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FL 005 912 This Comprehensive Teachers' Manual Was Designed To DOCUMENT RESUME ED 091 930 FL 005 912 TITLE Teaching English as a Second Language in the Middle Grades. INSTITUTION New York City Board of Education, Brooklyn, N.Y. Bureau of Curriculum Development. PUB DATE 71 NOTE 198p.; Curriculum Bulletin, Series No. 7 AVAILABLE FROM Board of Education of the City of New York, Publications Sales Office, 110 Livingston Street, Brooklyn, N.Y. 11201(free to NYC public schools, others $3.50) EDRS PRICE MF-$0.75 HC Not Available from EDRS. PLUS POSTAGE DESCRIPTORS *English (Second Language): Interference (Language Learning); *Intermediate Grades; Language Ability; Language Instruction; Pattern Drills (Language); Pronunciation Instruction; Reading Instruction; *Teaching Guides; *Teaching Techniques ABSTRACT This comprehensive teachers' manual was designed to acquaint New York City school teachers with the philosophy, techniques, and materials of teaching English asa second language to pupils in the middle grades. The contents include;(1) basic considerations of language learning; (2) English structure; (3) samples of oral pattern practice drills;(4) suggestions for instruction of pupils with elementary speaking skills;(5) methods of teaching reading; and (6) structure of the special language lesson.A supplement follows with a scale for rating oral language ability, sound production exercises, comparative analyses of Englishand other languages, and a bibliography. (NH) r "55 II SY MICRO 1 5 .55 i5II . F CI-5E CI S.1 IkkL \ "51- k5 4e>4 5 4 N ,c c, 5 k "N, N' 11, % f f %, % cif+)0 _ . 5,5, NE, %1. Ef US DEPART...F.551'0F HEALER 'EDUCATION I AELFARE EkAlIONAL f5iS-TitUTF CM/CATION ;k f)f 5, +f r45i r f 5. 5,, 5 4", un:i()I' [BR ii0 tit') FDI MN II I OF NI:11 (Mk Permissionto reproduce this cot vr,Jitocl v,o-k ha; been printed totheEducational Resources Intnrr)tin Center (ERIC)lndto the organization operating tinder c,-;tore.-J-1with the U.S. Off co of Education to rrTroduce etc curir?ntr itthe ERIC svr,'im .1.t i5not rroferreo by means of mict,f;r!-e r a-ci-ers of the : ' "o or --'nctionServicerodf.erto ofAny part requines permission of the Po. rd of Edir.:3'i th2 City cf :v1 k 11001S S .1 dd itun.rl tttprr, offho, pl4t-0.4,...orion fromthc. ( r:oltlittPuhhtttium JP1 r.1% h 1..trd Iron, ( rIttil\t:1% kirk.I'Lit,Eis.Atitin, s (1Hk ; kIII iirlo,tooSticct 11201 C.. Fie kt hctl!II hi :de rid% Jt.lo toAutlity Hitof1,10....inon cil CURRICULUM BULLETIN 1969-70 SERIES No.7 MAC NG %AL'S AS A SECOND LANGUAGE Ca titeWeadief 911444 BUREAU OF CURRICULUM DEVELOPMENT BOARD OF EUITCATION CITY OF' NEW YORK 130,R1) OF EDUCA LION NI cif( RV BE RGTRA UNE President 'ISAIAH E. ROBINSON. 312_ lie-President SEYMOUR P. LACI1MAN NIARY E. MEADE JOSEPII (./ho.tcv//or IIARVE1' B. SCRIBNR Deputy (liaricellor ANKER Ileputy Superintendents (1/ Schools T1114)DOItE Il. I... NG Persolvtel SEELI(i LE.STFA Instructional Services Bureau of Curriculum 1)evelopment. D AV ID A. ABRAMSON Directur .1(11'14;1 DANIEL A. SALNION ..1ssiciant Direetw LEONARD SIMON ASNA knit Director (..1( t Itl(r1111'171 111' 1111 II() %121) ()II DI ( 1110N 01L 1111( 11'1 ()I NI 11 l'()Ftk Aintheatton for pernn.,ion to reprint An) clion of tink material Nhould be made to the Chano;ilor 110I niueton tireol*n. N.Y.11;f31 ItTtn of ectdon of the, matcria! 1111t: iron (title of plIbilt:J11011) 1perm r.sion of the Roird of I duration of the (it. of Nev, York.- FOREWORD l'heliberalisation of the immigration laws in the recent past has createda wide diversity of popuLtion in New York City and has added to the alreadyurgent needs in the teaching of English as a second language. needs which will undoubtedlycontinue during the years ahead. At the present time there are more than one hundred thousand pupils in the New York City schools whose first language is not English. Thesechildren must have assistance in mastering English so that they may reach their full potentialas students in our schools and as members of our society. I am happy to present Teaching Englishac a Second Language in the Middle Grades to the professional staff, the students, and the community. This bulletin is intendedto complement the general language arts curriculum for children whose first languageis other thanEnglish. Teaching English to speakers of other languages requiresa particular philosophy, techniques, and materials, all of whichare detailed here. Further suggestiow_ for the development of language skillsmay be found in the handbooks of the regular language arts program andmay be helpful in the implementation of the concepts in this part of the K-12 Language Arts curriculum. SEELIG LESTER Deputy Superintendenl rkf Schools iii ACKNOWLEDGMENTS Many have collaborated in the development of this bulletin. Under the guidance of SeeligLester, Deputy Superintendent,itwas a joint venture of the Office of Fleinentdry Education. Truda T. Weil. Assistant Superintendent (retired); the Bureau of Curriculum Development, David A. Abramson, Acting Director: and the Bureau of F.n...lish..lorome Carlin. Director, Cle ha C. Be !from, formerly Acting