EDU 653 Project 3

Running head: ESL OBSERVATIONS !1

!!!!!!!!!!!!!ESL Teacher and Student Observations

Elisabeth Clapp

EDU 653: Second Language Acquisition

Professor Marisa Gambardella

!!!!!!!!!!!!!!

ESL OBSERVATIONS !2

Introduction

An adult education ESL classroom was observed several times over the course of four

weeks. Mr. Nathan Moger is the director of adult education for the Ypsilanti Public School

District and has been teaching level I and level IV adult ESL learners for the past two years. A

student in the classroom, twenty-year-old Marcos, arrived in the United States from Ecuador, less

than a year ago. The teachers approach and methods were observed independent of the student

and also in relation to the student with consideration to factors affecting the students ability to

acquire a second language.

Teacher

Adult English as a Second Language (ESL) programs serve learners whose first, or native

language is not English. Adult ESL students attend classes to learn basic skills needed to

improve their literacy levels and to help them achieve other goals related to job, family, or

further education. ESL teachers personal characteristics, such as educational background,

experience, and knowledge of other languages can vary greatly. According to Baleghizadeh and

Mozaheb (2011), characteristics of an effective language teacher include managerial skills,

patience, enthusiasm, flexibility, and intelligence. Mr. Moger possesses all of these traits and

several others.

After completing his student teaching, Mr. Moger was intrigued with language

acquisition and in becoming an ESL instructor. The first half of his student teaching experience

was in a special education resource room and the second half, a Spanish immersion classroom.

Even though his bachelors degree is in special education, with certification in learning

disabilities, it was in the immersion program he became interested in teaching ESL.

ESL OBSERVATIONS !3

Comprised of students from the Congo, Ivory Coast, Somalia, Ecuador, Haiti, and

Mexico, Mr. Moger commences level I instruction speaking English. He frequently provides

instruction and correction to students while speaking Spanish or using Google Translator for

those students whose native language is French or Arabic. His ability to speak a second

language is indispensable. It allows him to communicate effectively with native Spanish

speaking students and to understand and intervene for those students whose native language he

does not speak. Understanding the characteristics of an adult ESL teacher and the contexts in

which he teaches, allowed for an insightful classroom observation with applicable information

obtained.

Analysis

Approach

Brown (2000) describes an approach as theoretical positions and beliefs about the nature

of language, the nature of language learning, and the applicability of both to pedagogical

settings (p. 171). In other words, an approach refers to principles that influence the teaching

process but does not necessarily lead to specific steps for instruction. Approaches and methods

used in second language instruction are important considerations when designing learning

material, as the approach employed by the educator will often determine whether the educator

will be able to use the developed material successfully.

Krashens theory of second language acquisition. Mr. Moger referenced Stephen

Krashens Monitor Model when asked to identify a theory he applies to his classroom teaching.

He explained that language acquisition occurs only when comprehension of real messages occurs

and students are challenged beyond their current level (personal communication, February 12,

ESL OBSERVATIONS !4

2015). Language learners cannot acquire a language unless they receive input. Krashen's theory

of second language acquisition consists of five hypotheses:

The acquisition learning hypothesis. Krashen saw acquisition as a passive subconscious

process and learning as a conscious process, and claimed that language ability is dependent upon

acquisition and not on learning.

The monitor hypothesis. The monitor hypothesis explains that consciously learned

language is for the purpose of monitoring language output. The learner can correct and edit what

they produce in the learned language.

The natural order hypothesis. According to Krashen, the acquisition of grammatical

structures follows a predictable order. This order of acquisition cannot be influenced by explicit

instruction of what the learner is not ready to acquire.

The comprehensible input hypothesis. Language is only acquired through exposure to it

and when it is comprehensible to the learner. Krashen suggests that comprehensible input should

be one step beyond the learners current language ability.

The affective filter hypothesis. According to Krashen, an individuals emotions can

directly interfere or assist in the learning of a second language. A filter prevents input from

reaching the language acquisition part of the brain. The affective filter can be prompted by many

different variables including anxiety, self-confidence, motivation and stress (Lightbown &

Spada, 2013; Ramos & Krashen, 2013; & Zafar, 2009).

Method

Brown (2000) describes a method as a a generalized, prescribed set of classroom

specifications for accomplishing linguistic objectives (p. 171). An effective teacher considers

ESL OBSERVATIONS !5

students needs and then chooses the best methods (Seifoori, Mozaheb & Beigi, 2012, p. 113).

With consideration to his students, Mr. Moger follows specific steps and actions in the classroom

that are a reflection of his approach, the Monitor Model.

