TESOL Nc.Sletter, Volume XIV, Numbers 1-6. Teachers Of

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AUTHOR Haskell, John F.,Ed. TITLE TESOL Nc.sletter, Volume XIV, Numbers 1-6. INSTITUTION Teachers of English to Speakers of Other Languages. PUB DATE 80 NOT! 77p, JOURNAL CIT TESOL Newsletter: v14 n1-6, Feb, Apr, Jun, Aug, Oct, Dec 1980

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Black Dialects: Cultural Awareness; Cultural Education; Educational Media: Elementary Secondary Education; *English (Second Language); Grammar; Higher Education; Instructional Materials; *Language Teachers: Peer Teaching: Reading Skills; Refugees;

*Second Language Instruction; Speech Skills; _*Teacher Certification; Teacher Education: Teacher Employment; Tutoring: *Writing (Composition) ;Writing Skills IDENTIFIERS China

ABSTRACT Six 1980 issues of the TESOL Newsletter are presented. Topics include the following: preparinga written paper for oral presentation (Freida Dubin) :.current trends inteaching English as a second languageATESL) (Ruth Crymes):ESL syllabuses (Carlos Yorio): teaching Black English (Lorraine Goldman);the state of certification and employment within TESL (Marilyn AFpelson,Jack Lonqmate, Gina Cantoni Harvey, and Ray Past); locating tibliographies

in special areas of teaching ESL (Virginia F. Allen) ; locating materials in teaching ESL (Bernard Susser); notional functional methods (John Boyd & Mary Ann Boyd): suggestopedia (Donna Hurst Shkilevich) ; total physical response (Carol Weiner); questioning in counseling-learning (Daniel D. Tranel) : the passive voice (Patrick Kameem) : the definite article and discourse (Garry Molhot); problems of reading and writing (Margaret Paroutaud,Mary Ruetten Hank, William Powell, Darlene Larson & Raymond Griffith,Inez Marquez, and Darlene Larson & Thelma Borodkin). Articles are also included on speaking (Darlene Larson et al., Darlene Larson& Mona Schreiber, and Darlene Larson & Donald Monalto): transitioning students(Dennis Terdy): principles of language teaching (Richard Showstack) ; peer tutoring (Alice Pack & Deborah Dillion): testing (CharlotteE. Leventhal, Robert Ochsner, and Phillip Roth): language and culture (Andreas Martin, Darlene Larson 6 James B. Brown, DarleneLarson & William Gay, and Sarah Henry): teaching in China (VirginiaF. Allen and Charles T. Scott) : and refugee concerns (Donna Dunch).(SW)

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TESOL NEWSLETTER Volumbe XIV Numbers 1-6 (February, April, June, August, October andDecember) 1980

Edited by John F.Haskell %40 r-4 0% Abstract: 0% I. General Information (the State of the Art, Current Trends, Bibliography, C.) etc.). In keeping with a tradition of dealing with aids to presenting papers (NJ C7.3 and workshops (see R. Yorkey, 2/79 and Kimball and Palmer, 6/79). LI4 Dubin (2/80) discusses preparing a written paper for.oral presentation. Current trends in teaching are brought clearly into focus in Ruth Crymes'

(8/80) last paper presented before her death. Other recent developments in teaching ESL are presented by Yorio (on syllabuses, 10/80) and Goldman(on teaching Black English, 8/80). The state of certification and employment within TESL are discussedby Appelson (4/80), Longmate (6/80), Harvey (6/80 and 8/80) and Past(10/80) who

talks of teacher training programs. Bibliographies in special areas of teaching ESL are suggestedby Allen (2/80) and where to find materials, by Susser (6/80).

II. Classroom Practices and Procedures. In addition to the Crymes and Yorio articles mentioned above, thetopic of general methods are discussed by the Boyds(Notional-Functional, 2/80), Skilevitch (Suggestopedia, 4/80), Weiner (Total Physical Response,4/80) and

Tranel (Counseling-Learning, 8/80). Grammar practices are discussed by Kameen 6/80 and Molhat(12/80). Problems of reading and writing are covered in articles byParataud (4/80), Hank (4/80), Powell (6/80), Larson ang Griffith (12/80), Marquez(12/80) and

Larson and Borodkin (10/80). Speaking is dealt with in Larson, et. al (6/80), Larson andSchreiber (8/80),

and Larson and Montaldo (12/80). Special topics are covered by Terdy (transitioning students, 8/80), Showstack (principles of languageteaching, 6/80), and Pack and Dillon (peer tutoring, 6/80). Cld Leventhal (2/80) discusses noise as a factor in testing, ZS III. Testing. Ochsner (10/8J) discusses teacher training comprehensive exams,and Roth (10/80 discusses the problems of testing students for placement inbilingual

programs. U S DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS NATIONA: INSTITUTE OF EDUCATION MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) A The document has beenreproduced as received from the person or organization originating it Minor changes have been made to improve reproduction quality

TO THE EDUCATIONAL RESOURCES Pants of view or opinions stated in th i1JCU INFORMATION CENTER (ERIC): ment do not neceseenly represent off Kw' NIE position or policy Page 2

IV. Language and Culture. Martin (12/80) and Larson and Brown (4/80) discuss the use of 7rint medium (Shogun) and film (The Graduate) in teaching

and learning about language and culture. Larson and Gay (2/80) discuss an intercultural workshop for teaching cultural awareness and Henry(10/80) discusses mental health problems in the ethnic community.

Teaching in China is discussed by Allen (6/80) and Scott (12/80)and Refugee concerns are dealt with by Bunch (12/80).

2/80 Dubin, Fraida. The Conference Paper as an Oral Script: Writing to be Heard. Allen, Virginia F,Non-Fiction in the 'young adult' department of the Public Library. Boyd, John and Mary Ann Boyd. Adding a Notional Functional Dimension to Listening. Leventhal, Charlotte E. Measuring Intelligibility of Non-native speakers with White Noise. Larson, Darlene and William Gay. It Works: A One-Day Intercultural Communication Workshop in an ESL Program.

4/80 Appelson, Marilyn. Certification in TESL. Shkilevich, Donna Hurst. Suggestopedia: A Theory and a Model. Paroutaud, Margaret. Learning English Through the Medium of Poetry. Hank, Mary Ruetten. Using Short Stories in the Advanced ESL Composition Class. Larson, Darlene and James B. Brown. It Works: Teaching Cultural Awareness with "The Graduate." Weiner, Carol. A Look at Total Physical Response.

6/80 Longmate, Jack. "Turnflver" in the ESL Profession., Allen, Virginia F. The Challenge of Teaching in China. Showstack, Richard. Ten ThingsI have Learned About Learning a Foreign Language. Harvey, Gina Cantoni. The Preparation of Teachers of English to Speakers of Other Languages. Pack, Alice and Deborah, Dillon. Peer Tutoring Activities for the ESL Classroom. Powell, William. ESL and Composition: A Report. Susser, Bernard. Obtaining Teaching Materials. Larson, Darlene, Ann Larson, Susan Corbacioglu, and Ronald Rogers. For Some Sparkling Conversation... Kameem, Patrick. The Passive Voice: It must be spoken for. 3 Page 3

8/80 Crymes, Ruth. Current Trends in ESL Instruction

Larson, Darlene and Mona Schreiber. It.Works: The Mini-Play: A New Direction in Oral Proficiency Testing.

Harvey, Gina Cantoni. Establishing ESL Certification in lour State: A Step-by- Step Method.

Appelson, Marilyn. An ESL Instructional Supplement: The Volunteer. Tranel, Daniel D. Questioning in Counseling-Learning. Goldman, Lorraine. Yesterday's Taboo is Today's Chic Terdy, Dennis. Transitioning from ESL in the Secondary Level.

10/80 Ochsner, Robert. A Review of ESL Comprehensive ExamS in M.A. Programs. Past, Ray. An EXTFP: Ten Years After. Henry, Sarah. Treating Mental Illness in the Ethnic Community. Roth, Phillip. Processing of Individuals and Assessment of Students for Possible Inclusion in a'Comprhensive Lau Educational Program.

Larson, Darlene and Thelma Borodkin. It Works: Changing Speaking to Writing in the Language Laboratory. Yorio, Carlos. MOdels of Second Language Acquisition.

12/80

Dunch, Donna. Teaching ESL to Indochinese Refugees: AReport Scott, Charles T. Some First Impressions of EFL Teachingin China. Molhot, Garry. Contributions of the Definite Articleto the Coherence of Discourse. Larson, Darlene and Donald Montalto. It Works: Overcoming the Fear of'a Foreign Language Phone Conversation.

Larson, Darlene and Raymond Griffith. It Works: Rooms Marquez, Inez. The Meaning of "Blurp" : Teaching Dictionary Use. Martin, Andreas. Learning JSE from "Shogun"

4 TH,CONFIRFIKE PAPER AS AN with special characteristics of its own. In and many are alike in sound." (Barzun, many respects,itis a rare species in apg. 74). ORAL SCRIPT: WRITING-TO-BE- culture such as our own in which the 3.Syntactic characteristics: "No listener, HEARD printed word holds authority. Apart from however sharp or intent, can perform the the conference paper and its sub-types, feat of following by ear and retaining by by Fraida Dubin only a specialized few come to mind: the memory the turns and twists and factual University of Southern California sermon, the political address, the comiccontents of a long complex sentence .. . monologue. Not many of us have hadThe paper that is to be read must be Two years ago TESOL Newsletterto learn the craft of producing any ofwritten in simple and compound sen- (February 1978) published an article by these forms. tences andto prevent monotonyin Richard Yorkey on 'How to Prepare and Suggestions on how to write a confer-complex sentences of the shortest kind. Present a Professional Paper.' As TESOLct paper for oral presentation may beThe heavy work of exposition must be participants get ready for the 1980 Con-beside the point for some. One colleaguedone by the main clause. Short and long, vention in San Francisco, that article ispointed out to me that for cooferen2es simple and short-complex must be mixed, still an invaluable reference. In one sec-he prepares "a paper for publication" and not only for variety but for additional tion, the part in which the author com then simplymakes-a few notes on a emphasis, a short simple sentence serving ments on the stylistic characteristics of3 X 5 card from which to talk. Thisto clinch a point or, again, to introduce a paperthatiswritten-to-he-heardprocedure may suffice for those seasoned a new topic." (Barzun, pg. 76). Yorkey, I believe, has moved over the to standing at a podium and speaking -I.Organizational characteristics: "Oral heart of the matter too lightly. Particu-without a script, or for professional talk- reports have fewer main ideas than writ- larly since itis the matter that is most givers who, more likely than not, replay ten reports. they contain more sup- pertinent to specialists in language. the same material before different audi-portive material . .they have more In the article Yorkey stated: "A paper ences But many of us at TESOL Con- transitional material. .. toshow when a that is to be delnered orally should be'ventions have not had this kind of ex- speaker or writer is leaving one idea and writtenin a somewhat differentstv'.' periencs. Or we prefer the security aintroducing the next." (Wood, pgs. 175- from a paper that is to be read suer y fully worked out script in-hand provides 176 ). This is a matter of individual preference before approaching microphone and ". . . there is mine occasion than in and judgment. Generally speaking, how- room full of strange faces. writing to indicate changes of subject in ever, the style may be less formal, with In developing Yorkey's suggestions,I so many words: 'Nosy I want to turn to' shorter sentences and with parenthetical have looked at the following materials: . (or 'take up or 'remind you'). Every- comments. Acknowledgements that usu- 1) Comments on gis mg oral talksin thing that helps the audience know where ally appear in footnotes should be worked representative English handbookspre-they are or what they should he thinking into the text itself scriptive beliefs. 2) Assorted published of %MI he gratefully received. You must Then, in the final part on res ision, hework for radio, together with examples therefore observe more than you usually said. "Revise it to be read silently." of conference papers in which both an do the principle of matching parts, the There is nothing in these statementsoral and a written version had been pre- exact tethering of pronouns and anglers, with which one would want to take issue pared by the authorsdescriptise data. andthecloselinking of modifiers." But do these brief suggestions about the 3)CharacteristicsI have noted while (Barzun, pg. 74). "somewhat different" styles of oral ss listening to effective talks at conference written language tell the whole story? Iwssionsparticipant observations. These Descriptive data believe they overlook many interesting various sources offer provocative ideas 1. Radio writing. In an earlier era, writ- characteristics of writing intended for aconcerning the phonological, lexical, syn- ing for the listening ear was inoduccd listening audience. Few people, in fact, tactic and organizational features of writ- as a distinct form In ;oda, writers. consider the paper to be delivered orallying-to-be-heard. Although it no Ioogei flourishes, there are as a distinct type of writing, indoctri- a few t srantr samples such as the Co- nated as we are with the cons entions of lombia Broadcasting System series, 'The expository prose. My purpose is to deist-, Prescriptive beliefs (Lis -oweFile,' literally radio editorials. further into a type of writing I call the From this corpus, which included the oral script, to point out how it is distinct The following suggestions an1,. ,1 two authorities, Barzun and non-drainatn, work of Norman Corwin from writing intended to be read. and the CBS editorials, these character- The separate domains of spoken vs. 1.Phonological I )1.1f .:± II r if "Watch istics hint, implications for oral presenta- Nellde- written language have been the sound el vont prow. You will have tions. scribed.While writtenformrequires to ape irA Sc sentences, so you musc as- Word repetition. While expository polish' and refinement, spoken language winds that your tongue can wrap writing frowns on repeating the same is characterized by spontaneity. In w 'twit around. Avoid the noun plague inword in a paragrapl, Corwin frequently mg one seeks clarity, but more your compound sentences, or you will bedoes just the opposite: spokendiscourse the donisrapport, giving out -Hon, -tions, -sion, -sions like a "How would you like to get up before Written languaer p.e.,,pio,ses distancesteam engine; and remember that s, ce,an audience of five million 'people and between a), .rut audience, whilesh coining in a row are disagreeable as introduce yourself? Would you rap or. spold may flourishes when well as a possible danger to your delivery the edge of a glass with a spoon to get ttarciprocity. On the other hand,,('she sells seashells by the seashore'). attention, like this? (Rapping on glass) :,, plc:paring a paper for oral presentation (Barzun, pg. 74). Do you think that would quiet such an .he writer strives for the tone of spoken 2.Lexical characteristics:"More per-audience? Would you clear your throat language, knowing all the time thatit sonal pronouns (1, you, us, we) are usedlike this? (clears throat). Or would you will not be a successful performance ifin an oral report than in a written report fry ride over their noise by shouting because the listening audience is there, the .script sounds too natural. through a public address system the tra- For the talk prepared for a listening immediately present." (Wood, pg. 176) ditional salutation . . .And assuming audience is neither purely spoken nor "Use as few technical terms as pos-you got the five million to quiet down. written language. Rather, itlies some- sible, not because they may not be un- how would you then proceed to intro- where on a continuum between these twoc16.itood but because they may not be poles, containing features of each alongheard aright; they are not common words Continued on next page

TN 2/80 3 to 'manages the intricacies of classroom Corwin, Norman.1042,Thirteen By Corwin. New York: Henry Holt £ Co. management.' 1944, More By Corwin. Npw York: Continual from page 3 Henry Holt k Co. Participant observaions Wood, Nancy V.1078. Regan, k Study Skills. duce yourself?" ('Anatomy of Sound,' in New York: Holt, Rinehart. The familiar formula offered for a suc- Yorkey, Richard. 'How To Prepare And Present Corwin, 1944. p. 233). ProfessionalPaper 'TEROL Nowdelter. cessful oral talk is, "begin with a funny XII:2(Feb. 1078). pit 8-4. Aliteration: Frequently, words closestory." But a humorous beginning in to each other begin or end with the samewhich the presenter catches the audi- sound, despite Barzun's warning about'ence's attention needs to be followed sibilants: ...as though you were awithalistenable script From my own night baseball game, only bigger" (ibid. ) "Good zenith td you, In all zones, inobservations, I suggest that speakers con- all islands, in all continents." ('Programsider these points: To Be Opened in a Hundred Years,' in1. Latecomers and early leavers: Since Corwin, 1944. p. 395.) latecomers and early leavers are more the 'They won it by the weight and therule than the exception, a good oral persuasion of steel and flame and by thescript should take the occurrence into blood of their bodies, and by a violenceaccount. The conventional outline type never seen before that time; nor, thanksof organization does not fit an audience to them, since that time." (ibid.) made up of many who will not be present Title expansions: In the radio edi-for the entire presentation. Building up torials, titles consist of a catchy. phraseto an ending in which the main points (for example, 'We're All Plugged. Intoare only summarized in the closing min- the Same Socket; 'Dying Standards,'utes may be lost on one-third of the 'just Plain Kids.') Then the introductoryaudience, just as announcing only at the sentences identify and explain the phrase.beginning what will be said during the The idea contained in the title is sus-talklosesanother third.Iprefer a tained over two minutes of air-time withmodified cyclical plan in which the same only supporting illustrations but no newpoint is made three or four times in the ideas introduced. script but in each cycle it appears in Short sentences- One reads/listensslightly different language and from an to numerous air editorials without everaltered point of view. So, instead of an seeing/hearing at: introductory clause.outline of main points (plus supporting Sentences are simple or compound, fre-details) such as A, B, C, D, one uses a quently quite brief. plan of A', A2, A3, A4. A possible cycli- Sentence connectors: The ours andcal plan is the type where a main point but's are repeated over and over withis illustrated by three or four long, nar- very few examples of other connectingrative-style examples. material. 2. The handout: An. effective accom-. Paragraph length: The numerouspaniment for an oral script gives a quick, examples of the two, three, or even onevisual cue to the presenter's plan. Some sentence paragraphprobably indicatelisten better when they write, so make that paragraph development has littlethe handout sparse, allowing space for relevance for the oral script. people to take notes if they wish. In ad- 2.Oralltvrittenversions:Writers aredition, the handout can provide biblio- apt to labor painstakingly'over one or the graphical references that will be useful other version, oblivious to the specialafter the conference; tell the audience requirements of each. However, I wasthat the piece of paper is a "take-home." able to look at two versions in which the Providing too much detail often draws authors had consciously aimed at first apeople's attention from the speaker. If listening and then a reading audience: the handout must contain technical in- Intensifiers: For publication pur-formation,-'statistics, graphs, etc. try dis- poses, the adverbials that add extra em-tributing it at the end of the session. phasis are frequently crossed out, but the3. The wind-up: If you Want questions oral version is filled with words such as: and comments, guide the audience's par- really,quite,particularly,too,very,ticipation by seeking their responses to nearly, pretty, awfully, terribly, simply,your questions. This technique tends to solely, etc. ward off attention seekers who may try Pronominal reference: Oral versionsto dominate the session with long-winded have repetition of titles, proper names,comments or even hostile questions. and place names rather than pronouns Finally, try monitoring the sessions referring to previously mentioned items.you attend at TESOL/San Francisco for Traffic signals: Oral versions tend togood oral script writing. It is likely that have many more expressions that signalthe effective presentations will contain what has just been stated and what willmost of the features cited in this article. follow: (I've just listed,"Now, I'm going to explain,' 'What comes next is .. !) BIETZRZNONS Appal to senses: At times, vivid Hamm, Jacques. 1070.Simple £ Direct: A vocabulary in the oral version becomes Rhetoric for W'rkers. New York: Harper £ ROTC subdued in the version for print: For ex- Columbia BroadeastIng System.(no date)'The ample, 'cuts, clips, and pastes' changed Odyssey (audio - tapes), 4 6 sortanot as THE "YOUNG Doubleday, 1971 Each unit shows serves the people living there. Text simple steps to follow in getting from too detailed and too technical for Mar IIPAITNIBITOf TM a simple circle to a finished picture most ESL students (and even for PISLIC LOOM of some prehistoric beast. Very little their teachers) but an excellent. vo- text, but each caption (in addition to A virtually untapped resource for cabulary builder for EST professionals the beast's technical name) contains and engineering students, who could ESL and basic ESP/EST useful vocabulary like insect, giant, (high who ol & adult) work on it in small groups. All ESL ancient, etc. Ideal seat work for the classes could use the fine pichlres for Samples selected and annotated discouraged high school student who discussion. . likes to draw and needs to learn ele- by Virginia F. Allen mentary science vocabulary. May, Julian. They lived in the ice gge. N.Y.:Holiday House, 1967. Intro- While fiction found in the JuvenileForrai, Maria S. and Margaret Sanford duces anthropology, history, geogra- sections of librariesisgenerally not Pursell. A look at adoption. Minne- phy, social studies through good illu- suitable, a great deal of non-fiction can apolis: Lerner, 1978. Situational strations -and a narrative describing be very helpful in ESL, even when the photos offer interestingpossibilities life on this continent -a million years students-are adults. for class discussion of sodal studies ago, and how-life has changed. Some The large, well-chosen pictures help concepts. Brief passages of text on pictures show children exploring fos- teach the vocabulary of subject-matter facing pages, e.g.: "Sometimes a his- silareas,etc.;otherwisefinefor fields often neglected in ESL classes. band and wife raise a child who was adults as well as young students. The pictures also stimulate discussion born to another set of parents. They Sample: Some scientiststhinkthe and form the basis for oral and written make the child a part of their family end of the Fourth Ice Age composition. by adopting it as their own." The was a time of great storms, -The tent-usually consists of brief pas- author, while single, adopted a child with volcanoes erupting." sages which develoo concepts from one and later married and had a "natural" or more of the content fields, beginning child. Deals with the who, whoni, [Note strategic use with -basics and progressing to a level why and how of adoptionnewocon- of spacing to facili- beyond the expertise ofmost ESL cepts for manyESI..students. tate reading.] teachers. Such "trade" books often serve Razzell, Arthur G. and K. C. 0. Watts. better than school textbooks to give Glubok,Shirley.Knightsin Armor. Circle and Curves. Garden City, NY: ESL students orientation to Science, So- N.Y.: Harper & Rot., 1969. Full-page Doubleday,1988. Richly illustrated cial Studies and other subjects taught in 81/2 x 11 pictures give flavor of me- text introduces science and math con- secondary schools. Adults learning En- dieval chivalry, as English-speaking cepts & vocabulary(helix,ellipse, glish for Special Purposes (ESP) or people grow up idealizingit(but circumference, etc.) along with prob- Englishfor Science and Technology many ESL students have not). All lems and experiments. E.g., outlines (EST) can learn from such books the but advanced ESL students would of an apple, an egg, and a new moon English terms related to key concepts need Teacher's help in reading text, are shown, beside the question: "Is in their respective fields. butitwould supply usefulback- this a circler Then a large 0 The booksdescribedhere merely ground forhistoryclasses. Sample with the same question. Next comes begin to suggest the wealth of material sentence:"Chivalryrequiredthat the definition. accessible,_ free, to most ESL teachers. knights be brave,loyal,andjust, Many who teach one or two students speak only the truth, be fair to their Rey, H. A. Find the constellations. Bos- in quasi-tutoring situations just put -the enemies, help people in distress, pro- ton: Hotighton, Mifflin, 1978. Though bOok into the students' hands and sit tect women, and show mercy to the Rey is best known as author of the with them while they go through it, weak and defenceless." CuriousGeorgebooksforyoung supplying help when needed. In larger children,thereisnothing childish classes, the material is used by individ-Kelly, James and W. R.Park.The about this text.Ittells more than uals or small groups capable of working tunnelbuilckrs.Reading, Mass.: most teachers know about the stars, independently whiletheirclassmates Addison-Wesley,1976.Each gage simply presented in a sort of game- are learning something they already containslargepictures(mostare show format, e.g., "Here are the stars know. colored) and simple text, e.g., "Some the way you see them in the sky. Just tunnels go through mountains. Some for sport, can you find the Big Dip- Adler, Irving and Ruth Adler. Nutner- tunnels go through buildings. Some per on this sky -View without looking air: dresses for old numbers. go under streets. Tunnels even go at the opposite pager Has possibili- N.Y.:JohnDay,1964.Likeall under rivers." Though this is simple, tiesforpeer-taughtgroup work, Young Adult books, fir's text offers the tone is not condescending, and where one student acts as leader. lavish illustrations plus gradual devel- the text is informative, even to teach- Sketches and cartoon-typetextin opment of concepts from simple to ers. E.g.: "Sometimes roof bolts are margins also teach useful vocabulary; complex. Starts: "Every number has used to hold up the roof of tunnels e.g."What's lunar?" "Comes from its own name. In the English lan- built through rock. The roof bolt isa lune,Latinformoon."Excellent guage, the number of fingers on a long steel rod...." [Note that the background for science classes in the hand has the name fins." Ends with basic vocabulary of construction, in- mahntreatn. Computer; and Base Two .Numerals: dustry and engineering can be learn- l'he electric current in each part of ed from such a book.] Tressett, Alvin. The beaver pond. N.Y.: a computer may be either on or of. Lothrop, Leo & Shepard, 1970. Beau- If' we let of stand for 0 and kt onMacaulay, David. Underground. Bos- tifully illustrated narrative tells how stand for 1, Olen a lamp is like a ton: Houghton Mifilin,1976. Tells beavers made a pond, and how the place io_t gase two numeral." and shows (through excellent plc- pond changed "slowly, slowly, year tures,and diagrams) what is beneath by year." Useful vocabulary of na- Ames, Lee J. Drew 50 dinontsrs and the buildings and streets of a modern ture, basic ecology. For junior and, other mime. Garden City,N.Y.: city,and how thisvastnetwork Continued on page 20 TN WOO ; Pat -NOWEICTION IN THE USURY Continued from page 15 senior h.s. or for group work in adult classes. Taborin, Glorina.Norman Rockwell's counting book. N.Y.: Crown (Her- many)1977.Notstrictly"Young Adult" because Taborin uses Rock- well Sat. Eve. Post pictures for teaching young chidren the numbers. But never mind that.Ignore the page facing each 81/2 x 11 picture. Use the *twee themselves to teach vocabulary of human relations and of En- glish-speaking culturealso to elicit oral English. and to motivate group= composition writing. Years age ESL teachers avidly collected Sat. Eve. Post covers by Rockwell, now long out of circulation. This book makes that gold-mine accessible again. Another real find is The How and Why Library of Child Craft (Chicago: Field EnterprisesEducationalCorporation, 1976). Volume 8, How We Get Things; offers a whole year's work in basic ESP/EST; other ESL teachers could sample its contents, which include The Things We Wear, Getting from Here to There,What's Economicsalso how erasersare made, what's under the manhole cover, and much more. Brief passages of simple text, with many illustrations (mostly photos of contemporary life). Sample: "In the middle of some streets you will see a round, flat piece of iron. It is a manhole cover." Readers who are discovering useful Young Adult Non-Fiction might share their findings, following the format illustrated here. I think it wou;d be great if TESOL could collect a hundred or more such entries, classify them according to the content fields represented, and publish the lot as a way to help ESL students prepare for coping with the mainstream. Proposed additions to the list might be brought to the San. Francisco conference, or mailed to me.

8 AIDING A NOTIONAL/FUNCTIONAL in relation to the development of speak-can be said to contain a functional'focus. ing skills is never doubted. However in And only after the student has heard a OMIIIISION TO LISTENING looking at how the skill of listening is significant amount of real language will lialts R. Bait/Mary Ann Boyddeveloped in many ESL classes includ- he begin to develop criteria for choosing ing our own, it became readily apparent appropriate language in response. Ilititio6 Stare University to us that most if not all of the time Moreover, within these activities stu- Like many of our colleagues in ESL,devoted to listening is spent in improv-dent listening and student speaking are our classrooms today reflect the trends ining the abilityto comprehend factual intertwined just as they are in commu- humanistic education explored and de-content. As students develop listening nication situations outside of the class- veloped in the 1970's. From the writings skillsthey become better receivers ofroom. In addition, these activities have of Stevick, Cattegno, and Curran among the languagea necessary and impor-another feature to argue for their inclu- others, we have been led to restructuretant competence to acqtiire. But the lan- sion in an ESL class. While the students ourclassesaroundstudentlearning guage they are "receiving" is descriptive are listening for clues and responding rather than ,arotnd teacherteaching. factual information. Although this is im- they are also engaged in unraveling a And upon placing the emphasis on theportant, from the standpoint of notional/ puzzle or in clearing up ambiguity. Thus student, the question of student needsfunctional theory, the ability to under-their focus is on a task rather than on and the uses he will put to the language stand the function of the message beinglistening and responding per se. And he acquires becomes paramount. In this"received" is equally important. And itthat is exactly the focus that students learning environment, notional/func- iscompetencyinunderstandingthe will need to bring to the communication tional ideasideas of language learningcommunicative function that must bedemands of the world outside of the as the acquiring of communicative com-developed to enable the student to use class. This new dimension on the value petency in the languagewoud seem tothe language appropriately. of listening is what we are taking from be particularly relevant. Within our classes we had been plac-notional/functional theory and putting How can a teacher make a studenting too much emphasis on descriptive to use within the classroom. centered class a notional/functional onespeech; i.e., the students were always talking about something. The students as well? We have been working toward MEASURING INTELLIGIBILITY OF answers to this question and find that listening to this descriptive speech came our search is causing us to modify ourto develop the criteria to discern correctNON-NATIVE SPEAKERS WITH left approach in the process. As we moved grainmaticalstructures but were WHITE NOISE toward a student centered approach towithout the opportunity to develop a language learning during the past fewcorresponding criteria for the analysis by Charlotte Ellson Leventhal years, we freely acknowledged our debtof the function or use of language in a The Ohio State University to the Silent Way, in particular to thegiven setting. As long as our students noise,as twingoals of teacher silence/studentcontinued to listen to each other or to The white designed by talk and of teacher concentration on thea teacher setting artificial patterns, not Bernard Spolsky, et al., (1968) is con- student while the student concentrates enough real language with all its variedsidered a valid instrument to measure on the language. Thus our classes al-functions and for all its various purposes the overall English proficiency of non- lowed for ample student-student inter-was being heard to develop an aware-native speakers. Spolsky tests the stu- action and student choice in and correc-ness of the language appropriate to an dent's abihty to receive messages which tion of utterances while we as teachers given conversation. have been',distorted by adding back- retained control of the content of the In attempting to translate this to class-ground static to English sentences dic- talk and to a large extent to the struc-room technique, we are beginning totated by a native speaker (Cradman tures employed through pictures, realia, change or at least augment conventionaland Spolsky, 1975). A simila. but re- etc. Within this environment our stu-listening activities to bring in a func-versed procedure was used as part of dents were able to develop the necessary tional thrust as well. Since most presentadissertation onnon-nativeEnglish unlike linguisticcriteriato judge the gram- texts devoted to listening comprehensionpronunciation. This researcher, matical correctness of both their own focus almost exclusively on comprehend- Spolsky, attempted to measure oral in- and others' speech. ing factual content, different kinds oftelligibility with the white noise rather For a time we were well pleased with activities are needed to focus on thethan test aural comprehension. the results we were seeing in the class- function. Among these would be several An attempt was made to establish an room. In comparison with earlier meth- types of exercises with information miss- intelligibility score for each subject with ods we had used, stemming from moreing or with the potential for misunder- two measures. Subjects read aloud a orthodox teacher centered philosophy,standing suchas one-sided telephoneseries of unrelated English sentences the students responded better, seemedconversations, jigsaw listening, role plays from the Templin-Darley Test of Artic- more involved and more interested andand strip stories. ulation. They also answered questions grew to depend on themselves and each What all of the above activities have inan interview about their language other instead of turning automatically to in common ,is that they strive to bringlearning history. The first measure was us for confirmation. However, as success- real language into the classroom. In athe student's rating on the six point ful and satisfying as this approach was, discussion of real language, a distinction ForeignServicePronunciation Rating it seemed that our students still did notcan be drawn between authentic lan- Scale.Thecriterionforthe second measure was to be the point at which possessthenecessary competenceto guage samples and realistic language communicate effectively in real life situ- authenticlanguagebeingactualre- the subject's pronunciation was judged corded speech while realistic languageto be intelligibleasthe white noise ations. Thus we were philosophically decreased. Two "ripe" for what notional /functional the - is the attempttoreplicate authentic levelwasgradually orywas saying. language for studyinclass;i.e., roleraters were making independent judg- plays, skits, dialogs. Each hasitsad- ments. In P--cular, we turned our attention During the pilot study, of the project, to the skill of listening: how it is taught,vantages and also its problems for use it in the classroom. Yet only language that however, it was determined that rater and for what purposesit learned. understanding of the spoken sentences Listening is often listed first among the iswithin realcontexts(or facsimiles four language skills and its importancethereof) and spoken for real purposes Continued on page 20 . 1 TN 2/80 9 17 NWARNINIGINTINNOWTY cone/tufafrom page 17 through the noise was not so much _a factor of pronunciation as of individual voice quality. Voices which were less intelligible regardless of pronunciation were raspy, husky, hoarse, throaty, breathy, muffled, muted, falsetto, and/or low. Clear sharp voices were intelligible much sooner as the noise was reduced. The correctness of English pronunciation. was a minor factor. The raters were obliged, therefore to elbn- inate the white noise test as a method of measuring intelligibility. - As Spolslcy demonstrated, having foreign students listen through white noise to a single, well-chosen speaker in order to measure overall language proficiency isa valid testing procesInn:Having foreign students speak through noise to a rater, however, seems not to be a validtesting procedure unlessvoice quality is the aspect of oral language being tested. The results of this study suggest that teachers consider voice quality when making evaluations of student pronunciation in classrooms where the acous- tics can produce interference similar to white noise.

