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    Language and Esol Methodology- a Unique Perspective
    Language and Esol Methodology- a Unique Perspective
    Language and Esol Methodology- a Unique Perspective
    Ebook159 pages2 hours

    Language and Esol Methodology- a Unique Perspective

    By Irwin Goldstein

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    About this ebook

    It is unfortunate but true that many misconceptions exist regarding teaching English to non-English speakers. Just as one who can read is not by that criterion alone capable of teaching reading, knowing a particular language does not ensure that one can effectively teach it. It is an error to assume that common sense can guide one in ths regard. True common sense is simply not as common as many may believe. What may appear a sensible thing to do in teaching ESOL, may in fact (as one who reads the book will see) prove counter-productive and in turn detrimental to the learning process.

    This book focuses on subject matter which includes the question of what language actually is (its components, skills, and traits), the mystery of the orgin of language, the history of the English language, past and current ESOL teaching techniques and culture as a factor in language learning. The book is designed to be of value to ESOL teachers and administrators, students preparing to teach ESOL, volunteers in need of learning more about the field and individuals who may simply be interested in the history of the Enlish language and/or ESOL methodology. The books information is expected to increase the knowledge of readers as well as to help some strengthen and others develop a solid foundation upon which to rely in whatever approach they choose to teach ESOL.
    LanguageEnglish
    PublisherPartridge Publishing Singapore
    Release dateFeb 7, 2014
    ISBN9781482898651
    Language and Esol Methodology- a Unique Perspective
    Author

    Irwin Goldstein

    Dr. Goldstein has had a distinguished career as an educator, teacher-trainer and administrator with multi-ethic children and adults. His credentials include a BS Degree from Oswego State Teachers College (NYS), a Masters Degree from Hunter College (CUNY) and a Doctorate Degree (Ed.D) from Yeshiva University. His creativity and outstanding effectiveness in the field of ESL brought him to the attention of the Educational Commissioner of New York State. As a result he was appointed to the State’s Adult Learning Services and Bilingual Education Advisory Councils. Through the years Dr. Goldstein’s innovative approach to all aspects of ESL has impacted and continues to impact the lives of thousands of individuals.

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      Book preview

      Language and Esol Methodology- a Unique Perspective - Irwin Goldstein

      Copyright © 2014 by Irwin Goldstein.

      ISBN:          Hardcover          978-1-4828-9851-4

                          Softcover          978-1-4828-9850-7

                          eBook               978-1-4828-9865-1

      All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the publisher except in the case of brief quotations embodied in critical articles and reviews.

      Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

      Toll Free 800 101 2657 (Singapore)

      Toll Free 1 800 81 7340 (Malaysia)

      www.partridgepublishing.com/singapore

      CONTENTS

      About the Author

      Preface

      Chapter 1 What Is Language?

      Elements of Language and Their Components

      The Skills Areas of Language

      Some Shared Traits of Language

      Chapter 2 The Mystery of the Origin of Language

      A Biblical Perspective

      An Alternative Approach

      Chapter 3 The Development of the English Language

      Chapter 4 Approaches Used in Teaching English to Non-English Speakers

      Chapter 5 The Audiolingual Method

      A.The Audiolingual Method or ALM Philosophy on Language Acquisition

      B.The ALM View on Presenting the Basic Language Skills

      C.ALM Outlook on Teaching a New Language

      D.ALM Suggestions on Working with Students

      E.Language Skills for Presentation to ALM Students on Different Levels

      F.ALM Suggestions for Planning a Sound ESL Lesson

      G.ALM Suggestions for the Use of Practice Patterns

      Samples of Some ALM Practice Patterns (Drills)

      H.ALM Suggestion for Introducing New Vocabulary

      I.ALM Criteria for Evaluating Commercial ESOL Materials for Adults

      J.Identifying Speaking Errors of Advanced ESOL Students

      Contrastive Analysis Usage

      Minimal Pairs

      List of Priority Phonemes

      Chapter 6 The Demise of the Audiolingual Method as the Foundation of a Course

      Chapter 7 Post ALM Instruction

      Chapter 8 ESOL Testing

      A.The Native Language Reading Screening Test

      B.University of Michigan Tests

      C.Informal Individual ESOL Placement Questions

      D.The John Test

      E.The GOSIKA English Language Oral Proficiency Examination

      Chapter 9 Culture: a Significant Factor in Language Learning

      Chapter 10 Related Questions and Answers

      Bibliography

      About the Author

      image002.jpg

      Dr. Irwin Goldstein

      A distinguished career in the field of teaching and administration began in 1959. When attending Oswego State Teachers’ College in Oswego, New York, the author chose to do his student teaching at the Onondaga Indian Reservation in Nedrow, New York. The culture of the Native Americans which he experienced first hand had an important impact on his future professional choices. He went on to obtain a Master of Science degree in education from Hunter College in New York City and later a doctorate degree in Education and Administration from Yeshiva University.

