who listen to them.
Illustrations can convey information on
nonverbal communication used by the members of a particular cultural group. Students
are fascinated by similarities and differences
in paralinguistic communication (i.e., signs
used to greet or say goodbye). Also it gives
you, the teacher, the opportunity to teach
them what is appropriate in the second or foreign language with regard to nonverbal
behavior.
Note
1
References
Bishop, R. S., & Hickman, J. (1992). Four
or fourteen or forty: Picture books are for
everyone. In S. Benedict & L. Carlisle (Eds.),
Beyond words: Picture books for older readers and writers (pp. l-10). Portsmouth, NH:
Heinemann.
Authors
Fabiola Ehlers-Zavala is a doctoral candidate and instructor in the Department of
English at Illinois State University (ISU), in
the United States. Her area of research is the
influence of nonlinguistic factors, such as
affect and imagery, in the reading comprehension of ESL/EFL readers. She has also
taught EFL classes at the elementary, high
school, and college levels in Chile.
Jeffrey P. Bakken is assistant professor in
the Department of Specialized Educational
Development at Illinois State University, in
the United States. He teaches various courses
on teaching methods and educational assessment. His area of research is reading comprehension of students with disabilities,
specifically, text structure and imagery in
reading.
EVIEWS
48 TESOL JOURNAL
Teacher
Sylvia Ashton-Warner. New York:
Simon & Schuster, 1963. Pp. 191.
White Teacher
Vivian Paley. Cambridge, MA:
Harvard University Press, 1979.
Pp. xvi + 140.
Children of War
Roger Rosenblatt. Garden City, New
York: Doubleday, 1983. Pp. 212.
My Place
Sally Morgan. New York: Little,
Brown, 1987. Pp. 360.
Autumn 1997
49
EVIEWS
Further Reading
Anaya, Rudolfo. (1972).
Bless me, Ultima.
Berkeley, CA: TQS
Publications.
Atwell, Nancie. (1987). In the middle: Writing, reading and learning with
adolescents. Portsmouth, NH:
Boynton/Cook.
Brown, Daphne. (1979). Mother tongue
to English: The young child in a multicultural school. New York: Cambridge
University Press.
Calkins, Lucy McCormick. (1986). The
art of teaching writing. Portsmouth,
NH: Heinemann.
De Angulo, Jaime. (1953). Indian tales.
New York: Hill & Wang.
Delpit, L. (1995). Other peoples children: Cultural conflict in the classroom. New York: New Press.
Ellison, Ralph. (1952). Invisible man.
New York: Random House.
Gallimore, R., & Tharpe, R. (1988).
Rousing minds to life: Teaching, learning, and schooling in social context.
Cambridge: Cambridge University
Press.
Gardner, Howard. (1993). Multiple
intelligences: The theory in practice.
New York: Basic Books.
Glasser, William. (1969). Schools without failure. New York: Harper & Row.
Graves, Donald. (1983). Writing:
Teachers and children at work. Exeter,
NH: Heinemann.
50 TESOL JOURNAL
Sociolinguistics and
Language Teaching
Sandra Lee McKay and Nancy H.
Hornberger, Eds. Cambridge:
Cambridge University Press, 1996.
Pp. xii + 484.
Author
Mary Lou McCloskey, former second vice
president of TESOL, is director of curriculum
and teacher development for Educo, in
Atlanta, Georgia, in the United States. She
teaches at Georgia State University and in
area school districts, works with ESOL and
EFL programs on teacher development and
curriculum projects and develops integrated
English language materials for teachers and
students.
four parts, based on different levels of macroand microlinguistic and social analysis.
Part 1, Language and Society, includes a
discussion of World Englishes by Braj B.
Kachru and Cecil L. Nelson, and a discussion
of language planning and policy by Terrence
Wiley. Part 2, Language and Variation,
focuses on such areas of sociolinguistics as
regional and social variation (John R.
Rickford), and language and gender (Rebecca
Freeman and Bonnie McElhinny). Part 3,
Language and Interaction, takes a
microview of social and linguistic analysis
and discusses different types of sociolinguistic analysis. It includes papers by Frederick
Erickson
called
Ethnographic
Microanalysis
and
Interactional
Sociolinguistics by Deborah Schriffin. Part
4, Language and Culture, is the final section of the book (aside from Hornbergers
concluding chapter) and considers social analysis at the microlevel and linguistic analysis
at the macrolevel. Topics in this part include
Andrew Cohens discussion of speech acts
and Sandra McKays discussion of literacy
and literacies.
One strength of the book is that it examines the relevance of sociolinguistics to language teaching beyond its function as a
component of communicative competence.