10 formal introductions. The students from Mach group would get to know each IT WORKS Cerritos College arrived together in a otherfairlywell. We formedthese bus at USC's Student Activities Center. groups by asking one American and one Edited by Darlene Most of the USC students had alreadyforeign student to pair up and stand to- rson appared and were waiting when the New York University gether.Next, they got together with bus arrived. After some hesitationat two other couples; in other words, three A One-day Intercultural first, the students began talking to each couples as a unit. Last, each group of Communication Workshop other, and before long some lively get-six was to choose and stand with an- in an ESL Program ting acquainted was taking place. Six other group of six. Since v. e didn't have teachers from ALI who had volunteered quite seventy-two students, a couple of by Bill payto assist with the day's events were athe groups had fewer than twelve, but big help getting the initial conversation Division of International Programs thatdidn'tmatter.Thisprocessof going and helping with the activities grouping took a few minutes and was ° University of Southern California during the rest of the day. and President, NAPSA good for getting people to move around Just before 9:30 I announced that it and talk- to each other. At, the American Language Institute was time to get started and asked that Once the groups were formed, we at the'University of Southern California, everyone take a seat on the floor. I be-began activities that kept. these groups as in most ESL programs, we try togan by telling everyone that we werein tact for most of the rest of the day. provide specialactivitiesoutsidethe there for an Intercultural Communica- I asked each group to spend five min- classroom for our students. These action Workshop and asked them to com- utes deciding how to build a people tivities -take many forms, but a recent ment' on the meaning of those threemachine. At the end of the five min- experiment turned out to be very spe-words. In the few minutes which fol-utes, each group in turn built a people cial. On a beautiful Saturday in No- lowed there were comments on attitudes machine for the edification of the other vember a classincultural geographytoward other cultures, on the meaning groups. The actual building had to he from Cerritos Community College vis- of communication, and on expectations doneincomplete silence.The most ited our campus for a, one-day Inter-for the rest of the day. I had decidedimaginative of all was the group which cultural Communication Workshopnot to spend much time talking thatmanufactured a windmill, but a close (ICW). There were approximatelyday because I wanted it to be a day ofsecond was a human typewriter. seventy studentsthirty-five Americans activity for the participants, so I merely The participants were asked to form fromCerritosCollege andthirty-five mentioned in passing that we were not a circle within their respective groups foreign students from USC, give or take there to study other cultures but toand sit down on the carpet. Each per- a few. Each group had its own cohe-meet people and make friends. (I won't son, one by one, was then asked to give siveness, since all the Americans were go into the purposes for intercultural his first name and tellalie about his from a specific class and all the foreigncommunication workshops here. Thosereason for coming to the ICW. For ex- students were from one ESL program.of you who are interested might readample, Hiroshi said, "My name is It was not difficult, therefore, to makeSamovar and Porter, as well as other Hiroshi.I came here to get married.' some preparation for the ICW. The in-publications now available concerningThen number two wastointroduce structor from Cerritos College talked tointercultural communication theory and Hiroshi, 'tell why he came, and then her students about the different culturespractice.) My statement that we weregive his her name and tell why s/he thatwould be represented,and wehere to meet people and make friends came. So, for example, Jane said, "This talked to our ALI students about coin-was a gross understatement, of course, is Hiroshi; he came here to get married. munity colleges and community college because I thought much more than that My name is Jane; I came here to play students. All of this preliminary discus- would result by the end of the day, as tennis." Number three would then have sion was general; none of the students indeed it did. However, delineating all to introduce Hiroshi and Jane and then really knew specifically what to expect the goals of the day seemed unneces-him or herself. By the time number in an ICW. sary at the beginning and superfluous twelve had his turn, you can imagine In the preliminary meetings both at the end. the challenge.It's a good way to get groups ofstudents were asked what 9:30-11:00 In order to get the stu- better acquainted. their expectations were. By far the over- dents to relax and mingle, we began by 11:00-11:45 Up to this point the ac- whelming idea was that we woulu get playing some theater games. They seem tivities might be classifiedtinder the together and talk about our differentrather trite when described on paper,-intercultural" part of an Intercultural cultures, traditions, and life styles. Most but they accomplishedtheir purpose. Communication Workshop. The next ex- 1410 of the students figuredthat the dayFirst, everybody lined tip alphabeticallyercise would be classifiedunder the would be spent in classroom-type ses- by the first letter of his or her first name. "communication" part.Allthe foreign sions.Nevertheless,they were inter-Since most of our ESL students were students in each group were asked to ested; some were excited. Since manyat the intensive level in ALI, this was carry on a conversation in their native of the foreignstudents do not have an interesting experience. But it was all language, and the Americans and other close American friends,theyfeltthat in good humor and turned out to be a foreign students were asked to try to this would he an opportunity to begin real ice breaker. guess what the conversation was about. some friendships and atleast get ac- Second, they were asked to line up It was all right to use gestures, but no quainted.SinceCerritosCollegehas by the length of their hair. Those of English was permitted. The purpose of very few foreign students, the Ameri-you who know me willunderstand this activity, of course, was to point out cans were excited about meeting our when IsayI was firstinline. But a how language can be a means of exclu= studerts and aboutvisiting the USCJapanese student was a close second. sion. The foreign students thoughf that campus. All in all, then,it was an ex- The ALI instructors had met with methe Americans were really learning a citing prospect. The 1011owing detailedover dinner several nights before and lesson untilI asked the Americans to outline of one workshop might be adecided on some of the day's tactics. act together for a few minutes to think source of ideas for activities that could One of the decisions was that we would of a topic and then to talk about it in be repeated in other ESL programs. divide into six groups for most of the gibberish. The exercise was fun, and by 8:30-9;30 Donuts and coffee and in-day's activities so that the people in Continued on pert paw

TN 2/80 11 31 the home country. We then went out-and those of us who had planned the IT WORKS side, sat around in .groups, and sharedday were happy. For the very last ac- Continued from page 31 our lunches. This was a time to get into tivity we formed a very large circle and some informaldiscussionabout any-clasped the hands of the persons on the end of it, everyone realized a lot thing, and that's exactly what happened.either side of us. Then one of the Amer- - about communication. In addition, a real estate company pro-leans led us in a very effective chant: Next the members of each group were twenty of asked to form pairs, sit on the floorvided a hundred frisbees, Listen, listen to my heart song, which are still atop the Student Activi- Listen, listen to my heart song, facing each other with hands on theties Center and eighty of which were floor touching fingers,and lookinto I will never forget you; I will never each other's eyes in complete silence. I taken home. forsake you, 1:00-2:00 After lunch we returned to I will never forget you; I will never knew this would be awkward but Ithe meeting room. I talked a little bit didn't know just how awkward. Mostabout trust and friendship sand about forsake you. people could not hold .ut. There waswhat had happened so far during the much squirming and looking away. I At, the end of about five minutes of day. I then asked each group to talk chanting,Isaid "goodbye," and the think it became almost unbearable forabout wha, friendship and trust meant toplanned activities were over. The good- some, so I didn't let it go on very long.them as individuals. Apparently, enoughbyes took longer than we -had imagined I asked them to talk about themselves ice had been broken during the morning because people were making plans to for several minutes, and then they re- to know each formed into groups to tell the rest ofand they had gotten get together again and were exchanging other well enough to feel at ease, be-phone numbers.I heard one foreign the group what they had learned about cause the discussions got underway im-student say to an American, "Do you their partners. mediately, and everyone seemed inter-live lonely?" meaning, of course, "Po It was time to move around a bit, so you live alone?", The Americancaught two activities followed which allowed a ested. 2:00-2:30 We again werit outside the ontothemistake immediately, but lot of movement.- I asked everyone to building, this time in pairs, for a trustsmiled and said, "Yes, wouldn't you like close his eyes and mill around silently, walk. One partner wa. blindfolded and to visit me sometime; I am often lonely." occasionally touching someone else's the other led the way. Once 'outside, And indeed, many of the students really ' face at the same time he touched histhe partner who could see guided thedid get together again. There was, for own face. Touching was brand new toother around so that he touched thingsexample, a follow-up party at the home some. and other people. After ten or fifteenof one of the American students from We then spent twenty minutes square minutes I announced that they should CerritosCollege.I'm sureI'llnever dancing. One of our teachers had change roles so that everyone could getknow exactly how many are still get- brought a record player and square a feeling of the trustWalk. ting together. Most of our students have dance record. She gave directions and 2:30-3:00 We went back into thetold us that the ICW meant more to called the dances. This turned out to he large meeting- room and sat down, thisthem than anything they have experi- a lot of fun with no object whatsoever. Itenced in this country so far. By the end of the square dancing ittime not in groups but anywhere. was time to wind things up. Wetalked was time for lunch. Everyone hadbeen RE Ft: RE NCI.: about the day and what it had meant. 1111, rrWletrot asked to prepare a lunch, preferably one Swim% ar 1. A & Porter, R positive, .4 kJ ad, rWads ort h.1972 which contained some typical foOd ofThe responses wete entirely ('o.u,uteoltot,

TN2/80 31 languages that sounded like or remindedThe cards are designed to elicit from the SUGGESTOPEDIA them of the English words. Experimentsstudents various attributes of objects and Corlett tied from Page show that when associations and mentalvocabulary words,attributessuchas color,shape,size,function,number, selves and eventually conduct the exer-processing occur that performance and memory retention improve. group, place, etc. The cards themelves cises themselves. rliroughout this time, for the most are simply drawn symbols that represent In most other suggestopedic classes, certain attributes. For example, a rain- relaxation and reduction of tension ispart, the students remain quiet (unlike their A-LM counterparts) and attentive.bow represents color.Squares, circles also brought about through 'mind-calm- Following the active segment is theand triinigles represent shape, etc. Ques- ing' techniques. passive concert stage. The students aretions are asked about the word so that Similarly, techniques such as 'Early the student must further process it. To (re-directed not to concentrate on the text Pleasant Learning Restimulation' or materials, but rather to sit back, relax,exemplify this technique, the shape card membering pleasant and successful learn- and attend only to the music. Calm andis held beside an object (or picture) ing experiences) which contribute to the soothing musicisselected.(Lozanovwhich depicts a particular vocabulary state of infimtilization, can be done instates that during the active stage theword, like 'table'. The student responds the language of the students. music should be more 'emotional' andby saying, The table is rectangle', etc. One technique which has been quiteduring the passive stage more 'philo-Again, the level of difficulty, in terms of effective, contributing to better studentsophical'.) Again they remain quiet asthe type of attribute requested, may be involvement and attention, is the 'Fan-the text is read one more time, and againincreased as the priificiency level of the tasy Trip'. Being able to 'take' the child adapting the rate of speed of the present-student increases. to far-off lands, or become a famous per-ation to the casting rhythm of the music. Other never-endirg and forever popu- son, frees the mind from the everyday The next tv:a or three sessions are de-lar techniques include mimes, songs, and routine.Allof the above techniquesvotedtopracticing the material, theart projects. All can be teed effectively could effectively bP used with studentsvocabulary and structures,that haveduring the practice stage to reinforce the at more proficient language levels; if En-been presented during the concert. It iscontent of the formal presentation. Of glish is the only language used in theat this point that the teacher can utilizeparticular value are games which incor- classroom. Otherwise, they can be con-other valid techniques. There are someporate the whole person and simultane- ducted in the student's native language.invaluable techniques which Ifeel in-ous use of both hemispheres ofthe At the initial presentation, or the ac-corporate the total person, may tap thebrain.' ( The left hemisphere processes tive concert stage, the students have inreserve capacities, and involve physical,verbal and mathematical reasoning, while front of them a series of pictures (of in-emotional, and mental processes, andthe right processes the more creative terest to the students; things from thethus stress communicative competence.abilities such as appreciation of art and child's world) with the text written be- Carolyn Cragham has developed a music.) neath it. The pictures should be graphicmost fascinating toolfreffective lan- There should be an emphasii on sen- enough so as clearly convey the mean- guage learningcalled"jazz Chants".sory .exptrience, i.e. touching,smelling, ing of the written words. Usually the pic-Jazz Chanting is based on the naturaland tasting, hearing (non-verbal), and tures are numbered so that the studentsrhythm of the spoken language and itsseeing, whenever applicable. As the stu- are easily able to follow the text. As Irelationship with the beat of jazz. dent's proficiency level increases, include read the sentence, the students' attention Total Physical Response, or TPR, uses drama and expression of 'gut level' feel- is focused on the picture, on the words,commands which involve physical move-ings, intuiting, imaging, divergent think- and on my presentation. The music isment. ing; activities which contribute to whole played in the background. I usually read R6-zplaying is a technique advocated person learning, activitieswhich allow each sentence three times and use manyby anov. The students act out thethe students to express themselves and facialexpressions and gestures,along dialog or text from the previous day. It Iwcorne more creative in the process. with variations in the tone of my voice.iS especially during this activity that the the modifications that I have made in I read the text in conjunction with thestudents attempt to use the language urorder to make the Method workable in rhythm of the music. Lozanov claimsseemingly realsituations.Th, y begin my situation, are not extremelydifferent that the use of rhythm affects the phys- conversing in the new Accord- from some of Lozanov's original ideas. iological processes and facilitates the ing to Earl SteIt k "retelling stories, ver- Lozanov also advocates the use of as- suggestopedic process. It helps to createbatim or to me's own words, improvisingsigning the student a new and occupa- aparticularattitudeandpromotes vari.itions of a memorized dialog", con- tion, so that s/he comes to assume the greater memory retention. tribute to the student's depth of under-r,,,e of that person. It is his contention Many times the texts are quite lengthy, standing. that the student feels less inhibited in with as many as 30 pictures and up to How should student errors be dealt making errors, since s/he recognizes the 50 new vocabulary word, presented inwith? Lozanov emphasizes that "Mis-errors as being made by a 'different per- one session. takes made hi conversation should not be son'. Also, during the initial presentation, Icorrected immediately, but a situation In terms of physical room arrange- encourage the students to associate theshould be created in which the samement, Lozanov's ideal class set up in- words presented with something alreadywords or phrases or similar ones are used cludes 12 students (six boys, six girls), familiar to them. I accomplish this byby other students or by the teacherswith the classroom itself containing soft providing examples of imagery and as-themselves. Not only in this phase, butand unobtrusivelighting, open circle during the whole course the studentschaise lounge chairs, and a separate stage sociation of vocabulary words that are area. Tlthough my classrc ',m was lacking already known to them. For example, should never be embarrassed by the mis-such luxuries, tI attempted to keep it as 'meat', you eat meat, mmmeat, etc.takes they make. That is why the correc-bright and cheery as possible. Setting up Other associations can be made throughtion of mistakes is considered one of the a class with the ideal number of students gesturing, facial expressioiu, and throughmost important things in the art of giVing was alsodifficultfor me to arrange. pantomime.Eventually,the studentssuggestopedic instruction." Whenever feasible, I would try and in- would select their own associations. I can To reach an' even deeper levelof clude other students (both non-native recall on more than one occasion, mycognition, I have found the use of 'attri-and native-English speaking) to partici- students calling out words in their nativebute cards' to be a highly effective tool. Continued on page 14 TN 4/80 16 13 SUGOISTOPEDIA: A THEORY AND approach. Another factor involved in- seems to exist greater attention and spon- chides harmonizing with existing bar-taneity which result in a greater ability A MODEL riers, or overcoming those negative sug--to memorize and internalize the material. The learnerbecomeslessconcerned 'v Donna Hurst Shkilevich gestions and feelings on the part of the learner,while maintaining compliance-about making errors since inhibitions are University of Colorado, Denver with them. By giving constant praise and lowered. pseudopassiveness',or Current trendsin second languageencouragement and fostering a pleasant The 'concert learning and teaching include interest learning experience, the barriers can heconcert state, can now take place. The dealt with. mechanisms of authority and infantiliza- particularly in humanism and the hu- tion come into play. Any barriers can be manistic Approach. Among the methods Second, the n'd functions within the belief system it considers true. That is toeasily overcome. A state of relaxation fitbeneath the 'humanistic um- that say, teacher expectations play an im-occurs. The mind becomes ostensibly in- %arions recurrent themes are evi- active. It becomes highly receptive todent. Many of ihe haste tenets of Sug-portant rolein the learner's behavior. High performance will result from highward learning. Rather than attending to gestopedia, or the Lozaiiov Method, areexpectations. Pygmalion experimentsmemorization, the learner becomes incompatible with those of Charles Cur- volved 100% with the music. (The music andCaleb show that teacher expectations caused ran'sCounseling-Learning children to gain significantly on IQ testsplayed is classical in nature, having a Cattegno's The Silent Way. (Ferguson, 1978 and Claibom, 1989). 4/4 beat, with no overwhelming rhythm, It seems obvious that the establish- Third, one issubject to suggestion,instrumentation, or words.) The whole ment of a pleasant and trusting environ- brain becomes activated. The musical ment certainly will both increase learn- both direct and indirect, both conscious and unconscious. (Examples of indirectbeat smooths out the transference of ining and make it more enjoyable as well.suggestion include the effects of bodyformalion. It is during the concert state To promote this environment, there mustlanguage and even the clothes that we thattheactuallanguage lessonsare he warmth. secunt', and understanding presented. between teartra-rind learner and amongwe,ir.) Our suggestibility, or how prone we are tsuggestion, depends on various Ihave experiencedsuccessinin- the learners then'rAves. Once trust has corporating a modified version of Sug- been established, anxieties are resolved factors.Lozanovdiscusses'suggestive readiness' which varies from person togestopcdia in my English as a second and thus more effective learning takesperson and iioni moment to moment.language class.(Lozanov has modified place. Once the learner is relaxed both the method many times himself, and is .d emotionally, s 'he beginsStudies show that younger people arc physically more suggestible than adults. continually adapting and changing as tofeel mon_ comfortable with making a result of further studies.) errors and begins to focus on real com- Fourth, one learns best in a positive and relaxed atmosphere. The atmosphere A bask tenet of Suggestopedia is be- munication. lief in its pedagogical value to produce One principal theoretical element ofthat affords the learner the best is one thatfostersenjoyment.Physical andeffective ahiesement, both cognitively Suggestopedia, i.e. the establishment of and affectivcly.It has been suggested anthorit%. hes with the learner's percep- mental relaxation between teacher and learners result in maintaining positive at- that we have to start from our own tion of the teacher, titudes, which in turn affect the inter-roots and have to develop the Sugges- We influence Their attitudes,affect nalizatim of subject matter. Encourage-topedi Method in our own style; that their motivation, and contribute to their ment andpraise,alongwithproper we should considerdifferentcultural total development as individuals. verbal and non-verbal communication,aspects and different educationalsys- The Lozanov _Method, or Suggestope tems. and the use 7 classical music (which dia. is based on: th,principles of wak-will be di, ' -ter) with its subcon- The teaching model presented here is ing state suggestim. and how they can one that I have found to be effective in sciouseffe, , createapleasant be applied to accelerate learning. Muchlearning expelieoce. Again, we can seeteaching children English as a second of the theory and many of the philoso-that these truth ascribe to basic humai- language, using a modified suggestopedic phies of the method are'quite esoteric. istic principles. approach. Recent studies conducted show that To implementthe method,certain My first task is to establish an atmo- suggestology, or the science of sugges-theoretical elements must be put intosphere which is conducive to learning tion,isan effective psychotherapeuticpractice. Lozanov emphasizes the im- under relaxed conditions, an atmosphere method particularly in the treatment ofportance of establishing authority, byin which the students feel secure and many illnesses, in reducing curing first establishing respect. The teacher'scomfortable with me, and with one an- skin diseases, and even in treating can-suggestionandunobserved -messages other as well. In addition to smiles and cer. It has also been shown to affect al-which are constantly in play, are firsttouches, every day prior to class activi- most every other commimicative process. perceived by the learner's uncomeious ties, we do a series of exercises designed Suggestopedia has been developedmind and are processed down to theto relax and to make the students more mainly to increase the reserve capacities conscious level; the teacher's facial ex-comfortable. Specifically, these involve of the brain (re. that 901 unused por- pression, tone of voice, attitude towardstensing parts of the body, usually work- tion )toimprine memory ability.It the studentsall of which constituteing from the toes on up, then relaxing. deals with learning at both conscious signals directed toward the unconscious I stand in the center of the room and, and unconscious levels and in activatingmay be more directly responsible for re-as the students observe, I demonstrate the brain globally. sults achieved by the students than thethe tensing and relaxing and verbalize There exist four basic truths behindactual logical presentation of the mate-what is taking place. The next activity the Lozanov Method; first, the human rial taught. wolves having the students extend their potential is far greater than we realize Once authority has been establishedarms over their heads and touch their and this potential can be tapped right toes, four or five times. Following that within the classroom. Partly, this can he and maintained, the child-like state, orwe breathe in, hold until the count of accomplished by incorporating the useinfantilization, can occur. The process offour, and breathe out, again four or five of both sides of the bran, simultaneously infantilization involves creatively return- times. The students quickly became fam- to invoke the whole person in learning, ing the individual to an earlier time, ailiar with the routine and in a few days and involving both mental and emotionaltime which provokes feelings of trust and are calling out parts of the body them- activitiesa system based on an overall security.In terms of the child, there Continued on page 13

TN 4/80 11 14 4

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15 TN 4/80 languages that sounded like or remindedThe cards are designed to elicit from the SUGGESTOPEDIA them of the English words. Experimentsstudents various attributes of objects and Contit tted from page 1i show that when associations and mentalvocabulary words,attributes suchas color,shape,size,function,number, selves and eventually conduct the exer-processing occur that performance and memory retention improve. group, place, etc. The cards themelves cises themselves. raroughout this time, for the mostare simply drawn symbols that represent In most other suggestopedic classes, certain attributes. For example, a rain- is part, the students remain quiet (unlike relaxation and reduction of tension their A-LM counterparts) and attentive. bow represents color.Squares,circles also brought about through 'mind-calm- Following the active segment is theand triangles represent shape, etc. Ques- ing' techniques. passive concert stage. The students aretions are asked about the word so that Similarly, techniques such as 'Earlydirected not to concentrate on the textthe student must further process it. To (re- Pleasant Learning Restimulation' or materials, but rather to sit back, relax,exemplify this technique, the shape card membering pleasant and successful learn-and attend only to the music. Calm andis held beside an object (or picture) ing experiences) which contribute to the soothing musicisselected.(Lozanovwhich depicts a particular vocabulary state of infantilization, can be done instates that during the active stage theword, like 'table. The student responds the language of the students. music should be more 'emotional' andby saying, 'The table is rectangle', etc. One technique which has been quiteduring the passive stage more 'philo-Again, the level of difficulty, in terms of effective, contributing to better studentsophical'.) Again they remain quiet asthe type of attribute requested, may be involvement and attention, is the 'Fan-the text is read one more time, and againincreased as the prhficiency level of the tasy Trip'. Being able to 'take' the childadapting the rate of speed of the present-student increases. to far-off lands, or become a famous per-ation to the existing rhythm of the music. Other never-endirg and forever popu- son, frees the mind from the everyday The next tno or three sessions are de-lar techniques include games, songs, and routine.Allof the above techniquesvoted to practicing the material, theart projects. All can 'xi''died effectively could effectively be used with studentsvocabulary andstructures,that haveduring the practice stage to reinforce the at more proficient language levels; if En-been presented during the concert. It iscontent of the formal presentation. Of glish is the only language used in theat this point that the teacher can utilizeparticular value are games which incor- classroom. Otherwise, they can be con-other valid techniques. There are some porate the whole person and simultane- ducted in the student's native language.invaluable techniques which I feel in-ous use of both hemispheres of the At the initial presentation, or the ac-corporate the total person, may tap thebrain. (The left hemisphere processes tive concert stage, the students have inreserve capacities, and involve physical,verbal and mathematical reasoning, while front of them a series of pictures (of in- emotional, and mental processes, andthe right processes the more creative terest to the students; things from thethus stress communicative competence.abilities such as appreciation of art and child's world) with the text written be- Carolyn Gragham has developed amusic.) neath it. The pictures should be graphicmost fascinatingtoolfr effective lan- There should be an emphasis on sen- enough so as clearly convey the mean-guage learningcalled "Jazz Chants".sory expttrience, i.e. touching,smelling, ing of the written words.-Usually the pic-Jazz Chanting is based on the naturaland tasting, hearing (non-verbal), and tures are numbered so that the studentsrhythm of the spoken language and itsseeing, whenever applicable. As the stu- are easily able to follow the text. As Irelationship with the beat of jazz. dent's proficiency level increases, Include read the sentence, the students' attention Total Physical Response, or TPR, uses drama and expression of 'gut lever feel- is focused on the picture, on the words,commands which involve physical move- ings, intuiting, imaging, divergent think- and on my presentation. The music isment. ing; activities which contribute to whole played in the background. I usually read Rol playing is a technique advocatedperson learning, activitieswhich allow each sentence three times and use manyby anov. The students act out thethe students to express themselves and facialexpressions and gestures, alongdialog or text from the previous day. Itbecome snore creative in the process. - with variations in the tone of my voice. is especially during this activity that the Ilse modifications that I have made in I read the text in conjunction with thestudents attempt to use the language sitorder to make the Method workable in rhythm of the music. Lozanov claimsseemingly realsituation..Tht y beginmy situation, are not extremely different that the use of rhythm affects the phys- conversing in the near,l.is t. O.Accord- from some of Lozanov's original ideas. iologicalprocesses and facilitatesthe ing to Earl Ott t rs k "retelling stories, ver- Lozanov also advocates the use of as- suggestopedic process. It helps to create batim in In -tae's own words, improvisingsigning the Student a new and occupa- aparticularattitudeandpromotes variations at a memorized dialog", con-tion, so that s/he comes to assume the greater memory retention. tribute to tile student's depth of under- ,e of that person. It is his contention Many times the texts are quite lengthy, standing. that the student feels less inhibited in with as many as 30 pictures and up to How should student errors be dealtmaking errors, since s/he recognizes the 50 new vocabulary words presented inwith? Lozanov emphasizes that "Mis-errors as being made by a 'different per- one sessiori. takes made In conversation should not beson'. Also, during the initial presentation, Icorrected immediately, but a situation In terms of physical room arrange- encourage the students to associate theshould be created in which the samement, Lozanov's ideal class set up in- words presented with something alreadywords or phrases or similar ones are used cludes 12 students (six boys, six girls), familiar to them. I accomplish this byby other students or by the teacherswith the classroom itself containing soft providing examples of imagery and as-themselves. Not only in this phase, butand unobtrusive lighting, open circle during the whole course the studentschaise lounge chairs, and a separate stage sociation of vocabulary words that are area. Tlthough my classroom was lacking already known to them. For example,should never be embarrassed by the mis- such luxuries, j attempted to keep it as 'meat', you eat meat, mmmeat, etc.takes they make. That is why the correc-bright and cheery as possible. Setting up Other associations can be made-throughtion of mistakes is considered one of the a class with the ideal number of students gesturing. facial expressions, and through most important things in the art of givingwas alsodifficultfor me toarrange. pantomime.Eventually,thestudents suggestopedic instruction." Whenever feasible, I would try and In- would select their own associations, I can To reach an- even deeper level ofclude other students (both non-native recall on more than one occasion, mycognition, I have found the use of 'attri-and native-English speaking) to partici- students calling out words in their nativebute cards' to be a highly effective tool. Continued on page14 TN 4/80 16 13 SUGGESTOPEDIA Continued from page 13 pate in game situations and a few other activities so that more interaction could take place. Some teachers might hesitate in using classical music with children. My stu- - dents were exposed to it at their first class session and recognized its use as part of the class routine. They actually enjoyed it. I believe the music facilitated in not only relaxing the students and making them receptive to learning, but actually contributed to better memory retention by activating right and left brain hemispheres. Although the Method contributed not only to improved cognitive skills, it also seemed to have positively affected attitude and motivation. AM students en; joyed class and were eager to learn. The Suggestopedic Approach should be recognized as a viable alternative in second language learning and teaching, especially in teaching children English as a second language. The learner can experience a peat sense of personal achievement,thus positively affecting his/her self-esteem. S/He can become more spontaneous and confident in communicating a new language. The learner can experience effects on his/her whole person. S/He can become involved in real communication; actually expedience it. The 13- ' -Irian researchers think, and rightly so, Jut direct immersion in a foreign language through the act of communication is one of the major accom- plishmenb of Suggestopedia. The teacher can come to know the students not only linguistically, but emotionally as well. In addition, the teacher recognizes the power of the unconscious mind,of body language, and what they conveyinthetotaloommunication process. We must be prewed to choose intel- ligently by mag ourselves aware of current research and its pedagogical applications. We must be willing to attempt to use and experiment with a variety of techniques in order to expose our students to as many different learning styles 17 as pos sible. By doing so, we will be exploring the human potential.

14 TN OW LIAIMPIG ENGLISH THROUGH THE "I care not if you bridge the seas, Or ride secure the cruel sky," NOM OF POETRY Perhaps I should explain here that I have try Margszet Paroutaud been teaching young adults from a vari- Whore has all the poetry gone? Theto be learned from theselines:the currant reading texts which we use forcomparison of the pdfective, the adverb teaching English to our international stu- correctly placed, and the tense of the dents are excellent in the sense that theyvbb. All painlessly acquired end fixed in the memory.Anotherstudent,from express human values and attitudes and Japan, became very fond of the lines: they introduce OW studimb to the his- ety of countries: from Saudi Arabia, tory and culture of the U.S. Good, so far. Libya, Iran, Kuwait, Japan, the People's But I deplore the leck of poetry. Now, I have always felt that poetry Republic of China, Switzerland, Sweden, plays a vital role is the learning .01 aFrance and Latin America. In one class, language. Having learned nen& as a1. may have students from six or seven second language, Inas, that I was for- t countries. tunate to have had teachers who were is the role of the teacher in all sensitive to the delights of lyrical poetry:this? I that he or 1..te can read It is stored in the psyche and in the poems, or a cassette with recorded memory and it stays with us long afterpoems and then the student may speak the sound of the prose passage has diedsome lines which appeal to him. See it, away. Probably we haveall had the ex- hear it, and write it. Say a portion of it. perience of some poetry spoken or readProvide time for discussion. It is true to us in some distant class-room. When that: "a poem should not '''mean'but we were very young, perhaps, or when be." (Archibald Macleish, Ars Poetica.) there was some special festivity coming But I am not against discussion. In fact, up: I am all for it. If a student asks: "What does it mean?" We have a good oppor- "Listen, my children, and you shall hear tunity here to say: "There is a saying: Of the midnight ride of Paul Revere" You cannot go on like thatburning the candle at both ends . . .'" If you Sensing that 'something was missing', Itake a candle to class with you the added poetry to the class reading-hour image is very easily demonstrated and in the following way. I have placed lines understood. of poetry, or stanzas in an envelope and For those of us who teach in the have distributed envelopes to the class. United States, there is a vast supply of One envelope to a student. As our classes are rather small, we get to know the stt.- poetry available to us. Why not use it? dents relatively well when they have I suppose that my colleagues teaching in been with us for two or more terms. We New England would naturally turn to know something of the personality ofRobert Frost. Here in Monterey which each student. Thus, I would never 'as-is somewhat of a happy hunting-ground sign' one single poem to an entire class. for poetry, we have: Stevenson (R.L.S.), Further, I feel that the quickest way to Robinson Jeffers, Eric Barker, Joan Baez. assassinate a poem and to kill any pos-All of these have lived on the Mon- sible interest is to 'assign' it. Do NOTterey Peninsula and have written their say: "Now, today you are all going topoetry 'within the sound of the surf.' learn this poern." Rather, try to match a What a marvelous opportunity for those poem or a fragment of poetry to the tem- of us who teach English to give our in- perament of your student. One Saudi ternational students some glimpse of the student was so deeply moved by the-world of poetry in the U.S.! (And at the lines: same time to give tbem some of the rhythm and music of the language.) I think that I shall never see think that we tend to forget that this is A poem lovely as a tree." a natural and unmechanical way of learn- that he asked for the rest of the poem. ing. Incidentally, some valuable lessons are When we present poetry in class w to be learned from these lines: are reaching out tq another human -be- The comparison of the adjective, the ad- ing; heart to heart. verb correctly placed, and the tense of "Now that you have spelt your lesson, the verb.All painlessly acquired and lay it down and go and fixed in the memory. Seeking shells and seaweed on the Another student, from japan, became sands of Monterey, very fond of the line: Watching all the mighty whalebones, lying buried by the breeze, "My oandle hems at both ends;" Thy sandy-pipers, and the huge Pacific seas. An engineering student was intrigued by the poem of Meeker: Robert Louis Stevenson. TN 4/80 18 OM SMOOT STONES 111 T insomeEnglish-as-a-foreign-language non = native speakers of American En- situations. My form III (tenth grade) glish." I found that this collection of *RANCID 1St tIIIIPOSMON CIASstudents in Swaziland simply did notshort stories worked well to provide com- Mary Risottos Hankhave either the language facility or cross-position topics while allowing practice in Ufava litg of New Orleanscultural sophistication to understand thedifferent rhetorical techniques. intent of the poem mentioned above. The short stories were beneficial for The use of literature in the ESL class- Howe-am, on the college freshman level, several reasons. First, since literature-has room fell into disfavor at the heyday ofwe are generally dealing with students the quality of being universal, the short the andio-lingual method, perhaps as. awho have had years of English studystories al:owed us to deal with 'minim reaction to the earlier grammar transla- and who have obtained quite a high problems. In our class discussions we ex- tion method which concentrated ondegree of proficiency in the language. plored questions about the essential na- translating literature, and has not beenAccording to Zamel (1976), the lan-ture of human beings, what is common seriously considered since. Having beenguage skills being taught in an ESL to all of us. In the American university thoroughly schooled in the notion thatfreshman composition class are essen-system, many international students feel literature has no place in ESL, I lookedtially the same as the skills American cut off from and misunderstood by Amer- with skepticism at a collection of shortstudents are learning. This is true, she, 'cans. Class discussions allowed students stories I was given to accompany an ex-says, because second language learners to voice some of these feelings, focus on pository composition text in an advancedby this time have developed the com-them, and perhaps gain some perspec. freshman composition class for interna-petence necessary to communicatetive on them. For example, in Jesse tional students. At the outset of the class,through composition. Furthermore, many Stuart's story "Love," the father kills a I thought I would have preferred a proseof our students have already spent sev- beneficial snake on his farm just because reader on relevant modem topics. How-eral years in the United States, where he hates all snakes. This led to a discus- ever, my skepticism turned to pleasantthey-have been in constant contact withsion of prejudice, war, hate and love. surprise when I found that the shortAmerican culture. As a result, they have This helped students in my class to un- stories provided excellent material fordeveloped a certain degree of under- derstand, at least philosophically,some class discussions and compositions instanding of our culture and of cross- of the adverse reactions which Americans whichdifferentrhetoricaltechniques cultural sophistication. Cultural filtering displayed toward them and which they could be practiced. should not present a significant-problem. had about Americans. The objection to using literature inAlso, these students are generally older, Then, in the writing assignments,a ESL has been summed up by Donaldmore studious, and more mature than student can take an essentially human M. Topping (1988:95) :"literature hastheir American freshman counterparts. problem and analyze his own feelings no legitimate place in a second-languageThey have alreadyformulatedideas and attitudes. Since he is drawing from program whose purpose is to teach lan- about the world and consider their ideas his own experience, the problem of not guage skills to a cross section of studentsimportant. These ,students,Ibelieve, having knowledge about the subject, as who are preparing for studies, or workcan profit from reading short stories and might occur on a topic about polution, in a variety of disciplines." Even the usewriting about them. does not come up. Further, because he of literature to familiarize second Ian- In most freshman composition courses,is expressing his own personal feelings guague learners with English or Ameri-the main focus is on development ofabout an issue, the student tends to see can culture has been rejected by Top-writing skills using different rhetoricalthe topic as important, gets involved in ping (1988:99) on the grounds that techniques such as cause/effect, example,it, and will spend a good deal of time literature reflects "tradition, a past stagedefinition, and comparison/contrast. The onitAccording to Zamel (1976:74), in the evolution of American culture."freshmancompositionclasswhichI "The act of composing should become Furthermore,theproblem Catbontontaught used Robert G. Bander's secondthe result of a genuine need to express and Tucker (1971) refer to as "culturaledition of American English Rhetoric one's personal feeling, experience, or re- filtering," the judging of a work of litera- k 1978) as its basic text. The Bander text action." Although writing about Amer- ture from a different cultural perspectivegives short passages as examples of the ican students, Fenstmmaker (1977:35) and hence misreading the intent of the rhetoricaltechniquesbeingstudied.makes the same point when he says author,' can be persistent. Certainly myHowever. it does not have longer pas-"The literature based course offers stu- own experienceteachingEnglishin sages which would prompt class discus-dents excellent practice in writing about Peace Corps Swaziland bore this out. Asions or composition topics. The classic subjectsofrealsubstancefromthe poem (Thomas 1986) which decried theproblem for the composition teacher is perspectiveaffordedbygenuinein- takeover of man by machine could only volvement."Ifound thatthetopics be perceived as a glorification of ma-to devise composition topics which bothwhich required students to draw from chines in that developing third -worldinterest and challenge all the studentstheir own personal attitudes and philos- country. The problems connected withand of which they all have knowledge. ophy were perceived as "real," mature, the use of literature in ESLrelevance,In most freshman composition courses,worthy of their time and effort, while culturalfiltering,simplificationhavesome sort of prose reader, often contain-the topics assigned out of the text, on seemed so persistent and so overwhelm.ing quasi-professional or copular articlessay comparing two universities or two ing that I had never seriotaly consideredon current toaizs like pollution or popu-cities, were perceived as mere exerChier-- using any literature in ESL until I waslation control, is used For this purpose The opportunity to write about personal given a short story text as a fait ac- (e.g. Jacobus 1978, Baumwoll and Seitzvalues and beliefs, especially when so comp 1985. Hirasawa and Markstein 1974). many ESL students are otherwise study- I found, to my surprise, that at leastInstead of this type of reader, I used ingscienceandengineering,affords in one ESL situation, short 'Stories canJean A.McConochie's 20th Centurythem a useful release mechanism. work very well. I would agree that theAmerican Short Stories (1975), which The danger in writing about personal use of literature is probably out of placecontains nine modern American shortvaluesandfeelingsisproducing a at elementary and intermediate levels ofstories, to accompany Bander. McCono- theme which is a string of generaliza- ESL instruction where students am 'stillchie (1975:xi) did not simplify the short tions and familiar platitudes. Because mastering the basic syntactic patterns ofstories chose them "on the criteria ofwe had read the short stories, the stu- 6 the language and have a fairly limited recogni literary quality, brevity, anddents had something specific to react vocabulary. I would also question its usecoitus nd linguistic accessibility to Continued on next page TN 4/80 19 17 don with evidence from the story. Also,corporation of both short stories, (ate an Wending cause/effect selfsamewith human problems, and prose comma ffflos pop 17could be worked out on 'The Secret ings,to point up practical/technical Life (it Walter Mitty." The story eon-problems. After all, a truly educated to I could assign topics 'Aids neededtains detailed, conaide objects and in-person should have the composing far:flew& slapped hem the stories or*lents that touch off!ditty'sday-ity to deal with both. width aside students deg concretelydreams. There is also the larger question ammessome edit the Meet in the stogies. In thisof wl.it causes Mitty to escape into his Band,Robert G. 197S.Astoria* Inglish we could also patios the dif-daydreams. Dr, in the Walter Mitty 181:Wele (Sad a4. Now Veit Koh. SUMP Crirlestreical techniques we weredory one could compare what is con- tart Inman. IWO* Fee Stuert'ssidered heroic, both cross -culturally and smun,...101 :4441111:1:, r.:4.1.sr : ilsbirai utt 'Love" sod John s Mateweaselly. These are just some of the Novo" NW York: g911. beih deal with love. Sturkuts oom- possible writing assipments" springing ar::10.,""Lak. pate eillVer contrest the Imo asithesefrom the short stories that require .con- comsido;, em.. poi. opopeow. ,, camopts of love or compete and CORPcrete, specific development. Oomatenioarlota U, $4147. leest lbso with their own ietaas on lam I would not like to suggest that ESL 0611016914 gibit4111_,__0. 994 Tealger, 0. SWIM* liseasse they hasl sametleint to caw.. instructorsadopt shatstories wholesale 119:1.1eignttliiirast,711. troVir,Saiewitvernit pore to, this assitameat nods gadgetsfar use in composition classes. In order to try to dans Abair own concept of lovefor shod stories to both spark discus- Itams _,web. usdas.__saa ataragaea4,.....zusaa.,ma. =cards* and in relation to love as skins end provide worthwhile composi- l'ill,,117, ',,,AL-Tio: wablbrIg.. 'f-... psbarigs: iti the stories. Further, Stuart'stion topics, some care must be taken in Ise. stray contains sive:eel different kinds ofselection. For instance, in McConochie's 3016240. 1,0 A. 072. /11,410241 °°14.0 /*a' i_OVIk. that ta, Pend/child lave, male/test, I could not find a use for Me I" lith:144.4. lisw York' nsretlart' B" NOM love, and love of nouns. In an-Use of Force" by William Carlos Wil- McCoaochis, Joan A. 1976. tOG Craw, Anise other students can be asked llama, so I omitted it. I also feel that tow oar po!to 111W 102, CO2102 Mat- to and explain the differentthe kinds of topics which are discussed Thamas.4R.tes.117:: 4°,;"7, Thaw 3:t Some of my stelleaM wrote et-in most prose readers, such as pollution Is Ian V. nausea, od.. Ono 7.4H. *Auden: argumentative papers on Shirley and population control, are important sawora Amid LTD-, 27. Jackson's "The Lottery" in which theyand relevant. They allow students to T°27.114*taro: An Dm" Approach M. 12" Unirtlistkato Lansaw. °I. U7272"rigor,.. asserted that the lottery in the story was deal more impersonally with issues that 004.4v s, ilf-100. eitherwaexaddats or a religious era-are ellehtl. in our modern world. Per- Zama, Vivian. 1976.'hashing Cospottimi in tiCe 5 to definitions of thosebaps an ideal situation in the freshman lb grasearchCillia7r :heW,lar.sitairas VofassilliTusiLs" Utlild sad then supported-fireir USN- ESL coMposition class would be the in- TISEOL Quoits* 10, 67.76.