Krashens theory of second language acquisition. Providing guidance in ESL

classroom teaching, Krashens input hypothesis allows Mr. Moger to establish a student-centered

atmosphere. Mr. Moger advises his students to focus more on the meaning rather than on the

form when learning a second language by challenging them with input slightly beyond their

current level. Krashen called this level of input "i+1" where "i" is the language input and "+1" is

the next stage of language acquisition (Lightbown & Spada, 2013, p. 106; Zafar, 2009, p. 144).

Following are descriptions of how Mr. Moger practices this approach in his classroom:

The acquisition learning hypothesis. According to this theory, acquiring a language is

through natural communication. Mr. Moger creates situations in the classroom and uses the

language in order to fulfill authentic purposes. An example of this is evident in numerous

classroom discussions on such topics as zip codes, writing e-mails and personal checks and

shopping for clothing with consideration to the method of payment and value of a currency.

These types of lessons help students to acquire the language instead of simply learning it.

The monitor hypothesis. It is challenging for an ESL teacher to find a balance or

communicative competency between accuracy and fluency in their students. This balance

depends on the language level of the students. Typically a more advanced student will edit their

output. Marcos, in particular, pays close attention to his work, requesting feedback and

correction continually, drawing attention to items he believes to be incorrect. This behavior is not

ESL OBSERVATIONS !6

observable in other students in the class. Instead, Mr. Moger circles the room providing positive

feedback and corrective guidance assisting students with their acquisition of language.

The natural order hypothesis. When implementing this hypothesis, teachers need to be

aware that certain structures of a language are easier to acquire than others. Therefore, language

structures should be taught in a sequence that is conducive to learning. Mr. Moger begins class,

by introducing language concepts that are relatively easy for learners to acquire and then uses

scaffolding to introduce more complex concepts. He does this in several ways. One way is to

demonstrate his expectations of the students. Another way is to ask students to share their

previous experiences or prior knowledge in a class discussion and then pair with other students

in structured discussions. Mr. Moger is also attentive to vocabulary and spends time discussing

words contained in the reading or handout and asking students if they have questions. By

projecting internet images from his laptop onto a classroom screen, Mr. Moger uses pictures as a

scaffolding tool to help students grasp concepts such as cause and effect. Lastly, while reading a

selection of text, Mr. Moger frequently pauses, asks questions, pauses and reviews the material

with the students. Pausing is a way to use scaffolding to determine if the student understands the

passage being read.

The comprehensible input hypothesis. According to Scheffler (2008), only carefully

selected comprehensible input enables students to repair their errors, as in the monitor

hypothesis. The goal of the ESL classroom is for the students to be able to communicate

effectively. Comprehensible input highlights using the target language in the classroom. Mr.

Moger provides as much comprehensible input as possible. He provides background and context

for vocabulary words with an explanation and re-wording of unclear content. When necessary,

ESL OBSERVATIONS !7

he will either translate or provide a translation of the material to the students L1 as an effective

technique to provide the student with greater understanding.

The affective filter hypothesis. It is always important to create a safe, welcoming

environment in which students can learn. In language acquisition, this may be especially

important since, in order to produce language, learners need to feel that they can make mistakes

and take risks. Mr. Moger relates the environment of his classroom and the ESL program

directly to Krashens hypothesis of the affective filter. Students entering the classroom are

warmly greeted by Mr. Moger and also by the other students present. The office staff greets

students in a similar fashion. Mr. Moger will admit to the students if he does not know

something, like, for instance, the spelling of a particular word. Feedback and correction are

representative of Weis learner-centered correction (2008, p. 29). In a level I classroom this is

not always possible, but it is preferable to Mr. Moger. His feedback and correction are always

presented in a positive manner as he attempts to direct students in locating and identifying their

mistakes, as a way of keeping them comfortable and at ease in the classroom. As Zafar (2009)

notes, pointing out errors could negatively affect the motivation, self-confidence, and anxiety of

the students (Zafar, 2009).

Insights

Characteristics. Characteristics of an effective language teacher are managerial skills,

patience, enthusiasm, flexibility, and intelligence (Baleghizadeh and Mozaheb, 2011). Mr.

Moger teaches two levels of ESL and is also the adult education program director for the school

district. With numerous responsibilities, he can create and manage a program while supervising

a staff and patiently addressing the needs of each student. In the level I classroom, Seydou

ESL OBSERVATIONS !8

receives separate instruction to address native language (L1) illiteracy while providing additional

feedback for Marcos to address his level III ability, but his level I chosen placement. Mr.

