Philosophy (Reflecting TESOL.org's stance, link unavailable)
The program recognizes these facets of English as a foreign language:- language as communication
- language learning through meaningful and significant use
- the individual and societal value of bi- and multilingualism
- the role of ESOL students' native languages in their English language and general academic development
- cultural, social, and cognitive processes in language and academic development
- assessment that respects language and cultural diversity
The program also supports a modern pedagogy:
- Language is functional.
- Language varies.
- Language learning is cultural learning.
- Language acquisition is a long-term process.
- Language acquisition occurs through meaningful use and interaction.
- Language processes develop interdependently.
- Native language proficiency contributes to second language acquisition.
- Bilingualism is an individual and societal asset.
The program supports the following uses:
- To use English to communicate in social settings.
- To use English to achieve academically in all content areas.
- To use English in socially and culturally appropriate ways.
Practical Results of the Philosophy
The philosophy laid out above impacts our practical classroom behavior in the following areas (inspired by A Challenge to Change: The Language Learning Continuum, Claire Jackson, 1999)| Area | Details |
| Comprehensible input (CI) | The units will be based on the concept of comprehensible input, using language which is level- and age-appropriate. Beginning students work with the “here and now” to get enough context to understand. Due to the acceptance of the interrelation between culture and language, authentic material is preferred to created material, though created material in the style of authentic material may be used. |
| Classroom language | Because of the emphasis on CI, English will be the expected form of communication in the classroom. Students will be equipped early on with the necessary language for normal classroom interaction. In all cases, simplified English is acceptable in order to minimize confusion. |
| Pace | The lessons will be paced to give enough time for proper language acquisition. Grades 3-4 will learn no more than five lexical items (words) per class and grades 5-6 will learn no more than seven lexical items (words) per class. |
| Unit progression | For any unit, students will be moved from managed contexts to more complex situations. Practice will be guided. Comprehension will come before production. |
| Course progression | New language will build on, review, reuse, and integrate old language. |
| Academic integration | Because we desire the students to use English to achieve academically in all content areas, units and coursework should be tied to content the students are studying in other courses at that time. |
| Learning styles | Since language learning occurs through meaningful use (from the student’s perspective), multiple learning styles (multiple intelligences) should be used for each language goal. |
| Cultural awareness | Material which accurately reflects western culture should be used when possible. |
| Extra time | Because we recognize that language takes a lot of time, additional activities must be provided for practice after class. Homework, tapes, CDs, interactive computer programs, or on-line features of the course will be developed after the in-class portion has been thoroughly examined. |
2 comments:
This types of programs really helps to make to speak perfect English language and also some interaction with people makes a relationship so a social interaction also happened through this program.Thanks for the program overview.
talktocanada,
I assumed your post was spam based on your User ID and lack of info. Hmmm. No links. I'll let it slide.
Stay tuned. We will be fleshing out the entire generic program from beginning to end and release all student materials for free.
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