18 TN 4/80 set of concepts associated with literarypeople who are acting both verbally and study as an academic discipline. Yet how non-verbally. The problem is thus one of often in the study of a literary text arefinding a technique which will enable students asked, "Could this have beenstudents to feel language which other- written in your culture?" Almost never,wise exists only on the printed page. Edited by Darlene Larson in spite of the evident truth that any Via proposes just such a technique, New York University author writer in a specific social, cultural which he calls Talk and Listen. Origin- and historical context. As English lan- ally used by actors as an aid in learning TEAMING CULTURAL AWARENESS guage teachers, many of us do introduce scripts, it is effective In helping one to literary texts into the classroom, and in communicate rather than recite. Talk and WITH THE GRADUATE so doing we are setting up an interactionListen lifts language out of the materials, by James B. Brown of two (or more) cultural situations, the bringingitcloser to the student by East-West Center Cultureone embodied in the text and that orgetting him or her to actually use it in Learning Institute those of the students. talking to fellow students and in listening Chapter one of The Graduate begins: to them. How does this technique work? Elaine was still trying Benjamin Braddock graduated from aPrepare cards containing a _natural ex- to catch her breath. small Eastern college on a day in June. change between two (possibly three) She turned her face to Then'Iae flew home. The following eve- speakers. From four to ten short lines are look at him. For several ning a -party was given for him by hisbest. Each card has the lines of only one moments she at looking at parents. speaker, so that a student must listen him, then she reached An American style partyis described, carefully to his or her partner. For exam- over and took his hand. with highballs mined in the dining roomple, here are two sets of cards which I 'Benjamin? she said. and guests walking freely about the used, the lines coming from chapter one 'What' house. Benjamin is congratulated in theof The Graduate: The bus began to move. American idiom: Mr. Terhune shakes his hand, "Goddammit I'm proud of you"; #1 For several weeks my studentsEn- Mrs. McQuire is "thrilled to pieces". Ben Mrs. Pearson: Benjamin? I'm just speech- " glish majors at a Japanese university gulps down a straight bourbon, while less. hadbeen reading The Graduate, by Mr. Terhune just "sips at" his drink. Benjamin:... Charles Webb. We had read about the Vocabulary, expressions, and American Mrs. Pearson: Golly you did a fine job infamous Mrs. Robinson and about drinking etiquette can be handled by ex-back there. Benjamin's bumbling courtship of her planation. One-sided explpnation, how- Benjamin:... daughter. We'd men Mr. Braddock forever, fails to take into account student- #1 bid Benjamin, his son, to see Elaine, materialinteraction.Unless student and had sympathized with Mr. Robin-reactions are brought out and worked Mrs. Pearson:... son when he broke off a 17-year busi- with, the all-too-typical separation of the Benjamin: um-hum. nessrelationship withMr.Braddock learner and the -Materials js maintained. Mrs. Pearson:... and decided to divorce his wifeall on Seeking; then, to overcome, this separa- Benjamin: I'm sorry to seem rude, but Benjamin's account. At last we came tion, I, used a brief sentence completion I'm trying to go on a walk right now. to the final chapter: Carl Smith is going exercise, with the frame, 'I wonder why#2 to marry Elaine in a Santa Barbara ?' This quickly produced church. Benjamin shows up at the wed- questions such as, Mr. Robinson: Ben, how in the hell are ding at the last minute. "Elaine! I" He you? You look swell. punches Mr. Robinson in the face, grabs I wonder why none of Ben's friends are Benjamin:... Elaine,attacks the bridegroom,and at the party? Mr. Robinson: Say, that's something out finally manages to exit after threatening couples are there together? in the garage. That little Italian job to bludgeon a clergyman with a bronze people are walking all ovet the house?your old man gave you for graduation? cross. Ben and 'Elaine sprint to a bus, Ben's parents ere having- this party? Let's go for a spin. and pound on the doors to geton. Ben is being so rude to everyone? Benjamin:... Seated in the back, Eltene takes Ben- Mr. Robinson: What? punb's hand. The bus drives away. A The students explained that no JapaneseBenjamin:... happy ending. parents would organize a graduationMr. Robinson: Well sure. But I thought After we had finished the chapter, I party, that parties at which the guestsyou'd take me for a little spin yourself. wrote a statement on -the blackboard, are primarily couples are rare, and that#2 "this book could have been written inliving room tl dining room to kitchen Japan,' and asked the students to indicate meanderinpwouldbevery much Mr. R o b i n s o n ... their agreement or disagreement. Ben- frowned upon. In these explanations, theBenjamin: I'm fine. jamin had caused hielamfiy considerable students were talking about their own Mr. R o b in s o n ... distress,haddisobeye4 hisfather's culture as well as talking about a type of Benjamin: Here're the keys. Can you wishes, and had physically attacked fel-cultural behavior they would never en-work a foreign gearshift? low members of his society. In japan,counter in Tapan. Mr. Robinson .. even in the world of fiction, eventual "'Language learners often have a ten- Benjamin: Do you know how to operate marriage to Elaine would be impossible. dency to separate language and activity," a foreign gearshift? More likely, Benjamin would be punished writes Richard Via in his English in Mr. R o b i n s o n ... by hissociety a favorite theme ofThree Acts (p. SOLI referring to howBenjamin: I can't right now. Excuse me. Japanese htarature. new student actors memorize their linesN novel has ever recorded genuine Literature. No one approaches thisthen recite than without accompanyingspoken English. The dialogue in The, area without some already-establishedmovement. We might extend this to,Graduate is surprisingly close to real t Mos. Together with !Bantam and liter-"Language learners often forget to seespeech, however, with short sentences, ary study go notions of 'west litentture.language as activity"language occursellipsis, and reliance. on intonation, is 'the classics', 'literary are, and the entire in a specific situation and is produced by Continued on page 25

21 23 ESLprogramsthat work

SEE IT-SAY FT Was Jacot

Each contains 50 picture cards that teach the basic structure of spoken English. Students learn and practice "core sentences" in five tenses and two modes.

A collection of writing worksheets to reinforce the oral patterns taught with SEE ITSAY IT. Unique design allows students to work by themselves. ,

Bound set of blackline masterstfor duplication.

More of whatyouexpect from 4AcklisonAbeley For more information write: 4Addloos-11ftley Publishing Company Innovative Division. Department ESL 2725 Sand Hill Road Menlo Park California 94025 22 TN 41W were no longer rude. Many of the ingtotheirinfluence on Benjamin's IT WOKS changes reflectedBenjamin's age, thedecisionthe opinion of his family / the Continued from page 23 fact that he was younger than any of opinionofElaine'sfamily / love / the the others at the party being extremelyRobinson's social pose;on / etc.; (2) If particularlyappropriateforTalk and important to a Japanese. A second re-you were Benjamin, what would be Listen. You needn't copy directly from flection period revealed that the stu-most important/least important for you? atext, but should feelfree to make dents now felt more at ease in speaking (Same items.)" The students felt that changes. This may mean breaking up the revisedlines.It should be noted for Benjamin, considerations of family sentences which aretoolongfora that these lines took into account theirand of what people might think ranked spoken utterance, for instance. The Talk perception of the situation and of what low, whereas for the great majority of and Listen exchanges should present co-would be appropriate language init. the student. themselves, family was herent discourse units which can stand One can focus on feelings such as theranked as first or second in importance. by themselves. above as well as other aspects of lan- A failure to explore the students' re- The students workinpairs,posi- guage in use with another approach, actionshere would have undermined tioned so that eye contactisreadily Values Clarification.3 Although the goal further reading of the book, as Webb made. The student who isgoingto of this approach anditsstrategies, hasbuilttheplotona panoply of speak looks at a line, reads it silently,interviewing, rank-ordering, forcedAmerican cliches, including the roman- then looks up at his or her partner and choice, values continuum, and sentence tic tradition ("love will out"), bill-steam- speaks, reciting, as much of the line ascompletionis often statedrhelping ahead individualism, and the ever- can be remembered. The card can be students to choose and act an their ownpopular happy ending. referred to as often as necessary, but values, my aim in using Values Clarifi- I next tried to show my students that not read aloud. When speaking a line, cation with The Graduate was to help theperceptionofcultural differences eye contact is maintained. The partner thestudents become more awareof works both ways, by having them read during this time is listening, not looking cr,ss-culturalinteraction, so that they aselection from Developing Reading at the card.2 would be able touseEnglish success- Skills, by Hirasawa and Markstein, "We An interesting observation which can fully in a variety of situations. CharlesJapanese".4 I told them that there was be made here is that just as a literary Webb wrote The Graduate against the something inthistext which I found text need not be treated with any of background of a specific social and cul- to be hard to understand, and asked the traditional tools of literary study, atural context, and the language, actions them totryto findit.After twenty drama technique need not be used only and decisions of his characters reflect minutes, the statementI had in mind in producing a play. Talk and Listen, that context and are given coherencestill hadn t been mentioned: The speaker relaxationexercises, mime, and otherby it. Yet much of this language and in the text, a Japanese, talks about how dramatechniquescanprofitablybe many of the actions were considered tohis marriage had been an arranged one added to any language teacher's reper- be "strange", "crazy" and men incom- and explains that he agreed to marry toire. prehensible by my Japanese students. his wife . To further intensify the learning ex- I'mnot speaking hereofBenjamin's lweausesheisfroma good family and perience, I coupled the Talk and Listeneccentricities, but of aspects of the book is healthy and well brought-up. She is cards with the use of a tape recorder. which a reader with an American cul-a good. wife, and after we had been After the students had practiced their tural background would find to be ex- married jar ayear or so, I became fond lines, they were given a small cassette pected,normal,inshort,aspectsto ofher. tape recorder with a microphone whichwhich little attention would be paid. No one thought this might be the state- could be held by hand. There was an Benjaminishaving anaffairwith ment, becauseit was so normal. (A on-off switch on the microphone. The Mrs. Robinson, Elaine's mother. Much group of ten Japanese men, \i allmar- first student to speak would hold the against Benjamin's will and Mrs. Robin- ried, with whom I also did thexercise mike,turningittowardthe partnerson's wishes, he is forced by his fatheragreed that each one of them could when s, he spoke. By using the switch, to invite Elaine out for an evening. Hehave made a similar statement)* pauses which occurred when one part- takes her out, but is rude to her, em- Talk and Listen and Values Clarifi- ner had to stop and check the cardbarrasses her, and when she finally be- cation were used at many other points were cut out. The recording then al- gins to cry and asks to be taken home. throughout the book, The amount and lowed me to work more easily on pro- he . .kisses her! He later that evening variety of English language activity and nunciation and intonation in a mannerdeclares, "Elaine? I like you. I like you learning experiences produced support which benefited the whole group. Sec-so much." Love atfirstsight? Head my belief that "IT NVORKS!" I would ondly, when students heard themselves over heels inlove? Later, when Mrs. like to explain, howeser, that this study speaking the lines,it gave them even Robinson reveals her affair with Ben- more of a chance to experience theirjamin in order to prevent- her daughter of The Graduate was not undertaken "this-is-the-way-it-is" teaching of utterances as languageinuse,versus from seeing him, Elaine is consternated asa "only lines in a book". But Benjamin? Then after he had been American culture. The underlying peda- The payoff of the Talk and Listen andhome for nearly a month and Christmas gogical motivation stas quite different. tape recorder exercises came after a re-had passed and the new yea' had started 'Culture' has many definitions, each flectionperiod, when several studentshe decided to marry Elaine. valid in its own domain. Literature has were able to clearly express that they Granted, even American readers long been seen as "ulture, with capital had felt uncomfortable in speakingwould be surprised by this plot devel- 'C'one of the stable, tangible, trans- Benjamin's lines. You may recall thatopment. Yet snap decisions concerning portable and purchasable prodte.4 of a earlier someone had asked, "I wonder marriage are hardly alien to American given group. This type of culture has why Ben is being so rude to everyone?" culture. The case is altogether different its place in language study, bo,t in using - Rudeness is very much a culture-bound inJapan, and my students' reactions the expressions 'cultural contest', 'cross- notion, and the boundaries of rudenesshere were ones of surprise, incredulity, are drawn differently in different cul-even laughter. To enable us to reflect culturalinteraction', and `ciitt4a1 dif- tures.Still using the Talk and Listen on these reactions, I introduced a rank- ferences' in the above, I have used 'cul- cards, I asked the students to alter Begi-ordering exercise:"(1) Rank the fol- jamin's responses so that, for them, theylowing in order of importance. accord- Continued onpage 28 TN 4/80 2 25 --OXFORD EXCELLENCEINAMERICAN ENGLISH 101 Word Games Elementary Anecdotes in GEORGE P. McCALLUM (1000 Word Level) This collection of word games is a valuableresource American English for vocabulary building, spelling, conversation, and L.A. HILL listening practice. Each game is accompanied by a This new book offers a lively selection of high-interest, summary of the appripriate vocabulary, sample an- controlled vocabulary materials for classroom or indi- swers, teaching objectives, and level of difficulty. vidual use.Thirty fully illustrated anecdotes, each Notes to the teacher provide pointers for the suc- approximately 150 words long, relate everyday exper- cessful presentation of games in the ESL classroom, iences or common situations. The anecdotes are ac- as well as a discussion of possible pitfalls. companied by exercises, including crossword and pic- Spring 1980 ture puzzles, for comprehension and vocabulary development. An appendix lists all vocabulary items. Cassettes are available. Spring 1980 introducing. Wall Charts Forthcominp CassetteWorkbook Intermediate Anecdotes in to accompany the American Englishl !-)00 Oxford Picture Dictionary Advanced Anecdotes in of American English American English 12 075'4"4 I Wall Charts Poster-size enlargements of twenty-five full color pages from the text are ideal for group American English presentation. Visually stimulating, they provide ex- Revised Edition cellent reinforcement of high-frequency vocabulary ALBERT H. MARCKWARDT; items on all language levels. They may be effectively used with the text or independently. revised by J.L. DILLARD This classic work traces the development of our lan- Cassette Native American speakers, one male and one guage from colonial times to the present: how it came female, read the entire English text of the Dictionary. to be, its regional and social dialects, and its prob- Ideal for vocabulary development and reinforcement, able futurrh Updated throughout, this newly revised the cassette provides a model of standard American edition supplies many examples of African, Chinese, English. Amerindian, anu Yiddish contributions to the language. A completely new section covering modern Workbook Forthcoming principles of regional and social variation in language has been added. Spring 1980cloth and paper AND IN METHODOLOGY Sociolinguistic Aspects of The Communica ive Approach Language Learning to Languageaching and TtOhing Edited by C. J. BRUM IT'and K. JOHNSON Edited by/J. B. PRIDE This collection of importani'papers by leading thinkers in the field covers the theoretical background oflhe no- Sociolinguistics is the study of natural language In all tional, functional, and coramonlcative'approaces to of Its various social and cultural contexts. This clearly English language teaching. Contributors include J. L. presented Collection emphasizes the Importance cf M. Trim, J. van Ek, and D. H. Hymes. Arranged inur sociolinguistics for the teaching of English as a se- major sections (the linguistic background, tet condor foreign language, and presupposes no background to teaching, applications and technique* previous knowledge of the subject. The articles and methodological prsPectives), the papers are in discuss communicative competence and language valuable to anyone who wishes to understand the learning, the interrelations of language, education, and development of Ideas behind today's educational\ social change, standard and non-standard language, theories. and curriculum design. Contributors include Walt Wolfram and Ralph Fasold, Andrew Cohen and Merrill Swain, and Susan Ervin Tripp.

OXFORD UNIVERSITY PRESS 200 Madison Avenue New York, New York10016 in the West and Southwest, contact our Regional Manager, Connie Attanasio, 830 Warren Avenue, Venice, CA 90291. (213) 398-8724.

28 24 1/8° IT WORKS Continued from page 25 tare' in a rather differept-sense.'Culture' can be used torgier- to the common way of life of asociatgroup. That com- monality is based on sharedbeliefs and knowledge, often expressih4 in termsof values, by which behavior itorganized. Itis on the basis ofculture inthis sense that thebehavior of individuals is anticipated, consideredto be positive or negative,normal- or anomalous. This _culture is a powerfulfactor in the classroom. We musttake into account the culturalbackgrounds of the teacher as well as that orthose of the students. Very importantly,consideration must be given tothe cultural contexts in which students are orwill be using their English.If,as is the case A LOOK AT TOTAL PHYSICAL RESPONSE with Japanese, the students will mainly be speaking with members of other cul- (TN) by Carol Weinertures, including those whose members 'Northeastern Illinois University are not native speakers of English, then The fotal Physical Response (TPR) is there was a long interval between the act a central pedagogical goal will be one an approach to language learning devised and the' retention test. However, Asher of developing, an 'awareness of the ex- James Asher, a psychologist at San has tested and also found that if the istenceofculturaldifferences.Given JoseCollege,California.The TPR students attempted to learn listening and such an awareness, the likelihood that method claims to produce rapid, non- speaking together, their comprehension such differences will become hin-lrgnces stressful and effective language learning decreased. to successful communication in English using a strategy that achieves accelerated Many other methods use the impara- is reduced. The type of teaching which listening fluency in the target language tive drill, but only in TPR is oral produc- has been exemplified above with The of the student. This is achieved through tion delayed until language comprehen-Graduate is a definite step toward the the mode of synchronizing language lis- sion has been developed, as responding attainment of this goal. tening with body movements. physically seems to produce long-term ' Richard A. Via, English in Three Acts TPR is an approakderived from the memory storage. Honolulu: The Iiii'yersity Press of Hawaii, strategies of children l&rning their first For those interested in learning more 1976). language. Children acquire a high level about this method, Asher has afilm 2 For further explanation of Talk and of listening ability for English long be-called, "Demonstration of a New Strat- Listen, see English in Three Acts, pp. 16-24, fore they are able to say their first words. gy in Language Learning", which is also: Via, "Talk and Listen," English Teach- They can follow simple and complexas ailable from the film library at the ing Forum, 15, No. 2 ( April 1977), 22-24. Universityof California,Berkeley. 'S. Simon et al., Values Clarification: a commandsbeforethesewordsare In practical handbook of strategies for teachers spoken. Asher (1972) believes the child's this) film he shows how three 11 year old arul student*, (New York: Hart Publishing listening comprehensionrit not only far-boys show fileir understanding of com- Co., 19781. For a brief description: Mary superior to his speaking, but is also eth-plex Japanese utterances after only 20 Taylor, "Values Clarification in EFL," Cross ical to the development of speaking. He minutes of training. It also shows reten- Currents (Autumn 1976), pp. 130-140. believes this is so because the brain andtion after a delay of one year. Asher also 4 Louise Hirasawa and Linda Markstein, has.t Developing Reading Skills advanced (Row- nervous systems arebiologicallypro- book titled, "Learning Another ley,Mass.:Newbury HousePublishers, grammed to acquire languageinthe Language through Actions" (1977) Los 1974), 49-51 sequence of listening before speaking Gatos CA, Sky Oak Productions. Therefore, in TPR, the firststage of Asher, James (1964) "Toward a Neo-Field training focuses upon only listening, fol- Theory of Behavior." Journal of Human- lowed by an action. Of the four language istic Psychology 4:85-94. skills:listening, speaking, reading and (1965) "The Strategy of TPR, An Applica- writing, Asher believes listening has the tion of Learning Russian". Interna- most positive transfer to the above areas. tional Review of Applied Linguistics The learning strategy is to let the stu- in Language Teaching. 3: 291-300 dent listen to a command in English and ( 1972) "ChildrenFirstLanguageasa immediately follow with the physical Model for Second Language Learn- action. For example, the teacher gives the ing". The Modern Language Jour- command, "stand up", and along with the nal. 58 -133 -137. teacher the studentsstand up.Brief ( 19741Learninga Second Language utterances are used at the beginning, through Commands." The Second but as Asher claims, the "morphologic at Field Test. The Modern Language and syntactical complexity" of the com- Journal 58: 24:32, mand can he increased to: Stand up and walk to the door. Stand up and walk to the door and open it. Many experiments have been conducted (Asher 1984, 1969, 1972, 1974) to examine the questions of whether: 1. all linguistic features of the target language can be achieved with TPR, and 2. will there be a positive transfer from listening to the other 3 language skills areas. The findings were encouraging. Most of the grammatical features of a language can be utilized in the impara- tive form; also listening has a positive transfer in the areas of reading, writing and speaking. What accounts forthistechnique's effectiveness is believed to be the action, which facilitates and accelerates the comprehension of language learning. Asher (1984) found that the action was extremely important in the retention of many complex utterances, even though 26

28 "TURN OVER" V4 THE ESL ments, etc. Is there any reason to rejoice when hve:ly sew people come into the PROFESSION field if ten or fifteen have just given it by Jack Lorgmate up? This apparent "turn over" might seem Seattle Pacific University to be ageous for some; more Many things about the TESL field trainees imply more university teacher happily suggest growth and stability. For trainer positions. But such "advantages" one thing, the TESOL organization ex- are far outweighed by the deleterious perienced a 12% growth in membership effects on all,including the teacher last year, indicatalg that more and more trainer, of having a field that is in prac- people are employed in ESL and con- tice transitory to other fields. Training skier themselves ESL professionals. individuals for short-term careers is as But thebrillant growth has to be futile as training people for jobs soon to viewed interms of the numbers of be taken oyer by machines. The security trained and experienced ESL teachers of everyone at every level is threatened who give up the field because of the when a field's fundamental personnel are instability they see for themselves by being forced out. To quote an astute col- staying in TESL: the low pay and low league: "Every time another colleague status, infrequent cost of living adjust- leaves, the profession takes a step back- wards. Training ESL teachers for 5- to 10- year careers is not cost effective aeri no profession can afford to continually lose proven, competent members." (Bogotch, 1979) IF the dead-endedness of TESL .ind the attrition of TESL people inevitable? Some might say yes. There is not much hold on the market teaching English in Fnglish speaking country. And, after tul, teaching itself is a field notorious for low pay. But the low status is more the result of a lack of uniform standards and bargaining organizations. Of course, the field is represented by TESOL, a thriving organization. But only as of the San Fran- cisco Convention, with the Resolution dealing with health and life insurance for uninsured members and tile excellent 8-point Resolution on employment issues, has TESOL begun to address these issues that are indeed as primary as academic one%. Making TESL a true career won:3 benefit not simply those employed in TESL. Our country would be served since the field is an important instrument for confronting social issues. What is the future of the Indochinese refugee, the Hispanic groups, and other non-native speaking immigrant or resident popula- tions in the United ..sates? If being on welfare-is their calli ;a, then learning En- glish take.- on the importance of a mere pastime or hobby. It is entirely appro- late, then, for ESL instructors to be acknowledged as hobbiests. If, however, we are sincere in assisting these groups to lead productive lives in our country, and to achieve self-sufficiency and adaptation, then the ESL teacher must he allowed to relate to the field as muchmore than just a hobby. He must be allowed to have security in his profession.

ItEVEEENCES Roxotrh. Ira "Baton You QUI( " Reprinted 27 In UmTRIIOL Nemo tenor,Deeamber 1970, TN 6/80 ,THE CHALLENGE OF TEACHING IN mate cost $2,000) but the People's Re- CHINA CHALLENGE CHINA public will provide for all maintenance Continued from page 1 and internal 'travel, including the two- by Virginia French Allen after lectures and during intermissions. week tour, for which regular tourists pay "What counts most is what we learn Little did our Chinese colleagues under-an estimated $3,000. after we know it all." This text, which stand how sweet such enthusiasm was The summer program will be nisi flw Amcrican Ifirst saw on a notice-board outside a to usl firstphaseofthe prow California church,has helped launch Francis and 1 formed half thus,teamTESOL specialists will.11,0 he needed many a graduate course and in-service jestingly dubbed the "Gang of Four" at Huazhong lo%Mote of Technology for workshop. Yet is can apply equally well who had been invited to Wuhan by the the school either one semester or tooverseasteachingexperience,as president of Huazhong Institute of Tech-hoth ,tot stern, as the applicant prefers) Francis Shoemaker andIdiscovered nology. The other members of the team 1980-81 and for subsequent years during our recent weeks in the Peopb's were Frank Sutman (Director of Te mplc as well. The students will be Chinese Republic of China University's MERIT Center) anti Engem!universityteachers(andprospective Between us. during our long careers, Ching (Professor of Fast Asian Lan-teachers) who will want .to improve my husband and I had logged a fair guages and Literature- at the Ohio- Statetheir own English while bringing them. number of contact hours with teachers University)11 t' were there to conductselves up to date on TESOL method- and students abroad. We thought we teacher seminars (though seminar was ology. knew a lot about the satisfactions to be a misnomer considering the size of the Ifyouarc seriouslyinterestedin derived from educationalmissionsin groups-250 to 500) and also, in factteaching in China, write and enclose other countries. But the PRC in 1980 is mainly, to work out a plan for long-termfull vita to Dr. Eugene Ching, Depart- not just another cumin-%it is an English cooperation between the Huazhong In- ment ofEast Asian Languages, The teacher's paradise. stitute and our two American univer-Ohio State University, Columbus, Ohio There. after many years of being de- sities. 13210 (Tel. 814-422-5816). priv edofopportunitiestolearnthe As China's counterpart to 11.1.Tthe A knowledge of Chineseisnot re- language, people are incredibly eager H.I.T.is destined to play a major rulequired. The Institute would be glad to for English, and for links with American in the modernization of the country. Ininclude Chinese Americans in the pro- life.In Wuhan (a city of four million addition to its work in forty specialties gram if theyIi. -reanative speaker's on the Yangtze River) the large lecture (ranging from shipbuilding to electroniccommand ofEnglishandhave had halls where we '.poke were jammed each engineering), the H.I.T. has nine re-TESOL training and experience. day, even daring the Sunday sessions search centers. The spacious campus has The quality of the experience await- that were inserted into the program at facilities for accommodating an antici-ing Americans who teach in China can the last minute. Near-riots occurred dur- pated tripling of its present enrollmentbe seen in this excerpt from a letter we ing the distributionof our handouts, of 6,000 during the next few years. Al- havejustreceived from one of the while members of the audience scram- most immediately, more faculty will beyoungest H.I.T. students, aged 21: neededespecially faculty able to help bled for copies. Everywhere we were "I am ready to take any hardships so long beseiged by young men and women who studentswiththeEnglishtextbooks as I can gi :in access to success. But I am at sought help with passages underlined in which are used extensively in science my wits' end what to do. Francis Bacon says their books, begged us to write inspira- and technology coursz,s. in his On Studies, 'Some hooks are tohe tionalmessages along with our auto- We were told that no adequate sourcetasted, others to he swallowed, and some graphs,andearnestlyinquiredwhat for those additional teachers exists in few to be chewed and digested.' But I don't they could do tolearn more English China beyond the H.I.T.'s own campus: know what to taste, what to swallow, what fast. the Institute must train its own. Temple to digest. Our hosts worried that the constant and Ohio State are to assist by sending "Without your instructions. I am afraid barrageof questions was making us groups of Americans trained in TESOL, I cannot get to the access to success in spite "work too hard." They kept trying to to help the Foreign Language Faculty of my wilt.I sincerely hope you will en- fend off the masses of students who sur- at the H.I.T. prepare teachers of En- Witten me on what to learn, how to learn. ..I consider myself a pupil of yours, who rounded us on stairways, in corridors, glish. The plan callsfor preparing ahas not paid any fees, but won't youfeel Continued on page 6 larger number than may be needed at spiritually rewarded when I, a Chinese stu- the institute, since many who are todent, under your instructions, become suc- 1 receive thetrainingwill douLess be cessful?'" lured away to other jobsin tourism, business and industry. That is the challenge of the PRC in Temple and Ohio State are currentlythe1980s.It 'q indeedanEnglish recruiting teachers for the summer ofteachers dream. 1980, in addition to more than a dozen who have already signed on. The group will stop in Denser in mid-June for a three-day orientation session to be held at the newly founded Spring School, which specializesin ESOL activities. During that time Francis andIwill share what we learned from our experience in Wuhan. They will then proceed via San Francisco and Hongki 'g for a 10-week termill China (the last two weeks to be spent in touring points of cultural interestone of many fringe benefits offered by the H.I.T.) Travel to and from China will he the responsi- 2 bility of the American teacher (approxi- TEN S I NAVE LEARNED to "people" in genial. When confrontedcompletely arbitrary to him, and then he with someone who does not understand is asked to associate several meanings ABOUT MING A FOREIGN what he is saying, the layman will adoptwith these vocabulary words or struc- IANGUA one of the following strategies: tures. This latter method is by far the easier Richard Showstack a) He will repeat what he has just said again, exactly as he said it the firstway to teach a language but it is not Tokyo, Japan time. necessarily the better way to learn a for- b) He will repeat what he has justeign language. now many fine professional There said, but more slowly or more loudly than journals taining articles by and forthe first time. S. The actual process of learning a lan- language teachers about language learn- c) He will repeat what he has justguage is invisible. mg. U ortunately, however, there aresaid, but will rephrase it in the simplest rarely Learning takes place when a new and y articles printed by.,and for possible way. language learners about language learn- invisible connection isinade in the brain d) He will try to communicate thewhich establishes a relationship in the ing. I In the process of studying three for-same idea using completely differentbrain between two previously unrelated words. external pieces of information. These con- eign languages over a period of eleven e) He will give up attempting to com- years in five countries, and of teaching nections have already been made for English as a foreign language for fivemunicate completely. one's first language but new connections years in three different countries, I-be- From the point of view of a personmust be forged for a foreign language. trying to improve his ability in the for- What we normally recognize as lan- lievehave learned some valuable things eign language, none of these strategies about learning a foreign language. There- guage learning is only the observable ex- fore, from the point of view of a lan-is as helpful as the last alternative: ternal evidence of this learning. Because guage learner, I would like to pass some f) He will say the same thing againlanguage learning is invisible, a teacher but will explain the second time, what cannotdirectly"force"a student to of these ideas on to other foreign lan-he was saying and how it means what guage learners and teachers. learn. And, likewise, a language teacher he is trying to communicate. should not be satisfied merely with lead- 1. Studying a language is not the same If this last way were the way mosting the students to exhibit language- as learning a language. like" behavior. people reacted to someone who does not Rather, the teacher should design ac- There are millions of people all over know their language well, foreign lan-tivities that force the students to make the world who study foreign languages guage learning would be much easier.these new connections in the brain, the but there are very few who actuallyHowever, most people do not have theone thing in learning a language which learn to use a foreign language. The rea- time or the sensitivity to react this way.a student cannot do for himself. For son for this is that most people study a example, the student should be led to foreign language the way a geologist4. Presentation of content should be in as many modes as possible. experience things which force him to studies a roel-: they try to crack it open think in the foreign language, to relate and break itinto smaller and smaller Different students learn things in dif-things together which he has previously pieces until they are left with a handfulferent ways. And each student needs tonot related with each other. of dust and little else. learn some thingsin. one way, other Of course, this is a much more strenu- Unfortunately, many language teachersth inother ways. The languageous procec- :Jr the language student do not know thedifference betweenteacher should try to "bombard" the stu-than mer e.peating what a teacher studying and learning a foreign language, dent with language experiences from assays or film g in blanks, but it is also a for it is far easier to help a student tomany different directions as possible. much more effective way of learning a study than to make sure a student learns. For example, to teach new vocabulary foreign language. The primary goal of language education to students, they should be exposed to should be to help students to learn to itinreading,writing,listeningand 7. Many short exposures are better than use the foreign language, not only tospeaking practice as well as in posters, a few long exposures to new information. help them to study it. films, etc. And even though two books may teach the "same thing", different When you are exposed to something 2. Most people do not know how to books teach the "same thing" in-differentnew, your brain has two reactions: first, learn a foreign language. ways. it realizes that you have been exposed Since most people study at most one If he Is exposed to the "same thing"to something new; then it tries to analyze foreign language, it is not surprising that in many different ways, the languagewhat the new thing is. In order to "learn" most language students are not experi-student has a better chance of gettingsomething; these two processes must be- enced in how to learn a foreign language. a permanent mental "hook" on the con-come automatic and effortless. For example, most language studentstent which will fix it in his mind forever. If you are exposed to something ten fall into the trap of assuming that all times for a short period, then your brain that is necessary to learn a foreign lan- 5.It's easier to learn labels for mean-tries to do both of these processes ten guage is to do what the teacher assigns.ings than meanings for labels. times. If you are exposed to the same Or they fall into other learning patterns information only a few times but for a Essentially, words are only labels forlonger period each time, your brain has that are not really useful in improving bundles of meanings. If a student al- their language ability. more time to analyze it but gets less ready has the understanding of a certainpractice in connecting the two processes, All beginning language studentsmeaning.in his head, it is relatively easy should be given training in how to learn and whatever "learning" that takes place for him to learn one way, or several is likely to be less permanent. a foreign language. ways, this "meaning" islabeled in a Therefore, the teacher should try to foreign language. give the students as much language ex- 3. Most people do not know how to Unfortunately, most foreign language teach a language. posure and practice as possible without teaching is done in exactly the oppositeworrying so much at each point whether Here I am not referring to people em-way: a student is presented with new ployed as language teachers but rathervocabulary or structures which seem Continued on next page TN 6/80 2:4 7 takes, and uses it daily. Which one is the 10. Learning aforeign langliage is usu- TM THINGS better language learner? Which one isally not the most important thing in a Continued from page 7 the kind of language user a languageperson's life. program should try to produce? Language teachers too often forget the students are "learning" each specific Too many language students are led that language learners are people first new piece of information. The brain it'ato believe that a language is somethingand students second. They have other marvelous organ which, if given enough to be used in the language classroom,things on their minds besides language exposure, can process enormous amountsbut not in real life. In the final analysis. learning, such as paying 0-e rent, eating, of new information. Language teachershowe.er, the language classroom is onlydrinking, sleeping, and loving. , should take advantage of this ability asa practice area, and practicing a lan- This mistake is easy to make, how- well as the brain's ability to analyze guageisless important than actuallyever, for the only time the language selected bits of new information. using it. teacher normally comes in contact with One more point which language teach- the language learner is in the classroom. ers should constantly remind themselves9. You'll never play better in the real Therefore, the language teacher tends to of: most people can learn much faster game thanyoudo inpractice. see the students only in their role as lan- than most people can teach. Therefore, guage learners, and, of course, a tan= the language teacher should try to keep Football coaches know this.So doguage barrier between the teacher and up with the students' ability to learnchestra conductors. the students does nothing to break down rather than force the students to slow Unfortunately, however, too many lan- this misconception. down to the pace (f the teacher's abilityguage students (and teachers) are con- Also, the language teacher most likely to teach. tent with "Minos(' learning cone thing i'i has committed his life to language teach- class, and assume that the student will ing whereas most language students want S. Astudent who doesnot usethe lan- perform up to his ability when he needsto get over with the tortuous task of guage is no different from a studentto use the language in real life. This learning a foreign language as quickly, who cannot use it. rarelyisthe case, however. If a stu- and with as little effort, as possible. This dent performs something 90% wellin difference of perspective should be kept Imaginea person who practices piano the structured. comfortable, sympatheticin mind. for ten years but never performs for any-environment of the classroom, he will In conclusion. let me reiterate that I one else's ears. surely perform no better than this (and thinkthat more emphasis should be Likewise. imagine two. language stu-will probably perform s arse) in cal life. placed in the future on studying lan- dents. One has studied a foreign Lm Therefore, the language must, in aguage learning from the student's point guage for ten years, "knows" it perfectl. sense, be "overlearned" in classifitt, of view rather than merely from the but never uses it. The other has studiedto be used correctly and comfortably m teacher's point of s iew. I hope that this it for two years, constantly makes mis-real life. article will serve that end.