Mogers credentials demonstrate his intelligence and diversity as an educator, but it is his ability

to communicate with his students in a second language (L2) that sets him apart as an exemplary

educator. According to Baleghizadeh and Mozaheb (2011) in addition to characteristics, a

teacher must have knowledge of their students L1.

Language. Azar states, if a teacher does not know anything about the languages of their

students, they are not qualified to teach them (Azargrammar, 2012, min. 29:50). Mr. Moger

described his usage of L2 in the classroom as both positive and negative. It concerned him that

Spanish L1 speaking students might rely on his L2 and not challenge themselves to comprehend

language input that is slightly more advanced than their current level. Mr. Moger adhered to this

approach by first attempting to communicate in the target language English, using visual

examples, or negotiating meaning, before using his L2. However, students benefit by his SLA,

especially at level I and can follow the instruction and complete classroom assignments.

Balance. Brown (2000) states that language teaching is not easily categorized into

methods and trends (p. 14). In this regard, he suggests that each teacher should develop an

overall approach to various language learning situations. Mr. Moger references and

demonstrates his approach to align with Krashens Monitor Model. Azar (2012) refers to the

blending of approaches and methods as a hybrid that works (min. 18:57). Cook (2008)

emphasizes that there is not a single idea that fits all students and teachers (p. 236).

Mr. Moger is similar to the teachers observed in Riazi, Lessard-Clouston and Cumming

(1996) study that identifies five routines common to ESL instructors. Even though Mr. Moger

ESL OBSERVATIONS !9

presents each lesson in a similar manner, instruction is varied depending on which students are in

attendance and what questions they may have. Riazi et al., (1996) assert that the instruction

varies according to the needs and abilities of the students and the curriculum requirements for the

class. The challenge for Mr. Moger is to find the balance between meaning based and form-

based activities in a level I classroom. Also, in finding the right balance according to the

different characteristics of the students.

Student

In 2012, Ecuadorians represented the ninth largest Hispanic origin group residing in

the United States (Motel & Patten, 2012). An estimation of two to three million Ecuadorians live

abroad, and over time; many emigrants will return to Ecuador (CIA, 2014, People and

Society). Young and uninhibited, twenty-year-old Marcos plans to return to Ecuador as a

physical education teacher, after earning his teaching credentials in the United States. Marcos

left his parents, brothers and extended family in Cuenca, Ecuador nine months ago, to live with

his sister and her family in Pennsylvania. Family dynamics made this living arrangement

difficult. Marcos left Pennsylvania two months ago and resides with a friend in Michigan, where

he attends a level I, Adult Education, English as a Second Language (ESL) course, in the public

school system.

Marcos has traveled extensively in South America and has experience in working

construction with his older brother. He is also familiar with what he describes as a retirement

community for affluent Americans. It seems he may have worked there or had some affiliation

with the community. Marcos mentions working with an attorney in Ecuador, to arrange for his

immigration to the United States. Only Marcos, his sister, and her family are in the United

ESL OBSERVATIONS !10

States, leaving behind both parents, two older brothers, one younger brother and extended family

including sister-in-laws, nieces, and nephews. Marcos expressed that coming to the US was the

only way he would be able to further his education.

Analysis

Psychological Factors

Age. Marcos, whose native language is Spanish, began receiving instruction in English

as a foreign language (EFL) at an early age in an elementary school in Ecuador, by a native

Spanish speaking instructor. Upon completion of elementary school, as a teenager he was

provided continued instruction by a British University professor. According to Hagen (2008),

language acquisition is an age-sensitive cognitive process (p. 45). Marcos notes slight

difficulty in learning English as he has matured but determined the cause to be the differences

among the L1 of the instructors. Differences between standard American English and British

English in pronunciation, vocabulary, and grammar is one factor. Faruji (2011) states, learning a

second language may entail using an entirely different area of the brain than that of the native

language. According to Faruji (2012), research suggests that age is a variable in determining loci

of grammatical processing in the brain, but less in determining semantic processing (p. 38-39).

Marcos age has affected his ability to learn English. As an adult, he is motivated more than as a

child and has made English a priority in his daily life.

Critical period hypothesis (CPH). Hagen (2008) and Lightbown and Spada (2012) both

state that there is a limited period when language acquisition can occur. Hagen (2008) claims

this period is approximately from the age of one, through adolescence, when a child becomes

fluent in their L1 (p. 45). Marcos, is literate in his L1, unlike some others in the class. Seydou,


from Congo, is illiterate in his L1 French and struggles by comparison to Marcos in L2

acquisition. Marcos transfers knowledge from L1 to L2 when completing classroom activities,

unlike Seydou, who does not have this same advantage. According to Hagen (2008), As one

approaches adolescence the acquisition of native- like fluency becomes increasingly

problematic (p. 45). Lightbown and Spada (2013) state motivation in second language learning

is a complex phenomenon (p. 87). According to Saville-Troike (2012), even older learners

may overcome the odds (p. 92). Therefore, one can expect that despite his illiterate

background, Seydou might still acquire another language.

