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The Journal Of ADVENTISTTHE JOURNAL EDUCATION OF * ENGLISH LANGUAGE LEARNERS IN THE CLASSROOM CREATING SPECIAL SUCCESSFUL ISSUE: STRATEGIES FOR ESL TEACHING INSTRUCTION ENGLISH CULTURAL AND LANGUAGE LINGUISTIC IMPACT ON ESL LEARNERS IN ASSESSMENT ADVENTIST SCRIPTURE SCHOOLS AND LANGUAGE LEARNING ADVENTISTTHE JOURNAL EDUCATION OF CONTENTS* !"#$%&'%(%)"#*$+%,%%'%%"##$+%.//0%% FEATURES 4 English Language Learners in the Classroom A Call for Accountability, A Promise of Classroom Enrichment By Juanita Singh 8 Teaching Adult Learners of ESL By Stella Ramirez Greig and Jeanette Wright Bryson 14 An Action Plan for Teaching Young English Language Learners 4 By Catherine Lambert 19 Creating Successful Strategies for ESL Instruction By Evelin Harper Gilkeson 26 Implementing Language Acquisition Classrooms By Richard P. Carrigan 30 Cultural and Linguistic Impact on ESL Assessment By Patricia C. Salazar 35 Student Missionaries and English Language Learners 8 By Carol Campbell, With Lindsay Hong, Michelle Otis, and Priscilla Valencia 40 Do Non-Native Speakers Make Good ESL Teachers? By Eun-Young Kim 43 Scripture and Language Learning By Peggy Wahlen DEPARTMENTS 3 Guest Editorial Journal of Adventist Education Index The indexes for previous volumes of The Journal of Adventist Educa- tion are available online at the Seventh-day Adventist Periodical Index Website: http://www.andrews.edu/library/car/sdapiindex.html, and at 14 the JAE Website: http://jae.adventist.org. At the JAE Website, you can search for, and download in PDF format, articles from previous The Association of volumes of the English, French, Spanish, and Portuguese editions of Educational Publishers This issue has been peer reviewed. JAE by author, title, topic, and keyword in PDF format. __________________________________________________________________________________________________________________________________________________________________ Correction: On page 14 in the April/May 2009 issue of the Journal, the photos of Patricia Jones and Marilyn Herrmann were inadvertently switched. We apologize for this error. Photo and art credits: Cover (photos) Shutterstock; (design) Howard Bullard; pp. 5, 7, 27, 29, 31, 33, 41, Carol Campbell; pp. 6, 28, Shutterstock; p. 11, Clipart; pp. 9, 10, 12, 13, 20-22, 43-46, courtesy of the respective authors; pp. 15, 17, Ron Wheeler; p. 28, 32, James Sherwood; pp. 35, 37; p. 36, Lindsay Hong; pp. 36, 39, Priscilla Valencia; pp. 37, 38, Michelle Otis. __________________________________________________________________________________________________________________________________________________________________ Bible credit: Texts credited to NKJV are from The New King James Version. © Copyright 1979, 1980, 1982, Thomas Nelson, Inc., Publishers. All rights reserved. The Journal of Adventist Education* * * * 2 THE JOURNAL OF ADVENTIST EDUCATION U SUMMER 2009 http://jae.adventist.org THE JOURNAL OF Guest Editorial ADVENTIST EDUCATION * EDITOR Beverly J. Robinson-Rumble English Language Learners in ASSOCIATE EDITOR (INTERNATIONAL EDITION) Luis A. Schulz Seventh-day Adventist Schools SENIOR CONSULTANTS C. Garland Dulan Lisa M. Beardsley, Ella Smith Simmons CONSULTANTS GENERAL CONFERENCE John M. Fowler, Luis A. Schulz s I settled myself into a semi-comfortable chair in EAST-CENTRAL AFRICA the 4th-grade classroom, I couldn’t help but notice Hudson Kibuuka EURO-AFRICA Ana.1 In preparation for the language-arts period, Roberto Badenas students were organizing materials and transition- EURO-ASIA ing to the next class. Ana, however, was struggling Branislav Mirilov INTER-AMERICA to complete an assignment from an earlier period. Carol Campbell Moisés Velázquez A Tears begin to trickle down her cheeks as she gave NORTH AMERICA Larry Blackmer up on an assignment for which she lacked the necessary background knowledgeld andd NORTHERN ASIA-PACIFIC vocabulary. Clearly, Ana, as a second language learner, comprehended little of her Chek Yat Phoon SOUTH AMERICA teacher’s oral or written instructions. I learned later that she could read and write Carlos Alberto Mesa fluently in Spanish, her primary language. SOUTHERN ASIA I have witnessed this scene played out time and time again in classrooms. I am in G. Nageshwar Rao SOUTH PACIFIC and out of a variety of different classrooms on a daily basis, visiting student teachers Barry Hill in both Seventh-day Adventist and public school settings. One recurring observation SOUTHERN AFRICA-INDIAN OCEAN Ellah Kamwendo that I have made in the past decade or so is the increasing number of non-English- SOUTHERN ASIA-PACIFIC speaking students who make up our school populations. Unfortunately, many teach- Mike Lekic TRANS-EUROPEAN ers are unprepared to address their specific learning needs. They struggle