8 . TN 8/80 including a Korean and a Navajo of existence of a linguistic barrier TIN REPARATION 'OF MOOS limited English ability, or a bilingual but eed on the assumption that any- OF 111.1191 'TO SPEAKERS OF teacher in a Spanish/English program one who is a native speaker of a language can teach it to others in a "natural" way, OTHER LANGUAGES whose class includes one Chinese student. Although teachers of both ESL and as parents teach their children. Since the By Gina Cantoni HarveyEFL may be trained in the same pro-students are not infants, this natural ap- Northern Arizona Universitygram and attend the same, linguisticproach is only partially effective part of Chair, Committee on Schoolscourses, the prospective clientele of eachthe time;itis not efficient enough in & University Coordinationof the two groups is different and can leading the students to academic success. be better served through a differentia-An understanding of the nature of lan- Schoolsystems serving studentsof tion of approaches. As opposed to theguage and how it is learned and of pos- limited English proficiency must nowlearner of English abroad, for whom thesible ESL approaches would instead help comply with federsil laws by implement-teacher and textbook may be the onlythe teacher in assessing the approximate ing one of several possible models ofcontactswithEnglishlanguageandlevel of English proficiency (if any) of bilingual instruction in the elementaryculture,the childoflimited English each ESL learner and in selecting ap- grades; at the secondary level, however,proficiency attending a U.S. schoolis propriate activities for further develop- a school may adopt an ESL program asexposed to a variety of sources of re- ing his or her command of it. an acceptable alternative to bilingual ed-inforcement of his English skills through The ESL teacher should emphasize ucation, unless the local state law re-the mass media, school and social ac-comprehension before expecting prOdue- quires the bilingual approach for bothtivities, and his English-speaking peers, tion, should approach reading as a lan- -elementary and secondary grades. Since the effective ESL teacher will know howguage-based 'activity, should encourage English is an essential component of in-to take advantage of this valuable input. creativity rather than rote learning, should struction in both the bilingual and the Having identified several categories of not Insist on correctness at the expense second-language approach,itis appro-teachers as responsible for teaching En-of fluency. The teacher should also avoid priate to ask who will be responsible forglish to non-English speakers, itis ap-downgrading the child's ()WI' language teaching it, and what steps can be takenpropriate to discuss how they can bestand culture, presenting English and the to insure that the task is assigned to aube prepared to meet this responsibility.mainstream way of life as alternatives adequately prepared professional. III other words, what concepts, skills andavailable and appropriate in given situa- Usually the bilingual teacher will beattitudes do they need in addition totions. Most of these recommendations expected to teach both in English and inthose acquired during their professionalapply to a student-centered approach in thestudentsnativelanguage.Itis pre- paratio.either as elementary Lan-a modem classroom, not just. to the hoped. but cannot be taken for granted,guage Arts teachers or as high school teaching of English to non-native speak- thatin teaching English the bilingualEnglish teachers?Isitpossiblefor aers. Are the recommendations then suffi- teacher will follow an appropriate sec-regular classroom teacher to become ancient to insure that any teacher who ond-language approach instead of relying effective teacher of the ESL students in follows them can teach ESL? Only to a exclusively on materials and methodshis or her class without the expenditurecertain extent; the specific implementa- suitable for native speakers of the lan-of time, money and effort required totion has to do with the language harrier guage. However, not all bilingual teach-become a specialist? These are complex which (along with possible psychological ers have brad training in second- language issues, especially if we consider not onlyand cultural ones) separates the student pedagogy; notalluniversities includethe differences among the teachers to befrom academic success. Effective imple- ESL methodology in their requirementstrained (in terms of background, experi- 'mutation of an ESL approach, requires for a degree in bilingual education. ence, attitudes, etc.) but the even greater an understanding of the nature of the In some schools bilingual classes aredifferences among the ESL learners who harrier and familiarity with proven ways taught by a team consisting of a bilingualwill ultimately he affected (in terms ofof breaking through. Good intentions are teacher, responsible for instruction in theage, ethnic- origin, expectations, etc.).not enough. For example, the teacher students' native language, and an EnglishThis brief paper can only touch uponshould be able to detect discrepancies teacher responsible for instruction in En-such issues with a few comments, focus- between the material presented in a text- glish. This approach provides a viableing on three points: book and the needs of the ESL learner; an exercise on the proper use of "a" and solution to the need for bilingual educa- The fine distinction between teaching En- tion in schools where there is a scarcit glish to native and non-native speakers."an" is premature for a child who does of certified bilingual personnel, as it frees not use articles with any degree of cor- the bilingual teacher to provide instruc- The problems of accountability. rectness, leaving them out altogether or tion in the students native language toSome insights from recent research onusing the definite instead of the indefinite more than one class. It is again hoped. how languages are acquired and learned.or vice-versa. but not taken for granted, that the team It is clear from the above comments teacher responsible for instruction in En- Some English or Language Arts teach-that the proper attitudes of acceptance.. glish will not be just a traditional Lan-ers, untrained in ESL, who have suddenly respect and patience are not sufficient to guage Arts or English teacher but a found themselves in charge of students insureeffective ESL instruction. The trained teacher of ESL. with little or no English proficiency havepublic and the school administration de- Obviously the need for special trainingbeen known to proceed with the regularmand results; they must be observable in teaching English to non-native speak-curriculum, using textbooks designed for and measurable. The emphasis on be- ers applies to persons-teaching in second-native speakers of English and probablyhaviorally stated objectives has shifted ary schools thatomply with federalfaulting the students for their inabilitythe focus of instruction from the teacher legislation by means of an ESL program.to keep up. With the current emphasisto the learner; after a given lesson will Some skills in implementing ESL meth-on individualized instruction such casesthe latter be able to do something that odology are needed by any teachers, are less frequent now than in earlier days.he couldn't do before? Focusing on the bilingual or monolingual, whose class-but even today some teachers may at- learner is not only appropriate but neces- room includes even one child unable totempt to meet the students at their ownsary; what the teacher does should pro. function in the language used as the me- levels by using materials that are tooduce change and growth in individual dium of. instruction, for example, a lan-juvenile and reducing the conceptualstudents. However, it is difficult to iden- guage arts teacher in a regular classroomnot the linguisticload. Others may me- Continued on page 12

TN 6/80 9 31 TEACHER PIVAKATION mation the reacher really needs, and of facilitator of second-language acquisition what kind. Linguistics is a growing disci- is one of degree, not of kind; the same Continued frOm pale 9 pline in which today's discovery is tomor- person can perform both roles in the tify the nature and extent of this growth, row's rejett; teachers cannot be expected same classroom. There is still a place in let alone find isolated small tangible andto keep up with the latest theories andour schools for the highly trained ESL yet valid bits of evidence to prove it; afiguie out their relevance and appliotil- specialistwithlinguisticbackground laundry list" of discrete performanceity. On the other hand most linguists, which is not incompatible with an under- items is inadequate to deal with the com- even applied linguists, know little aboutstanding of how languages can be ac- plexity of language learning. Moreover,what goes on in a classroom, and arequired as well as taught. But it seems the requirement that a properly stated seldom willing or able to relate their find- that in view of the large numbers of stu- behavioral objective include a preciselyings to useful classroom activities. dents entering our schools with limited defined stimulus(ex: when asked to Perhaps abetterbalance between English proficiency the training of teach- choose the correct answer from threetheory and practice in the training ofers as facilitators of English acquisition written alternatives ...,etc.) gets in theESL teachers may be achieved by return- seems a promising and feasible alterna- wax, of a less formal, more global assessing the focus to the learner (instead oftive to either setting unrealistic demands ment of language used in a creative,the language or the teacher) 'rut not in for additional specialization or ignoring spontaneous, meaningful way. At presenta bell... ioristic sense. A body of recentthe needs of students who have to over- it is still impossible to determine exactlyresearch (Krashen,Schumann,and come a language barrier. what students must know, learn and doothers) has provided us with interesting in order to learn a language; thereforeInsights on hcw second languages are we can only offer tentative suggestionslearned or acquired. The concept of about the competencies and skills that"intake," a term first used by Corder teachers need in order to facilitate the (1967) is the key to this model. In order learning.Competency Based Teacherto learn a language a learner must be Education does not provide us with theexposed to it and able to make sense of long-awaited treasure map to effectiveit, at least partially. The conversations or training of language teachers; nor doeslanguage activities in which the learner teacher accountability necessarily result participates at a given time constitute the in teacher effectiveness, although mostlanguage "input'available to him; the teachers learn to cope with it. "intake" represents the portion of avail- ESL teachers in U.S. elementary andable "input" which the learner under- secondary schools acquire their trainingstands and acquires. There is seldom a from a variety of formal and informalperfect match between "intake" and "in- pre-service and in-service sources such as put"; the most useful input isslightly workshops,conferences,publications, challenging to the learner but not too and university courses and programs.difficult. The teacher's responsibility con- Some training sessions yield to the de-sists of preparing an environment that mand for the practical, "hands-on" ap- encourages communication and meaning- proach, leaving the teachers with anful language activities. The experience eclectic collection of activities but with- should be pleasant, the focus on meaning out a framework for using them con- rather than grammar. structively. On the other hand, the em- Teachers usually like to do this sort of phasis on theoretical concerns may ignore thing and do it well; it ,s not too differ- the issue of classroom applicability. Be- ent from oral language activities that differences some causeofindividual facilitatereadingcomprehensionand teachers will be more _receptive to onecreative writing in the regular classroom. kind of approach or to the other, or per-The training of teachers or teachers-to-be haps to a combination of both; feedbackwho are already effective in promoting from them can provide valuable informa-first language development to become tion for designing more effective trainingfacilitators of second-language acquisi- sessions. In general, university degree-tion would further refine skills already oriented programs and courses tend todeveloped, and add others such as thP have a strong linguistic component; theirability to recognize and handle affective graduatesarespecialistsrepresenting factorsimpeding theacquisition and only a fraction of the teachers who workespecially the ability to select interesting with non-native speakers of English. For the many teachers who simply want some language input at the appropriate level guidelines on how to better reach theof difficult, which is determined by many ESL learners in their classes an empha-factors besides linguistic ones. Student- sis on linguistics may be a deterrent.to-student and small -group interaction They may have other priorities, or theyactivities involving English-speaking may be disenchanted with the conflict-peers can result in excellent "intake" for ing claims and confusing terminology ofthe ESL learner in spite of the fact that various modern grammars and resentfulthe peers who provide the "input" have of the faddish changes in textbooks andno formal training in,estimating levels of curricula thatcapitalize on the worddifficulty; they can usually develop some "linguistic." "ad hoc" strategies to insure that they In view of the limited amount of time are being' understood. available for training ESL teachers it is The difference between a Language reasonable to re-examine the question ofArts or English teacher and a teacher of how much background linguistic infor-English as a Second Language acting as

12 32. PER-TUTORING ACTIViTIES FOR Two sets of materials to be usedspe- PRONUNCIATION CARDS cifically for peertutoring have been de- THE 1St CLASSROOM veloped atthe Hawaii campus of The peer-tutoring approachwasalso used in an activity designed to allow by Alice C. Pack and Deborah Dillon Brigham Young University. We rely heavily on both in our English Lan- studentsto focus on individual pronun- Brigham Young University ciation problems Hawaii Campus guageInstitute program. Ole is a set which might not be of three books (Dyads: Prepositions, shared by the rest of the class. Theac- tivity, Certainfrustrationsareshared by Dyads: Pronouns and Determinersand in a game format, uses sets of nearly all classroom leachers as they try Dyads: Verb Choices and Verb Forms) cards, each set containing two yellow to 'meet the individual needs of theirwritten by Alice C. Pack(Newbury cards and twenty orange cards. Each students. In addiCon to unwieldy class House, 1977). The other isa set ofset presents two members ofa targeted size, the difficulties posed by student minimal pair pronunciation cards by Lynn Hen- distinction(e.g. pill/bill) inattention,dissimilarneeds and ca- in a sentence content. On each of the pacities, and lack of motivation consti- richsen (to be published). Each ofthese sets of materials is discussed below. cards is a pictorial representation ofone tute all-too-familiar obstacles to effective of the minimal pair sentences. The learning. veer- tutoring techniques were sen- developed in response to these concerns tences on the two yellow cards differ and, we believe, can be of great help DYADS only in the substitution ofone minimal in dealing with them. Student response pair member for the other. Ananalysisof to a variety of peer-tutoring activities errors, drawn from Students work in pairs(of different ESL students' compositions led to the has been encouraging in terms of both language backgrounds wheneverpossi- Identificationof threebroad typesof ble) sustainedinterestand improved per- and proceed as outlined below: grammaticaldifficulty.Each ofthese, formance. In this article we will explain (S = speaker, L = listener) categories is treated in n separatevol- why these techniques work and present ume of the Dyadseries, whose .urpose preparation: examples cf peer-tutoring activities we isto help students internalize gram- have used. students sit facing maticalstructures through repeated ex- one another Peer tutoring typically involves a pair posureto sentences requiring clozure. S holds shuffled orange cardsso S of students(ideally of differentlan- Texts have two componentsone can seethembut L cannot guage backgrounds)whoalternately without answers ("student" copy) andL puts yellow cardson table so both assume the roles of tutor and learner. one with answers (-tutor" copy)--and S and L can see them Interactionis more orlessstructured students work in pairs. The steps con- method: according to student needs and the na- sist of a series of unconnected sentences ture of the materials being used. Paired vthfifteen clozure blanks in each sec- S reads sentence which corresponds students work at their own speed andtion. For each blank, students select one rely on one another for constant feed- to picture on top orange card from a group of two to six potentiallyL points to yellow card which illus- back. Peer tutoring thereby impliesa confusing items. (Review sections have new role for the classroom teacher trates the sentence he heard unlimitel choices,)The"student" (or L points to correct card S gives L one in which the principal function is respondent) reads each sentence aloud, that of a consultant, and in which con- the top orange card indicating clozure by filling the blankorif L points to Incorrect card, tact with students is brief, but frequent blanks with the correct word or words S and individual. top oran, e card hack into pile indicated by the contextofthe sentence. The effectiveness of peer tutoring de- The'tutor," whosebook has the correct pends on numerous factors. The con- Students continueuntilallcards are (limre items listed, reinforces the re-gone, change roles and record com- stant nxolvement of all the students inspondent's clozure selection when the the class requires that they be alert and pleted sets on a chart. While students sentence is read by saying "rnmhmin" are working the teacher circulates among thinking at all times. The fact that stu-with rising intonation if the Item iscor- dents are paired gives each more per- them, monitoring progress and giving rect, and "mm -mm" with falling intona-,adividualhelp. sonal attention and feedback thana tionifthe itemisincorrect.Ifthe single teacher could ever provide. More- In workingwith the pronunication' clozure item is incorrect, the respondent cards students often discover that they over, it permits a teacher to match stu- again reads the sentence with another dents of similar levels and complemen- really do have problemswithspeaking selected clozure item. Students alternateand hearing specific sounds. They de- tary capabilities. In this way, the variety as respondent and tutor in each dyad of strengths and weaknesses which stu- velop an awareness of the' importance after a respondent has read all of theof individual sounds in dents bring with them to a class can sentences in one section. effective com- facilitate rather than impede learning. munication. The game requires accuracy Because the answers present little oron the part'of both listener and speaker, Asstudentsrealizethatthey knowno ambiguity andthe program ishighly things which can biof use to others, for a mistake madeby either canhalt structured, the Dyads work equally well progress. When two students aclosecamaraderie develops among in classrooms and in situations where a cannot agree if a mistake was the listener's or members oftheclass.Anincreased teacher is not present, such as in a lan- the speaker's, the teacher is called sense of common purpose and the habitguage lab. These texts are very effective upon to arbitrate. The use of these cards in- of responsible participation in thc learn- for teaching discrete grammar points variably generates a great deal of ing process are developed at the same and are particularly well suited to sneak- en- time. This,inturn, encouragesindi- ing and writing classes. Teachers canergy and enthusiasm as students help each other produce and recognize pho- vidual initiative and reduces the danger also use thc dyad model in constructing nemic distinctions. Here, too, it is pos- of unproduaive dependence on the additionalexercisesto meet the spe- teacher. cific needs of their own students. Continued on next page

10 35 TN 6/80 MR MOW. ACTIVITIES A peer-tutoring homework check is7) Students repeat steps 1-3 looking at very simple. The procedures are similaranything elsethatdoes not look or Continued from page 10 to those in a reading check. In groupssound correct. of two or three, students compare an-We find that teaching students to recog- able for teachers to make their own swers to written homework assignmentsnize and correct the errors in their own cards (with or without pictures)de-and defend their own when differencesand their classmates' essays encourages pending on their students' needs. Forare found. Again, the teacher circulatesthem to avoid such mistakes in all their a more detailed discussion of the cards among the students, answering specific writing. see Henrichsen (1978). questions and mediating unresolved dis- Materials specifically designed for putes. GIVING SPEECHES peer tutoring have been discussed up The homework check takes advan- tothispoint.The peer-tutoringap- tage of the fact that a student's interest Assigning students to give speeches proach can also he successfully appliedin an assignment is greatest at the time in front of a class is a familiar activity to already familiar activities, e.g. check-he hands it in to be corrected. It is atin speaking classes.While a student ing reading exercises,editing home-ihat point that he wants most to knownervously stumbles through his speech, work, proofreading essays., and givingwhether or not his answers are correct. his classmates often have their minds speeches. Exami.les of each follow. Students find that a few minutes' con-elsewhere. They areworrying about sultationwith a peer provides them their own speeches or perhaps wonder- CHECKING READING HOMEWORKwith the opportunity to check 'areasing what they will have !or lunch. The Since reading is a silent activity,it about which they are uncertain. Editingt'aeher gives the student a grade and for a teacher tohomework helps students and teacherthe student returns to his seat. Little, if is sometimes .difficult any,communication determine whether any thinking isac- break the vicious circle of repeated er- has takenplace between the speaker and his audience. tually taking place while a studentis rors and corrections. A peer-tutoringapproachtosuch reading. For this reason, most textbooks PROOFREADING ESSAYS designed to teach reading provide a set speeches provides for conseant interaction between speaker and audience. The of compichension questionsto ensure Most oat se speakers proofread their grammar as they write, and most goodpromise of a quiz on the following day that students has e actually understood g..es the audience an immediate reason thepassage.Unfortunately,however, writers proofread a series of drafts be- such questions can often 1w answered fore they are satisfied with the finished for being attentive. When they do not correctly with little or no thought. product. ESL teachers, however, oftenunderstand something the speaker has encourage proofreading only by remind-said, they arc encouragedto interrupt A peer-tutoring reading check helps and ask for repetition or clarification. students think while they read. Aftering students to write a rough draft and then correct mistakes. Yet error correc- This more informal approach to giv- students have answered comprehension tionina second language can he aing speeches in the classroom benefits questions they gather in groups of two monumentaltask.Inteachingproof- the speaker in that continual feedback or three and compare their responses.reading we have learned two very im-from his fellow students permits him to When answers to any Os en questionportant things from our students: 1)it know exactly when he is and when he differ.each student must defendhis is extremely difficult for them to find isnot communicating. Thus, he can own choice As the students work, thetheir own errors and 2)they cannotmonitor his own performance and regu-- teacher circulates among them, helpingcheek everythingatonce.Therefore, late his behavior accordingly. This ap- them find was sto support their argu-until students have learned some tech-proach isequal]) valuable to students niques of proofreading,itdoeslittle in the audience, who soon learn that ments. listening is not a passive activity. By The reading cheek stimulates mental good to ask them to correct their errors. The first time students proofread theytaking notes they learn to extract and activity during and after reading. Stu- organizeimportantinformationina dents often gist more careful thoughtshould look for only one or two types oferrors.Astheygainexperience, speech, and at the same time overcome to answers which theknow themust knowledge andconfidence,they cantheir reluctancetoask questions the later defend. As they learn to ask andhandle many more. When peer tutoringanswers to which are necessary to their answer their own questions while read- is used to help teach proofreading inunderstanding. Both speakers and audi- ing. they become more critical readers.one of our intermediate levelclasses ence come to know the considerable (where verbs, prepositions,..ml wordcon:nsion that can he caused by inac- EDITING HOMEWORK forms have already been studied) the curatepronunciationorinappropriate following procedure is used: grammatical construction. Indeed,stu- The moment a student hands in a cents seem more apt to learn from one homework assignment, motnation is at 1) One student readshis paragraphanother than from a teacher the crucial its peak. Having committed himself toslowly to his partner. value of making themselves intelligible. certain answers, he is eager to find out 2) Both students look for mistakesi The possibilities for using peer tutor- if they are correct.In the traditional spelling and punctuation ing are endless and we have found it classy an situation, the teacher collects 3)Either student stops reading anyto be adaptable to nearly any class set- homework, checks it and returns it thetime he thinks he spots an error. Theting, and subject and any set of ma- following day, at best. By then, how-error is discussed, a mutual decisionis terials. There is ample evidence in jour- ever,the studentisconcentrating on reached (perhaps to save the questionnals and other publications that many something else, so he barely glances at for the teacher) and the students con-other teachers are discovering and en- the corrections and he then proceeds totinue reading. joying the many benefits of peer-tutor- 4) Students repeat steps 1-3 looking for make the same errors on the next simi- ingproceduresin teachingreading verb errors (S-V agreement, verb time (Dykstra1970;Ford 1977), writing lar assignment. A very precious moment agreement, forms). (Kohn and Vajda 1975; Witbeck 1976) has been wasted and, as a result, the5) Students repeat steps 1-3 looking atand it speaking and listening activities student continues to make the same prepositions. such as map-reading (Winn-Bell Olsen errors and the teacher continues to cor-6) Students repeat steps 1-3 looking at rect them. word forms. Continued on next page

TN 6/80 11 34 oration the teacher really needs, and of facilitator of second-language acquisition TEACHER PREPARATION what kind. Linguistics is a growing disci- is one of degree, not of kind; the same Contmaed from ;Jag( 9 pline in which today's discovery is tomor- person can perform both roles in the tify the nature and extent of thisgrowth, row's reject; teachers cannot be expected same classroom. There is still aPlace in let alone find isolated small tangible and to keep up with the latest theories mid our schools for the highly trained ESL set valid bits of evidence to prove it, a figure out their relevance and applicabil- specialistwithlinguisticbackground "laundry ltst"of discrete performance ity. On the other hand most linguists, which is not incompatible with an under- items is inadequate to deal with the comes en applied linguists, know little about standing of how languages can be ac- plexity of language learning. Moreover, what goes 911in a classroom, and are yam) as well as taught. But it seems the requirement that a properly stated seldom willia4or able to relate their find- that in view of the large numbers of stu- behavioral objective include a precisely useful classroom ._nities. dents entering our schools with limited defined stimulus(ex: when asked to Perhaps abetterbalance between English proficiency the training of teach- choose the correct answer from threetheory and practice in the training ofers as facilitators of English acquisition written alternatives..etc.) gets in the ESL teachers may be in hieved by rc turn seems a promising inl feasiblealteflia- wax of a less formal, more global assessing the focus to the learner (instead of ti\ e to either setting unrealistic demands ment of language used ina creative, the language or the teacher) but not in for additional specialization or ignoring spontaneous, meannigiul way. At present a behas ioristrc sense. A body of recent the needs of students who have to 1,ver- it is still impossible to determine exactly research (Krashen, Schumann,and come a language barrier. what students must haw, learn and do others) has provided us with interesting in order to learn a language,therefore insights on how second languages are we can only offer tentative suggestions learned or acquired. The concept of about theoliipetencies and skills that "intake," a term first used by Corder teachers need in order to facilitate the 1967) is the key to this model. In order learning.Competency Based Teacher to learn a language a learner mustbe Education does not provide us with the exposed to it and able to make sense of long-awaited treasure map to effective it, at least partially. The conversations or training of language teachers; nor does language activities 111 which the learner teacher accountability necessarily result participates at a gi% en time constitute the in teacher effectiveness,although most language "input" available to him; the teachers learn to cope with it. "Intake" represents the portion of avail- ESL teachers in U.S. elementary andable "input" which the learner under- secondary schools acquire their training stands and acquires. There is seldom a from a variety of formal and informalperfect match between "intake" and "in- pre -set ice and in-service sourcessuch as put"; the most useful Input is slightly workshops, conferences, publications. challenging to the learner but not too and university courses and programs difficult. The teacher's responsibility con- Some training sessions yield to the de- sists of preparing au environmentthat mand for the practical, "hands-on" ap-encourages communication andmeaning- proach. leaving the teachers with au ful language activities. The experience eclectic collection of activities but with- should be pleasant, the focus on meaning out a framework for using them con- rather than grammar. strued% ely. On the other hand, the em- Teachers usually like to do this -ort of phasis on theoretical concerns may ignore thing and do It well, it is not toodiffer- the issue of classroom applicability. Be- ent from oral languageactivitiesthat causeofindividualdifferencessome facilitatereading comprehensionaid teachers will be more receptive to one creative writing in the regular classroom. kind of approach or to the other, or per- The training of teachers or teachers-to-be haps to a combination of both:feedback who are already effective in promoting from them can provide valuableinforma- first language development to become tion for designing more effectivetraining facilitators of second-language acquisi- sessions. In general, universitydegree- tion would further refinc skillsalready oriented programs and courses tend to developed. and add others such as the have a strong linguistic component;their ability to recognize and handle affective representing graduatesarespecialists factorsimpedingtheacquisition and only a fraction of the teachers who work especially the ability to select interesting with ncn- native speakers of English. For language input at the appropriate level the many teachers who simply want some of difficult, which is determined by many guidelines on how to better reach thefactors besides linguistic ones. Student- ESL learners in their classes an empha- to-student ana small-group interaction deterrent. sis on linguistics may be a activities involving English-speaking They may have other priorities, or theypeers can result in excellent"intake" for may be disenchanted withthe conflict- the ESL learner in spite of the fact that terminology of ing claims and confusing the peers who provide the "input"have various modern grammars and resentful no formal training in estimatinglevels of of the faddish changes in textbooks and capitalize on the word difficulty, they can usually develop some curricula that "ad hoe" strategies to insure that they "linguistic." In view of the limited amount of time are being understood. available for training ESL teachers itis The difference between a Language reasonable to re-examine the question of Arts or English teacher and a teacher of how much background linguistic infor-English as a Second Language acting as TN 6/80 12 I.Organization, length, content ESL AND COMPOSITION: A REPORT 15An interesting and substantial thesis, by Bill Powellwithin g clear structure (introduction, University of North Floridagood development, conclusion) and at A principal benefit in being a member an appropriate length. late their work in composition class to 13Adequate development of relatively of NAFSA (the National Association for their own lives and to their future needs. Foreign Student Affairs) is taking part interesting and complex ideas. Clear, co.: The realization of application affects theherent. in the various workshops, conferences,students' interest in writing; the realiza- and conventions which the organization 11 Weak development of routine tion of applicable preparation affects at-thought, but does stick to the topic. offers each year. The content of such titudes of university departments towards 9Little organization beyond sentence meetings is interwoven with valuablethe relevance of an ESL program. level. contacts to provide not only an overview Virginia Pritchard shared some ideas 7olo apparent organization. Doesn't of international education but also in-on composition from the ESL programstick to the topic. sight into specific professional interests. atNorthCarolinaStateUniversity, 5 A jumble. Practically unintelligible. At the Region VII Annual Conference in where the operating philosophy is that3 Un interpretable. Knoxville (October 17-19, 1979), theESL students should be taught composi- ATESL (Association of Teachers of En-tion survival skills. Since the ESL classesH. Grammar, vocabulary, spelling glish as a Second Language) Sectionalserve as preparation for the regular En- 10Excellent, near native. Meeting on "Teaching Composition" af- glish program, a major stumbling block8Moderately complex grammar and forded ATESLers the opportunityto fornon-native students,the studentsdiction, with -occasional errors. broaden their approach to that subtleneed to acquire abilities in essay writing 6 Grammar occasionally obscures mean- skill. Chaired by John Rogers of the Uni- and research if they are to endure the ing.Vocabularylimitedto common versity of Miami, the meeting includedacademic demands in the university. In words. Frequent misspellings. four presenters who discussed a varietymany instances, Dr. Pritchard finds, ESL 4Only phrases and fragmentsare cor- of topics concerning the instruction ofstudents do not have a complete knowl-rect. Uses only very basic vocabulary. composition. edge of their own grammar, therebyRampant misspellings. Dale Myers of the University of Ten-necessitating the teaching of grammar2 Shows no sense of the mechanics of nessee at Knoxville spoke first on the re- concepts. English. levance of the conference theme (Profes- At North Carolina State composition Mike Pyle of the English Language sionalism in International Education) to classes are writing labs, with correctiveInstitute at the University of Florida composition. Dr. Myers proposed a num- exercises given as homework. Each stu-gave a presentation entitled "Enhancing ber of responsibilities which composition dent's papers are kept in a folder at StyleinComposition with `Relativiza- teachers should address to enhance theschool so that they can be referred to intion.'Mr. Pyle proposed that a work- learning of their students. First of all,frequent conferences with the composi-able knowledge of the sentence combina- theinstructorshouldbethoroughlytion teacher. Students also keep journalstion and reduction functions of relative acquainted with re -earth and materials in which they are encouraged to write.clauses will improve the style of ESL in the field of composition pertaining toThough ungraded, these journals are re-students.Since ESL students will be both non-native learners and to nativeviewed periodically by the instructorevaluated by the same criteriaas En- learners. In being familiar with the ma- a time-consuming processbut one thatglish-speaking students in their univer- terialsavailable, the instructor hasa revealstheemergenceofimproving sity -level written work, itis important broad range from which to choose pri- writing. that they be equipi_ed withsome adept- mary as well as secondary materials; in A handout of a selectedstudent's ness in the stylistic conventions pertaining to relative clauses. being familiar with nativeas well as non- writtenfirstimpressionsofthe U.S. native research, the instructor is further demonstrated two things: the glimmer- The basic structure anduse of relative armed to assist students in theirprepara- ing of understanding of an expressiveclauses should be taught ingrammar tionto writein an English-speakingmind and the problem of all composition cla..s, Pyle stressed. However, effective world. Familiarity with the field allows teachers, corrections. Pritchard suggestedsentence combination through "relativ- the teacher to supplement or replace,the use of the guidelines proposed byization" has valuable stylistic utility for adapt or modify, develop and experi- Wilga Rivers and Mary Temperly in Athe composition class. For example, rela- ment in order to gear composition to thePractical Guide to the Teaching of En-tive clauses can be wielded to affect needs of the student, It becomes the in-glish as a Second Language (Oxfordsentence length, eliminate verbiage and structor's duty to experiment witha UniversityPress,1978;pp.323-4).present definitions. Similarly, ESL- stu- variety of techniques to find those com-These guidelines encourage, among otherdents should be aware of the application positional exercises which best suit thethings, that students learn to write com-of relative clause reduction in order to developmentofcomposition.Havingpositions by writing them, that correc-decrease ambiguity and heaviness. Pyle made the selection of materials and tech-tive focus should he narrowed to a fewpointed out these constructions lending themselves to the reduction of the rela- niques, the composition teacher shouldmajor faults, and that active correction provide the opportunity tive clause (example sentences are this forpractice,on the part of the student achieves bet-writer's): since it is through practice that studentster learning than the passive reading of "Passivization": The film (which was) acquire the ability to write. Myers en-corrections marked by a teacher (Rivers courages composition teachers to avoid shown yesterday is being offered again and Temperly offer a number of "active today. "sentence-level panic" and teach com-correction processes"). For scoring composition,not grammar. It is important to Before prepositional phrase: The theater keep the notion of rhetoric as the pri-position, Pritchard explained the system (which is) in Building 4 can get crowded. mary focus of a composition class, avoid- used at the Summer Institute in English Before noun phrase The 'film, (which ing emphasis on isolated sentence exer- at N.C.S.U.: is) a cinematic masterpiece, won three cises. The teacher should be aware ofGuide in Scoring Written Compositionsawards in Cannes. his own stuc-ents' composition needs inAssign one mark from each of the twoAfter verb BE in progressive: The actor terms of their academic futures and theirsections below. Add the two and multi- (whois)playing the lead was also current outside interests in order to re-ply this "raw score" by 4. nominated. Continued on page 17 TN 6/80 36 15 '` "At last!SPEAK ENGLISH!is what our ESL teachers have been waiting for. It presents lifeskills information in a logical sequence of English language skills. It combines practice in listening, talking, reading and writing. My teachers like it ,, Sherry Royce and my students love it. Send us more. Director.Director, Adult Educaleon Lancaster-Lebenort *.U. 13 1

UNIQUE CONTENT AND APPROACH Eclectic combination of situational, notional/functional, and grammatical approaches Realistic, identification of structural and functional objectives for each lesson Competency-based "survival" ESL. topics, relevant to adult students Necessary stress on oral communication, related to each student's own life Essential emphasis on content, not form; on communication, not drills

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SPEAK ENGLISH! Text One - Stu- SPEAK ENGLISH! Workbook SPEAK ENGLISH! Basic Begin- dents learn to: use the telephone OneReinforcement and exten- nor Book - Especially for the non- and public transportation, read sion of functions and structures literateadult.Studentslearn traffic signs and newspaper ads, Introduced In text, plus phono- practical language functions and shop for food and housing, func- logical practice. Students prac- structures In everyday contexts. tion In social situations. Offers tice skills and structures, ap- Includes prereading, reading, and cultural insights Into name sys- plying what's been learned to basic writing skills. A vital prep- tems, TV advertising, U.S. cus- develop new language compe- aration for beginning English in- toms. An impressive beginning tencies. Crossword/number puz- struction. for all ESL students. zles. "find the word" games September MOO11112-2 (1801) MI5 New Available! 8104(1811) $3.86 JUst Published,8614(1812)$3.86

I Forthcoming Complements... Moss. fond me a Imo "pcsvlsw sample of I Reed English, Seek Onereading skills develop- SPEAK ENGLISH! Text Om ment to complement level one of Speak English/ or I any other ESL seriesincluding Orientation in I NAME American English. Short topical passages empha- I size both reading for pleasure and functional reading such as schedules, forms, directions, etc. I SCHOOL timewattar ida IIT5-1I1S1IS use I I ADDRESS WRITE ENOUSHI Seek Onecomposition skills di I velopment to complement Speak English! and OAE. 1 CITY STATE ZIP Varied exercises such as "Number the Pictures" stress both organization and sentence/pararapil construction. Learning experiences outside the tir Lwow Poo* builds of Modern Languages, Inc. Classroom are included. HaAn Aftswato. SaMaprogglit. JON WO WSW Gelsber Me 8540(1815) WU at

16 37 TN 8/80 in which students are provided with a C.C. Publications, Inc., P.O. Box 372-T, M AND COMPOSITION listofgeneral conclusions. For each Gladstone, OR 97027, picture cards. Continued from page 15 conclusion, they aretowrite several Constructive Playthings, 1040 East 85th Before adjectives (requires transforma-sentences containing specific examples Street, Kansas City, MO 64131, general tkm): The film, (which is) long, will be which will lead other readers to draw instructional materials. shown m two parts. The same conclusion. Played as.a game, this exercise has students attempting to Cuisenaire Company of America, Inc , Pyle also discussed the methods of avoid- match the conclusions with sentences 12 Church Street, New Rochelle, NY ing -over-relativization" such as break- written by other students. Wright thinks 10805, cuisenaire rods. ing up the sentence, using participial that game-playing-exercises of this type Deselopmental Learning Materials, 7440 constructions and using relative adverbs. hose students work with concepts while Natchez. Avenue, Niles, IL 60648, games He then demonstrated with model sen- maintaining their interest level. and %usualaids,has sweral overseas tences how stylistic ineffectiveness can offices. be corrected through "relativization" or Dormac, Inc., P.O. Box 752, Beaverton, reduction. OBTAINING TEACHING MATERIALS Clint Wright of Georgia State Uni- 00 97075, special education materials versity gave an interesting presentation by Bernard Susser for latiguage. on a variety of game-playing techniques Haiku Junior College emi, P.O. Box 4272, Madison, WI 53711, which he uses to emphasize the formal This is a preliminary guide to obtain- games and simulations. nature of the paragraph. Mr. Wright fol- ing ESOL teaching materials including Ideal School Supply Company, Interna- lowed the theme of the other presenta- textbooks and supplementary materials. tional Division, 6655 N. As ondale Ave- stressing thatitisparagraph tionsin Itss ill probably be of most interest to nue, Chicago, IL 60631, general instruc- structure which should be taught in the teachers%saking outsidetheUnited tional materials. composition class, grammar, with its in- States but I have tried to include some- finite problems, should not be tackled. thing, for es vr)one.Itshould not by Lakeshore Curriculum Materials Com- pany 2695 E. Dominguez Street, P.O. Wright emplos sseveral exercises to (but itis) necessary to add that menc Box 6261, Carson, CA 907.. ),general gisestudentspracticeindeveloping hullofany commercialorganization paragraphs with topic and supporting herein does not constitute an endorse- instructional materials. sentences Inoneexercise,students ment but is pros idol solely for the in- Learning World,Inc.,500 %Vest lake choose topic sentences from a list of par- formatuni of readers who must, as usual, As time North, Seattle, WA 98109, gen- agraphs without topic sentences. From proceed at their own risk. eral instructional materials. this exercise, they proceed to developing Emil Company, 1000 their own topic sentences for "deficient" 1. Publishers' Local Offices. Many of the The Perfection Ninth Second As cone, Logan, IA 51546, paragraphs ss ithout the pros ision of a maw,' A111(11E:an and British ESL 'EFL AN' materials, hooks. list.N% right employs "the round-robin Publishers 'lase local offices throughout paragraph" toaired students inwriting the world which often pros ide examina- NAPE Soiet% for l'isual E location, Inc., paragraphs with supporting sentences. tion copies and other sers ices for teach- 1315 Dwerse%Parkway, Chicago,IL Croups of four students with a "leader" ers. lint if the local office is stingy with (10614, filmstrips and other audiovisual decide on a subject of universal interest. examination copies or will not pros ide a materials. professunial discount on trade books, it The leader writes the topic sentence, WindMakingProductions,70 West and then the second student writes a alas be possibh to obtain these benefits directly from the Main office. Addresses Louise As voile,SaltLake Oh, UT supporting sentence. The writing of sup- 81115, word cards and games. portingsentences continues in the group of publishers arc listed in Books in Print until the paragraph is completed Wrightor British Books in Print which can he4, Pro Forma Invoices. One good way has found that _students are forced to found in some large Iskokstores, mover- to order from oserseas is to send a list read the coherence of the developing sit% libraries or British Connell /Alma-of the items soil want and request that paragraph as the exercise proceeds, The wan Culture Centel libraries. you be sent a pro forma unmet' which group-produted pragraphs can he re- 2. International Booksellers. There are includes all postage and other charges, produced, distributed, and analyzed con- wveral bookstores in England that offer Theo you can return one cops of that or structiels by the class as a whole. erseas sons Blaekwells Broad insoice with %ow payment if you To deal with the problem of lack of Street, Orford, England) and W, Ilefiri thcole not, to on you can tear up the detail m student compositions, Wright & Sons (20 Trinity Street, Cambridgeinsole(' ss ith no obligation. has students underline the vaguest gen- CR2 3NG, England) are leading inter- 5. Local Sources of AV Materials. Many eralities of a model paragraph. For ex- manillal laxikstores specialiintg in aca- British and American filmsare avail- ample. demic books, they issue catalogues in ableinIfintmfrom commercialfilm manyfields,includinglanguagemid rental companies. The British Councils, Spring is the hest season of the year linguistics.Gullivers Bookshop (49 High Brutish Tourist Authority offices, Amer- There are mains aCtl% Itles can do Street, Wimborne, Dorset 011211HS, it au Culture Centers and similar agen- Also, the__ weather changes and be- England )pr wiles international sets ice cies mound the %%laid are a valuable comes more pleasant. The scenery for textboks, tapes and other ESL/EFL source of films, tapes and records. United becomes more beautiful. People seem lawks and materials. Nations Information Centers and some nu er in the sPrui.111v,;pring has 3.Instructional Materials.Companies international airlines pros ide English language publicity films for use in schools. been called the season of love. listed here handle supplementary teaching materials such as games, posters, Of course the availability of these ma- Next, students should break the para- tapes, slides, etc., most have excellent terials %%Ill vary greatly from country to graph up by adding appropriate details. catalogues and will ship overseas. Al- country. With practice in becoming. more con- though comparatively few materials are Anyone with suggestions for improv- crete in their composition, Wright as-made for TESOL, teachers can easilying this list or repnwing the author is serts, students can be led away from the adapt materials made for native-speak- invited to write me e/o the Newsletter "blank-paper syndrome." ing students in such areas as language or directly (English Department, Baika Anotherintriguingexerciseutilized development, reading readiness, phonics Junior College, Shia:Hooch() 2-19-5, lba- by Wright is the "induced conclusion,- and amid comprehension raki-shi, Osaka 567, Japan).