Individual differences

Motivation. Marcos arrived in the United States for the purpose of entering an American

university to earn a bachelor's degree enabling him to return to Ecuador as a physical education

teacher. According to Hagen (2008), highly motivated adults make better learners than

unmotivated adults (p. 49). According to Saville-Troike (2012) specific areas in the brain

respond to stimulus and provided a motivational response (p. 92). Marcos is both intrinsically

and extrinsically motivated. He genuinely enjoys learning and speaking English, but he also

intends to obtain an education and begin a career. It is also apparent that his interest in soccer is

a motivating factor; increasing his desire to become a physical education teacher.

Aptitude. According to Shah, Yusof, Hamid, Ghafar, Hashim, Abdullah and Sabri

(2010), Chomsky states the distinction between competency and proficiency is the ability to use

the language (p. 8). As stated by the instructor of the ESL class, Marcos demonstrates a high

degree of intelligence and aptitude resulting in a level III placement. However, Marcos lacks

confidence in his proficiency and has chosen the level I class as his placement. Marcos also


demonstrates academic proficiency in other areas of study. Unfortunately, his academic

transcript from Ecuador is not complete or transferable to the United States. To remedy this,

Marcos must complete a level IV ESL class prior to completing the general education

development (GED) class before he can enroll in a college level program.

Linguistic Factors

Universal Grammar (UG). The notion of Universal Grammar (UG) by Chomsky

implies that L2 learners could find the pattern of a language grammar, even without L2

instruction (Saville-Troike, 2012). Slabakova (2006) suggests that the principals of UG have

different age-related cut-off points than CPH, for language acquisition, which effect linguist

factors such as phonology, syntax, and lexicon differently. (p. 303). Marcos does not display any

difficulty determining the language pattern of English. According to Lardiere (2009) one

explanation for this may be a parameter framework characterizing the differences among

grammatical properties between English and Spanish (p. 177).

Parameter framework. According to Saville-Troike (2012), every phrase in every

language has the same elements (p. 50). The parameter is in determining the direction of the

noun, verb, or prepositions head, whether it be head-initial or head-final (p. 303). Marcos

demonstrates proficiency in his acquisition of both English and Spanish, in his ability to read and

write in both languages. The phonological system of English is significantly different from that

of Spanish. These differences present serious obstacles for Marcos when classroom instruction

is only ten hours per week and his access to native English speakers is limited outside of class.

Socio-Cultural Factors


Microsocial factors. Microsocial factors include how varieties of language, input and

interaction effect SLA. Marcos indicated the variations of English used by the British professor

in Ecuador and the American ESL instructor in Michigan. Marcos noted several linguistic

differences, such as vocabulary, as not being a problem for him. However, the differences

between the British and American phonology did cause Marcos to make the sounds of certain

words and syllables incorrectly. Language input to the learner is absolutely necessary for either

L1 or L2 learning to take place (Saville-Troike (2012) p. 112). Marcos often attempts to

engage in conversations with native English speakers outside of class, but has limited

opportunities to do so. Marcos fears his pronunciation of the English language suffers, as a

result. Verbal interaction is crucial to language learning and helps to make aspects of the second

language prominent to the learner (Jang & Jimenez, 2011, p. 142).

Scaffolding. According to Saville-Troike (2012) scaffolding is Vygotskys notion that

learning occurs in communities when a more knowledgeable peer or teacher assists a less

capable one (p. 119-120). Vygotsky refers to this level as the learners Zone of Proximal

Development (ZPD) (Saville-troike, 2012, p. 119). A more experienced learner would help

Marcos develop SLA within his ZPD through scaffolding, where Marcos would be able to

attempt tasks that he would not have been able to alone.

Macrosocial factors. The macrosocial factors include the effect political, cultural and

educational environments have on SLA (Saville-Troike, 2012, p. 201). Niroomands (2012)

article describes politeness strategies that might vary across culture, gender, and power

relations (p. 180). Marcos appears uninhibited in the classroom when speaking with the

instructor and the classroom observer. However, he does not approach anyone speaking an L1


other than Spanish or English. He will converse in Spanish with women a great deal older than

himself that he sits near. He also will speak both English and Spanish with a man from Ecuador

he is close in age. Culture appears to be a barrier in the classroom but does not appear to be

affecting SLA. Quite possibly, the diversity of the classroom could be used to enhance SLA if

the classroom dynamics were more responsive to the different cultures and encouraged students

to interact with one another. The instructor and staff seat students according to their L1.