      He served as an elementary and junior high school teacher in New York City public schools, where he worked extensively with minority ESOL (English for Students of Other Languages) students from many different countries and cultures. As a result of his successful innovative work with multiethnic children during the daytime, he was offered an additional evening position as an ESOL teacher of adults. This led to his appointment as supervisor of instruction, and later as assistant director of the citywide federally funded adult education program.

      In addition, Dr. Goldstein worked closely with Jim Hall, President of York College in N.Y.C., teaching, training staff and developing the college’s ESOL program. In the 1970s he was appointed coordinator of the Jersey City College Right to Read Program. Besides supervising the program’s instructional activities, volunteer training, and maintaining ongoing contact with community groups and service agencies, he gave special attention to adults in the community who were in need of English language instruction. Later, at the urging of Rabbi Morris Sherer, he accepted the position of Education Director of Project COPE (Career Opportunities and Preparation for Employment), a division of Agudath Israel of America. Many hundreds of Russian immigrants were serviced in the area of ESOL under his supervision. Dr. Goldstein had a marked impact on ESOL instruction while building and improving the programs.

      His other activities included serving as a member of New York State’s Commissioner of Education Gordon Ambach’s Bilingual Education and Adult Learning Services Councils. Besides that, he was instrumental in establishing the Council of American Immigrant Agencies (a consortium of multiple ethnic agencies in New York City), and serving as a consultant to the New York City Board of Education’s Instructional Management Program

      The current work was written by Dr. Goldstein in clear understandable English to share his experience and knowledge of ESOL methodology and related matters with teachers and lay people everywhere who are interested in the field.

      Preface

      T hrough the years in discussions with numerous well-meaning individuals, I have found that many misconceptions exist regarding teaching English to non-English speakers. For example, just because one can read one is not by that criterion alone capable of teaching reading. In the same way, knowing a particular language well does not ensure the adequate teaching of it. It is an error to assume that common sense alone can guide one to teach a language such as English to others. What some may consider common sense may in actuality not be. Common sense is simply not as common as might be believed. In ESOL teaching what may appear as a sensible thing to do may in fact (as the material in the text will show) prove counter-productive and, in turn, detrimental to the learning process.

      Another factor to consider is the narrow focus some instructors bring to the teaching process. Failure to see beyond one’s own artificial horizon limits an educator’s ability to be eclectic and maximally effective. Clichés such as There are no bad students, only bad teachers arise from instructor inflexibility. It is important that an ESOL teacher grow familiar with varied methods and philosophies, rather than relying on only one. In ESOL teaching, one size does not fit all. An approach or method which works well with some students may have to be greatly modified or even replaced to teach others effectively.

      Consider for example viewing a work of art such as Leonardo Di Vinci’s MonaLisa. It is generally known that it is her smile which brings mystique to the work. If, however, the viewer focuses only upon the smile and neglects all other aspects of the painting, they will miss the indubitable magnitude of the work. They will not be aware that the artist utilized a pyramid design in which he placed the model. They will not notice the geometry of circles and spheres on the paintings’ surfaces. They will miss inspecting the landscape in the background which some contend was influenced by Chinese paintings. The armrest on the chair in which the Mona Lisa sits, which serves as an element of division between her and the viewer, as well as the model’s erect posture, her folded arms, and her gaze which appears fixed on the viewer will pass them by. In addition, they will not see the model in a comprehensive way. They will, therefore, not be inclined to ask such questions as, Was the woman who posed for Leonardo’s painting chosen because she was beautiful? Were her looks perceived as beauty in the 15th century? Could it have been that she was not considered beautiful at all, but that the artist chose to paint her in a realistic way, not as a beauty but as she was?

      Both a broad as well as a circumscribed view which converge to produce a suitably harmonious understanding of what is seen is what one should strive for. My writing is therefore designed to reflect a broad outlook, as well as a detailed examination of certain aspects of language and ESOL methodology. As a result, a panoramic view of language in general and of ESOL teaching approaches is included in the current work. I have also focused on a detailed description of one teaching method which has had a particularly strong impact on ESOL instruction. Also to be addressed are early ESOL testing development, and how decisions are sometimes made regarding the use of tests and their impact on many programs.

      The reader should keep in mind that the ideas and suggestions proposed in this work pertaining to the teaching of ESOL are only recommendations and are hence subject to interpretation. Nevertheless, practitioners should feel free to draw upon them as an aid to help improve teaching methods.

      CHAPTER 1

      What Is Language?

      I f one is interested in helping others to learn an additional language, it is useful to clarify what language actually is. We often use terms whose meanings we are confident of, yet if asked to define, we find it a cause for pause.

      United States Supreme Court Justice Potter Stewart in attempting to define pornography in a 1964 obscenity case, made the following well-known remark: I shall not today attempt further to define the kind of material I understand to be embraced… but I know it when I see it. In this sense, it is apparent that most people feel they know quite well what language is but find it difficult to define. In actuality there are numerous definitions of language. Some that Webster’s New World Dictionary lists are:

      ● "The expression of

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