TN 6/80 17 a fixed list of subjects in mind; instead, that theyare able to form friendships it 6' they let conversation develop spontane- with members of other cultures, develop ously. leadership abilities, and improve skills m The small size and informality of the intertierFonalrelations, Through direct Edited by Darlene Larson conversation group are well suited to de- inter-cultural contact, they expand their Neu. York University s eloping communicativeabilities. Theeducational experience, gaining cultural student not only has nnich more oppor- perspective on their field of study. Future For Some Sparkling Conversation . tunity to speak than s 'he wouldluneIII ESL instructors especially benefit: they tWe are pleased to be able to present lassro of fifteen to twenty students,arse introduced to the cultural variations ideas from three different teachers in thislad s he feelsless inhibited and more they will encounter in the classroom, and issue, all focused on conversationinESLwillingto experiment, using his or her are able to develop the cultural aware- classes. We regret that space does notlimited linguistic knowledge to its ness and sensaisity so important in good permit t18 to print the authors' comments potential. In a small group the student foreign language instruction. in full.) develops an adventurous attitude toward For all these varied reasons it has been ANN LARSON of the linens's e En- the language. He or she learns to com- the experience of the Institute over a OA Language Institute, S.U.N.Y at municate meaning by whatever means number of years that conversation groups Buffalo has written to desenbe the role are at hand, combining constructions to should form an imegral part of any pro - and function of cons ersation groups m create hew utterances, and, when neces- grain that seriously intends to instruct that program. She writes. sary, supplementing words with gestures foreign students in the use of the English Although soluuteers from the com- As the student becomes accustomed to language. munity could certainly be used, the lead- nixing on hisor her resources rather SUSAN CORFIACIOCLU writesof ers of the cons ersation groups at the In- than on the support and feedback of a the importance and necessity of discuss- stitute are generally imisersity students teacher, he or she gradually losesin- ing topics found in a "University Survey" fulfillingrequirements furacademic Inhanms felt toss and using the language course. The purpose of such a course is credit completing alist of readings for the purposes of uncon,rolled,. to familiariie students with the roee- and a -term pap"- on intercultural com-tanons interaction. (hires and resources of a specific univer- munication A pait-tune coordinator from Consrsation groups are Ideal for de- sity. in addition to the necessity of learn- the Institute.%staff orgamies the pro- s eloping sociolingui. tic competence. Lan- ing of "courseresponsibilities,ti;sti. ti gram, trains the leaders, and deals with guage use is not artificially controlled a% and es ablation, and inns ersits resources," any problems that arise. Training of the it often must be within the constraints of Corbacioglu pointsto the newcomers' leader is on both pray to al and theoretical formal mstniction,inthe cons ersation additional interest% in the ss hue system les els he not mils is pros ided with ssork- group, the student has ngidar practice of higher educators in the United States. ing ads ice, but also Is introduced to so- illferAttillgIIIreal coniumnicatise %aim- Students from other cnItnres often ciolinguistic thou-% as a basis for tinder- tool%using the language for ,annion need to be made aware of the expc eta- standing the complexities of intercuii,:ral social purposes such as des eloping rela. thin%of students and instructors ina conammication. NVith this background. tionslups,gis mg information, and ex- college classroom "Some foreign students he is better equipped to deal sensitis els pressing opinions.' Crimp meetings o- are not accustomed to class participation, ss ith students from a sariety of cultures curring off campus provide the student let Acme expressing controversialper- and to take an autise part in developing %soh skillin dealing appropriately with sonal opinions m class. In many eases, their conommicatne competence Chan- a satiety of situations. Ili% her greatestsuch helms air is expected and oftentimes nels of communication between the co- des elopment, lames er, is in the realm of considered in the es ablation of student ordinatoiand cons ersatninleader are informal social interaction with a peer. performance." kept open the «oirdinator holds week4 Through assiolating wall the leader user "The ESL teacher, presumably resource hours and monthly meetings for a perhol of time, the students gain a gen- hold his or her dwn office lit and en- leaders to discuss oecasional commne:i- eral awareness of culturally determined courage (or require) students to come in ns e or interpersonal problems that rise, sable% and expectations characteristic of regularlyS he shonld strongly recom- to obtain ads ice for improving g:onp in- Americans their own age. By trial and mend that the students keep track of the teractions, and to exchange ideas on cf- error, they gradually learn to comninni- office hours and phone numbers of other fectise techniques for initiating conversa- cote in a culturally appropriate mannerinstructors. Thr naturalreluctanceto tion. as they determine through the leader's speak with a prof;.ssor in a language iii An imaginative group leader can find a verbal as well as non-verbal responses which one is not confident is a primary disci-sits. of %says to keep the cons ersa- whether they have successfully cons eyed obstaclelerthesestudents." Cultural non meetings from becoming ho.ked into intended meaning. The students- espe- understandingswhichteachstudents a 'Immo% Dnring the last semester con- cially benefit when the leader assure,never to ask for help can add to this versation groups nndertook a s ancty of the role of cultural interpreter and guidesplohle and making these topics for dis- explorations: some groups %sentto thecons ersation to direct cultnral explana- cussion in the (lois ersation groups can poi, others visited restaurants. some went tion and comparison. With the growinggo a long way in acquainting students on sight-seeing expeditions, All of these ability to interpret cultural phenomena, with the underlying assumptions and un- experiences not only helped tolessen the students are able to re- evaluate and stated expectationsof their new sur- barriers between the group members hit improve upon commimicativeinterac- roundings. also helped the foreign students to (le- tions with the native speaker througlomt When testing and evaluation practices st lopthesociolinguisticskillswhich their stay in the United States. Further-are being discussed, Corbaciogln rcom- %anvilsituationscallfor. The typicalmore, they gain perspective on their mends first developing an awareness of meeting, however, took place on campus academic studies: they are better pre- other fundamental questions snch as: and consisted of the type of informal and pared to understand ideas presented in unplannedconsersationsthatfriends the university classroom with a knowl- What is the attendance policy and generally share with one another. Theedge of their larger cultural context. what is the rationale for it? group leaders are instructed to deal with The American leaders also benefit in 2. What arc the criteria for grading and cidtural explanation and cultural com- evaluation? parison whenever possible, but they do %411¢a Tslking Off Top.; of Their 11,404," TF.501Quarterly(( mt 1 (Mardi (1731, not generally approach the meeting with pl.71 81 Continued on page 27

N 6/80 25 Korean superstition. After a student reads the superstition out loud, the students discuss it in English and try to come to terms with it, to understand fl as best they can. At this point the compelling need to communicate makes itself evident. The esoteric cultural item demands discussion if there is to be any understanding at all. Often students have different ideas about it. They communicate these to each other, they may argue or agree and finally reach a conclusion. The less the teacher has to do with the text of the conversation the better. The student who read the card must now give me a Korean superstition, trans- lated of course into English. My normal responseisusually, "What does that mean?" Discussion then follows in trying to explain to me, the teacher, what it means. The clamour to explain, the compelling need to communicate is acutely obvious. There is something here that simply does not exist in contrivedcon- versational situations. When we do finally come to terms withit we begin the process all over again. A few of the superstitions and proverbs IT WORKS that haye worked well for Rodgersare: Continued from page 2.5 Superstitions 3. What is the examination schedule and The number 13 is an unlucky number. the policy for make-up examinations? Friday the 13th is an unlucky day. She adds that "in-class cheatingitsIf a black cat crosses your path you'll meaning and its consequencesshould have bad luck. be discussed. And the concept of plagia- Walking under ladders will bringyou rism as it is understood in higher educa- bad luck. tionin the United States needs to beA four-led clover will bringyou good clarified." luck. "A large number of resources are avail-If your palm itches someone is going to 4 able to students at an Am, ican Univer- give you money. sity,including anything from studentIf your nose itches you arc going to kiss unions to counseling centers Fn campus a fool. police. The array of different services andAfter spilling salt, to avoid having bad their designations can be bewildering." luck, you must pick it up with your left Corhaeloglu recommends that students hand and throw it over your left shoul- be sent in pairs to interview people in der. these campus offices. Students will return A bride must 'wear something old, some- with many topics and much :nformation thing new, something borrowed, some- for sharing and discussion. thing blue. RONALD R. RODGERS of The Chun If your ears ring, someoneistalking Nam Board of Education, in Kwang Ju about you. City, Republic of Korea, writes about his Proverbs use of cultural information in conversa-Nothing ventured, nothing gained. tion classes. Two sources of cultural in- Actions speak louder than words. formationwhich he recommends are Birds of a feather flock together. superstitions and proverbs, though he One rotten apple spoils the barrel. adds that famous quotations could be Too many cooks spoil thajaroth, another good source. Two heads are better than one. Many readers have used superstitions Close only counts in horseshoes, and proverbs successfully in language Absence makes the heart grow fonder, classes; most interesting language texts Familiarity breeds contempt. incorporate them in a variety of ways. The grass is always greener on the other But Rodgers has added a technique side of the fence. which may be useful in stimulating "real" Where there's smoke there's fire. communication, genuine information seek- A bird in the hand is Worth two in the ing and explanation. He reports: bush. I write a number of American super- No man is an island. stitions separately on index cards, I give The Tesol Newsletter appreciates the a card to each student, and make it clear generosity of these teachers, who have that each of them has to give me ashared their ideas that work.

27 *., 40

1 Vol. XIV No. 4 Teadres of English to Speakers of Other Languages August 1980 mar, the willingness to try to use the CURRENT TRENDS IN ESL IN language. by Ruth Crymes Let me present the report of the second language learner verbatim. This is So much' is going on these days ining verbs. He learns most of the oneswhat Margaret Mead said in 1964 in a ESL instruction that, as a friend,of mine that he learns only intheir infinitivediscussion that followed the presentation once said,it foggles the mind.I amform. Of these, he learns to conjugateof a papei at a conference on semiotics going to try to characterize the currentonly six or seven of the most common, (189): trends in ESL instruction by discussingand one of these is always the word for I am not a good mimic and I have worked three anecdotes, three proce-ses, andwant. Then he can say "I want to buy now in many different cultures. I am a very three instructional tasks. This is, how- "I want to order...," "He wantspoor speaker of any language, but Ial- ever, no magical incantation. I just hap-to go ..." and the only verb he has to ws know whose pig is dead, and when I pen to have three anecdotes at hand. Iconjugate is want.I should point outvirk ina native society,I knew what have selected three pry ressestctalk that his examples of languages that he ieople aretalking about and Itreatit about partly because of time constraintshas learned are Romance languages. seriously and Irespect them, and this in andpartlybecausetheseparticular After 40 hours of such self-study heitself establishes a great deal more rapport, three, at this stage of our knowledge,hires a foreign student as a tutor andvery often, than the correct accent. I have spends a couple of hours a week with worked with other field workers who were seem to me to be ones that we can im- far, far better linguists than I, and the na- mediately take account of in our instruc- the tutorinsimple conversation. Hetives kept on saying they couldn't speak tional tasks.Itake the three ins:-ruc-doesn't spend time with the tutor on the language, although they said I could! tional tasks from pedagogical t. drill. He does that later on his own time.Now, if you had a recording it would be All this will clear up, I trust, as I goThe evening before he leaves on a trip proof positive I couldn't, but nobody knew along. he sp-nds three hours with histutor it! You see, we don't need to teach people The anecdotes are actually anecdotalspeaking only the tutor's language, andto speak like natives, you need to make the self-reports of second language learners.often departs for abroad with recom- other people believe they can, so they can The first I will summarize. It is the self-mendations for restaurants that are offtalk to them, and then they learn. reportof an American who, inthe the tourist track. The particular points thatI would course of his work, which includes travel He reports considerable success withcall attention to here are, first, the way to foreign countries, tries to learn enoughhis method. He uses whatever resourcesthat Margaret Mead perceives successful of the language of each country, beforethat he has available to him for com-communication as prior to learning the he arrives there, to be understood andmunication. If he doesn't know how tolanguage," in one sense of learning a to understand what is said if it is said say something one way he tries anotherlanguage, and, second, the importance slowly. that will get his meaning across. If heof shared knowledge and experience to Before a trip, his strategy is to spenddoesn't know how to say "I'm finished"the interpretation of meaning. 40 hours, an hour a day, by hi-nself withhe says "Enough" or "No more." (See The last self-report I will also present a phrase book, studying primarily vo-Mane 1977 for discussion of conscious verbatim. This is a Russian reporting on cabulary, his aim being to master a basiccommunication strategies.) And thoughlearning English as a second language. vocabulary of about 500 words. He con-he sometimes gets himself into embar- Unlike the first two learners, who re- centrates on those words that he willrassing situations,that doesn't bother portonadult language learningex- need to use in hotels and restaurants,him. perience, he reports on his classroom words like soap and towel but not words ThislanguagelearnerisLeonard experience as a child. He writes as fol- like closet and wall and floor, wordsBernstein. He wrote about his method lows: like glass, knife, wine, and check, butin an article which appeared in House not the names of flowers or auimals. HeBeautiful in 1974. I learned to read English before I could 4,,es not recommend his word cht,ices You will have noted the strong, inte- read Russian. My first English friends were to othershe only recommends thatgrative motivation, the specificity of thefour simple souls in my grammarBen, Dan, communication goal, the self-drill-on the Sam, and Ned. There used to be a great each learner make choices in terms of deal of fuss about their identities and where- hisor herparticularcommunication learner's own time ani ,t his own pace,abouts"Who is Ben?" "He'is Dan," "Sam needs. the attention to vocabulary, the delib- He has a partici liar approach to learn-erate strategy for simplifying the gram- Continued on page 2

. 41 CURRENT TRENDS Let me turn first to the natural process What istear is that we have a great of second language acquisition. I will de-deal to Iciun about the natural processes Continued from page I vote a disproportionate amount of time of second language acquisition.About all is in bed," and so on Although It allre- to it because it has been the area of mostwe seem to know for sure is that these mained rather stiff and patchy( the com- concentrated researchinrecent years.are processes of great complexity which piler was handicapped by having to emplo% Second language acquisitionis an un-are reflected in thc developmental and for the initial lesson- at leastv' ..aris of conscious process. In recent years, errorapproximative stages of interlanguage. not more than three letters), my imagination analysis has contributed to pur under-These stages are marked by varying de- somehow managed to obtain the necessary standing of the way that it proceeds bygrees and types of reformulations and data. Wan-faced, big-limbed, silent nitwits, approxima ivestages,calledinterlan- simplificationsofthe target language. proud inthepossessionof certaintools (-Ben has an axe"), they lams drift with a guages, e4 11 stage having its own gram- Leonard Bernstein's deliberate efforts to slow-motioned slouch across the remotest marwhi hrepresentsthelearner's simplify the gr-mmar would appear to be backdrop of memory, and, akin to the mad hypotheses about how thetarget lan-a reflex of a natural process. alphabet of an optician's chart, the grammar guage works at that particular point ui At this point in our knowledge about book lettering looms again before me. his or her development. In other words,the only way that we can take account The. writer is Vladimir Nabokov and errors, in contrast to mistakes, to use Pitof these natural processes in our instruc- the quotationis from his book Speak Corder's distinction, are systematic tionisthrough our understanding of Memory (79-80). (1987.188 -67). But these stages of inter- their general nature and our recognition Here I would call your attention to the language are not sharply divided fromthat these are processes located in the human pmpensity, indeed the humaneach other. One stage merges into thelearner. But that is one way of taking craving,to, make sense of language -isnext !long an irregular and fluctuatingaccount of them. It is premature to de- communication, to assume context,to boundary,likethe ocean lapsatthe velop "natural" syllabuses for language guess what it is if it is lacking. Languageshore. (See Adjemian 1976.) instruction as Tarone, Swain, and Fath- is a vehicle for conveying meaning and Currently,asIhave indicated,re- man (1976) have cautioned. feelings. Language learners kmow that search into the lilted-menage% of ESL Researchers are, howe% er, beginning Participants in communicatn(lents in- learner% is %cis tbe. Mans researchers to suggest that we can help learners learn terpret the sense of the language being have investigated the order of acquisition howtoconsciouslyinterveneinthe used by drawing on their knowledge of of certain morphemes. (See brief historynaturalprocessofsecondlanguage how the language works in communica-in Krashen 1978.) k few hate investi- acquisition. Let me turn now, and briefly, tion situations and on their knowledge ofgated the order of acquisition of moresince there hasn't bee- great deal of the world and their own life experiences. complex structures (for example, &An-research, to the second kind of process, The young Nabokov had skimpy clues,&pin and Tucker 1975 and Loup andthe processes of interventionthe learn- but he had the imagination and the de- Kruse 1977). Most of these researchersing strategies. sire to infuse life into thc textbook sen-present evidence for a similar order of It is only fairly recently that research- tences. A bit later he goes on to say. acquisition across learners from differenters have begun to identify and investi- first language backgrounds; that is, they On later pages hanger words appeared, and gate the strategies used by successful at the sery end of the Inossn ink-stained argue for a natural order of mquisition.second language learners. Rubin (1974: solume, a real, sensible story unfolded its Most recently,%tone researchers are 15-48), for example, identifies such stra- adult sentences (-One day Ted said to Ann arguing that studies of order of acquisi-tegies as being a good guesser, having Letus-- ),thelittlereader' ultimata tion do not re% eal how mastery has de-a strong drive to communicate, being triumph and reward. Iss as thrilled by the thought that someday I might attain sod, veloped, thatis,though these studiesuninhibited, practicing, monitoring one's proficiency'Ile magic has endured, andmay reveal the order of mastery of aown speech and that of others, attending asheneser a grammar book comes my way, form, they do not reveal the process ofboth to meaning and to form. Leonard I instantly turn to the last page to enjoy a acquiring that form, a process which Bernstein's method exemplifies a nn'nber forbidden glunpse of the laborious student's Ales the association Of nieaning with of these. Certainly he has a strong drive future, of that promised land where words form. These researchers are investigatingto communicate, is uninhibited, and prac- are meant to mean shat they mean (80-81) the ways that a second language 'camel-tices. Iwill return to these three language ties a morpheme before mastery of it. It We need, as Rubin (48-49) points learners as we--go along. For now, let me appears that there is system and sense toout, to know more about the nature of turn to the three priacesses. These are. these pre-mastery uses. The learner usesthese str 'tegies and to find out which first, the natural process of second lan-a morpheme at pre-mastery level in aones are helpful for which learners for guage acquisition, second, the processes systematic way to express a meaning hewhich learning tasks at which point in of intervention, whereby a second lan-or she feels the need to express, perhapstheir development. We need to under- guage learner consciously promotes lan- because of the influence of the first lan- standthe many constraints on these guage acquisition by emk .oying learningguage, and the learner's progress towardstrategies having to do with motivation, strategies, to use I ialystok's distinguish- the English use of that form follows a personality,attitudes,andindividual ing label (1978:7E-80), and, third, the chartable path, (See Huebner 1979.) learning styles as well as with oppor- process of interpre-ati which partici- Thesestudiesofsecond language tunity. pants apply to all corn r -aication. acquisition have all looked at the acquisi- The third kind of process, the process My purpose here is not to review the tion of linguistic competence. Itis notof interpretation, is a type of guessing research on these processes in any de-dear how the acquisition of the otherbased on conventional clues. Itis the tailed or critical ss-2.-y but to characterize elements of communicative competencekind of problem-solving that we engage the majo. outlines of our current stancesrelates to theacquisitionof linguisticin when we use language. Though how regarding them in order to provide a cohapetenee, though of course there must we arrive at interpretations of what is framework for assessing our instructional be language intake before linguistic com- being communicatedisoftenout-of- tasks. I think the chief current trend inpetence can develop and the other ele- awareness, we know in specific instances ESL instruction is attention to processes, ments of communicative competence maywhat our interpretation is, and we some- especially these three. encourage intake. Margaret Mead com-times talk about it or -,rgue about it, It These three processes are of different municatedfirstand letthe linguisticis in the nature of communication that types. competence come later. the sense, flu. import, of what is being

2 4; TN 8/80 communicated,is always subject to inter-selectedandorderedacrosstotheple were talking about. She had real pretation, and people differ in their inter-learner. worl.. knowledge which she shared with pretations as well as in their ability to These tasksofselection,gradation, the people she was talking with to assist interpret, phenomena we are all familiarand presentation are still the method- her in her efforts at communication. And with. ological tasks of ESL teachers, materials Vladimir Nabokov as a child presumably Sociolinguists and linguists are iden- writers, and curriculum developers, but brought his knowledge of what stories tifying the elentynts that contribute to we are approaching them very differently should he to bear on his language text- meaning, and discourse analysts are in-from the way we used to. book and somehow managed to read the vestigating the ways that these elements First, selection. We have come, I think, textbook sentences as a story with char- interactto provide clues to meaning.to general agreement that the domain cters, albeit a very thin setting and plot. There are cluestothepropositional from which we select that whichwe And although I didn't include it in the meaningswhat language saysand toteach is not the linguistic system of the summary earlier, Leonard Bernstein also theillocutionary meaningswhat lan-target language but the communication reported on his experience of understand- guage does. Among the clues, in additionneeds of the learners. This does not mean ing almost everything that a monk told to the linguistic structure, there are thethat there is, not attention to linguistic him,inItalian,aboutsomeItalian explicit ways of linking sentencesto- competency: It means that linguistic corn- frescoes.I would suspect that a large gether, the system of cohesion, which ', iey is viewed as only one of the part of his understanding came from his Halliday and Hasan (1978) haveex- inter-relatedelementssupportingthe knowledge of the subject. plored in great detail for English, and learner's communication needs. It is not just that language is learned therearethe Hymesian components Currently, the communication needs of for an end beyond itself. It is these ends (Hymes 1967) of setting, the relation- learners are identified along a continuumbeyond language that provide many of ships between participants, their knowl-from specific at one end to global at thethe clues that make interpretation, and edge and experience, the topics, and soother. The specific end is illustrated by hence language leaniin.assible. Selec- forth. _,some of the work going on in ESPtion of the process of interpretation as Think of the task for the second lan-English for specific purposeswhich isthat which we teach implies selection guage learner! It is not enough for himat least sometimes marked by attention also of the segments of knowledge and or her to attend to linguistic structureto the process of interpretation of dis-experience that will provide a framework alone. Indeed. interpretation of the lin-course (cf. Candlin: 19786:253). Thatand a sustained frameworkfor lan- guistic structures will sometimes he de- is, itis these processes that are selectedguage use. English for specific purposes pendent on perception of their illocu- forteaching,notlinguisticitemsor has this built in. How can we incorporate tionary meaning which,inturn, may bespeech acts treated as items. The globalit into instruction for other learners? dependent on interpreting clues locatedend is usually discussed in terms of the Segments might be drawn from the in the non - linguistic context. functional-notionalsyllabus,whichis subject matter courses of a school cur- What, then, of instruction? It would sometimesperceivedasalistingof riculum. Or they might consist of stories seem that we should work from the out- speech acts with their linguistic mani-that create a world that the learners can side in instead of from the inside out, festations. shareand we need to identify apprc- from the world to the sentence, rather It is perhaps natural that English forpriate stories for all age levels. For the than from the sentence to the world. specific purposes has moved in the direc-adult immigrants the segments might be Traditionally, the methodological taskstion of attention to discourse and theareas of life like practical economics or of ESL teachers, materials writers, and process of interpretation, since the com- practicalpoliticsorsocioculturalpat- curriculum developers have been selec- munication events in which the studentsterns. For children, one is reminded of don, gradation, and presentation. (See, willparticipateareidentifiable. In the Organic Vocabulary that Sylvia Ash- for example, Mackey 1965.) courses with a global purpose, where the ton-Warner drew out of Maori children, Selection has beendefinedasthe communicative events in which students which helped her identify their common choice of items to he taught. In thewill ultimately participate are not spe-world of feelings and experiences, as she audio - lingual method, for example, thesecifically identifiable, there appears to bereported in Teacher. Anything will do items were linguistic structures and fea-some tendency to deal with the functions that establishes for the learners a world tures,r e., items from the grammatical of language asitems rather thanas of shared knowledge experience that has system, the sound system, and the lexi- processes, a tendency which both Cand- real meaning for them. con. For that particular method, the dis-lin (e.g. 1978b:x -xi) and Coulthard (e.g. What then of gradation? There has not tinctive criterion for selection of items 1975:75) have warned against as simplybeen much attention to gradation in re- was evidence of difference between the replacing one set of isolates with another,cent professional literature. Perhaps the native and target languages as deter-speech acts as Items replacing linguistictwo overriding points relating to grada- mined by contrastive analysis. structures as items. And though of course tion are, first, as far as the communica- Gradation is the overall order*, theit is recognized that language functionstive aspects are concerned, each syllabus sequencing, of those items. Instructionare realized through discourse, it is notmust be developed for its target learners occurs over time, over so many hours inso easy to give attenti,,n to the processand their particular needsthe question a week and so many weeks in a schoolof interpretation in courses with a moreof what the single best sequencing is sim- term. Grad: ion is the distribution of the global orientation. The reason, it seemsply does not arise as-it did in the de- selected items over time. A course sylla- to me, is largely because no shared seg-velopment of ling,tic syllabuses; and, bus displays a particular gradation. jus-ment of real world knowledge and ex- second, as far as the linguistic aspects are tificationsforparticularorderingsof perience is automatically there in a more concerned, the learners operate on their linguistic features have appealed to suchglobal course, as it is in ESP, to provideown timetables, and there are presum- criteria as moving from 'easier to harder a sustained framework for discourse. ably similar processes of mastery Pr. to learn, linguistically simple to linguis- For this reason, part of the task of perhaps the same order of mastery for all tically complex, more to less frequentselection, then, becomes the selection oflearners butatindividualrates.The contrasts which have not always been re-segments of real world knowledge andexistence of a natural process of second liably measurable. experience, which themselves are essen-languageacquisitionimpliesthat the Presentation is how the textbook ortial clues to the interpretation of mean-learner is the one who does the grading, other teaching materials along with theing. Remember that Margaret Mead al- teacher tries to get that which has beenways made it a point to know what peo- Continued on page 4

TN 8/80 4 3 3 knowledge of what it is that we are con- A. Yes.I think that's the one my grand- CURRENT TRENDS trolling, and if we don't know, we had mother told me about. ud from page 3 B. Oh, yes, that's the one they mentioned taking in from the input that which he better err in the direction of exposing the student to too much, rather than to too at the marathon clinic. or she is ready to take in. little data, though of course we need to Note that B hasto understand A to For syllabuses, Wilkins (1976:58-69) use judgment and ,not overwhelm the decide whether he roust use a definite has suggested an overall cyclic appro ich article in his response. B, can also bring to gradation, returning to the same lan- learner. The use of-unsimplified materials guage functions but each time dealing is an area that needs a lot of exploration real world knowledge to bear. If A has and research. with them in terms of different contexts used the utterance about a reference In methods, we arc currently working book, itis not likely that it would be a ofsituationHe suggests thatwithin each cycle there may be no intrinsic on ways to bring learners into meaning- book that "everyone is reading." Note ful contact with the data. Not all our also that there are two forms of request ordering. Candlin (1976b.x1) has suggested what he calls encounter sylla-learners will be as highly motivated or Ili the first utterance: "I'd like .. ." and uninhibited as Leonard Bernstein. We "Do you have .. ."; also, that buses, where learners might he given Yesis an need to find out more about learning answer to a question andOh, yes issim- progressive experiences with the Hyme- strategic,i so that we can help the learner ply an expression of recognition; Sian components in the interpretation of also help harkelf or herself. Note that it was thattalkedabout andmentionedhave discourse He has also suggested (1976b in the real world that Margaret Mead xiii) that grading might be a process of different connotations, also, that the re- and Leonard Bernstein "gradually increasing the questionability successfully ference to "lily grandmother" is like talk- of meaning " learned second languages, and that al- ing to oneself. A teacher can talk with though Vladimir Nabokov successfully the students about these various kinds of Waldoss son(1978 91-93), -who also learned in the classroom, he had meanings and the clues used to interpret argues for the teaching of processes, not to overc ,me the impediments that them to the depth that seems appropriate items, has suggested grading by estab- in- struction put In-tween him and the lan- for the particular group of students. lishing meaning first and then moving guage in order to do so. We need to The ciirreot focus on processes, then, from simple through complex verbal ex- learn Inns not to interfere with Ichiguage is offering us many insights into the role pressionofthatmewling. Inreading learning, to use a title from a 1966impel of instruction in second language learn- scientific(Inconrse,forexample, he h Leon ird Newmark We need to learn ing.I would conclude by pointing out would establish Ilici111111l.; through the use how to transfer the methods of succesAid that language instruction, too, is a pro- ofcharts and diagrams,firstaccom- language learners into the clas ;room. cess. The teacherisa panied by simple sentences, and then by facilitator, and But I want to reiterate once more that being a facilitator is a very active and discourse. with exercises requiring the linguistic demanding role. To be a facilitator re- learner to draw on the framework of formthe codeof corn needs attention. Let me gne one exam- quires that the teacher, on the basis of meaning that has been established ple of os attention to a linguistic fea- wide professional knowledge and experi- \gain, it need to Ic emphasi/ed that ture ( an be built III to a comninnieation ence,beconstantlyinterpretingthe attention to the process of interpretation ercise, The example is an alaptation many clues in the learning environment Of meaning does not mean that attention of talk and list.)technique and charting learning activities based on IS not gin en to speech acts and linguistic \duel' disc iisses in his honkEnglish those eines. featuresIndeed, they operate within a in Thro. Ads (19;6) ,'.ustrates some Editor's note'Ruth Crymes preSented discoursal framewm kAnd informatam of clings that 1II se ken talking about Anna them can certainly lie ssteniatized this paper at Indiana TESOL's 1st Con- Let's assume a glass and prewnted to the hoarier as appro of post- adolescent s entail' in October, just before her death Write' s %\11,) are priaps at intermediate prate sstematuation from time tu on a trip to Mexico, October 31st, 1979. I.21'S take the overall segment of time of poitions0.f the SS stem after the i(EFERENCES experaliee knowledge to be hobbies fact of the Is -iroliabl more meaningfie rliri.titin 1976 On thenatureof and leiser tone ,( fivities. Let's say that ink! III,1 ma,. 1, arning to the learner than itis before thefact 297 ;20 the linguistic feature selected for practice of ow. 1shion Writ ner, SN Ion 191, New Voris IS the use of the articlesafor first men- Simon and `, hater Final's. presentation fresh Inaba, can tion,flu'for second mention or shared lief nstein Leona, .1 1971 Vi)it n. a friend be rougll ided into two areas. First learntheirIIIIIV11/10.h. h to,an 90 Howe knowledge, andoneas a pro-form som- is the language data that is presented to Iti (inlaid 116, 121 121 times foraphis noun and sometimes for Illah sol,1 lien 1978 Atheoretical model of the learners as input. Second is the pro- just noun. oml language Warning bluonapc Len/11111g cedures forsetting up interaction be- 2Y, 1, 0.9 ria .-The example consists of two three-line 197bn tween the learners and the language data randlinChi istoplicr Communicative Ian dialogues with two speakers. Speaker A gunge tea, hing and the 11011 to rragolatntLi to encourage intake and output. The orrt 1111,1 oI ('lea former is the domain of materials and is given two "first" utterances, Speaker B, ItoimellI,ein getfm itRoundtable on Languages two "second" utterances, and Speaker A and1.tii9oi.to Washington 1) e ,tleorge the latter of methods. two "third" utterances. Each speaker has to1111 cite ersit l'p237 2.'-d) In materials, a major issue currently is rood lin.Christopher 111761, Prefaee In An only his or her own utterances in written inn rodurtion to thseml I .4r(malt/els, by Malcolm the use of unsimplifiedvs. simplified form. As the speakers speak they are to oulthard London, Longman texts, simplified meaning texts prepared Corder,Pit 1967 TheigilifIcanc of learner's read silently and then look up at their errors International Perky of Applied bin specificalkfor the consumption ofa partner as they speak. q,114 ie.,5,4,161 170 second language learner. In cases where Speaker A select§ one of the "first" CoulthardMalcolm 197'. Diwourse analyais in discourse analysts have described t-a dis- Englisha short reN11W of the literatureLan utterances. That will determine which nuaq,T,1111,11,11. and Linguistier Abatraets 8, 2, course structure of specific communica- one of the "second" utterances that B 73 89 tive esents, then we have the information d'Anglejan, Alp.on and (/Richard Tucker 1977. chooses for a response, which in turn will to prepare simplified materials that ap- TheIt, quisitiollof omplex English -t-itetnres determine which one of the "third" utter- Itadult learner.1 annuag Learning 25,2, proximate the real and which pros ule ances A chooses. 281 29.1 controlled practice ininterpreting the liallida),IIA K and 11ntptiya Hagan 1976 A.I'd like a bilk on running. OR rolterinn naltell I.ondon, Longman. clues to meaning. Where we don't_ have Do you has, die latest reference book Ifuelimr, Thom 1979 Order of aeottisition tea this information we need to explore how on antiques? It nano, paradigm A comparison of method in to choose and use unsimplified materials. interIangosge researchTESOL Quarterly IS, B.Here's one threryone is reading, OR 1, 21 28 Controlling the language input requires ISthis the one you mean? Continued on page 18 4 4 4 TN 8/80 WHY IS MY NEWSLETTER ALWAYS LATE? A Report from the Editor "You': article on "A Bare-Bones Bibliog- issue. Some has to be edited, some re- raphy" was excellent. Can I duplicateit Itis,hopefully,reflectiveof your written to fit our style or need for space. evaluation of what we attempt to do for use in my methods class?" Most articles arc read by at least three with the TESOL Newsletter (TN), that No matter how many people I ask toTN staff members before they are se- most of the mail we get is positive andread and edit galleys and page proofs lected for inclusion ;nto the Newsletter. constructive, and not occasionallyin- and brownlines(photographiccopies Information sometimes has to be checked structive. We do get letters which re-made just prior to printing), or how or researched in order to get copy ready flect your anxieties as well. much effort the printer takes to doublefor the printer. Many things need to be "I am writingto complain about thecheck our checking, typos, misspellings,either returned for rewriting or typed delivery date of my TESOL Newsletter,and other oddments seem to remain aby the Editor before being sent to the especially the last issue. Since I want topart of each issue. It seems incredibleprinter. This involves the handling of keep abreast of current meetings, the due that mistakes can occur in the headsover a hundred pages of material be- dates for. papers, and the employment op- (titles of articles) when they stick outfore copy is ready to send to the printer portunities, Itis very annoying to discover so plainly and would seem to be thefor each issue. the closing dates have long passed." first thing one would check. Yet errors The printer first renders the copy into "April la Enclosed is an announcementcontinue to occur. Even spaces which galley sheets (81/2 x 23 inch long single of an opening in our program. The deadline would be expected to be free of errorcolumns of copy the width they will for applications is April 30. Can you please eventually appear inthe final News- 'get this into the next issue?" because they remain the same over a long period of time have their grem-letter). These are proofread for errors "April 30. Enclosed is an announcement by the printer -and then by the Editor, of an opening in our program. The dead-linswitness the spelling of our Presi- line for applicationis May 30. Can you dent's name in the last two issues of theand in our case also by at least three please get this into the next issue?" TN (back page bez). additional members of the Editorial staff. The Editor then strips one set of galleys "May 10. Enclosed is an announcement While we do get criticism of various of an opening in our program. The deadline kinds,and trytoprint those whichand lays out the copy into 81/2 by 11 for application is June 30. Can you pleaseseemconstructiveorinformative,It pages(three columns wide) approxi- get this into the next issue?" would seem that the two biggest com-mately as they will appear as a news- "I sent you an article two months agoplaints are about not receiving the TN letter.This dummy (layout)issent, and hae not heard about its disposalI at all (a problem which is best satisfied along with the corrected galleys, back wonder if you could tell me if you willby writing directly to the Central Office,to the printer, who makes corrections use it or not as I would like to send it to whichhandles membershiplistsand in the set type and has an artist (lay- another publication if you do not." mailinglabels);and theeven moreout man)render the corrected copy "I want to apologize for Mr. Smith's arti-frustrating problem of not getting the into clean photographable camera-ready cle appearing in our publication as well as Newsletter on time. pages along the lines suggested in the yours. Had we known that It had been sent As you have noted, no doubt, in thedummy sent by the Editor. A copy is to and accepted for your newsletter wepublication informatirm which appearsmade of these pages, and these "page would not have printedit, out of profes- in the left hand box on the back pageproofs" are sent to the Editor for further sional courtesy, and because our policy is editing(proofing for typos, checking generally not to reprint articles." of each issue alongside the box which lists layout format, adding missing or new "My address has changed. Will you please organizationalinformation,there isa line which states that "the News- copy, deleting extra copy or finding a send my Newsletter to the following ad- place for it, etc.). Ads are placed, pic- dress?" letter is published six times a year; in itiresinserted,artwork,boxing,and "I did not receive the March issue of theFebruary, April, June, August, October, and December. Articles or advertisingpagination are cocrdinated at this time Newsletter. Could you please send me a The corrected page proofs are returned copy? submitted for publication should be received no later than thefirstof theto the printer, who, after making what- "I think thatitisappallingthatthe ever changes are indicated, has the copy TESOL Newsletter uses such sexistlan- month prior to publication." And fur- guage. In Ms. Larson's column she refers ther on in the box itstates,(usually made into photographic negatives from to the contributions of Ms. Duggan as 'Marycorrectly), that "the deadline for thewhich a copy called a brownlinu (or bluelinc) this.. and 'Mary that ...' throughout next issueis. . . ." This seems to be is made. This copy iscut, the article. I note too that a number of arti-missed by a large number of peoplefolded, and stitched(stapled)in the cles refer to the teacher always as she. Thiswho write or callweeklyasking ifform as close to its final production as kind of sexist use of language should be itis "too late to get something into the possible. This brownline is then sent to stoPPed." next issue of the Newsletter." We gen-the Editor who double checks copy, "You left out the name of the publishererallytryto accommodate thesere- heads, layout, etc. Often this is the first and the date of publication from the review quests, because we are, after all, man- time the Editor sees the pages with pic- of John Boyd's book in the April issue. How tures, ads, and other.artwork in place, can I get ahold of a copy of that book?"datedtoservethemembership,to provide current information, news, etc.and can get a feel for what the final 1 would like to write to Professor Marks Ithas never takenlessthan fourprinted form will be like. After all final but you did not print his address or affilia- changes are made by the printer, the tion along with his article. Can you pleaseweeks between the sending of copy send me his address?" (material gathered for a particular is-Newsletter is ready to be printed. Some sue)to the printer anditsultimate ten thousand copies are printed of what "I enjoyed your article on Handwriting. has lately been a 32 page Newsletter. Could you please scnd me a bibliographyprinting as the Newsletter (not, mind on the subject.Please' send me any otheryou, putting the material together inThe pagesareprinted,cut,folded, materials that you have ..." the first place, nor the mailingjust thestitched and allowee to dry. Labels are "Enjoyed your last issue very much, es- "printing" schedule). This four weekordered from the cc mputer (up-to-date pecially the article on preparing papers for process is preceded by a variety of pro-computerized listof the membership) the Convention. Our membership would find cessesdepending uponthequality, and attached to the finished Newsletter, this very useful. Can we reprint it in ourquantity, and condition of the material which is then bundled Ly- zip and de- Newsletter?" submitted or gathered for a particular Continued on next page TN 8/80 4) 5 Editor, most of the staff members alsoings, should be sent to Aaron Berman, WHY IS MY NEWSLETTER ALWAYS receive at one time or other,.in one ofthe Director of Exhibits and. Advertis- LATE? Continued from page 5its forms or another a galley or page ing, whose address and telephone num- positedattheBloomington,Illinois, Proof or xerox of the proposed news-ber appear on the back page of each post office. letter for proofing. It is hard to imagineissue. It should be noted that the Cen- This process, from organizing copythat they also find time or have thetral Office of TESOL also provides em- for the printer to its shipment to the energy towrite books, organize andployment service for employees and job PO, takes from six to eight weeks. Thererun local and national conventions, give seekers. (Sec box on page 25 which an- is overlapping, to be sure. While onepapers and make presentations at var- nounces a new, joint, TESOL-CAL Job Newsletterisin the "from galley toious other professional meetings and itPlacement Service.) One way to sup- printed" stage, copy for the next issueshould be noted that this work goes onplement the job openings section of the (2-3 months away)isbeing put to-during what are supposed to be vaca-TN is to write directly to the TESOL getheras much as can be gatheredtion periods as well. Some of the staffCentral Office for such information. that far ahead of time. After an issuealso volunteer their time and energies The largest number of letters we re- has been printed and during the period,towards the preparation and printing ofceive are for permission to reprint arti- often up to a month, that it takes forthe Convention Daily issued during ourcles which have appeared in the TN. copy to get froM the PO to the mem- annual conventions, and in the prepara-Our policy has been that anything that bership (bulk rate permit mail doesn't tion and presentation of our workshopsappears in the TN may be reprinted in receive priority treatment), we are work-for affiliate and SIC editors conductedother publications or used in the class- ing on the galleys and page proofs for during those conventions. room as long as credit is given to the the next issue.(While you were wait- We hope you will continue to write originalsource and theauthor. We ing- to receive the June issue, we hadand tell us where we are doing whatusually suggest that the author be noti- sent copy to the printer to be set intoyou like and where we can improve.fied of the reprinting and that we and galleys for the August issue, minus thisWe appreciate your creative contribu-the author receive copies when possible. article which ma) or may not be finished tions, too, even some of those we areMost authors, and certainly the TN, for that issue.) unable to print or those meant for "us"find it pleasurable to be reprinted. This We are aware that the purpose of theonly. There have been an increasingyear "Selected Articles from the TESOL. TN is in large part the dissemination ofnumber of contributunei over the pastNewsletter" were submitted to ERIC current information. It appears six times few yearssolicited,unsolicited,and for inclusion into its information banks. a year and theoretically in a format thatrouted through the Quarterly. Our pol-Original articles and It Works columns should facilitate currency. We try toicy has been, generally, to print thosewere pulled from the TN and divided get it to you in time for the inform:, articlesorcontributionswhicharc into categories (methods, general infor- tion, especially lob openings, announc timely, easy to read and use, and fairly mation, bilingual education, evaluation) ments of meetings and c.-.1.1s for papersshort. We have tried to avoid technical for easier access. Articles from Volumes to be useful. Much ofthe delayis jargon, statistics, and the more theoret-I-IX will be a single ERIC entry and caused by lastminuteadditions and icalor research onented materialin subsequent%Alinesbeginningwith corrections but when someone calls, and fa%or of readability. We hope we areVol. X will he entered as separate en- if we can "stop the presses," so to speakreadable, not only the quality of ourtries. NN'e are grateful that those articles (actually almost anything but stopping informationbut our quantity.If thewhich have been printed in past TNs the presses), we try., to find space. But reader has to put the Newsletter (or an will now he preserved and made avail- each change, after the page proofs havearticle) down, "read it tater, then weable for future readers. been rettrned for photographic repro-have failed in our purposeespecially We hope that we give you what you duction, Jelays the issue two or threeif the reader never gets around to "read-want inthe Newsletter and that we days (because type has to be set, camera-ing itlater. Unlike many tifhl.r-pfofes--net-ask-many provide ideas and informa- ready copy made, and a new photo-sional publications we have been gen-tion that arc current and useful. We graphic negative processed). erallyableto getarticlesintoprint genuinelyappret lateyourlettersof We have tried a number of things,within a reasonable time after submis-praise and your letters which respond including the enlistment of an Editorial sionI would guess within four monthsto what we print. We are glad to have Staff and Advisory Board, in hopes offor most articles. Sometimes there hasvim letters that keep us on our toes cutting down on our production timebeen a longer delay. Space considera-and inform us of your interests. We are for each issue. While the addition oftions often dictate this, as certain issues more than aware of the errors we make the Editorial Staff has reduced the workhave priority copy which must be printed and the problem of making the date on load of the Editor by providing a_means such aspre-conventioninformation, the masthead meaningful and we are through which the ever increasing num-nominee biographies, etc. Some frustra- trying to do better with our correspon- ber of articles and other contributionstion does accrue as a result of lack ofdence, both relative to your contribu- can be processed for publication, byresponse'by the Editor as to whether ortions and those requesting information. allowing for the production of regular not an article has been received and/orKeep at us, keep us informed about features(It Works, Affiliate and SICwill be used. Ntostly this is due to thewhat you want to see in future issues news, and Book Reviews), and by pro- Editor's piled up desk and over-stuffed and keep reading. viding additional proofreaders,ithas mail box. at the same time added delaysdelays Two requests (or complaints) which that result in a better if not more timely we hear about fairly often can best be WE HAVE MOVED! issue each two months. The Editorialhandled by writing directly to the Cen- Staff members, like the Editor, contrib- tral Office: changes of address and re- All correspondence to the Central ute their time on the Newsletter gratis,questsforadditionalorun-received Office should be sent to: inadditiontofull -time employment copies of pastissues of the TN.(I and in addition to other professionalroute all such requests sent to me on to TESOL obligations not only to TESOL but tothe Central office since I do not handle 202 D.C. Transit Bldg. localaffiliates and allied organizations. the mailing list nor do I have, other than Georgetown University They do so without secretarial help or forfilepurposes, extra copies of the Washington, DC 20057 institutional support. In addition to Abe TN.)Requestsforadvertising,other Tel. (202)82.5-4589 writing and reviewing requests of Thethan short announcements of job open- TN 8/80 46 subjects and also shared original interpretations with each other ina very IT WORKS lively manner that was lovely to listen to. Students were most eager to react Edited by Darlene Larson to our questions and comment on the New York University play while sounding each other out. A lot of good interaction took place as stu- The writer states that the following dents tried to convince their group mem- "has proved to be an enjoyable and bers of their own way of interpreting educationally worthwhile experience for the play. Many students also showed a bothstudentsandteachers." On a good understanding of the subtleties of visit toIsrael, Wilga Rivers remarked the play picked up. from the visual cues, that teacher performAl plays were being such as the deeper relationships between used as a method of testing oral profi- theactorsandtheirtrueintentions. ciency at Harvard. Teachers at Bar Ilan Some students even related to the play who had been using group discussion as on a symbolic rather than a literal level. a means of testing oral proficiency com- Complete student participationinthe bined that method with a teacher per- group discussions showed usthat the formed mini-play to provide a topic for mini-play had achieved its purpose in the students to discuss. We are grateful motivating and developing communica- to Mona Schreiber for taking the time tion. to share this idea with us. As a means of testing oral proficiency, group discussions have been used with The Mini-Play: A New Direction consistent success at Bar Ilan over the in Oral Proficiency Testing past few ),ears. In this case, after watch- by Mona Schreiber ing the mini-play, students left the audi- torium to discuss one of the questions Bar Mtn University listed above above in front of a panel At the outset, the mini -play worked of four language teachers for about ten espcially wellin breaking the ice, by minutes. Groups of four students were setting students at ease about their exams um ited to hold their discussion in com- as worry gave way to curiosity. Our stu fortable chairs around a coffee table. dents, English literature majors, all non- The examiners sat at the back of the native speakers ofEnglish, were not room listening to the conversation, each expected to merely report about the facts teacher evaluating another aspect of the of the play, but rather were encouraged students' speech. Out of a total score to interpret the play and discuss their of 25 points, 5 were given for correct ideasabout the themesitraised.It syntax, 5 for vocabulary use, 5 for pro- wasn't easy to find a suitable dialogue, nunciation and 10 for communicative but "The Ladder" from Talk Eng licit competence, orthe overall impression by Jupp et al was finally chosen. This of the student's oral proficiency, and par- mini-play consists of aseries of short ticipationin the discussion. The mark dialogues, linguistically simple, portray- for communicative competence was given ing a confidence trick. Using a few basic by each teacher and then averaged into props only, three teachers played the a final mark out of 10 for that com- partsofgulliblepassers-by who are ponent. Before the play, students were stopped on the street by a smooth talk- told that teachers would be listening for ing con artist. and are urged to climb theirabilitytointeractandinclude theladder,after handing overtheir others in the discussion. Students were valuablesThe (onartist and hisac- rewarded with a high score for using ...i e )mplice walkoffthe stage carrying rich vocabulary, showing idiomatic us- aw.i both %alliables and ladder at the age of the language and control of the end of the play. syntax. They were penalized for such Discussion questions included: errors as a hack of vocabulary, wrong What does this situation represent? tense, poor pronunciation, weak struc- What would you have done in a simi- tures. Minor errors that didn't cause a lar situation? breakdown in communication were over- Are the people easily tricked? looked. Do people tend to conform? Why or Mini-plays and group testing reflect why not? new directions in oral testing that pro- Is there such a thing as a natural born mise to be well worth the teachers' pre- leader? Charisma? paration time in giving such as exam. Is respect for authority a good thing? Mini-plays may be adapted to all kinds How would different nationalities re- of situations whose purpose isto en- act in such a situation? courage communication among students In the conversations that were held by challenging their imagination. Try it duringthe exam,studentsexpressed you'll findita refreshing change in their own ideas and opinions on these testing, an experience you and your students will look back on with pleasure. 4i TN 8/80 ISTAlliSliNG 1StCERTIFICATION IN YOUR STATE: very sincere in their commitment to the betterment of education, but may not be A ST104AY -STIP GUIDE as well informed as you are on the difference between ESL and bilingual in- by Gina Cantoni - Harveystruction and on the essential and sup- Northern Arizona University portiveroleofESLinbilingual Chair, TESOL Committee on Schoolseducation. They may also think of ESL and Universities Coordinationas a method and not a subject; which The need for certifying teachers inThe figures are probably on file withwouldprecludecertification.Ifthey ESL and bilingual education is beingyour statc. Department of Education; ifhave already granted certificationin recognized by an increasing number ofthey are not, you need to contact eachbilingual education, which iscertainly states, as a result of increased awarenessdistrict: not a subject, you have a precedent in of the special needs of students with b. The article by Dorothy Waggoner,your favor. The Harvey article cited limited English proficiency, of changing"Teacher Resources in Bilingual Edie:a-earlier (TESOL Newsletter, June 1979) immigration problems, and ofrecenttion: A National Survey" (NABE Jour-contains a brief sketch on the differences legislation resulting from court rulingsnal, Vol. III, No. 2), contains important between a bilingual teacher,an ESL such as the "Lau Decision." In the fourdata about the lack of profcK 'analprep- teacher and an Englishteacher, and years since 1976 the number of statesaration in ESL as well as in bilingualmay be useful in clarifying this issue to and territories with bilingual certificationinstruction. You shouldsurvey eachpersons not familiar with it. or endorsement increased from 11 to school district to find out the needs of 7. When you have aclear under- 19; those with ESL from 4 to 13, andstaff members instructing students of those with both from 3 to 7. As promis- standing of what obstacles have to be limited English proficiency. The Certifi-overcome in order to achieve your goal, ing as the statistics are, there is stillcation Committee for the State orvre-obtain letters of support from organiza- much tod o. Some of theissues in-gon, which includes members of thetions that share your views.: TESOL, volved have been discussed by me inORTESOL Affiliate, has constructeda your TESOL affiliate, MLA, NAFSA, the TESOL Newsletter, June, 1979 anduseful model for the questionnaire for October, 197 9 and in NABE, IRA, NCTE and others. Both theLinguisticthis survey. collective and individual letters Reporter,December,1979,and by are use- 4.Familiarize yourselves with (a) ful;if possible, they should bewritten Marilyn App. icon in the TESOL News-the Bilingual letter4'1, 1980. For those interested Education Act andits on official stationery. The lettersare to Amendments; (b) the Lau decisions -andbe sent to,the head ofyour state Depart- in obtaining ESL certification in your ment of Education. state oiterritory,the following stepsany court decisions on bilingual educa- are offered as a helpful guide in yourtion issued in your state; (c) the entire 8. Get 'n touch with legislators and -fforts. issue of Civil Rights in the area of equalmembers of the Board of Regents toex- educational opportunity nationwide and 1. Form an ad hoc ESL Certification pla4n your mission and obtain support. in your state. The Bilingaal Office ofJohn Fanselow, who has directed the Committee or Task Force with membersyour stateDepartment of EducationTask Forcc forCertificationin New of your TESOL Affiliate and any othershould be able to supply this informa- interested 'groups; try to include only York, recommends the followingproce- tion; if not, contact the National Clear-dure (personal communication): willing workers. inghouse for Bilingual Education, 1300 a. Telephone to make an appointment 2. Study the TESOL Guidelines onWilson Blvd., Suite B2-11, Rosslyn,VA the Certification and Preparation of ESL22209. to present your case. b. Hold a first get-acquainted teachers and the TESOL Position Paper 5.Clarify your goals. What do meet- on the Role of ESL in Bilingual Educa- youing, explaining what you want and why wantthatpresentstate tion. These documents are available from legislation in a most positive and non-threatening doesn't already offer? For example,does TESOL and are contained in the Direc-_your state already offer certification infashion. Leave material to be studied. tory of Teacher Preparation Programs inbilingual education? If c.Have a second meeting afteryour TESOL and Bilingual Education, 1978- you obtain cer- tificatiopfor ESL teachers,willthiscontacts have had time to digest the in- 81, compiled and edited by Charles H. formation and together decideon the Blatchford, TESOL, 1979. mean that these persons will not beac- ceptableasteachersofEnglish most effective plan of favorable interven- (astion. 3. Conduct a Needs Assessment withopposed to ESL)? Areyou seeking free- two components: (a) a survey of thestanding certification (similarto certifi- 9.Prepare a written proposalcon- population to be served, and (b) a sur-cation in a foreign languageor othertaining all pertinent information and the vey of available teachers' skills and com-subjects) for ESL secondary teachers?strongest statement possible of theneces- petencies. How about elementary teachers? Thesity and appropriateness of establishing a. The..data made available by thearticle,"CertificationinTESL," byESL certification inyour state. A useful National Institute of Education provideMarilyn Appelson, which appeared inmodel is "A Proposal fora Certificate of overwhelming evidence of the large per-the April, 1980 TESOL Newsletter, dis-Specialization in the Teaching of English centage of persons of limited Englishcussesotherrelevantquestionsyou to Speakers of Other Languages," bya proficiency in the U.S.(see Dorothyshould consider. Task Force of New York State English -Waggoner, "Non - English Ldnguage Back- 6. Armed with clear objectives andto Speakers of Other Languages/Bilin- ground Persons: Three U.S. Surveys,"with information on needs and on legalgual Educators Association, Box 185, TESOL Quarterly, 1978, Vol. 12, No.issues contact your state Department ofTeachers College, Columbia University, 3). However, these figures are based on Education,theStateCommittee onNew York, NY 10027. The Proposalis the 1978 Census; it would be appro-Teacher Preparation and Standards andremarkably thorough and includes the priate' for your Certification Committeethe Board of Regents. Find out their at-following items: to be armed with the latest informationtitudes about the possibility of establish- a. A request for State certification, about the numbers of persons of limiteding ESL certification,theirconcerns, based upon the existing inequities affect- English proficiency who liveinyourpossibleproblems,potentialsupport. ing (1) the students from non-English state now, with breakdowns according toEstablish the most positive rapportyouspeaking homes, who do not receive language,-age group, and school district. can with these people. They are usually Continued on page 14 TN 8/80 48, 11 CERTIFICATION: STEP IT STEP GUIDE Continued from page 11 equal educational opportunity, and (2) the teachers who are not hired as readily as teachers with certificates. b. A statement of need, based upon numerical information on the number of non-native speakers of English in the state and the small number of such speakers who have teachers labeled (but not certified) as ESL teachers (as compared with students of foreign languages who are taught by certified teachers). c. A recognition a need as evidenced by the existence of university programs and degreesin TESOL; government guidelines and court decisions such as the Lau vs. Nichols Supreme Court decree at the national level and other possible court decisions in your state; and positioti -papers and resolutions by professional'organizationssuchasthe Modem Language Association, the national iESOL organization and possibly your TESOL affiliate. d. A definition of the role and abilities of the Teacher of English to Speak- ers of Other Languages. e. A description of the necessary com- petenciesofteachersofEnglisuto Speakers of Other Languages as defined in the TESOL Guidelines. f. An estimate of the relatively small cost of certification to the state and to local districts. If you need further information and additional suggestions, contact the TESOL Standing Committee on Schools and Universities Coordination.