Recommendations

Level I. Allow Marcos to follow the progression of classroom levels and complete level

IV at the end of his fourth year. Assuming Marcos successfully completes each level, he then

will be eligible to enroll in the GED class. This recommendation would provide Marcos with a

comfortable pace for SLA but will take the greatest amount of time to accomplish.

Level III. According to Marcos teacher, a more accurate placement for Marcos is the

level III ESL classroom. The level III class meets the same days and times as the level I class

that Marcos currently attends. There would not be a time conflict with Marcos other

responsibilities or the issue of transportation.

Scaffolding. Marcos attends the level III classroom and a more knowledgeable peer

assists Marcos at his level of development (ZPD) and enables and encourages him to become

more proficient in his English language usage. The level I instructor Marcos is familiar with

could provide scaffolding for a limited amount of time either before or after class if another

student were not available.


Marcos attitude, intelligence, age, and aptitude all allow him to acquire the English

language at a faster rate than he currently is. The sooner he attains a level IV and earns a GED

the sooner he can obtain the goals he has set for himself.

!Conclusion

An adult education ESL classroom was observed several times over the course of

four weeks. Mr. Nathan Moger is the director of the adult education program for the Ypsilanti

Public School District and has been teaching level I and level IV adult ESL learners for the past

two years. Marcos, a twenty-year-old student in the classroom, arrived in the United States from

Ecuador, less than a year ago. Mr. Mogers approach and method using Krashens Monitor

Model were observed independent of Marcos and also in relation to factors affecting Marcos

ability to acquire a second language.

Mr. Moger exhibits characteristics, defined by Baleghizadeh and Mozaheb (2011) necessary to

be an effective second language teacher. In fact, Mr. Moger is an exemplary teacher

demonstrating abilities beyond the traits identified by the authors, including his ability to

communicate fluently in Spanish. Riazi et al., (1996) assert that the instruction varies according

to the needs and abilities of the students and the curriculum requirements for the class. Mr.

Mogers class has two students with very different abilities and needs. Marcos SLA places him

in a level III classroom, whereas Seydou is illiterate in his L1 French. The challenge for Mr.

Moger is to find the right balance according to the different characteristics of these two students

and all of those whose abilities fall in between (Lightbown & Spada, 2013, p. 197). Apparent in


the classroom observations and according to remarks made by Marcos, this is a challenge Mr.

Moger has met and surpassed.

!!!

References

AzarGrammar. (2012, Oct 30). Teaching grammar in todays classroom - part 1. [Video file].

Retrieved from https://www.youtube.com/watch?v=YJwbnQOguEk

Baleghizadeh, S. & Mozaheb, M. A. (2011). A profile of an effective EFL grammar teacher.

Journal of Language Teaching and Research, 2(2), pp. 364-369. http://dx.doi.org/

10.4304/jltr.2.2.364-369

Brown, H. 2000. Principles of language learning and teaching (4th Ed.). New York:

Longman. Retrieved from http://www.cuc.edu.ve/upc/PNFT/INGLES/

Principles_of_Language_Learning_and_Teaching.pdf

Central Intelligence Agency. (2014). The World Fact Book. [Website]. Retrieved from

https://www.cia.gov/library/publications/the-world-factbook/geos/ec.html

Cook, V. (2008). Second language learning and language teaching. London: Hodder

Education.

Faruji, L. F. (2011). Neurolinguistics aspects of second language acquisition. BRAIN: Broad

Research In Artificial Intelligence & Neuroscience, 2(4), 36-40. Retrieved from

http://http://brain.edusoft.ro/index.php/brain/article/view/273/381


Hagen, L. K. (2008). The bilingual brain: Human evolution and second language acquisition.

Evolutionary Psychology, 6(1), 43-63. Retrieved from https://post.blackboard.com/

bbcswebdav/pid-2302315-dt-content-rid-21645369_1/courses/EDU653.901000109930/

Documents/Documents/U3_Hagen.pdf

Jang, E. & Jimenez, R. (2011). A sociocultural perspective on second language learner

strategies: Focus on the impact of social context. Theory Into Practice, 50, 141148.

Retrieved from http://dx.doi.org/10.1080/00405841.2011.558443

Lardiere, D. l. (2009). Some thoughts on the contrastive analysis of features in second language

acquisition. Second Language Research, 25(2), 173-227. Retrieved from http://

dx.doi.org/10.1177/0267658308100283

Lightbown, P.M. & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford

University Press.