to create Daniel Duda meaningful classroom experiences that ensure academic success for students such as WEST-CENTRAL AFRICA Ana. Chiemela Ikonne In recent years, immigration patterns have changed in the United States, resulting COPY EDITOR in a rich diversity of cultures. Schools, in particular, have been impacted by these Randy Hall ART DIRECTION/GRAPHIC DESIGN changes. The number of students new to English has steadily increased, doubling Howard I. Bullard between 1994 and 2004, the most recent statistics available.2 This trend is reflected ADVISORY BOARD in the enrollment of students in American Seventh-day Adventist schools as well, at C. Garland Dulan (Chair), the elementary, secondary, and higher education levels. Lisa M. Beardsley, Larry Blackmer, Erline Burgess, These students are typically referred to as English language learners (ELLs), non- Hamlet Canosa, John M. Fowler, Dunbar Henri, Linda Mei Lin Koh, Michael Ryan, Luis A. Schulz, Carole Smith, native English speakers, Limited English Proficiency (LEP) students, or second- Charles H. Tidwell, Jr., Bonnie Wilbur language learners. English as a Second Language (ESL) or English for Speakers of Other Languages (ESOL) are terms that refer to the programs schools offer for ELLs. In general, these students are in the process of learning English in school, but speak a primary language other than English at home. However, there is also great diversity among these students, for they vary in their proficiency in their primary language as well as in English.3 THE JOURNAL OF ADVENTIST EDUCATION publishes articles concerned with a variety of topics pertinent to Adventist edu- Due to the increasing numbers of ELLs and the diversity they bring to the class- cation. Opinions expressed by our writers do not necessarily room, teachers at all levels need to be well prepared to meet their needs. The purpose represent the views of the staff or the official position of the De- partment of Education of the General Conference of Seventh- of this issue of THE JOURNAL OF ADVENTIST EDUCATION is to help Adventist educators day Adventists. better understand and integrate ELLs into their classrooms. Some of the questions THE JOURNAL OF ADVENTIST EDUCATION (ISSN 0021-8480) the authors will address are: What are current policy trends and programs that af- is published bimonthly, October through May, plus a single fect the education of ELLs? What are the processes of second language acquisi- summer issue for June, July, August, and September by the Department of Education, General Conference of Seventh-day tion? What are the recommended classroom practices for elementary ELLs? For Adventists, 12501 Old Columbia Pike, Silver Spring, MD 20904- secondary and post-secondary ELLs? What assessment practices are recommended 6600. TELEPHONE (301) 680-5075; FAX (301) 622-9627; E-mail: [email protected]. Subscription price, U.S. $18.25. Add for evaluating ELLs? How can Scripture be integrated into language instruction $3.00 for postage outside the U.S. Single copy, U.S. $3.75. Pe- for ELLs? What issues are associated with the non-native English-speaking ESL riodical postage paid at Silver Spring, Maryland, and additional mailing office. Please send all changes of address to P.O. Box 5, teacher? How do student missionaries teach English language learners? Keene, TX 76059, including both old and new address. Address As you read the responses of the authors to these questions, note the recommen- all editorial and advertising correspondence to the Editor. Copy- right 2009 General Conference of SDA, POSTMASTER: Send dations they make that apply to your educational setting. Explore the additional address changes to THE JOURNAL OF ADVENTIST EDUCA- TION, P.O. Box 5, Keene, TX 76059. Continued on page 47 http://jae.adventist.orghttp://jae.adventist.org THE JOURNAL OF ADVENTIST EDUCATION U SUMMER 2009 3 English Language Learners in the Classroom A Call for Accountability, A Promise of Classroom Enrichment nglish Language Learners (ELLs): Who are est number (3.5 million) of whom spoke Spanish as their first they? What language(s) do they speak? What language. The next top six language groups were Vietnamese challenges do they face? How do they affect (88,906); Hmong (70,768); Chinese, Cantonese (46,466); Korean classroom instruction? These questions de- (43,969); Haitian Creole (42,236); and Arabic (41,279) students.1 mand an adequate response from education Within these larger groups is considerable diversity. For exam- Eproviders at all levels, K-16. ple, Spanish-speaking students come from countries in Latin Were the ELL population homogenous, America, Inter-America, and Europe, each with its distinct cul- the challenge to meet their learning needs would be big enough; ture, history, and
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