TN 8/80

49 given an opportunity to understand the AN ESL INSTRUCTIONAL SUPPLEMENT: specific program and to decide if the volunteer services sought are of interest. THE VOLUNTEER by Mardyn AppelsonDetermining the abfiity, suitability and Oakton Community College,talents of the new volunteer are the con- Illinois cerns of the program interviewer. Since According to national statistics, theregoverned primarily by students' goals.the initial interview serves as a learning are 70 million people willing to giveBased on the identified needs and goalsprocess for the new volunteer, the inter- free time and talent for the satisfac-of the students, the professional ESL in-viewer must be an integral part of the tion of helpingothers.Recently,thestructor makes judgements and choicesprogram, knowledgeable in the unique prospect of using a portion of this vastconcerning appropriate strategies, meth-components of the particular program, group in English as a Second Languageods and materials which will assist stu- the population it serves, its organization, Program; has produced some anxiety.dents in reaching their goals, Materialsits rules and policiesits requirements Based primarily on misinformation, aand selected human resources areall and, above all, thes ectations which patchwork of prejudices and predisposi-"teachers" if they help the students learn.the volunteer may anticipate from the tions have emerged. It would be unfor-Several forms of "teachers", both humanprogram. The interview is an orientation tunate indeed for dedicated ESL profes-and non-human, both professional andprocess, a time to evaluate the volunteer's sionalsto prematurely and arbitrarilynon-professional should be employed, ifpotential and an opportunity for the foreclose volunteers from participationthe ESL teacher is to truly facilitate thevolunteer to make a commitnent to the in the field of TESOL. This descriptivelearning of language skills. A volunteerprogram. review is intended to help resolve somecan ba categorized as still another learn- In adult ESL programs, the profes- of the anxiety over volunteers in TESOL. ing aid in the instructional environment. sional ESL teacher is more often than The impact of an increased population not a part time employee and hence Since the professional teacher makes theunavailable ofnon-nativespeakersofEnglish,choices and judgements in the classroom, toprovidein-depth,in- coupled with limitations of instructionalit follows that, as with techniques and service training for the volunteer. There- time and budget, result in ESL classesmaterials, the decision to use volunteers fore, structured workshop sessions con- that cannot always answer all students'be governed by the appropriateness forductedbyprogramspecialistsare required for all volunteers prior to their needs. The policy of open entry en-both the students' needs and the teacher's rollment brings new students into each specific assignments.Individuals, con- instructional techniques. currently involved and familiar with the class session and an unanticipated in- Community volunteers are scatteredprogram, the materials, and the student crease in student/teacher ratio for manythroughout the United States. Men andand teacher needs, train and prepare classes. Non-compulsory attendance andwomen with expertise in many fields are the volunteers for possible tasks iden- cost free instruction result in some irreg-willing and eager to assist with their time tified by the ESL teachers. After the ular class attenders. and energy to help students. As profes-volunteersareoriented,trainedand Incoming students cannot always besional ESL teachers search for appro-assigned, staff members provide super- placed appropriately. Speaking abilities.priate teaching. devices, attention should vision,support andevaluation. literacy levels and even grade levels do The be given to this skilled group of dedicated mitiretrainingprocessiscontinually not generally coincide. Within an ESL individuals. They have helped with manyevaluated to insure responsiveness to stu- classroom, teachers contend with studentsof society'sproblems, why not withdents, teachers and program. with varying speaking and reading levels; TESOL? The question, however, is how Students in ESL classes can generally students who can speak, but can't readcan the efforts and talents of volunteersbenefit from additional help and prac- or write; students who can read andbe constructively utilized to help studentstice. Volunteers recruited, selected, ef- write English, but are reluctant speakerslearn. To be a functional component of fectively trained and supported, and perhaps students who have learning pro- an instructional ESL program itis im-s :de an additionalresourcetohelp disabilities or physical impairments. Theperative that volunteers be adequatelymeet the needs and concerns of ESL list cii go on and on. The demand toscreened,oriented,effectivelytrained, students, assist with beginning students expanti the opportunities for language assigned specific tasks and properly su-needing individualizedattention;pro - acquisition and the necessity to provide pervised. The concept that volunteers additionalconversationaloppor- an increased variety of communication ..an be selected indiscriminately and sum- tunities for reluctant speakers. provide skills to newly arrived foreign students,marily assigned the task of tutoring non- lit 'racyinstructiontolimited English while still maintaining quality instruc-native speakers is counter productive to speakers, illiterate or semi-illiteratein tional situations,arechallengeswith all concerned. their native language, or literate ina which every classroom ESL teacher can The training of a volunteer beginslanguage with a non-Roman alphabet; identify. with theinitial contact made by the give individualized attention to students Accountability is also a reality of Adult interested volunteer candidate. Similarwhose goalstendtowardindividual Education ESL programs. A measure of to the process through which paid em-instructionalapproaches;supplement a teacher's success is often the retentionployees are selected, volunteers respondandhelpexpandthestudents'use rate of the students and the documentedto advertisements, articles in newspapers,of English; provide "catch up" tutoring progress made in learning. Therefore, inflyers or to word-of-mouth publicity. Afor late registrants and "make-up" tutor- ESL tuition free classes which consist ofnew volunteer fills out an application anding for irregular attenders; supply an voluntary attenders, teachers must seekis scheduled for a one-to-one interviewadditional personal touch and concern out knowledge, methods, techniques andand orientation with a programstaff for the students' needs which will en- resources from many fieldstoinsure member. The mission of the program, theunirage adult students to keep regular quality performance. typesofvolunteer opportunities,theattendance; augment language produc- Instruction which will provide students availability, the commitment and thespe- tion through a casual and informal format with "communicatis e competence" is the cial skills or talents of the volunteercan- not always available in the classroom goal toward which every professional didate are discussed. The interview hassetting; provide home instruction to non- ESL teacher strives. ESL literature andimportant training aspects. In Zhis learn- native physically impaired students un- academicians advocate that an instruc-ing environment, both parties are seekingable to attend regularly scheduled ESL tional approach to adult ESL teaching he information. The prospective volunteer is Continued on next page TN 8/80 50 17 LeapOnaciletto and Anna =new. 1077.Inter- INI VOUNEIIII fere** yarns Mitmintal emnplenity as a pudic- Continued Nonnags17 Ito of Mond 114111101 relative *tuft &mislai- d'sPffNUNIINIIPtat the Lae Angeles Second chooses provide the ESL teacher with &WOW 111Wereh. Forma,a.Carol Vies another native 'pease as a role model IfirMilel, UCLA, 4840. /Crashes, Stephen.1975. The monitor model for and strecne who an monitor small second-laagnage aennialtIon. In lseend-lanpstaye group aedvides. aeopedoilliten and fertips tenspoispo teaching. ed. Rosario C. Gingen.. Arlington, Va. Center for ROL volunteers and professional ESL Applied Linguistics.Pp. 1-21. teachers can mutually benefit each other Mackey, William Francis.1965. Leaned teach- and jointly provide a unique educational ing aselysit. London: Longman,. Green and Co Mead,Margaret. 1964.Discussion motion on atmosphere for learning. The professional language teaching,In Approathes to semiotics, teacher is the "best teacher" to select ch. Thomas A. Rebook, Alfred 6. Hayes, and appropriate materials and an instructional Miry Catherine' Rateson. Tim Hague, Mouton. Nabokov. Vladimir1966 Speak memory. rev plan which will help students achieve edNew York, O. P, Putnam's Mons. communicative competency. The volun- Newmark, Leonard.1066. How not to interfere teer, however, can contribute to the with language learning.In Lanyuaye learning The individual and the process, ad Eduard W humanistictrendinteaching which Hakim, Part II, international Journal of Amer stresses the whole student. In addition, lean Ginywildies al, 1, Publication 40. the volunteer will enrich good instruction Rubin. Joan 1975 What the'good language learner' can teach us. TESOL Quarterly 9.1. and assist the classroom teacher in re- 41.51. sponding to open entryregistration, Taros*. Elaine 1°77.Conscious communication strategies in interlanguage: A progress report diverse levels and irregular student at- In On TESOL 77 n1 H Douglas Drown it al tendance. Volunteers are a talented force Washington, D C., TE1301., Pp. 194 209. which can expand the innovative and Tarone, Elaine. Merrill Swain, and Ann Pathman creative aspects of teaching English to 1976.Some limitations to classroom applies, Lionsofcurrentsecondlanguagereveal, i. speakers of other languages. TESOL Quarterly 10, 1, 19.32 Via, Richard A.1976.English in three acts CURRENT TRENDS Honolulu. The University Press of Hawaii Widdowson, Henry GI 1978 Teaching language Continued from page 4 OR rannotinoystionLondonOxford University Hymen, Dell1967Models of the interaction of Press. language and social settingThe Journal of So. Wilkins. D, A1976Notional syllabuses.Lon del Issues 90, 12, 948. donOxford University Pres.'

18 TN 8/80 QUESTIONING IN COUNSELING- learning relationship is based on the in- wrenching and dichotomizing of the self. seminational model, which is the basis ofSe this way, the learner question itself , WARNING Counseling-Learning, the question-answercan be considered not only as an expres- by Daniel D. Travelinteraction does not aid the learningsion of ego needs, but also as a somewhat process, any more than an oil furnacedesperate attempt to achieve a sense of The rationale for asking questions or adds to the intrinsic efficiency of thebelonging,ofengagement, for not asking questions in the Counsel- of whole- solar design, and may even impede it.person involvement. But since the prob- ing-Learning approach to education, onA new relationship in learning needs tolematical structure cannot accommodate the part ,,f the learner, has been and per-be incorporated. this, the question becomes an unrequited haps sti" remains somewhat unclear. At expression of observer needs that is out- first sight, what could be more natural PROBLEMATICAL LEARNING side of the reality of what the knower than to ask a question in order to find To begin with, we will take a look at wishes to teach. out what one does not know! Don't we An illustration of observer needs is do this every day as a practical and com- problematical learning. This is the kind monsense way of finding out how to getof learning, and often the only kind, with readily seen in sports where a crowd of to a post office, how to fill out an income which many r,t.-ople are familiar and com-partisan spectators project their hostility tax form, what is the price of an item wefortahle. One of its basic assumptions isonto the referee whose judgement of a wish to buy, and a hundred other things that when the learner asks a question,particular play goes against their team. we need to know? It seems eminently s he is always seekitig information. This Theirhostilereactionprobablyhas logical, then, that when a learner asks a as umption, however, can be misleadingnothing to do with the accurac y of the question, the knower ought to respondand self-defeating to the knower andreferee's judgement, since mos of them with whatever knowledge s 'he has toultimately to the learner as well. Ratherare too far away or too unknowledgeable offer, and this should hold true for anythan to assume that o hen the learnerabout the rules of the game to make a kind of learning asks a question s he is unqualifiedly seek- judgement about the reality of what oc- ing information, the knower might morecurred. Reality is not esen the issue here, TWO DIFFERENT MODELS rightlyassumethatthequestionis the issue is the crowd's need of emotional To help clarify this issue,it may heprompted by learner needs that may have satisfactionand reassurance thattheir tweessary to remind oneself from time to nothing to do %%WI the supposed informa-team, and by extension themselves, truly time thatinthe Counseling-Learning tion being sought. These needs wouldhay e worth and value. Unless this need approach, a different model is being used include primarily that of self-assertion, isin some way met, destructive action which requires a change in orientation ego-defense,resistance,ormethodic can ensue (such as throwing beer cans both, on the part of the koower and ofdoubt, among others. An experienced andat the onposing players, or at the referee the learner, especially in first threesensitive teacher will usually realize that himself.) stagesConfusion can often arise fromthese learner needs are triggered bv a Faced with an expression of observer anunconscious attempttoimposea feeling of panic, perhaps caused by theneed from a learner, the knower will newer structure thatisdifferent inits seeminglyvastdistancebetweenthe often react defensively in an instinctive intrinsic design onto an older one %% hen, knowledge of the knower and the lackvvay-in the model of a chess player in fact, the older one.o as never designedof knowledge of the learnerBecause, skilled in making the right counter-move. for it. In these times of energy shortage. however, there is no built-in design that With no consciousillintention,the the search for alternate sources of energycan allow for the expression of this feel-knower, like the good chess player, will suggests an analogy. If, for example, one ing, it will often create a counter reaction try to manipulate the question into an decides to change over from using a fossil of panic in the knowertriggering offarea of his her expertise where s /he is fuel to solar energy to heat the home,his her needs to self-assertion and ego- secure. This then becomes an expression usually a whole new house is required defenseThisis the self-defeating ele- of know el- needs of self-assertion and ego- 'the old one issimply not designed forment With two defensive people facing defense. this purpose At first one may fed a hitone another, the rela,. tnship becomes We sec the learner question as spring- strange and out of place in such a house,one of caution and wariness rather thanmg from the observer's_ need of ego- none of the familiar accoutrements of aof openness and trust, resulting in whatdefense when we remind ourselves that fuel furnace, such as radiator,, thermoCurran has popularizedasdefensive emotions are "omit-hound"; that is, the stat, and water pipes, however inefficientlearning. way in which one "feels" a word is usu- they might be, are there. A period of One of the contributory forces to theally determined by a past experience adjustment is needed until one becomesabove situationisthat of the learneraround that word. A particular word, secure that the new solar home is prob-being in an observer position which, how- therefore, that the knower uses, or the ably more efficient than the old one. ever, is inherent in the problematica/ ap- manner in which s /he uses it, can touch Cognizance of a fundamental shift inproach. With the problem being posedoff a past emotional experience related to perspective is at the heart of the issueas something "out there" that needs athat word. Since the learner (in the first of learner questions in the teaching-learn- solution applied to it, and both learnerstages) invariably enters into the learning ing relationship. Central to this issue isand knower looking at it from a distance, situation in an emotional state, usually thedifferencebetweenproblematicalnothing but an observer mentality is pos- of threat and,anxiety, and since problem- learning and mseminational learning. Insible (or needed). So long as the distance atical learning does not provide occasion the former, where learning is put into is maintained and the spotlight remainsfor the dispersal of that emotion, an out- the context of a series of problems to be onthe problem "out there",thatk, let must somehow he found. The only solved, the asking of questions i., essen-purelyintellectualized,theteaching- acceptable outlet that is available is in tial to the relationship between learner learning relationship remains superficially the form of asking a question. The ques- and knowerindeed, questions dictatesmooth. But this stance produces dimin-tion then, instead of being a seemingly innocent release may contain the highest the very learning process for withoutishing returns. Depersonalizationisthe them there would be no exchange be-price one pays for unmixed intellectual-potential for learning. But because the tween learner and knower. After all,if ization and abstraction; unmixed, that is, problematierl milieu is siOlopsidedly in- the knower does not have the answers towith emotional and somatic involvement.tellectualized, there is scant opportunity the problems, what can be learned? But,This condition cannot continue for very to capitalize on this moment. in contrast to this, where the teaching- longwithout causing an unconscious Continued On next page TN 8/80 52 19 there exists a distance, or space betweenin a strange town and asks directions to COUNSELING LEARNING himself and the learner. This space is neces- the post office arises from such needs. Continued from Page 19 sary if one person is to learn from another Would it not then be appropriate and INSEMINATIONAL LE AWNING But if the knower projects himself into that beneficial to the learner to answer such In inseminationallearni questionsspace, allowing no room in it fur the learner, a question? To respond to this we need take the form of a self-quest rather thanhe destroys am opportunity for the learnerto,back away a moment and re-focus the of self-assertion and ego-defense; that is,to expand into it... The learner continual's moves closer to the "target", the knowledge issue.If the knower's aim is merely to the question, instead of being projectedof the knower, until he reduces the knower avoid answering questions there is no "out there" as a way of defending oneselfto silent e or "nonexistence" This is the final contest. The knower can easily do this, III a threat situation, is taken insideof the goal of learning, but then the knower-learner exchange self and then externalized in the form ofThis helps to explain the need on thebecomes r. game of tug-of-war, and the an understanding response to the knower.part of the knower for counseling skills, knower can alwa.xs win. More to the This constitutes the beginning of com-s he must be able to accept (go into pointis what the question conveys of munication as well as the "psychizmg"non-existence)thelearner needs and the inner self of the learner; if the learner proct ss"Psschizing" of learning meansfeelings without herself himself becom- istruly seeking the way to the "post- an experiential process in relationship toing threatened or pronked into the needoffice", then his asking directions is the Another by which one learns not merelyfor self-assertio,n, for example, by answer-equivalent of a self-quest. It suggests an facts and data "out there", which maying a question. S he needs firstto beopenness and a resonsiseness to, and an or may not be remembered, but rathersecure in her his own "existence" as a investment in,the knower rather than gets to know the self as a whole newknower. threat .nod distance and the non-engage- person in relation to those facts and data. The structure of the group in the learn- ment of the obserser. As long as the Ohs musly, this is not the same as long-ing setting, then, allows the knower toformer attitude is there, the question is term memory, am more than the fluencyremain non-existent by being a languageno longer a question but a quest. The with which one speaks his her nativecounselor-hewer ( in Stages 1,11,11I, this former characterizes problematical learn- tongue is the result of long-term memos. reverses . tages ing,the latter inseminational learning. In fact, one might say the best illustra- VALID QUESTIONS The tss 0 represent two distinct models. tun, of "ps}c hized" learning is one's own But, one will ask, what if,in the in- In a recent issue of Saturday Review, mites, language. This is something that a seminationalmodeloflearning,the ('dd Tut kr.states. "Disembodied facts coriputer cannot do, although it has ex-learner question does not arise from .inv an fool's gold. The) are so easy to mis- cellent long-term memory. need on the .part of the learner, such as take for tine learning,"inseminational KNOWER NON-EXISTENCE ego-defense or self assertion, any mole learning alms to take these facts than the question of a person who is los(body them in warm, living, human flesh. lasemmational learning allows for the interplay of emotions and sees them as an integral aspect of learning The emotions are part and parcel of the "psy- cluzing" of learning, that is, of getting a "feel" for it as part of the self, rather than being estranged from, or even fear- ful of it. Since the learner is usually ill a state of threat and anxiety in the 'arly stages,s he may seek to release this threat and anxiety, as we noted, by asking a question. But since, as we also remarked, this moment of release has the highest potential for learning, it must be responded to sensitively and delicately by the knower, If the knower hears the question exclusively as the seeking of information, it will most likely be distorted and the potential for learning remains unrealized. What is the knower to do? This is already provided for by the structure (physical arrangement) of the group in the early stages. The structure itself allows the knower to recede into non- existent e,thusdiminishing thethreat that his her greater knowledge causes in the learners. By replying directly to a learner question, as would be done in problematical learning, the knower moves into the learner space; but to the extent that the knower does this, s/he pushes the learner into non-existence (in that 53 particular area of learning) and'thus the possibility for learning is removed. In- stead of this, as inthe inseminational model, the knower must be willing to go into non-existence,thatis,allow the learner to have all the space: Because of the knower's greater knowledge,

20 I N 6/80 ii

lish course has been offered in several one situation but not inanother. This 00 Is TODAY'S government agencies, designed to pro- includes regionalisms as well as market- vide speakers of black English with theplace and home English. by Lorraine Goldman indispensable tool of standard English. The course promises a limited num- WATESOL Those who take Up With English asber of things. But it produces much. something that was rarely partof their on-the-job training dis- Students begin to type and transcribe cover that thereis no threat to theirbetter, even though the course offers openly, but discussed none- strictly oral English. They begin to lis- e cancer and psychicillness identity. what they speak at home is their own business,and by learning ten to their children and read to them. be, in whispers and in corners, (They even begin to correct their chil- h a discussion with the afflictedhow to use the language of the work- place at work, they gain in self-esteem dren's English.) For many, work habits was generally molded, for fear and attitudes begin to change. Super- hurting feelings or causing an un- as well as marketability. Pride inself and the increased possibilities of pro- visors are involved in the training, and pleasant reaction. afIto added attention and reinforcement The malady is endemic in Washing- fessional upward mobility translate into large racial pride as well. produces very positive results. As the ton, D.C. government agencies. students gain confidence in theirself- numbers of employeesespecially those The approachisa combination of ESL and honest, straight-forward ex-expression and as others notice how inclerical positionsdo not speak or much better they sound, they begin to write standard English, thereby impair- planationsof what works and what doesn't work in a government office. feel better about themselves. What was ing the adequate functioning of their once a downward spiral of negativism offices and atthe same time limitingThe teachers are ESL teachers with ex- themselves to perpetual positions of in- perience in adult education. The classes reverses direction. are made up of 10-15 willing students, The pilot program was at the old feriority on the promotion ladder. and This non-standard form of English is people who know that their English is Department of Health, Education, Welfare, and It was there that reporters called Black English by linguists. By itsan impediment to their economic suc- talk, or cess but who have been victims of the from The Waihington Post and CBS usersitis called slang, street News observed the class. The resultant broken English. Somehow its use has "whispers in the corner": no one wanted to or could tell them what was wrong publicity has brought requests from all gotten inextricably bound upwith the similar identity andracial and how to fix it, not even through 12 overthe country to establish notion Ofethnic programsin schools, universities, and pride. But those who speak nothing but years of public education, and in some cases, through four years of college. private businesses, as well as in govern- blackEnglishinWashington, where The listof problem areasissmall, ment agencies. Indeed, theproblem is Uncle Sam is the primary employer and the the English language is the tool of the including primarily word endings (in-not limited to Washington, nor to Itisa national job world, take little pride in having flections,derivations, andconsonant federalgovernment. clusters), past andpastparticiple problem, and one which many people low-paying jobs because, among other are recognizing as one we musttalk things, they don't speak the language forms, pronouns, and certain problem sounds, like "th". Students learn to lis- about openly, and do something about. of the marketplace. There is little pride For those of us in ESL, this presents a in being poor these days. tento other people and themselves. They discuss levels of formality as well remarkable opportunity . .. to make a But things are changing, and happily contribution and to work. so. For a year now , aspecial oral Eng- as whatisconsidered appropriatein