Motel, S. & Patten, E. (2012, Jun 27). The 10 largest Hispanic origin groups: Characteristics,

rankings, top counties. Pew Research Center. [Website]. Retrieved from http://

www.pewhispanic.org/2012/06/27/the-10-largest-hispanic-origin-groups-characteristics-

rankings-top-counties/

Niroomand, M. (2012). An exploration of upper-intermediate Iranian EFL learners perception of

politeness strategies and power relation in disagreement. English Language Teaching,

5(10), 180-191. http://dx.doi.org/10.5539/elt.v5n10p180

Ramos, F. & Krashen, S. (2013). Arnolds advantages: How governor Schwarzenegger acquired

English through de facto bilingual education. International Multilingual Research

Journal, 7, 220229. Retrieved from http://dx.doi.org/10.1080/19313152.2011.651395


Riazi, A., Lessard-Clouston, M. & Cumming, A. (1996). Observing ESL writing instruction: a

case study of four teachers. Journal of Intensive English Studies 10, 19-31. Retrieved

from https://post.blackboard.com/bbcswebdav/pid-2302285-dt-content-rid-21645358_1/

courses/EDU653.901000109930/Documents/Documents/U7_Case%20Study%20for

%20Discussion%20Board.pdf

Saville-Troike, M. (2012). Introducing second language acquisition (2nd ed.). New York:

Cambridge University Press.

Scheffler, P. (2008). The natural approach to adult learning and teaching of L2 grammar.

International Review Of Applied Linguistics In Language Teaching (IRAL), 46(4),

289-313. http://dx.doi.org/10.1515/IRAL.2008.013

Seifoori, Z., Mozaheb, M. A. & Beigi, A. B. (2012). A profile of an effective EFL writing

teacher (a technology-based approach). English Language Teaching, 5,(5), p. 107-117.

http://dx.doi.org/10.5539/elt.v5n5p107

Shah, P., Yusof, A., Hamid, Z., Ghafar, S., Hashim, H., Abdullah, A., & Sabri, M. (2010). Process

of L1 acquisition: Linguistic theory in application. Research Journal of Internatonal

Studes, 14. Retrieved from https://post.blackboard.com/bbcswebdav/pid-2302310-dt-

content-rid-21645356_1/courses/EDU653.901000109930/Documents/Documents/

U1_Shah%20Yusof.pdf

Slabakova, R. R. (2006). Is there a critical period for semantics?. Second Language Research,

22(3), 302-338. http://dx.doi.org/10.1191/0267658306sr270oa

Wei, Li Qiu (2008). To Correct or to Ignore. US-China Foreign Language, 6 (5), 25-30.

Retrieved from https://post.blackboard.com/bbcswebdav/pid-2302297-dt-content-


rid-21645376_1/courses/EDU653.901000109930/Documents/Documents/U4_Wei

%20LiQiu.pdf

Weng, P. (2012). The effect of learning styles on learning strategy use by EFL learners. Journal

Of Social Sciences, 8(2), 230 - 234. Retrieved from https://post.blackboard.com/

bbcswebdav/pid-2302315-dt-content-rid-21645371_1/courses/EDU653.901000109930/

Documents/Documents/U3_PeiShi.pdf

Zafar, M. (2009). Monitoring the 'monitor': A critique of Krashen's five hypotheses. The Dhaka

University Journal of Linguistics, 2(4), 139-146. Retrieved from http://

www.banglajol.info/index.php/DUJL/article/download/6903/5484

!!!!!!!!!


!!

Appendix A Teacher Interview Questions !

Name: Nathan Moger ! 1. What types of assessment methods do you use to assess students in your classroom?

The students do not turn in any assignments or perform on any tests other than an initial inventory assessment to determine which level the student should be placed. The levels or categories of levels vary according to the classroom setting.

2. Is there a curriculum for the program or a syllabus for the class?

In the beginning class you've visited, there isn't really a syllabus/progression. I just want to hit speaking, listening, reading, writing, vocabulary, and pronunciation every day. The students are low enough that I don't say "week one-- prepositions, week two-adverbs, week three-irregular verbs." There is more emphasis on using skills daily than on hitting any specific goal (for example, we must finish chapter three by week six).

In the level 4 class, there is a much more straightforward progression. We work through certain grammar chapters in order, we have a set reading schedule, a set writing schedule, etc. Their skills are advanced enough that I can plan longer term. The beginners needs need to be planned for on a much smaller timeline.

