English as a Second Language in USA

ESOL refers to English for Speakers of Other Languages. It is also known as English as a Second Language (ESL). Nationally, English for Speakers of Other Languages (ESOL) is the fastest growing area of the adult basic education system.

ESOL instruction is an important part of the adult education system in Ohio. Fifteen percent of students enrolled in adult education in Ohio are English language learners. Language acquisition incorporates cultural learning as well as the communication skills of listening and speaking, reading and writing. Grammar and language structure is taught only to support and/or supplement contextual language learning.

Adults enroll in English classes for many different reasons. Some want to improve their language skills to get jobs or to get better jobs, others want to be able to communicate with their child’s teachers and to help their children with schoolwork, and others want to be able to function and communicate better in their communities.

ESOL programs vary in focus. Some programs, especially those for recent arrivals, emphasize life skills and focus on improving listening and speaking abilities. Others stress vocational topics, citizenship or civics education, family literacy, or academic preparation. Programs vary in duration and intensity. Some programs meet once or twice a week for two or three hours; others meet for up to five hours each day. Programs also vary in how the classes are arranged. Some programs offer individual classes for every level while other programs may offer just one or two classes which accommodate all levels.

There are a variety of approaches used to help adults learn to listen, speak, read and write in English. Theories on how a second language is acquired consider cognitive issues (how the brain processes information in general and language in particular), affective issues (how emotions factor into second language processing and learning), and linguistic issues (how learners interact with and internalize new language systems).

Motivation and success at second language learning are influenced by a variety of factors. Age, gender, personality type, learning style, cultural background, attitudes and beliefs, length of exposure to English, the effects of trauma and culture shock all can exert significant influence over the learner. In addition, other factors such as the need for childcare or the breaks from classes necessitated by work or family issues, have a significant effect on how quickly a language is learned.

Website Links:
The Northeast ABLE Resource Center
- www.neable.org

Ohio Department of Education – ABLE -http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?Page=2&TopicID=152&TopicRelationID=155

TESOL-the professional association for English language teachers
-http://www.tesol.org

Ohio TESOL
-the state professional development association
- http://www.ohiotesol.org

The Center for Applied Linguistics
-a non-profit organization which uses the findings of linguistics and related sciences in identifying and addressing language-related problems -http://www.cal.org/

The National Institute for Literacy
- www.nifl.gov

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ESL in USA Blog URL
http://esl-in-usa.blogspot.com/
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Labels: adult education system, emphasize life skills, English as a Second Language, ESL, ESOL refers to English for Speakers of Other Languages, help adults learn, Language acquisition

Technology as Aid, Crutch and Impediment to Learning

The following is being prepared for a discussion at TESOL 2009.

It will be held on Mar. 27, 2009 at 4:00 PM, in the Colorado Convention Center Rm. 712. It is a Discussion (#142376) for the Second Language Writing Interest Section: Technology as Aid, Crutch and Impediment to Learning.

You are welcome to attend!

This site is unfinished and will be updated as time permits. My partner for this discussion is Elisa Hunt, also here at Southern Illinois University.

Thomas Leverett, CESL, Southern Illinois Univ., Carbondale IL USA 62901-4518.

Summary (50 words)

Instructors should be aware of the extent to which technology may influence a student's understanding of a text, or production of his or her classwork. This session explores unforeseen complications, brought on by technology, in the process of learning.

Session description (300 words)

Technology advances at a rate that often catches busy teachers unaware. Technological advances from spell-check and electronic dictionaries to cell phones and computer translators have all added a dimension of complexity to the processes of learning: to both students' understanding of what they read or encounter, and to teachers' understanding of what students are producing or trying to say.

As the technology becomes more advanced, and methods of using it more discreet, teachers may ask how they can determine when or what technology has been used, what it has done, how this may be unraveled, if necessary, and what strategies can be used, by both student and teacher, to reach the ultimate goal: timely and efficient learning of a second language.

Link to more info
http://www.siu.edu/~cesl/teachers/pd/tech.html

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ESL in USA Blog URL
http://esl-in-usa.blogspot.com/
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Labels: computer translators, education strategies, electronic dictionaries, processes of learning, spell-check, Technology as Aid Crutch and Impediment to Learning