54 TRANSMONING FROM ESL AT THE also recommended. This should includesearch paper rather than the w not only vocabulary enrichment but also product. SECONDARY LEVEL elements of word study (i.e. word ori- If the implementation of the men- by Dennis Terdy ginsand prefixessuffixes)(Paulston, tioned reading and writingpsi-Gt.rams 1/1m, source Center 1976, p.181-2.) are not a possibility given fiscal con- irtigto,"ts ,Ill- An additional component of the read- snaints within districts, consider including skills development is the teaching of ing elements of each within the final Thous Inds of .,econdary school dis-reading techniques for study purposes. levelofthepresentlyoffered ESL trictsthroughout the U S.are being They include the SQRRR approach classes confronted with significant numbers of Robinson, 1961)and speed reading Oftenbecauseofparallelregular Limited English Proficient (LEP) stu-techniy,es which deal with many pre- English and ESL cm rieula at the Second- dents..The first step in providing En- readingskills,i.e.noting purposeof ary level, rarely ;are elements of either glish instruction is to establish ar ESLreading, content, format, subtitles etc integrated into the other. Therefore, it class. Heweser, the establishment ofa Theliterature sin% ey component is clearly an educationally desirable ap- TESL program is cle-nly not the onlyshould include elements of the short proach to include a "transitional" ESL necessity.ExperiencedESLteachers story, poetry, the novel and myths lied component. will readily Concur that there is a need fables.Mane structuredreadersat d The suggested content of a transi- for a continuation of the ESLcurricu- adapted 5ersions of classics, if desired, tional class provide not only a more lum to includeatransitionalcourse. areas adableforthis.0 ea ofs4didv. gradual joining of the two curricula, This would serve a; the link betweenMs the and fables are not onii v in- minimize the trauma of that first ESL and the regular English non- curricu- teresting to LEP students but also can ESL classfor the LEP students,brit lum Obi..msly, ,hstruggle', politics, leadtodiscussiontopicsofcultural al-)provide competitiveskills which committees etc.fo.Just.-he tablish- issues illbetter insuresuccessful perform- ment of an ESL program oft(lo not The writing component must focus e of the limited English proficient allow forthe 11K US on an additionalon the skills the regular English class- student outside the ESL curriculum. class. New 1.rtheless,justification for theroom teacher mitinnallexpects ofall need is present. BIIII,1001ZAPHY snidents. To teach these skills, thew rit- Paukt ehri.tinatrait7,(cht,,, av a ESLtextsatthesecondanIds el mg component qf this transhon Lours( I I a+,111(10#7', 444 rigor. and Prar, dures often consist of a series ofsixlevels should contain the additional following andmdae, Ma,. 1 176 14,,In.nnFran, on 1' lttn144, "cork Besides tiring (, the format, ESLstu- elements I Inri,r 124m, 1940 dents, especiallyat the auermediate or latnel X 418/1 HO evaluating Sentence romlnu 1)controlled compositionOn a para- nie ads aneedlevels,often l'rn, e ,'()I,Qua th ,h1 Vol 1i, requireaddi- graph level Mardi,1 44,0p 041 tional supplementarywork ni the de- 21sentence combinmg dens Ines % ,lopment of reads ,g and writing skil:s. .11 elements ofati aditton,d grammar A "transitin- ESL class whichcon- program (to know the right swords siderstheLEP student'sadditional to describe the light things) needs and combines theni ss its the tra- t paragraph de%clopinilit( topic, sen- ditional freshman - sophomore orJunior tence, etc.) English clirneulumis .awiser choice. 5)outlining The components of th.., cur iculum often 6)spelling, actin sties consistof an introduction to composi- (notgenerated tion and a general sure'y of literature from the study of nilebut bom and literary types. general errors committed nit composition) The implementation of sucha curriculum .may be on a semester by 7 )expository wri,:ag se- 8)a survey of the research paper (not mesterbasisbe ginnii gwitheither literature or composition. On the other necessarily writing a term paper) hand, it may be an integration of hoth Although quite ohs ions,eliminating areas throughout the school year Eithersimple errors of format in composition way, elements of both curric,n1a, ESL writing, simple spelling errors, elemen- and regularEnglish,arebeing com- tary errors of writing mechanics,(i.e. bined paragraph indentation)and even the In the literature component of suchcosmetic appearance of the paper are a course, work in one of the preionsly essentialimprovement'tomeetthe mentioned weak areasof ESL texts, runimum expectationsoftheregular reading. should be included. This read- English teacher rem% mg LEP students. ing, readingliterature component should Thesere often msluded in controlled include the following. composition texts. Sentence combining activities, which are also sometimes in- 1)Reading skills development cluded, are ones which are 2)Vocabulary enrichment pros mg to be more related to growthin writing 3)Reading techniques/content area proficiencxthin any others.(Zamel, 4 Surxev of literary typesstructured 1980.) The further adaptation of the idapted reading ifpreferre writing curriculum should include the i.e. poetry, novel, short story, etc. elements offered in the regular English A focus on reading skillsdevelop- curriculumaselementsofgrammar ment in cisniunction with the literature study.,paragraph development, outlin- survey con:ent may include the following, and procedures of term paper writing; developing individual reading skillsing. The decision as to whether or not in sequencing getting the main, idea,to include a term paper assignment is and reading from content. Continuingoptional. A possible approach might be work onvocabularydevelopmentis to discuss the process of writing the re-

TN 8/80 25 5 .) A REVIEW OF ESL COMPREHENSIVE of possible neglectin our M.A. pro- Several schools distinguished first and grams, a point emphasized by Cooper EXAMINMSWINSINALA.PROGRAAU second language acquisition as different in his review of theses and dissertations. frompsycholinguistics, and nearlyall by Robert Ocluner METHOD schools asked questions that involved University of Maryland both contrastive and error aralysis.It During 1976-1977 I contacted twenty- is possible to collapse or separate these In the last few years we have becomefour schools offering an M.A. in LiL increasinglyself-consciousabout and other categories on Chart A, but I the and asked them to forward copies ofchose to represent the categories as the TESOL profession. In 1974 the &rec-their CE questions. To assure confiden- tors of American and British "teacher- schools have listed them. tiality, each school was asked to send Of course, not all the questions ad- preparation programs" were surveyed in "sample" CE questions or old copies. order to find what goals and require- dressed a single subject-area in ESL. Of the twenty-four programs contacted, These "Integrative Questions" combine trents these programs share (Acheson, sixteen replied. I decided to analyze only 1976). At the 1977 and 1978 TESOL more than two from Chart A. For ex- the 1975 and 1976 CE's, questions from .ample, one CE question reads: NationalConventions,specialpanels previous years had not changed signif- were organized to discuss present trendsicantly during the first half of this de- We in the teaching profession are actuAly and future developments in the train- cade. doing our students a disserNice with. the ingofEnglish-as-a-Second-Language policies of bilingualism and bidialectalism. Most CE's had ten or more questions, Furthermore,attemptstomake teachers (ESL) teachers. More recently, Wag-of which the students were requift d to ass are of the complex issues in socio- and goner (1978) has obtained census data answer five. The average time allowed ps)...holinguisticsvis-A-% is ESL serve only regarding the need for ESL courses,for each question was thirty minutes, to cause confusion and -unnecessarily cor i- andeSpeciallytheneedforbetterand the entire CE lasted approximately pucote the ESL teacher's lob Our Job is .0 trained ESL teachersShe notes that four hours. These points should be kept trash English, not to motivate our students only three out of ten ESL instructorsin mind when I discuss the CE's con- to learn. \\'o simply cannot control factors in this country have taken course work tent below. outside the classroom, in ESLtheory /methods,theother Discussthisstatement,makingsureto seventy per cent are basicalk untrained CLASSIFICATION OF THE show %% here von stand (50 minutes) If the needs of ESL students are to COMPREHENSIVE EXAMS be well served, we mast as a profession My basic principle in analyzing the I have al ,o included under this heading promoteadequatetrainingforESL CE's was to isolate "question clusters," those questions which allow students to that is, questions eliciting ,he students' combine in their answers different cate- teachers. But to do this we must first gories. kit, 1 how ESL teachers are trained and knowledge of the same basic ESL sob- then if.tcognize areas of teacher train-ject areas. F:om a total of 428 CE q.es- Deserdse the histm% of ESL us el the last ing which can be improved. Of par- tions, ! identifiedthirteengeneral 10 years.(One hour ) ticular concern then is how teachers are subject -areas in ESL (see Chart A). Continued on next page trained in graduate ESL programs. To CHART A: ComprehensiveExam Questions (1975-76) this end Cooper (1978) has reviewed over 200 ESL theses and dissertations written since 1975. ills purpose was to identify "topic areas and methodologies" with the goal to highlight where little or no ESTtisi.iduate work is now being done. S * In this paper ! will review 428 Corn - Ii 0 2 prehensiva Examination (CE) questions 0 *** 1 used by fourteen graduate ESL programs that require. a CE of their M.A. S 3 1*/* candidates.Bus' el'Campbell gave a * « 4 preliminary anal). of CE's at the */ * 1977 TESOL National Convention. My final observations can be added to Camp- 5 1 * (V) bell'sremarksandCooper'sreview (cited above). 6 /*/*/** 4, / / The M.A. programs in our field vary 7 j* greatly. Some last for one year or less; others extend for two or more years. 8 Given this variety, the evidence from */ CE's provides only a general indication 9 4, r ofteachertraining:furthermore,the -._. subject-areas tested may represent or' 10 r .r / a limited part of the total M.A. pro- c___t_ / .1 gram. Certainly practice-teaching must 11 /*1* * be considered as an import not feature * () of an M.A. prograimthat cannot be 12 i J I easily inferred from CE questions. -----* But taken as a whole ,the CE's do 11 /*/* '1 provide a broad sample of what "well- trained" ESL teachers are e.Tepted to 14 V* ,./ / / know. Thus, the CE's tell us a great TOTAL I deal about what our professioncon- d 13 I 13 8 8 5 4 '3 3 ' 2(1) 2 siderstobefundamental training. Ke% Aster sk( ) des grime thus r% that is applied to classroom Equally important, the CE's show areas r TN 10/80 t)) 9 ESL COMPREHENSIVE EXAMS Phonetics/phonology. (30 minutes) The Pedagogy sub-topicslistedin The basic and most common method used Chart C obviously overlap. "Sequencing Continued from page 9 for "classifying and describing vowels"is oflessons/courses"and"Curriculum As Chart A shows, 13 of 14 schools said to he not completely adequate. What and materials development" is one ex- ask questions about Language Analysg ISthis"basic method" (i e.,briefly, how ample.Thisredundancycannotbe does it work ), what is the problem with it, avoided: I have listed these sub-topics, ( pureandappliedlinguistics)and and what solution has been proposed? about Pedagogy (theory, methods, and as I have listed all the other categories materials of teaching). To suggest the In addition to the remaining two sub-in this paper, in a manner that is con- range of these CE subject areas. I havetopics of Chart B (4 or fewer questions sistent with the schools' CE wording. listed in Charts B and C (below) the per 14 schools), I have included under This redundant listing does, however, sub-topics that comprise Language An- Language Analysisthis item:General provide an important insight. alysis and Pedagogy: classroom application (12 of 14 Themostremarkablefeatureof schools). The reason for including thisChart C is that these pedagogical topics CHART BLanguage .knalvsts pedagogical item under Language An-deal more with theory than with class- alysisisto dearly show the schoolsroom application. For example: which make a connection between the Compare and contrast any 2 of the follow- study of language and its application ing four approaches to language teaching: to the classroom. For example: (a) Grammar-Translation, (b) Direct I Student X has been trained only in struc- Method,(c)Audiohngual Method, and I ,/ ( d ) Cognitive-Code Learning. (30 minutes) turallinguistics.Student Y hasbeen, it i trained only in transformatmnal Only eight of the fourteen schools (or 1 Both students has(' been asked to prepare i slightly more than one/half)ask stu- materials to teach English sentence struc- dents to "apply" theory: 1 . 1 1* ture to speakers of other languages Thewiscurrently considerable emphasis I )In what says do yell predict then ma- on %%hat is known as "communicative com- terials w ill differ from each other? petence First, describe what is meant by I/* 2) What differencesintheory regarding -conummicato e competence." Mention the how languages are learned would their names of any prisons', whom you associate f 1* 1'1 1 materials reveals(40 minutes iththis conceptNext, in a brief essay, &senile eseteises, class activities, and as- J* 1 i However, ChM B does not show the %umments that «ndd be used to help stu- relative emphasis each school places on dents acluoe rommumcative competence. 8 i /* 1 1 language study versus pedagogical con- ( 30 minutes) I siderations. As a rough generalization, 'I J 1 Thistheoreticalemphasiscanbe r about half the schools emphasize lm- io guistics, while the other half are more partially explained by noting that many CE questions assume, but do not ex- i concerned withtheteacher. A few II i , plicitly cite, a classroom setting. Also, r schools concentrate almost entirely on one or the other extreme. In order tofor some M.A. programs, perhaps the 12 / i /* 1* partiallydisplaytheteacher-oriented more applied aspects of pedagogy are handled in a practice-teaching require- Is 1 / / schools and those with a linguistic emphasis,Ihave marked those subjectsment. It is also possible that only "experienced"teachersareadmittedto / ! /* which co-occur with applications to the classroomThus, an asterisk next to asome programs. But there remains a i 12 1' 12 iti 10 1 checked item indicatesAnne type ofpossibility that teaching theory is not "applied" in several ESL teacher-train- N classroom application.

lilt 1I IN applit (1 t, t nrnn ing M.A. programs. C11ABI ( Pdagoo About half of the schools ask ques- For Langua toAnalysis(Chart B) there are three main sub-topics: Gen- tions about Contrastive Analysis (CA) cr. -e and Error Analysis (EA), Testing, and eral language theory (12 or 14 schools C RR ask a CE question under this heading), r g fi 71 Culture (see Chart A above and Chart tt. - D Mow). Itis important to note that Syntax (12 of 11 schools), and Phone- -ir 4:17. tics/Phonology (11 of 14 for phonetics Cultureisreally fiveseparate items: I I s/ s/ Americanculture, and 10 of 14 for phonology). Examples r literature,stylistics, of these sub-topics follow. 2 1 J 1 1 prowthics, and philosophy of language. Considering these items separately, we General language theory (30 minutes) 3 / 1 1 find that four schools have questions In concise formdescribe the method and 1 1 about American culture, while only two stn. goal(()oflingh, analysisIncludein 5 J 1 1 have literature questions and only sin- your answer ( mpanson of the American gle schools ask questions about either structuralist Bloomfield, Gleason, 8 1 1 1 stylistics, pr,,Aemics, or the philosophy floc kett,Bolingfr 1 andtransformational- of language. Moreover, the American genetatixe (e Chomsky, , ling,acker, 8 culture and literature sub-topics often Froinkin-Rodinal points of view J involve classroom applications. Syntay (30 lie lutes I 9 1 1 This same point can be made about Show how ,o are for an underlsing do in 10 J i J I CA/EA, althoughtheproportionof allthe follow in: sentencesThere should "applied" questions is somewhat smaller he at least four'dependent pieces of data I I , J 1 J J (i.e., 3 of 6 schools ask pedagogically a) Chomskyyy i Je Syntactic Structures 12 / 1 i related questions): b) Niton resume! over a year ago 11 i 1 1 DISCUSS briefly how asecond language c) Richard ',wed s a lot 14 teachermightuse"contrastiveanalysis" d) Jimmy andt'urge hate each other J e ) Tom kidnap!, d the heiress, 9 A 7 3 3 2 2 2 I Continued on next page 10 5i TN 10/801 EXAMS ture. Also, there were no CE questions after four yearsitis easy to overuse about Erg lishforSpecificPurposes, hindsight. &ma/tried from page 10 and very t.v questions about linguistics However, this review of CE's does is"ate advantage inhis makecleartwopoints.Although teaching(30 minutes) CHART D: Cooper found rather few theses and dissertations that dealt with linguistics, haps t to most applied of Summary of Comprehensive Exams my review of CE's shows that linguis- ject-areas(1 of 5 schools # of tics comprises an apparently large part connection): CE of the ESL teacher-training programs. thepedagogicalimplicationsof Ques- Fre- # of Furthermore,theseschools' programs g in EFL classes (One hour) CE Topic: tions quency Pages are, in most cases, rather evenly divided Language Analysis between language analysis and peda- CONCLUSION 160 37% 35 Pedagogy 130 30% 25 gogy. Chart D below summarizes the num- CA/EA 38 9% 4 But some schools obviously empha- ber of CE questions per subject area, Culture 24 6% 4 size certain subject areas in their CE their relative frequency, and the ap- American culture (10) (2%) ( 1 ) questions, and schools differ markedly proximate length of CE questions. This Proxemics (8) (2%) (2) in how they apply linguistic and teach- last measure is indicated by the number Stylistics (3) (1%) ing theory. Having noted these differ- Literature (2) 0%) (U of typed (8W' X 11") pages that the Philosophy of ences we can now ask what kind of collected qt.estions add up to. language (1) (1%) (i) preparation best serves ESL teachers. As Cooper noted in his review of L, and L, Acquisition 19 4% 2 Much worthwhile research can be di- graduate theses and dissertations, there Integrative Questions 16 4% 1 rected towards answering that question. Sociolinguistics 10 4% is in ESL teacher training a very strong 3 BIBLIOGRAPHY emphasis on pedagogy (Cooper's Testing 10 2% Psycho linguistics Acheson, Palmer 1976 English for speakers of "methods, techniques and materials"), 2% 1 other languages Bilingualism a some% of teacher prepare but very little emphasis on bilingualism, 4 /MIprograms in American and British colleges English as a Second Dialect (ESD), History of English and universineli Paper presented at the Col language 4 1% Irolununon the- Preparation and Certification testing, or the use of language labora- English-as-a-Second- of Language Teachers,10th Annual TESOL tories. My review of CE's, especially Convention, Ne54 York ('it), March 2, 1976 Dialect :3 1% Campbell,Russell N 1977 Presentation made thefiguresof ChartD,bearsout Language Labs 3 1% at the round table discussionESL degree pro- Cooper's observations. gramsaround the country 11thAnnual TESOLConvention, MiamiBeach, Florida In addition to Cooper's remarks,I TOTALS. 428 78/ April 26-May 1, 1977 can add that we largely ignore these Cooper, Stephen 1978 The thesis and dIsserts Lion in graduate ESL programsTF:SOL Qua r subject areas.history of the English that covered "new" trends(i.e., gen- Orly, 12,2, 131 138 language, proxemics(kinesics),socio- erative semantics, pragmatics, daughter- \Waggoner, Dorothy 1978Non English language linguistics background persons three f S surve55 (including ESD), and cul-dependency grammar, etc.). Of course, TESOL Quarterly, 12, 3. 247.262

58 kind of program we are talking about. Itis striking that although the authors AN EXTVP REVISITED-TEN YEARS The Fellows were six men and fourteen of these statements are all Southwestern women, all practicing teachers but tend-native speakers of Spanish, their com- LATER ing to be young. We had originallyments reveal that they believed they Ray Pastproposed 30 Fellows, but USOE cut itdid not really "know" their own lan- University of Texas: El Pasoback to 20, which I thought then, andguage, that they felt they had become still think, was a mistake. We had no more "confident" in using their own na- "Do you realize it was ten years ago intention of achieving any special sorttive tongue, that they no longer felt that . ?" A frequent kind of question of- "demographic mix" (USOE term) "ashamed" in using Spanish. Such com- for whatever it- was, for ten is a nicethough we had stipulated that anyonements, common from the Fellows, in- round number and a decade is a timeaccepted into the program had to bedicate much that is tragic about educa- span that impresses itself upon us. Also, bilingual in -English and Spanish. This tioninour Southwest, and at which ten years is far enough back so that we was alanguage qualification,not anthe Program was in part aimed. can look at things in perspective. Someethnic one, but the upshot was that of There was one development that de- things that seemed triumphs, or disas- our twenty Fellows, 18 were Mexican- servesspecialmention: Some of the ters,at the time are now seen not to Americans, and all 20 were residents ofleaders of the group decided to create have been so earth-shaking, either way. El Paso. AsIwroteatthetime: a professional bilingual teachers' associ- Others hold up pretty well. The vantage "Though there is much to be said foration and to affiliate with the national point of ten yearsisa nice place to theseatterguntechnique,welcoming organization in the field that seemed to make judgments from. participants from all points, there is also come closest to having the same objec- Reflections of this sort crowded upon much to be said for concentrating ef- tives, m. `rich turned out to be TESOL. me when I became aware that this sum- forts all on one area, especially ifitis We approached TESOL with a request mer is the tenth anniversary of the con-an area where the need is critical." We foraffiliationasthe"West Texas" clusion of an Experienced Teacher Fel- chose the latter course. branch of that organization, but at that lowship Program held on this campus Among the courses included in thetime TESOL wouldnotsubdivide from Sept. 15, 1969, to Aug. 28, 1970. Fellows' 42-hour program (no thesis)states, not even Texas! so we had to The Program had 20 Fellows, a top- were such as: Sociology of the Spanish-settle for becoming the "Texas TESOL." notch faculty, and for director: me. It SpeakingSc.athwest,Contrastive En- Later international TESOL changed its was one of the high points in what is glish-Spanish Linguistics, The Structure mind, and now TEXTESOLs are pro- stretching into a longish career. of English; The Structure of Spanish;liferating all over the state, but TEX- Sincetheprogramwasfederally- The LiteraryHistoryofSpain; TheTESOL-I is here in El Paso, a monu- funded there was naturally a bit of fed- Literary History of Mexico: Studies in menttotheprofessionalismofthe eralred , tape,including aDirector's Folklore; Dialects of American English Fellows of EXTFP. Final Report which I last week dug up and American Spanish, The History of What has happened to these people and re-read. On the very first page Ithe English Language, ESL Method-in the ten years since their graduation? ran into this: ology, etc. One significant feature of the What are they doing now? In an effort to find our I wrote to each one, asking The purpose of the program was to send Program probably differed from what was being doneinsimilar programs.for a reply.I didn't send any sort of into the schools of El Paso County a cadre questionnairethe worldistiredof of experienced bilingual teachers with mas- elsewhere: of the 12 courses the Fellims ter'sdegrees in English or in Education took on campus, five were taught inquestionnairesbut just flat out asked who would not only be capable of dealing Spanish. On afinalquestionnairein for a letter informing me of what they're effectively with the s ital problems of teach- which the Fellows were requested todoing today, what effect they estimate ingtheunderprivilegedchildfor whom evaluate the Program they were asked. the EXTFP had on their careers, and English is not the native language but who "What importance do you attach to the what,ifanything, they know of the would be able to guide, lead, assist and emphasis given to Spanish in this Pro- whereabouts and the doings of any of inspire their fellow teachers.. . their colleagues. Eight replied: nice, and Itwill be seen that a program with a gram?"Herewiththreetypicalre- sponses: of them, sonic were long, newsy letters. purpose such as stated aboveisa long- That's not a had percentage 'response, range proposition. It is hardly the kind that will delight the computer soul of the edu- ( I )The combination of English and Span- especially when we considerthatit cational statistician, A final verdict on the f,a tremendous one-two punch which ought to be figured as eight out of 18, program's effectiseness will come years ,n must be retained in any future effortsIt not20.One woman has completely the finure when itis possible to observe is the combination that makes this program dropped from sight, andall effortsat the Fellows' accomplishments, their impact especially pertinent considering Pie situa- reaching her are unavailing.Another, on the schools. tion that teachers in areas like ours taut deal with and function in. after four or five years as an outstanding Well, okay. As I was saying, here we ESL teacher in the community college, (2) The Spanih emphasis was one of the tired of the classroom and went into are ten years later, and it would seem most significant requirements of the pro- rot too soon to take a look, at least a gram The emphasis has provided me withbusiness. preliminary look,el- the Program's re-an opportunity to learn and was Spanish. Of- the remaining 18, all are in one sultstodate. How much bang did The courses have been most difficult be- way or another directly usingwhat they Uncle get for his bucks? Was the money cause of 'a lack of prior study of the lan- acquired ten years ago, 1.7 of them in well spent? Or was the then-new Nixon guage. I time a more confident attitude ineducation. The remaining one is serv- administration wise in wiping out this the use of Spanish. ing the federal government in the area kind ofteacher-training program and (3)I felt it was very important. My Span- ofequal opportunityincivilianand divertingthedollarstoot!ieruses? All was very weak and I really had no ideamilitary programian area not aimed Maybe more to the point: would it be of the richness and beauty of my ancestors' at by the 7XTFP, of course, but not all a good idea to dribble a bit of federal language My Spanish has improved and I that far afield,either, considering the money into similar Programs today to base lost my self-consciousness. The ability emphasis given the sociology of minor- try to help with some of the problems to speak Spanish fluently will be a great ity groups, etc. Eighteen out of 20 still assetin working with the parents of my inthe Eeld would work outto 90%, of the 80's? pupils. My knowledge of the language will First,let me quickly sketch a few indicate to the children and their parents according to my podcet calculator, and details about the EXTFP, as we always thatSpanish isnotalanguageto bethat's pretty good odds. called it, so it will be more clear what ashamed of at all. r r Continuedon page 15 TN 10/80 J 13 IMP: 10 YEARS LATER Fellow has and is playing a keyseem to be administrators, you might part in it Continued from page 13 allall. wonder whether anyone stayed in actual Today's social climate being whatit teaching. Indeed some did. One of the So; how are they doing? is, the federal government is inevitably Fellows, in answering' my query as to One man wrote rite that before thegoing to be heavily involved in any whatthe;'might know abouteach EXTFP experience he had -been con- large public school bilingual education other's careers, wrote: sidering leaving educationaltogether. program, accepting and funding pro- Except for the one or two female Fellows "However, my involvement withthe posals, forcing evaluations, approving, who may stay home with children from Fellows and professors not only con-critiquing, giving, denying, etc. etc. And time to time, all are still actively making vinced me that I should stay in the fieldguess who is the school system's Direc-themselves felt in the field of education or of education, but also encouraged me to tor of Federal Programs? Right! Another aclosely related area. Twelve of us are continue my studies toward a Ph.D." of our former Fellows. He has, of course, still teaching, many in the bilingual eduatl, He did take his doctorate, and for abeen a powerful factor in shaping the tion area. Eight of us are administrators of time thereafter served on a universityway the local schools have developed one sort or another with varying levels of graduate faculty as a trainer of teachersover the last decade, most especially in responsibility. in bilingual education. He left the uni- referencetothebilingualelucationOne of the women who isstill in the versity for work in the Southwest Edu-programs. For itis largely he who has classroomhasseveraltimesturned cationalDevelopmentLaboratoryin determined the shape of proposals sub- down offers to be an elementary school Austin, Texas, where he has developed mitted for funding, and largely he who principal on the grounds that her own teacher-training materials, conducted a mustperiodicallyassessthem.Also, children are still too young for her to national study on cognitive styles ofanxious for the programs' smooth and over-extendin terms of time and re- minority students, and trained teachers successful functioning he has been an sponsibility. She writes, ".. . today I and project directors of bilingual edu- active missionary to the benighted, ex-am ahighly-specialized and qualified cation programs. Currently he is direct- plaining, justifying;, converting. Of the component of the bilingual program, as ing a longitudinal study on the teachingEXTFP he writes, "Without itI would I can teach in either English or Spanish of reading to bilingual children. The still be in the classroom teaching, andor both." Attempting to sum up what lab's work, of which he is a vital part,even though itis a wonderful place toshe knows of the careers of those who has been presented at major nationalbe, for me it would have meant that Iwere in the EXTFP: conferences, i.e., NABE, AERA, NOTE,never got a chance to make some con- It made itpossible for its participants to etc., and implications from the research tributions thatI was capable of mak- get ahead as: an assistant superintendent done at the Lab could have a bearing ing." of schools, a high school assistant principal, on educational policy at the local, state, Still another Fellow exited from the an elementary principal, elementary as well and national levels; instrictional meth-EXTFP to go into university-level ESL as high school counselors, a ranking official odologiesforbilingualchildren,and teaching in Puerto Rico, but he soon with the Navy Department, a federal grants program evaluation and teacher train-left that and got involved in working officialfor the schools, a politicalaction ing. leader, an ESL Supervisor, and numerous with agencies of the federal government certified bilingual elementary school teach- One of the women Fellows has risen in the area of minority group problems. ers, as well as Language Arts English and in the hierarchy of the El Paso Public He is presently with the Department of Language Arts Spanish teachers. School system to the rank of Associatethe Navy and is resppnsible for policy Area Superintendent, in which she now and guidance formulation for all Navy Another of the Fellows is today a has been serving several years and in civilian and military EEO programs. He power inthe schools' Department of Curriculum and Staff Development, a two different areas.(I should explainsays that the MA he earnedinthe that the System, which serves some 63,- EXTFP opened the door tohis em- position from which he exerts consider- 000 students, 65% of them of Hispanicployment with the federal government able influence on the schools' course of development, particularly in regard to background, is headed by a Superinten-and that"becauseoftheextensive dent who has three Associate Superin-course content in the EXTFP dealing the bilingual educationProgram.Of the EXTFP he says "It came at the right tendents, each of them his lieutenant in with the Hispanic culture,Ipossess a char^e of a geographical area of the basicsociological and anthropologicaltime, the right place, and for all the right, reasons." He recalls all the activ- city.) Thus she has been in a most in- foundationinthat culture which has fisentialpositiontohelpguide and been invaluablein conducting aware- ism of those day§ ("and those bereted direct the school system as it has devel-ness seminars for private and publicretards, the Brown Berets. ..") and opedand is developinginto what ismanagers." Well, of course the EXTFP says of himself and the Fellows, "The 'widely recognized (if not always in El waN not aimed at creating bureaucrats,school hoard had to conclude that we would be the 'acceptable alternative' to Paso) as one of the nation's best bilin- however beneficial, but as we often ob- gual programs. No El Paso educatorserve of our society, We don't dictatethe foul-mouthed Brown Horde, and our would dream of saying that the localwhat a person must doand a useful,promotions were accelerated." Another system has solved all the problems, andproductive member of the society is a Fellow, touching on the same theme, itis constantly subject to examination,net plus whatever the character of thepoints out that during the very height alteration, abandonment of some facetsplot he is tilling. of the activism uproar the Fellows were and intensification of othersand'above more or less sequestered away at the Another former Fellow has become a University. He writes: all, expansion. (All of the city's elemen-trend breaker inthat sheisthe first, tary schools are now participating in it, and only, female high school assistantWhile we were learning how to become regardless of the ethnic composition of pnncipal in charge of discipline in Elpart of the solution rather thari part of the their student population, but expansion Paso, and reports reach me that her problem, El Paso was experiencing failure isoccurring upthroughthegrade and frustration' indealing with the very schoolisrelatively a sea of calm in problem we were studying. For us, the Fel- levels.)In spite of this constant flux these t....bulent days at the secondary lows, El Paso provided an experience more and in spite of heated "anti" letters tolevel. If you wonder what possible rela- akin to on-the-job training than the "prac- newspaper, letter to tile editor' columnstion the EXTFP program has to a posi- ticum" implied. No artificial or simulation by some of the local neanderthals, test tion such as hers, do remember that 65% exercises had to be devised for us. We had data unequivocably, and unemotionally, figure regarding the Hispanic popula- the benefit of the real thing to work in and provethatthe programisanever- tion of our- scSools. on M order to acquire the master's degrees increasingsuccess. And our one-time Since those Ihave cited so farall Continued on next page TN 10/80 60 15 NM% 10 YEARS MIMI Cosi limea from pyre 13 we meta Furthermore, bemuse we were students and well memagek we were able to acquire all the experiences required or desired without being srionatized by our participation in those activitim. Uniformly, the Fellows, looking back over decade sincethe EXTFP, pronounce the Program a. "success," thinking not only of their own individual careers but specifically of what they know of the others'. They attribute the success to different factors: some of them quite candidly cite the excellence of the group (correctly, in my judgment); others point to the quality of the program; and as we just noted, some cite timing as of critical importance. One writes, "Possibly the greatest factor was luck, for only luck could have gottentogether,andincne place, twentyabove-averagegraduatestu. dents. ..." The Program had some other inciden- talbenefits.Itfostered an unprece- dented cooperation,forinstance,be- tweentheDepartmentsof Modem Languages and English at the Univer- sity, and-rwas at least in,pari responsible for the eventual establishment of a Department of Linguistics, which still works closely with both Modem Lan- guages and English. All in all, ten years later the Program 4 has to be viewed as having had an impact on education in this area. Perhaps a greater impact than was visualized or even hoped for at the time. And ten years is mill only ten years: the Fellows have by no means reached the peaks of theircareersbutarejustbecoming solidly established. Another assessment after another ten years will surely be more impressive. In the meantime, not all the problems are solved, neither here in El Paso nor elsewhere, at least as I read the news. I would suggest to the new Department of Education, or to anyone who will listen, that an approach that worked so well once might not be too bad an idea to try again, and at a number of places around the country. Lord knows we not only have the problems but we also havetalented,bright,eageryoung teachers trying to come to grips with them. Why not pick some of the best and strengthen their hands? I have seen tax money spent worse. Haven't you?

61 TESOL Fifteenth Annual Convention Magi? 3-8, 1981Detroit, Michigan

16 TREATING MENTAL ILLNESS Portuguese woman to illustrate that al-expert, as well as their jobs as doctor though the causes of mental illnessare and nurse. Many of these immigrant IN THE ETIINK COMMUNITY fairlyuniversal,"thecon ten t"the form the disturbance takescan patients have received psychiatrictreat- vary ment in the past. by Sarah Henryconsiderably among different cultures.A Canadian-born patient experiencing Yet conversely, because of thesense The Portuguese woman the was broughtsame stresses as this woman, forex- of belonging within ethniccommunities, to Toronto Western Hospital sufferingample, might have sufferedextreme de-chances for recovery are perhaps better what appeared to bea serious mentalpression, perhaps have attempted than for native-born Canadians. illness.She would tightly sui- clasp hercide, and probably have feltanxiety "Illness is not viewed entirelyas an hands in an attitude of prayer for hoursabout health and body functions,he on end. And she had told her family sa individual matter,"says Dr. Allodi. "It is conceptualized in terms of the. family she could communicate directlywith Overthe past three years, doseto Jesus Christ. 900 patients, half of whom don't speak because it affects everyone." A Canadian - trained psychiatristmightEnglish, have found theirway to the Treatment, like the illnessitself,is have diagnosed her conditionas schizo-Western's transcultural psychiatricunit. also a family affair. "When theyfirst phrenia. The religiousmania, occasionalIn addition to the linguistic barriersandcome to the office it is often difficult to catatonia, and poor links with realitythe possibility of being diagnosed byknow from their behavior whichis the all suggested an emotionaldisturbance North American psychiatrists, ill person. The patient that would require extensive these pa- may be a sick treatment. tients, most of whom are from Italy,man, but itis often his wife who is But U of T psychiatry professorDr. PortugalandLatin America,face showing the signs of hysteria."Therapy, Frederico A" di, director of theWest- higher than average risk ofbecoming ern's transcultural psychiatric insuch instances, aimsat separating unit rec-mentally ill because of thepressures of the people involved ofznized she was suffering froma re- adjustin z to life in Canada. to give theni more active delusional psychosis,a condition "The rootsof psychiatric problemsemotional autonomy. "Theego is the rarely diagnosed in NorthAmerica, but aremulti-factorial,involvingmoney, major controlling force of thepsyche. quite common among patients family, as well as the mentalillness,'But within these families,the ego is from amorphous and fused," Third World countrief and ruralEuro-says Dr. Allodi. "But because of the says the psy- pean 5ackgrounds. Within a few daysstresses of living in Canada and becausechiatrist. of their status as immigrants andminor- About 55 percent of the of drug therapy, the woman'ssymptoms ity ethnic groups, these people have Toronto had lifted. population was born outsideCanada, special needs." yet Dr. Allodi is in a uniqueposition to Itis students and establishedprofes- these special needs that thesionals arestill not being- adequately treat Toronto's ethnic community. Ana- transcultural psychiatric unitwas set up tive of Spain, he speaks five languages. trained to treat immigrantpatients or to serve. At the weekly clinics, Dr.to plug into the existing network And the U of T transculturalpsychiatricAllodi and a part-time public health of unit is located in an area where 45 services set up for residents fromethnic per- nurse, the only professional staffme-n- minorities, he says. cent of the residents speak no English. hers, must lake on the rolesof priest, The psychiatrist tells the story ofthe (Excerpted from the Toronto BulletinVol, social worker and communityresources 34, No. 1, July 14, 1980) a. PROCEDURES FOR IDENTIFICATION and (more importantly) meet the needsdistrict will not make the same mistake- of the identified students by providingthat other districts have made, as re- AND ASSESSMENT OF STUDENTS them equal educational opportunities. portedby OCR inJanuary,1975.2 FOIPOSSI11.1 INCLUSION IN A Before beginning the discussion of theAmong the most common violations identification and assessment procedure, citedby OCR was the practice by COMPREHENSIVE UU EDUCATION the reader', should be aware of the spe-school districts not accurately identify- PROGRAM 4 cific proteCtion of rights; as embodied ing all students with a primary or home by Phillip Rothin Title VL which is the genesis of this language other than English. If a school Indiana Dept. of Public Instruction identification and assessment procedure system is unable to accurately identify and subseeuent educational programsits students, it necessarily follows that The tremendousinfluxof refugees designed as a result of this process. Title the school district will not be able to (Indochinese, Soviet Jews, Cubans, and VI provides; that: assess the language proficiencies of its Haitians) into American communities in students. the past five years has caused public "No person in the United States shall, on the basis of race, color, or national origin, Identifying a student as having a pri- schools across the nation to look at civil be excluded from participation in, he de-mary or home language other than Eng- rights legislation more closely than ever nied the benefits of, or be subjected to (Its- lish does not mean that the student before. The reason for such scrutiny is cnininationr tinder any program or activity necessarily has limited English language that the Office of Civil Rights (OCR) is receiving lcideral financial assistance proficiency, or that (s)he is underachiev- reviewing policies and practices of school (emphasis added) ing. These can only he determined after systems to assure that limiod EnglishSubstance was given to this protectionthe student's language proficiency and proficiency (LEP) students are not fore- of rights in a memorandum issued byacademic progress are assessed. closed from equal educational oppor- HEW on May 25. 1970, regarding chil- A good way to determine the primary tunities because of a lack of English dren of national origin minority groupsor home language of students is to use a language skills. Whether they do so vol- with limitedEnglishlanguage home language survey which elicits at untarily or in response to court orders or skills The memorandum was issuedinre- least the following information: to citations by OCR school administra-sponse to findings by OCR that a dis- 1.the language tors must develop and implement edu-proportionate number of students whose firct,acquired(learned) cational programs which are consistent by the student; primary or name language was other 2the language most often used in the with the requirements of such legisla- than English were not receiving special tion as Title VI of the Civil Rights Act home, and of1964; assistance in many schools around the 3 the language most often sie,!-en by the Title IV ofthatAct(as country. It requires that: student. amended in 1974); Title IX of the Edu- cation Amendments of 1972 (sex equity), "1 No student be excluded from effective Results of the survey will produce and Public Law 94-142, which addresses, participation in school because of inability two groups A students as indicated be- in part, provisions for LEP students who to speak and understand the language of low. instruction. are handicapped.Inaddition,school 2 No stn' ent be misassigned to classes Nome Language Survey districts., which are currently receiving Of the entire student ragnilatsn)1 funds under the Emergency School Aid for the mentally retarded by reason of his her lack of English skills. 1 Act, or districts which are applying for 3 Programs for sucha student be de- such funding, must now submit and signed to meet his /her language skill needs implement a comprebensise educational and not operate as a (lead-end track plan for LEP students. Otherahan-English Parents whose English is limited receive Language Background English Language Background Students Considering the multitude of legisla- noticesand otherinformation fromthe Students tionandattendingregulationswith school in a languagethey can understand."' which school administratidns must com- With this in mind then, the discussion Notice that the diagram above indi- ply, it is little wonder that school sys- willfocus on the tems are, confused as to how to satisfy identificationandcates administration of the home lan- assessment procedure. The reader will guage survey to the entire student pop- all the requirements beset upon them in notice as each step of this process is de- one educational program. While an in- ulation. Some school districts rely only scribedthat references are frequently onstudent surnames asashort-cut structional program which meets all ofmade to OCR requirements to assure the requirements mandated in the legis- method toidentify students having a that the s'iggestions here are consistent primary or home language other than lation mentioned above ispossible to with Title VI and related regulations design and implement, itis premature English. Student surnames may give the to discuss such a program without first and guidelines. district some general idea of thenum- considering two importantquestions: Step 1. Identificationof the Student'sbers of such students, but the surname whichstudentsinaschooldistrictPrimary and/or Home Language. of an individual will not necessarily in- should be enrolled in the program, and An essential first step for the school dicate what language is most often used what are the unique needs of those stu- in the home. This practice, therefore, is district is to accurately identify all stu- not advised in the identification process. dents which suchaprogram would dents whose primary or home language presumably address? This paper, there-is other than English. The reasons for Noticeinthe diagram abovethat fore, will discuss a procedure to 1) iden- identifyingstudentsinthis way arethose students determined by the home tify students who have potential limited I)to make certainthatallnational language survey as coming from an English language abilities and 2) assess origin minority group students who po- English language background are im- their particular educational needs (i.e., tentially have limited English languagemediately dismissed from further con- English and/or native language instruc- proficiency havetheir language pro-sideration in the identification process. tion and any possible special education ficiencyed academic progress assersed The general education program,itis needs). Information gathered as a resultand 2) to determine which students areassumed, is already designed for these of followipg this procedure will helpnational origin minority group students students. We are concerned about those school personnel to make appropriate forthe purposes of Lau compliance. students who, because of their lack of decisions about the kind(s) of instruc- Moreover, taking this step as an initial English language abilities, cannot pro- tionalprogram(s)toimplementand activity in the identification and assess- gress through the general education pro - thereby satisfy civil rights requirementsment processassuresthatthe school Continued on page 21