Assistant Director. and David Kru lick. Assistant Director for English as a Second Language. the manuscript was researched and written by Evelyn Klehan, Bureau of Curriculum Development ESL Project, in collaboration with Ocilla C. 13elfronr. At various stages of its development. the bulletin benefited from the guidance and counsel of Helene NI. Lloyd, Assistant Superintendent, Office of the Superintendent of Schools: and the I-an:2114e Arts Revision Proj,:ct Committee: Marguerite Driscoll, Etta Ress, Elsie Wolk. and Rosemary Wagner. Special gratitude is expressed to the following specialists in Teaching English as a Second Language for their careful reading and suggestions: Virginia Allen and Dean Gregory,EnglishDepartment.TeachersCollege; MaryEinocchiaro,Education Department,Hunter College;AdrianHull,EnglishSupervisor,Dep:irtmentof Educ..ation. Puerto Rico: Adela Mendez, Director, English Program, Department of Education. Puerto Rico. Appreciation is extended to April Lou, ESL Coordinator, for the Chinese-English analysis of difficulties; to Josephine T. Valencia. Consultant. San Antonio School Project, Southwest Educational Development Laboratory, Austin, Texas, for the rhythms, rhymes, and rhythmic activitiesin sound production: to Frank Friuli. Consultant in English as a Second Language, for his help in developing the sample Oral Pattern Practice Drills. Thanks are also given to the many teachers. coordinators, supervisors, and principals whose practical advice concerning the use of these materials was invaluable. Aaron N. Slotkin and Edythe K. Kahn. Editors. Bureau of Curriculum Development, were responsible for printing production. Lillian B. Amdur edited and proofread the manuscript: Simon Shulman and Ruth Eriksen designed the cover: and Ruth Frik,en planned the page layout. CONTENTS 1. BASIC CONSIDERATIONS OF SECOND-LANGUAGE LEARNING Participation in Classroom Activities 3 Instruction in English as a Second Language 3 FIL'IllelltS of the Special Lanpiage Lesson 2. STRUCTURE OF THE ENGLISH LANGUAGE Teaching Sentence Patterns S Understanding. English Vocabulary 7 Function Words 8 Sequential Development of a Series of Sentewe Patterns 9 Suggested Lessons 10 Sample Lesson Plan(1..k.'sson I) 21 3 SAMPLES OF ORAL PATTERN PRACTICE DRILLS 23 R;Tetition Drills )3 Stihsti ninon Drills Repldct'inent Drills 27 Comersion Drills (Transformationi 28 I' \ pansion Drill 11 1Zcdut.tion 1)611 3 I IntQtirdtion Drill 32 (*,tik2(1-111,%\ 1)rills 1' 13 4. SUGGESTIONS FOR INSTRUCTION FOR PUPILS RATED "C" ON THE ORAL LANGUAGE ,MIILITY RATING SCALE 7 The Program Smut.ceded Corrcctions of 1,,in!.itiailcI laliit, -til Doc.'ioprilL'ills for Correctinv. Structure 4' Su,4:.,.k.'stekl Lessons for Corrt.t.ting Esc 01 Pronouns Siitii2tstcd Declopnient for ('orrection of Sound Production 1)5 Stit.2.tstk.'dI cssons for ( 'orrecting 1 orms of I11:11i.11 71 'I 5. TEACHING READING TO CHILDREN FOR WHOM ENGLISH IS A SECOND LANGUAGE SO Methods of Instruction SO Directed Reading SO Developmental Reading ' Materials of Instruction I he language Experience Approach 8' Developing Sequential Skills SO The Linguistic Approach SO Developing Interest in Reading 8S Considerations About Writing 6. STRUCTURE OF TILE SPECIAL LANGUAGE LESSON Class Organization Aims of the Special Language Lesson Procedure Establishing Sentence Patterns SUPPLEMENTARY MATERIALS 159 Rating Oral Language :Ability 101 Scale for Rating Pupil's ility to Speak I nglish 101 Sound Production Exercises 162 Rhythms. Rh mes, and Rhythmic cti% 162 Comparative Analyses 166 English and Spanish 160 Langu.tp: Structures 'that .\Similar Lis!\ 166 Language Structures Plat Are DillerentList B 1 ( ) Prohlems in Understandim! Prodm!!th: Sounds. Rhythm. and Intonation English. Germanic, Slavic Languages: Contrasting Structure Patterns English and Chinese Suggestions for I lelping Chinese Children 787 Sound System I78 Morphology 179 Syntax IS' Bibliography 185 vii Chapter One )7, BASIC CONSIDERATIONS OF SECOND - LANGUAGE LEARNING Children who come to the NeW York City schools speaking little or no English have a level of fluency in their own language. They have developed speech habits using the sounds, structures, and vocabulary of their first language and the intonation patterns and rhythms of that language. They have some understanding, if only subconsciously, of the use and nature of language. However, now faced with the need to learn English as a second language, they art, on the one hand, at an advantage because they hear English spoken throughout the school day and are motivated to learn it in order to participate. On the other hand, they are at a disadvantage in that they are unable to understand and communicate in the language of instruction. Even under optimum conditions, their success in learning is limited unless there is a carefully planned program of instruction in English as a second language. Since each language has its own sound system and structure (see Comparative Analysis), the second- language learner: Tends not to hear in the new language the sounds which do not occur in his native language.
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