3. What kinds of difficulties or problems do you encounter in the classroom?

What concerns me the most are the students that are not attending class. Those enrolled need this class for various reasons. They are confronted with numerous issues as adult immigrants, legal and illegal, and if they are not present in class I can only wonder what is occurring in their life. The students want to be in class, so if they are absent, something is keeping them away. It could be work related, transportation or a sick child.

4. What is your background or education?

My degree is in special education, with a certification in learning disabilities. When I did my student teaching, I was in a resource room for students with special needs for half the year and in a Spanish immersion classroom for the other half. In the Spanish immersion class the students were native speakers of English, and all the content was taught in


Spanish. I liked the immersion program and the language acquisition focus, which got me interested in ESL. That's what motivated me to come here.

5. How many years have you been an ESL teacher?

Two years as an ESL teacher.

6. Do you speak a second language and for how long? Do you believe it is necessary for an instructor to speak a second language other than English?

I spend seven or eight years studying Spanish in high school and college. I dont believe an instructor necessarily has to speak a foreign language, but it is necessary to understand the structure of the students native languages. I sometimes find it to be a handicap that I speak Spanish. Spanish speaking students feel overly comfortable with me and their ability to communicate with me. It concerns me that this may hold them back from progressing into other classrooms where the teacher may not speak Spanish.

7. Do you ever encounter students from your level I course in your level IV course?

Yes. There have been a number of students from my level I class progress on to my level IV class. Some even go on to the universities or community colleges. Not all students have the same needs. A number of adult students I have taught in the past only needed the class to help them academically with research or for their particular job.

8. What theories or methods do you believe best aligns with your teaching methods?

I guess my guiding principle is to give student "comprehensible input" which basically means you say things and provide texts that students can mostly or partially understand. You really focus on using and building on students' existing background knowledge (instead of jumping into a totally new idea without showing connections between what they already know).[Directed to link: https://en.wikipedia.org/wiki/ Input_hypothesis#Applications_in_language_teaching]

9. What languages and countries are represented by your current level I classroom?

Rihan is from Somalia and speaks Arabic. She lived in Dubai for three years and now lives in the US for her husbands job. Yuni (Juni), Brissa, Rogelio and Raul are from Mexico and speaks Spanish. Sixto is from Ecuador and speaks Spanish. ! Seydou came from the Congo and speaks French.


Fatoumata is from the Ivory Coast and also speaks French. Katuscia, I am not certain where she is from, but she does speak French. Claudette is from Haiti and speaks French.

Veronica is from Mexico and speaks Spanish.

Valerie is from the Congo and speaks French. She is newly divorced, has a 23 year old daughter and has only been in the United States for two months.

10. Do you believe the lessons are more difficult for some students than others?

I typically use the same format each day. For example, the lesson today contained a pre- reading with a discussion question, followed by definitions. I will read the text first, then together, and finally as a class. I will read it again to the class then ask the class to read it silently and notate any words that they do not know the meaning of. I then walk around the room and check on each student and answer any questions. Many times students will be able to identify their own mistakes. I provide further clarification, in their L1 if needed, either spoke in Spanish by myself, or through the use of google translator.

One student, Marcos, could be in the level III class, but has chosen to stay in level I to build his confidence. Seydou is illiterate in his native language French. He would not be able to attempt the handout and goes to the lab frequently for audio-lingual instruction on the computer.

Observation Notes

The instructor stresses that there needs to be a period at the end of of a sentence.

Handouts are either already pertaining to life skills or the teacher directs them for that purpose. One handout was in using zip codes and the teacher related the information to the use of credit cards and how it is important to know your zip code. Another handout was addressing types of clothing,which provided practical knowledge for the student to apply while shopping for clothes. Another was regarding the handling of money and writing checks. A prior week provided the students with a handout on terminology describing computers and basic instructions. Many handouts have dual-functions in teaching English and providing practical knowledge, such as how to compose an e-mail and days of the week.

Discussions typically follow handouts (one on one) and discuss questions like: What are you wearing? What color are your pants? How is your family? How many children or siblings do you have?

The students as a whole are not at a level to make metalinguistic observations regarding the English language. The more advanced student does appear to discuss English as an object and will negotiation for meaning. Grammar is discussed and emphasized. Handouts have covered


nouns, adjectives, verbs (to be), prepositions and contractions. Singular and plural forms are also discussed in the handouts. This information is provided on the handout, but it is not emphasized to the student.

Students do not have assigned seats and sit in the same seat each day, near the same people, which share in common their L1. At different points in the class, students are given an assignment to discuss with a partner, but there is no stipulation when choosing a partner. However, students are asked to talk to three other students in the room using English.