The book challenges beliefs about such
topics as world Englishes, pidgins and creoles, language and gender, and African
American English Vernacular. It is important
for language teachers to have an understanding of the diversity of language because attitudes toward language varieties may affect
Autumn 1997
51
EVIEWS
52 TESOL JOURNAL
Teach English: A
Training Course for
Teachers
Adrian Doff. Cambridge: Cambridge
University Press, 1988. Pp. ix + 286.
(Trainers Handbook and Teachers
Workbook)
New Ways in
Teacher Education
Donald Freeman with Steve Cornwell,
Eds. Alexandria, VA: TESOL, 1993.
Pp. xxvii + 206.
Timothy Micek
trainers handbook gives detailed, step-bystep instructions for each training session,
allowing the course to be used by trainers
with little experience or preparation. Trainers
may consult the Further Reading section at
the end of each unit for resources with which
to explore topics in greater depth.
The teachers workbook is for use by the
student teachers and contains the activities
discussion, practice and simple workshop
tasksthat make up the practical part of the
course. Each unit contains five or six activities (in the final one, Lesson Preparation, student teachers apply techniques from the
training to their own teaching) and ends with
a self-evaluation, in which these teachers
provoking, this book can be used as a classroom text in language education and sociolinguistic classes, as a reference guide to topics
and research issues in sociolinguistics, and as
a source of research ideas for those interested
in conducting their own language teaching
and sociolinguistic research projects.
Author
Jette Gjaldbaek Hansen is a doctoral student in foreign and second language education at The Ohio State University (OSU), in
the United States. She has taught German and
English in Japan and is currently teaching
ESL in The Spoken English Program at OSU.
reflect on their teaching after the training session. (The trainers handbook neither
describes the lesson preparation nor contains
the self-evaluation of the teachers workbook, so trainers will need both components
of the course.) The workbook also contains
four texts that explain the theory behind the
methodology and ends with summaries of
each unit.
For the most part, training sessions
involve three types of activities: demonstrations, discussions, and pair/group work. At
the beginning of Unit 1, Presenting
Vocabulary, for example, student teachers
discuss ways of presenting new words and
the teacher trainer demonstrates two ways of
Author
Timothy Micek is assistant professor in the
Division of Languages at Ohio Dominican
College in Columbus, Ohio, in the United
States. He teaches ESL, TESOL, humanities,
and related courses.
An Invitation to Reviewers
We welcome your reviews of
recently published ESOL
textbooks, curriculum guides,
computer programs, and videos.
Autumn 1997
53
Ask
?
the
TJ
54 TESOL JOURNAL
Reference
American Association of University
Professors. (1997, August). Part-time and
non-tenure-track faculty. Available:
http://www.igc.apc.org/aaup/pttime.html.
Jack Longmate
English Department
Olympic College
Bremerton, Washington USA
and will likely never be resolved. Most intensive English programs in the United States
are self-supporting and entirely dependent on
enrollment to pay for salaries, benefits, and
operating expenses. If a given program is old
enough to have a certain amount of stability
and if that program has a healthy enough
enrollment, it can support a given number of
full-time faculty (i.e., those who work full
time and also have benefits). Even in the
most stable programs, however, there will
likely continue to be part-time only, non-benefits-eligible positions. For the most part, this
is not because administrators wish to exploit
teachers. It happens because enrollment is
unpredictable, and administrators do not
want to find themselves in the position of not
being able to make budget if their enrollment
drops unexpectedly. What complicates the
situation even more is the fact that more and
more universities are turning out graduates
with TESL degrees, but the number of positions (in the United States, anyway) is not
increasing at anywhere near the same rate.
Name Withheld by Request
USA
the department office to get mail, announcements, or even grade/roll sheets. Strong leadership is needed to send a (paid)
representative for ESL part-time teachers to
faculty and district meetings. One possibility
is to create an ombudsperson and to insist on
accountability from the people who are supposed to be supporting and mentoring the
ESL part-time faculty.
I recently had a serious problem with
scheduling an observation and review, but
despite having a legitimate grievance, as a
part-time teacher, I had no one to whom I
could go to affect some kind of change in pol-.
icy. Although my situation is site-specific, I
am sure that the issue it raises is universal for
all part-time teachers.
Change comes slowly, but for a part-time
teacher, what (personal) benefit could come
from insisting on change? Unemployment?
It seems that the system always wins, and
the truly caring part-time teacher loses.
Name Withheld by Request
USA
ear TJ Readers:
I have been looking for jobs outside the United
States, and some employment bulletins print ads in
which countries state restrictions on age and gender
in the job description. I would like to know whether
readers think discriminatory job descriptions should
be published and if so, how? (e.g., with or without
censorship? with disclaimers?). I know that we cannot change the practices that occur in other countries,
but need we capitulate to them? Should we allow
discrimination to be advertised in the United States?
Is this contradictory to what U.S. law permits? What
is appropriate?
Robert Bejleri
Arizona State University
Tempe, Arizona USA
Autumn 1997 55