Grammar appears to be 50% of the instruction. It is difficult to determine how much the students are retaining. The more advanced students appear to respond to grammar instruction, while others may not understand this concept.

Feedback is only verbal and as the teacher walks around the room. There are no assignments to actually complete and turn in. Handouts are completed as a class and the teacher offers positive feedback leading the student to discover the correct answer. Often, the teacher translates in order to communicate with the student about the corrections.

!!!!!!!!!!!!!

!


!!

Appendix B Student Interview Questions !

Name: Marcos (Israel) Guamam Age: Twenty Gender: M Years learning English: approx. ten Mother tongue (L1): Spanish !Interview Questions/Discussions (occurring over the course of three weeks): 1. How old are you? Twenty years old !2. Which school do you study in? Elementary School in Cuenca, Ecuador.

3. Overall, how do you see yourself as a language learner? I am good, but I have difficulty with pronunciation.

4. How many years have you learned English? I was eight or ten when in elementary school. I finished elementary school, and a British university professor taught me English. Maybe for six or eight hours a week. !5. Do you have anyone help you to study English at home? Yes. She is ten years old, but she is busy. She says she will help me, but she is busy.

6. Do you often watch English TV programs? No. We do not have a TV. I did see Into the Woods at the movie theater.

7. Do you often read English books? There are some books at my house, but not too many. I will read some on the internet with my cell phone. !8. Do you speak English outside of class? In Ecuador, I worked at a Spa where Americans would retire. I would speak English there. Here, it is hard for people to take time to talk to me. Always busy.

9. Whom do you speak English?


I try and talk English to the 10-year-old girl at my house. She says she will, but she forgets. !10. What do you do when you do not know how to express yourself in English? I will ask for help. !11. What do you do when you do not understand them? People I talk to help me to understand. Sometimes we will draw pictures. I can look at the translator on my phone. !12. Are you active in class? I ask questions and talk to the other students near me. I usually speak Spanish with them. !13. How many English classes have you each week at school? This is my first class in America. I come every day. !14. Do you have many opportunities to speak English in class? I read with the teacher and talk with a partner. It is difficult to speak English to people. Other students do not know how to speak English. !15. Have you lived/studied in an English speaking country? If yes, how long? I first lived my sister and her husband in Pennsylvania. I was there for seven months and here [Michigan] for two months. This [ESL classroom] is my first school. !16. How do you think when you start speaking or writing in English? I first think in Spanish and then English !17. What do your parents do? My mother does not work. My father works building. My brothers also work building houses. When I come to the United States, I worked in construction. !18. What is your full name? My name is Marcos Guamam. My parents name me Israel, but my brothers say no and call me Marcos. !19. When is your birthday? My birthday is August 12, 1994. !20. Where were you born? I am from Ecuador. My family lives in Cuenca, Ecuador. !21. Where have you traveled? I travel all over South America. It is short distance to take a car or bus to Brazil. !


22. How many brothers and sisters do you have? I have three brothers and one sister. I first came to Pennsylvania to live with my sister. It did not work with her husband, so I left. I now live with a friends uncle. !23. How long have you been in the United States? I lived in Pennsylvania for seven months and came to Michigan for two months. 24. Why did you come to the United States? In Ecuador, I cannot receive an education like I can in the United States. I want to be a teacher. A physical education teacher. !25. When did you begin learning English? In school a long time. I was ten or eight years old and for short time learn English most days. !26. Did you finish school? School is not like here. I like this class. In Ecuador, only short time in school and cannot go to University. A man. A British man professor at university taught me English. I receive awards in school. Doesnt matter here. I must learn English. Difficult to learn English different. British professor speak different from here. !27. [Using a paper to demonstrate print and cursive.] Can you write in cursive? Marcos uses the pen and writes the Spanish words letra suelta and manuscrita next to the words printed and written in cursive. Only doctors write manuscrita. I do not know manuscrita. The letters are the same but different. 28. How is your family? Marcos loads Facebook on his cell phone and shows pictures of his family and points out his younger brother Jonnathan who is thirteen years old. My mother and father stay in Ecuador. My brothers and their families stay in Ecuador. One brother has a ten-year-old girl I think and an eight-year-old boy. 29. Do you have a job? I work not in winter. I work construction cement with my brother in Ecuador. I work construction when it is not winter. !30. Can you drive a car? No, no. I do not have car. !31. Do you want to go back to Ecuador? Yes. I want to get education to be teacher. Physical education teacher. My family will show you Ecuador if you visit there. !!