TN 10/80 19 LANGUAGE' ASSESSMENT distinction will become apparent later consideration at this point. The process Some program planners dismiss the is concerned only with the three groups Continued from page 19 EnglishProficiencyStudentsatthis of students which are underachieving: gram in a manner commensurate withpoint. As you will see below, there are NEP Students, LEP Students, and the their English proficient peers. some important reasons fo: continuing EnglishProficiency Students who are to consider these students. not working at grade level. Step 2. English Language Assessment Step 3. Review of Achievement Test Step 4.Native Language Assessment The assessment of English skillsis Data important here to refine the group of This step examines a very critical students identified as Other-than-English When planning an appropriatein- albeit often neglected area of the iden- Language BackgroundStudents.Fur- structional program which will serve as tification and assessment process. Infor- thermore, making this assessment willmany qualified students as possible,it mation concerning the level of native help the school district to avoidcom- is not enough to use English languagelanguage development of students iden- mitting another violation which has been abilities as the sole criterion. Achieve-tified up tothis point as NEP, LEP, cited by OCR: failure to assess ade-ment test data give some insight intoor English Proficiency (underachieving) quately the language proficiency of LEPproblems encountered by students whomay give some insightespecially when students.= If a school system' cannot ade-come from an other-than-English lan- compared with English Language Assess- quately assessthelanguageskillsof guage background but who are pro-ment and achievement datainto such these students, it cannot prescribe a pro- ficientin English. Some of these stu-learning problems as speech problems, gram specifically designed to meet their dents may be underachieving for rea- mental retardation, other learning dis- newts and to rectify their English lan-sons other than language differences. orders, and emotional disturbances. When guage deficiency. The figure below indicates the groupssuch learning problems are suspected, Various English languagetests can of students defined by this step: further diagnosis via appropriate instru- be used to determine which students Rested of Achievement Test Data are limited English proficient and which of ton-English Proficiency I\ EPStudents, are not. (This paper will not discuss the Limited-English ProficiencyLEPStudents, variousEnglishlanguage instruments and English Proficiency Students) whet h can be used; it is concerned only with the identification and assessment procedure.) The figure below indicates the groups of students generated by this assessment : \ EP Students English English Profit win% Proficient% Students Students ( under - ( achies mg ) ac Ineving)

Implementing thisstep,theschool ments and procedures is necessary to districtwill mold committing yet an-assure proper placement into appropriate otherviolationoftencited by OCR: programs. The figure below shows the improper placement of LEP students possible groups identified by this assess- into classes for the mentally retarded.'ment: The determination asto whether a Many times this violation occurs because student is Non-English Proficiency (NEP) Noticethatfor each of the three school systems use tests and procedures orLimited-EnglishProficiency(LEP) groups of students identified as under- can easily be made during this assess-which rely exclusively on English lan-achieving in Step 3 there is a counter- ment by following thedefinitions of guage abilities to assess and place stu- part identified as "special." Making pro- language eat-gores as described in the dents. Following the above step helpsvisions for the appropriate assessment Lau Remedies. the school district to comply with theand subsequent placement of students Lau Remedies, v..iich state that: who may aced special education ser- "Category AMonolingual in a language Yudent, has ing a primary or home lan-vices, regardless of th ir English lan- other than English. guage proficiency, is consistent with the Category BPredominate speaker of the guage either than English who are under- dale% ing must he provided remedial pro- requirements of Public Law 94-142. language other than F.nglish Reasons for considering the NEP and Category CBilingual, I e, has equal fa- grams,regardlessof whether they have cility in English and. the other language. limited English ahilities. Underachievement LEP students and all of those students Category D Predominate speaker of Eng- is defined in the Lau Remedies as perform- identified as "special" for inclusion in a lish though knows some of the language ing at one or more standard deviations be- comprehensive Lau education program other than English. low the mean score for non-minority stu- 1,re rather clear. What may not be so Category EMonolingual in English, dents obvious isthe rationale for continuing speaks no other language Referring to the figure above, notice toconsidertheEnglishProficiency Those students classified in Category A that those students identified as English (underachieving) students who do not need special education services. In many are consideredtobe NEP students. Proficiency Students who are achieving Those classified 13 and possibly some in at grade level are dismissed from further Continued on page 23 Category C (since they may be equally r \Mile I .aligiiaw dysfunctionalinboth languages)are P Stud. tit,I F P Slut, HI, consideredto be LEP students. The 1'141SI II, 1111111.1hie Sttioiv readeriscautionedagainstassigning students into language categories at this point. That will be done later in the process. The reference to the Lau lan- 'FP I P F "glob sr, Jai StDit nt, Stud. rit% guage categories here is only for the Pr, At tem Stiulcnts III Proficient% Stith tit. purpose of distinguishing between NEP hie. rug Stilarnt midi and LEP students. The reasonson .or .-.sthis TN 10/80 64 21 needs of students identified ineach (41GUAGE ASSESSMENT group at the inceptionof a comprehen- Continued from page 29sive Lau program. Itshould be noted that the groups identifiedbelow are not school systems, these students are under- intended to be used fortracking pur- achieving not so much because of lan- poses.It is quite feasible thatstudents guage differences, butbecause of cul- another as tural differences. The work of Dr. Jose will move from one group to they develop language (Englishand/or Cardenas and Dr. Blandina Cardenas skills. betweennative language) and conceptual suggests that incompatibilities The figure below indicates thepossible the student's cultural characteristics and groups of students identifiedby this step those of the dominant society repre-who could (should) be includedin a sented by the school result in the stu-comprehensive Lau education program: dent's low self-concept especially when 12EFEItEN1'ES the school makes unrealistic expectations Memorandum to 'School fish let. nOhMon. 1 of him her.4 Including these students Iii PhanFivePercentNationalOriginMinority (troop Children- fromIStanlesPottinger. 1/.1 a program where thereisan under- 2I, torof theOfth eforCivilRights, Ma) standing of these and other factors which 1 971) Delinientined affectlearning, provides the students 2 In !tumor,. 1971, with opportunities to succeed in a man- st hoot elistrit is m hie h, on thebasis of information sop:ied in the if E:11'101 and 0)2 Forms, iii re 11111111./Yri of 011 liercommensuratewiththeirAnglo elltolittlefliqtroportinnate itrimar, or home Language wasother peers. nos wlutse ,peas! than nglish and who were not revering it ere required (0a Olti Step 5. As?tgnment of Students into /est-Astarte e'I hose elistri ts questionnaire Lau Categories hlete and returnontritest:gat:se 11),01'11;1 711 intendedtoassistin the effort The final step of the identification and to determine whether the1hstn,ts here in Yio'n assessment process involves the assign- 111111 of Lau v hod. Remedies, AN ailoideforMINIM/MI.1: Past ment of the students identifiedin the I fin .atonal Prot to t, listed V106,11111 /I lir Lau previous four steps into Lau Language \ I, / !summer 1971 t t a Helioslose and Wan him f a:shoats Categories. The purpose of these cate- 71//: ff,,,,itatittiffrnfo San Anton, goriesisto plan appropriate instruc- 1,inter. othirolD, %too:anentilesear/ h tional programs tomeet the specific v.,. ',W.', 1,177

f Assignment of Students into Lan raterznne,

r-- 1 1 Spe,t1.11 NI- P `Et' 1

I Motuiltngualut the I Muni in the Language language other than till rtit in I tiglis1,1 1. salmi t

SIN, ea!I1 P LE I' Student.

IIIhnitmant in the 11 I /lawn int m the laugh 111, lain/nageotlit r111.11, otItt r thanIt tiglish 1 nglish

IIIBilingualI in English .111,1 IIIBilnignal/ in English tin language tither than and the language other intuit), than English

Special English Proficient I nglish Proficient under:tellies ing / tint lerae Ines ing

11 Dominant in English 11 Lfioninant in English

Monolingual lin I- nglish nglish 1 abou the identification and assessmentprocess is With the administration of Step steps described altos e should prosode school complete The information gatheredfrom t' make «lucationally sound decisionsabout the appro- affinimstrators with enough data to that will effectively meet priate type(%) of instructionalprogram(s) to implementone(s) through the process just described. the needs of students identified prescribe specific programs for particularpopula- It is not the purpose of this paper to descriptions of program tions of students. Such decisions canbe made by resiessing the Selection of Bilingual EducationProgram Designs by Ned designs in A Guide to the Service Center. Arlington Seelye and Billie NasarroPublished by the Bilingual Education Heights, Illinois, supported by theIllinois Office of Education, 1977

TN 10/80 3.Studentslisten through earphonesreaders may want to start addingre- attheir booths while I read the cordingactivitiestotheirclassroom story aloud to them from the main strategies but need advice on the most console. I sometimes ask questionssatisfactory tape recorders for student/ or make comments about the ma- classroom use."It works" would like Edited by Darlene Larson terial just to simulate a real story New York University tohear from TESOL members who telling situation, to check compre- have found satisfactory recording equip- hension, and to help make it ascon- mertt at economical rates. CHANGING SPEECH TO WRITING genial an experience as possible. IN THE LANGUAGE LAB 4. At the end, students are instructed to `tell the story to a friend who was Thelma L. Borodkin not there to hear it originally. They Lehman College-CUNY speak directly into the tape record- As the preference for ers. strict audio- 5. lingualmethodshasdecreased,the Next, they play back and transcribe popularity of the language lab has also what they recorded. Theyexamine diminished. At my school, for example, what they have written to findany the hours planned for work in the lan- forms that are appropriate in speak- guage lab have been eliminated from ing but not in writing. For example, all the ESL courses. I believe, however, incomplete sentences area regular feature of spoken English but that this valuable learning resourcecan In- be utilized in ways which will help stu- appropriate for written English. dentsto develop their cognitive and 6.I recommend one or two questions affective faculties in addition totheir at the end which will enable stu- linguistic proficiency. dents to form a thesis statement and The procedure I want to share with defend it. In the story of the lady you here is based on a number ofas- and the tiger, for example, I ask the sumptions and goalsa.)Iwant to students who they think was behind show students the relationship between the door and why they thinkso. the spoken and written forms of the language.b.)I want to accept, vali- As a result of this kind of practice, date, and acknowledge things which students gain cognitiveas well as psy- thestudentsalready know as nativechological benefits. They produce both speakers of English or as students ofnarrativeandargumentativewriting English as a second language. This pro-styles widely used in the writing of col- cedure helps students put their oral lege work and transferabletoother ex- areas as well. Other rhetorical devices pressions of ideas on paper.c.)For mostofthesestudents,reading and would be appropriately employed with writing have not been successful, and other passages and stories. Andas stu- therefore enjoyable, learning experiences. dents become aware of the significance I try to make the reading of the passage of the various writing conventions their pleasurable by choosing apassage oflanguage proficiency grows. Their abil- very high interest and reading to theity to select appropriate forms for dif- students while they havea copy in ferent purposes is enhanced. front of them.d.) People like to tell Students have an enjoyable learning stones and I give them an opportunityexperience because they are given an to do exactly that, For SESD students, opportunity to show the considerable telling a story employs the form they knowledge that they already have. This know bestspeaking.For ESL stu- psychological satisfaction serves asan dents. it is the form in which theymost impetus to get them to want to learn need real life practice.e.) Main ideaswhat they need to learn. The emphasis needed for effective paragraphsare first on what they do know rather than on expressed and defended orallyin my whattheydon'tknow is further procedure. Students are then ableto strengthened by the tangible evidence transfer them to written form withcon- that they can write a paper of some fidence.f.)I am using the age-old length,ataskwhichhaspresented pedagogical adage of going from thegreat difficulties to them inthe past. known to the unknown. By buildingon Furthermore,thismethodimpresses what they know to help them discoverupon them the importance of having what they don't know and need to learn information at hand on the topic they the procedure enables them to becomechoose to write about. ?b. their own teachers. Procedure. A number of programs have discon- I.After an introduction and practice tinued using their language laboratories in using the equipment, I take them as an integral part of their students' to the language lab. activities. Here is a teacher who has 2. Each studentisprovided witha found a way to utilize an existing lab copy of the passage to be used. I for increased effectiveness. Many other havefound "The Lady andthe teachers use tape recorders right in the Tiger" to be a good choice. classroom in a variety of ways. Some TN 10/80 66 MODELS OF SLA III. The Interlanguage Model (Selinker) "SOULS Of SECOND LANGUAGE As learners learn a second -language, ACQUISITION" Continued from page 29 they make systematic errors. They leave off the third person 's', they say "goed" Dr. Carlos Yorio, in his speech before II, The Bialystok Model instead of "went", etc, To Larry Se- TESOL Spain; considered three models In the Bialystok Model, the learner is linker,these errersare cluesti;the of theacquisitionprocess:Krashen's exposed to language either consciouslylearner's learning strategies. They show Monitor model- (with certain modifies- (if the teacher gives him a grammarthat learners transfer rules from their 'lions of his own), Selinker's Interlan- rule)or unconsciously (perhaps seeingnative languages and overgeneralize tar- ge model and a recent model pro- several situations where the present per-get language rules. The result of the 7eu by E. Bialystok. fectis used). To this raw input, heapplication of these strategies are systems of rules that differ from the learn- ( Krashen) brings not only explicit linguistic knowl- Ia The Monitor Model edge (similar to Krashen's learned sys-er's native language on 'the one hand, ,A learner acquires what he picks uptem) and implicit linguistic knowledgeand from the target language on the 'n4turally',subconsciously.Immigrants .(similar to Krashen's acquired system) other. Selinker calls this "interlanguage". who have picked up a second language butalso"other knowledge". This in-In time, this interlanguage may approx- without consciously working on rules cludes his native language, other lan-imate the itarget language, thoughit have acquired that language. Thisis guages he knows, knowledge of linguis- will probably always remain different in esseutially how children learn languages. tics and his general experiences of thesome respects. As A learner becomes Learning, on the other hand, takes place world. This component helps to accountmore proficient, his use of transfer from when the learner is 'conscious of what forindividualdifferences' in languagethe native language decreases, but over- he doing. This may' involve study-learning success. Like Krashen, Bialys-generalization of target language rules ing, but not necessarily. The acquiredtok believes that acquisition is central increases. Selinker sees the learner mov- systemisresponsible for what comes to second language learning. As a result ing from the native language through out automatically, when the learner is of the application of knowledge to lan-interlanguage '1, IL2, IL3... ILn un- not worrying about grammar problemguage input, different kinds of rules are tilhe reaches hisfinalinterlanguage. areas like the 'subject/verb agreementgeneralized. Some rules are automatic Learners canbackslide,startleaving and so on. The learned system, the sys- off final third person etc. after hav- and spontaneous,others require time,ing apparently surmounted these errors. tem of rules that the learner has con-and are used for monitoring. Bialystok's sciously worked on, monitors or checks Other errors may appear in an early the output of the acquired system andsystem is interesting because it attempts interlanguage and stubbornly refuse to produces what Yorio terms "monitoredto account for individual learners' dif- disappear.Such errors are termed as output".It's the acquired system that ferences.Bialystoksuggeststhatthe "fossilized"since theypersistdespite initiates an utterancefor communica-more different strategies a learner can the learner's advancing in other respects. tive pOrposes. The Monitor never does.draw upon, the more successful he will ( Reprinted from the TESOL Spain It concentrates on form over conununi- be. Newsletter, Spring 1980) cation.TheMonitoronlyfunctions when there is time to be conscious of rules. ft is more likely to be drawn upon in writing than in speech, for example. Learners differ greatly in their use of the Monitor. Monitor over-users are so rule Conscious that they can scarcely get anything out. Monitor under-users hardly check anything. Flagrant errors do not necessarily interfere with com- munidation, however. Undef -users may be very good communicators. The optimal monitor user does monitor, but this doesn'tinterfere with communication. A very select group of superusers, people who have managed to approach native competenceina second language, communicate well but use the Monitor even more than optimal users: It is interesting that native speakers also monitor such things as can vs. may, as vs. like, and register restrictions. Continued on next page

67 o

TEACHING ESL TO INDOCHINESE TEACHING ESL TO INDOCHINESE Continued from page 6 REFUGEES: A REPORT FROM son. Do a doze exercise, using the words. TESOL '80 Include these words in a dictation. Have . by Donna Bunch students generate original sentences with the words. Western Kentucky University 14. Use strip stories to sequence ideas TESOL '80 had many excellent pres- in English. Have the students stand from entations, and those concerning the new left to right, again emphasizing the Eng- Indochinese refugees played to standing lish writing system. This technique is room only. John and Mary Ann Boyd from also gall* for scrambled dictation. Stu- Illinois State University gave a most use- dents may read the strip story from the ful workshop entitled "Working With paper, or they may hear it spoken and the Indochinese." Here are some of their remember it that way. ideas and ideology that have proven to (Reprinted from Kentucky TESOL, be both practical and successful in the Vol. I, #4, May 1980.) new Indochinese Refugee English Pro- gram at Western Kentucky 41niversety. The information here addresses the semi- literate and literate student; the jdeology is applicable; to all levels. 1. Emphasize receptive language long before the student is expected to speak. 2.Don't discourage (but don't demand) expressive language which some are ready for before others. 3. Use good student models as soon cis possible. I. Work in groups and pairs often. Allow students to use their native language with one another to clarify teach- mg points. 5. Introduce lots of nonverbal activities early in the program. Point to things, Bass pictures among students, and share materials and ideas. 6.Intentionally give the wrung answer; students will begin to correct you and relax and laugh with one another. 7. Give , he students time to write new %ocabulary in their notebooks. They have a need to do this, so relax and let them do it even if you are emphasizing aural oral work. 8. Keep the structures constant as new %ocabulary is introduced. 9. Teach the alphabet early. We al- phabetize many things such as names in phone directories, records, student files, and multiple choice test questions. 10. Write on the board from left to right, top to bottom, emphasizing the direction of the English writing system. 11. Model correct pronunciation, but give the students lots of language experience before you begincorrecting their pronunciation. 12. Use pictures. Find your own in magazines. Laminate them and let every student see and touch each picture. Make such pictures functionally relevant to the particularclass:vocationalemphasis, home emphasis, etc. Put the pictures on the classroom walls with words printed on separate cards surrounding the pictures. These words can become part of their sight vocabulary. 13. Take words from pictures (#12) 68 and make them part of a vocabulary les- Continued on page 34 positions mainly because they achieved aings,greater emphasis on translation SOME.FIRST IMPRESSIONS OF EFL reasonably good command of English asprojects, etc. TEACHING IN CHINA students.In ._virtually pH instances, Students in the universities who are Charles T. Scott "teacher preparan" for these individ-English, majors follow a program of lan- University of Wisconsin-Madison uals is chiefly a process of learning fromguage study virtually identical to that the example and advice of older col-described above, inciuding the fact that The following remarks summarize my leagues. Formal teaching preparation oftheirgeneral curriculum requiresless observations of ESL teachin" . China the kind generally familiar co the TESOL breadth of exposure to the main subject observations made during 'ha coursemember hip is rare, if it exists at all. areadivisions than undergraduates in of a month-long (February 1979) visit Given this situation,it should be no American colleges and universities. (Cor- to the People's Republic as a member surprise_to learnthatforeigners who respondingly, however, the high school of the University of Wisconsin faculty speak English natively but who have no preparation of a Chinese university stu- delegation.Ourexcursionswere,I professional preparation as EFL teachers dent is much more uniform mot e think, nicely apportioned between theare nevertheless welcomed as "experts" intensive in certain areasrn atics,` expected and the unexpected. and placed easily in comparatively highchemistry, physics, language stu -than hi most instances the teaching of Eng-salaried teaceang positions. that..f American students.) lish as a foreign language is carried out Our delegation eneounterA this de- On the other hand, university students within the administrative structure of a%eloping practice from the moment ofmajoring in other subjects, but who are departmentor institute) of foreign lan-our arrival when, quite by it,.dent, we also required to study English for at le9st guages, of which English is invariablymet several young Americans vcretheir first two years, do not fare so well. the language that attracts the largestpart of a group of twenty neeeiy hire('Tynically, these studentsusually known -number of students. This is the case in English teachers shottlyto be assignedas ene ESP students (English for special the departments of foreign languages to '.anus institutionsa, eluniversities purposes)are grouped into classes of and literature at Peking University, Nan-around the country. We leamed that, of 50-60 each, which meet twice weekly in king University, Hunan Unix ersity, and thetwenty Americansjustemployed. double periods, totaling 4 hours of in- Fudan Unn ersitv, where typically' theseonly one had h2e1 any real professional struction per week. The objective of departmentsareresponsibleforthe experience as an EEL teacher andit these classes is limited and practical: to teaching of Russian and Japanese in ad-soon became deal that that experience.---help these students gain some ability in dition to English. . had no real hearing on her selection for reading the English of texts in their gen- The large enrollments of EFL students the job eral subject areas. Since the instructional is 4 comparatively recent phenomenon At present the best EFL teaching in program for ESP students, as well 11for and one that has put a sey ere strain onChina appears to be going on in theEnglish majors, scarcely caries from ene teaching staffs Just a few years ago Rus- Institutes for Foreign Languages (Pek-university to another,it1. ppearshat sian was the principal second. languageing and Shanghai) and in the Pekingthere is very little in the way of insti- being taught in China. With the sudden Language Institute. This is not surprisingtutional autonomy with regard to cur- and dramatic shift in enrollments fromsince it is the primary mission of thesericulum planning and development. programs in Russia', as a foreign lan-institutes to train fluent translators and One area, however, in whichI did guage to EFL, China is faced with aninterpreters, though many graduates of observe some limited t a ri a t ion from in- acute shortage of qualified EFL teachers.these institutes end up being assigned to stitutiontoinstitutionisintextbook In some placesfor example, at flunass schools in order to alleviate the teacher selection. The Institute for Foreign Lan- Ulm ersity the majority of those teach-shortage. Language classes in the insti- guages in Peking has developed its own ing English are individuals who havetutes seem to be uniformly manageableseries of basic texts, of which Books I spent most of their careers (12-15 years) _ size (15-20 students) and to concen-and II are now in print with Book ill as teachers of Russian, with the obvioustrate heavily on the learning of spokensoon to be published. These ,re highly consequence that, in some institutions. English. Typically, these institutes pro-derivativein format and organization, there are many Chinese teachers of En-vide a four-year course of study in which clearly mou,'ed on numerous British- ellsh who are unable to speak Englishan individual "majors" in a particularproduced ESL texts of, say, twenty years but who do speak Russian! While thislanguage.Inadditionto the !an ago. Only the cultural content is differ- state of affairs might have its comic over-guage courses, which occupy from 8 toent; itris clear that these texts serve the tones, it is in reality a difficult situation 14 class hours per week, students alsoadded "purpose of seeking to reinforce for many Chinese who have unceremoni-take certain required courses distributed the attitudes and views which the so- ously been thrust into a teaching pro-through the four-year curriculum. These. cialist state prefers its citizens to hold. gram for which they have virtually noinclude politicalindoctrination, history Interestingly . a number of other institu- preparation. of the country of the la iguage beingtions which had been using the., texts Another consequence of the presentstudied, Chinese language and physicalare just now being allowed to replace shortage of qualified EFL teachersis education. The first two years of the lan- them with other materials. The most that the immediate need for teachers is guageprogramareknownas the common of the new text materials being forcing China to follow the undesirable "grotn.work" stage, 1-44 periods pertried out thisyear seems to be the practice of using ma -ciency in Englishweek devoted to basic skills, additionalEnglish For Today series. as the overriding, even sole, criterion forlistening/speaking activities, and "exten- Other widely used texts include the appointment to teaching positions. The sive reading" (i.e. classes for explanationEnglish 900 series, Eckersley's Essential result is that there are now.. Chinese and discussion of texts read outside ofEnglish, New Concept English, and New teachers of English, la- naps most, whoclass). Invariably, the first two monthsCertificate English Course for Foreign hold theirpositions primarily becauseof the "groundwork" stage seem to beStudents. Of these, the most commonly they speak English and not because theyconcentrated on intensive pronunciationused texts have been English 900 and have any real professional training to be practice, with the pronunciation model Essential English. teachers. Typically, young EFL teachersbeing Standard British RP. The third Since China does not participate in (lecturers)in tht foreign language de-and fourth years of the curriculum essen- international copyright agreements, all of partments of the universities are recent tially involve enrichment activities in thetheseBritish- and American-produced graduates of the departments they nowlanguage, being studied, for example, at- texts are copied in mimeographed form teach in, having been retained in suchtention to journalistic and literary writ- Continued on page 13

TN 12/80 11 69 CHINA d from page 11 a river"to practice the high front laxmounting these inconveniences. Indeed, vowel /1/). On the other hand, televisedI believe that we could learn much from for ckssnxim use,. problem that mostEnglish lessons, as in Japan, tend to bethe uncomplaining manner in which so certtmly will havt be dealt with ifdevoted to talky explanations of detailsmany of these people shoulder the rather educational assistant.migraine in Chinaof English grammar. drab and wearisome burdens of everyday get launched in any way. The fact remains, however, that the life. At Institute for Foreign Lan- I found itinstructive that, on more ast majority of Chinese students of En- guagesinPeking a new Chinese-to- than one occasion, Chinese teachers ofglish, principally those in the universities,English dictionaryhasrecentlybeen English or administrators of EFL pro-in technical and vocational schools, and published. At Fuclan 'University in grams remarked that they were eager toin the, high schools, gain only a reading Shanghai a new journal Contemporery hear more about new pedagogical de-knowledge of English, and the degree ofEnglish Studiesis being produced by velopments in second language teaching proficiency in this skill must surely varythe Contemporary English Research since,, afterall,the techniques of thewidely. Especially in the ESP classes of Group. This journal is practically iden- audio-lingual approach were "a bit too 50-60 students ice. the universities, thetical in size, format, and contents to the mechanical." The fact that this response traditional"grammar-translation"ap- ELEC Bulletin published by the English was repeated in several different institu-proach is very much alive .(though not Language Education Council in Tokyo. tions.suggested that it had already taken necessarily well). The task of dealing There is some rz'2krin to hope for more tin something of the character of a sloganeffectively with this kind of situationsophisticated research developments in to be parroted on cue (a nice irony in great numbers of students enrolled in athe near ham-, however. just w"hin the itself,I think). It also occurred to me requiredorhighlydesiredlanguagepast year or two the Chinese Academy_ that the 'uniformity of Chinese criticism course, few qualified teachers to cope of the audio- lingual 'approach was not of Social Sciences has been reformed and with t1 's demandis one that is familiarrejuvenated and, although it clearly does much different from the uniformity ofto many TESOL meniLis, having con-not yet have the political clout of the criticism of this approach that we havefronted it in India, Pakistan, jap.in andChinese Academy of Sciences, it is likely been hearing inthis country for theelsewhere, and is no easier to manageto he an important catalytic agent for a past decade,In any use, termslike now than it has been since the acclra-strong upgrading of research activities "communicative competence" and "cog- tion of this problem in the post-WW IIin many of its member institutes, includ- nitive code" were not unfamiliar to many era. ingtheInstituteofLinguisticsand of the Chinese EFL administrators. This,- That there is very little in the w:ly ofPkilosophy. My understanding isthat of course, surprised me at first, until Iactive research on English, or on thecontrastive studies of English and Chi- learned in Nanking that the chairman ofteaching of English as a foreignlan- nese will. be one of the principal areas the Department of Foreign Languagesguage, or on other related areas of ap-of research focus to be carried out by had been a member of a delegation of plied lingiiistics is not surprising to anythis Institute. Chinese participants at the 1973 TESOL reasonably compassionate observer of the convention and thus was acquainted with At this wriiing (June 1979) there are present academic scene in China. Foralready disturl,ing signs that the expan- theTESOL Quarterly,andthen I the most part, the physical facilities in learned in Shanghai that Geoffrey Leech siv mood that pi eipitated and accom- which teachers work are far; from con- panied the recent re-opening of China had recentlygivenaseriesofshort ducive for serious study, reflection, and courses in China under British Council to the West has been somewhat curtailed writing. For one thing. there is simply and constrained. It is at least clear that auspices in which he discussed his newno heat in any university building,:so w will not be inun-diately inundated book A Communicative Grammar ofthat when it is 25°F. or even 45°F. out- English. In short, thi Chinese have not with large numbers of Chinese students side in February, it is no more than that and visiting scholars at our universities. heel totally shut off from the West with inside, and I do not imagine that itis regard to changir ; developments in the It would be both sad and unfortunate, I pleaaant, even for the Chinese, to try tothink, if the high hopes that' have lent language teaching profession. write up a report of ongoing research Nevertheless, actual classroom prac- impetus to the process of normalization under those conditions. In addition tobetween the United States and the Peo- tice, at least in cases where the quality being cold, the librariesare 'also im- of teaching was rather good, was essen- ple's Republic of China were now to be poverished, especially with regard to the sharply diminished. We may continue to tiallystandard-fareaudio-lingualap- last 30 years of publication of books and proach. At the Peking Language Insti- hope, however, that the good will that monographs in the humanities and social has already been generated by the ex- tute, for example, I observed an almost sciencefields. While rofcssionaland change of. delegations will classic demonstration of the mim-ment be strong scholarly journals in the physical sciences enough to sustain the overtures that have technique, including what I thought wasand in engineering seem to he available, an unusually impressive memory capac- so far been made, and, further, to ac- comparable journals in linguistics and in celerate the actual realization of various ity on the part of most of the studentsEFL are virtually non-existent. Finally, technicalassistanceprograms.Ifthis in this class. Their ahih'y to retain dia- over everything still lingers the pall of a comes aboutas I believe it willit is logues consisting of fairly long utterancesdemoralized system of higher education, likely to do so at a relatively slow but was wire iremarkable, especially con-the legacy of the Great Proletarian Cul- steadily building pace. This could be sidering the fact that they did so withtut al Revolution. Everywhere, we were advantageous for all concerned since it' booksclosedandafterhearingthe told that, after a decade cf acconip.ish- teacher present them orally no more than would allow time for careful and intel- ing practically nothing, universities andligent program planning, both here and twice. research institutes were just now being in China. The prospect invites compari- Simple repetitiondrillsare also the reorganized and rescuscitated. There are most common technique used on radio plansfor expanding binaries and re- son with the era of the 1950's and early broadcasts of English language lessons. search facilities and classroom buildings, 1960's when EFL programs proliferated We observed almost every day smallhut, with the general critical shortage of in conjunction with rapid expansion of groupsofhotelemployeeshuddit housing, the building of dormitory facil- technical assistance programs in many arounu the radio listening to the after- ities for studeyts has higher priority. Inareas of Asia and Latin America Thus, noon lesson and following the sample short. the prospect also invites the thought of a sentencesinsinali,cheaply produced But the Chinese are a resilient andvast new opportunity for the EFL teach- booklets ("It's a pig." "It's a chick." "It'spurposeful people, clearly intent on sur- Continued on page 34 TN 12/80 70 13 e

C AMA Continued from page 13 1, g and researchprofession.In the p.esent situation, time for carefuland 1, 'elligent program planningshouldwe L. ,pealIowus to remember what it was v..did right in that earlierera, and, im- pi rtantly, what it waswe did wrong. Ciina presentsa new and fascinating opportunity for us, but it isan opportunity that must n(. be mishandled if we would hope to derive fromit a truer inderstanding between peoplesin addi- ct, t to the technical contributionthat ot EFL programs wouldprovide to Cz na's material development.

71 CONTRINITIONS OF THE DEFINITE the lady Consider the enumeration ofabstract 5.Mr. Jones greeted with a concepts such aslovein ACME TO THE COHERENCE OF smile. the trollop DISCOURSE 8.Thelove corporal showed for the situation becomes more complex. We his country is exemplified by his ac- by Dr. Garry Molhotdo not always agree on which lexica. tions. He did X, Y, and Z. University of Riyadh Items arc suitable, for renaming. One in which X, Y, and Z are intended to Saudi Arabia man'ssaintmight be another man'ssin- ner,etc , etc. For this reason, within the enumerate the concept of hied, involves Though our teaching materials include framework of tradmonal nansformational actions as well as nouns, and is also sub- necessary information about the function ject to perceptual differences. Since this generatis e grammar, asexplained by of the definite article, the difficulty we Thomas Bever and John Ross in their constructionisaspecial(cataphoric) has e iu teaching its proper use; pros ides unpublished paperMeaning Postulatc.s construction(the"subsequently men- extensise es idence that our materials are (1967 MIT Department of Linguistics), tioned" item occurs first and is followed not sufficient. By increasing the number this te lie of perceptual problem has been by an explanation)it really belongs in of rely% ant categories,itis possible to shifted from the discipline of linguistics the next section, Combination. formulate a Imre generalized concept of to psychology es en though there is an the function of theThecontributes to III.Combination osert linguistic marker, the, manifesting the coherence of discourse by indicating the presence of arefetentialrelation. Combination also occurs with abstract the presence of a referential relation. Rather thanshiftthisto psychology, and concrete concepts. After enumerat- Referentialrelationisused here to howcs er, we should be able to discuss It ing several nouns, their combined total mean the tsp. of semantic intersehon in terms of intended relations. That h,may be subsequently mentioned with obtaining between any two nouns in a if someone wants to imply a relation be- one cover term, as in: ts\ exit Ni and N2 um a discourse% we discourse An% Ni mas has e the same, 9.On the stage we saw achair,acouch. different, or partial reference to any N2. should know what structures at e as ad- a lamp,andan old trunk. The furni- For a discount sr to beoherent, we must able -to facilit,te that intention. This al- turewas arranged neatly knowthese referential re lations. as es-low s us to include a valid concept in plamed below linguistics without the necessity of writ- where furniture stands for the total. Of ing an encyclopedic component in the course, any of the items could be rein- I Introduction, Si bseipient Mention, giainniar. as Bevel and Roy insist we troduced from a different perspective. mid Reintroduction would have to if we' did not "sweep this Perception plqys a part, especially with There is a problem se ith analysing the under the rug" of psychology Of course abstract concepts, as in. ss e cannot write a grammar which in- use of the articles 111 the following se- 10 Tim vas shouting at Grace, and quence as examples of intnOtiolooand cludesallpossible relations, especially Grace was shouting at Tim.The subsequent mention since we maintam that language is crea- argnnuntlasted for ten minutes. tis e, reflecting an ever changing world 1 Jos threw aball or 2 The hallwent intoa window II.Enumeration 11.Ralph,thebanker,tookallthe Subsequent mention implies thatthewill Consider the sequence: he used for all further instances of the bank's money and bet it on the win- 6. ning horse. Thestroke of genius lexical itemballin this discourse There 1 went to abaseball gameinSt. saved the town are, how es el, he o imponant cases when Louis. The teamsplayed well. this is not trueFirst,itis possible that in (10) argument is an ";:_t ptable cover The hot dogstasted great. there will be reference to a differentball, term, but in (11),strokeof genius might whn.h would legume ballto he intro- The fans'were a lot of fun. raise objections in favor of Also, they have folly,risk, duced again,ilong es ith an Appropriate a new score board( rime or sonic similar term. Whichever there which shoots fireworks. adjectise indicath.g the difference The termisperceived asappropriate, the second case is more complex If theo per- Teams, hot dogs, andfans ate preceded definite articletheis used to show that spective of the oursc is shifted front bythe,meaning that there is an uitended there is an intended relation. thatofthe speaker writertoapar- relation between tilt n, and in this case, ticipant,ball couldbe renitrodliced, as a baseball gameThese are well under- IV.Conclusion uu (3)ii, sequence ss ith (1) , 1 (2) stood components ofa baseball game The is one of the most frequently oc- 3. When George sass that Jos threwa Howes er, in this sequence, the type of curring words in English. From the ex- ballthrough awindow,he I ghed. scoreboard is perceived as special, not an amples given above, itis clear that we Here,aball followstheball, and awin- ordinary part of most games, soitis need a better definition of its function dow(in(2) abuse.) According to the preceded by a t'm emphasize this. than to sayitis used for subsequent general concept of subsequent mention, Again,thisinvolvesperceptual If mention, unique entities, or nouns which we would expect Nil and window in (.3) someone Intends to portray a relationship hose "undergone" definitization. The de- to be preceded bytheThus, the con- as ordinary or as special, there are (is crt fitation should neither be misleading in- cept of subsequent mention, thong', use- linguistic markers to fac,luate this, es en complete, nor vacuous. ful, should altered to include the no- if the relationship seems improbableIti The commoncharacteristicofthe tion of continued perspe,tise. With a function of the in the above examples is shift of perspective, subsequent mention that it indicates the presence of an in- 7. 1 boughta neuhouse,butthe tended referential relation, whether or does not necessards imply that use is ap- launching padis broken. propriate. not that relation is between the same or here we understand that the speaker different lexical items, and whether or When different lexical items are used writer intends for us to accept the idea not it is within one sentence or between with the same reference, as in the follow- thata launchingpad is a normal part of different sentences. Without the relation, ing sequence. a house, but, for most of its, this would coherence'is severelydamaged. ,,We I.A u.onian in a red dress came into result ni a polite question regarding the would not know what is being referred church. sense of the' statement Continuedon page.34

Ti 12/80 15 72 a s

io. THE DEFINITE ARTICLE Continued from page 15 to. Yet, with several of these occurring in the same discourse, sometimes overlapping each other, we have no way of determining whether the concepts refer to each other or not unless we have already processed the semantic information. In the sequence:

12. A noun. . 'a noun. ... the noun. ... a noun. ... the noun. ... the noun. . . . a noun. ... a noun.. . the noun... . we are lost if we want to decide which nouns are related, until we semantically ,.erode the nouns. Then we are able to process the infoniiation provided by the a's and the's. Thus, this feature of the language suggests that a semantic based discourse grammar is needed to account for the coherence of texts. As for the itself, it is one of the cues used to inform the reader/listener that the following information should be familiar, either through the linguistic or cultural context of the discourse. Itis also an invitation to the reader/listener tquestion the reference intended.

73 "The Why and How of Flossing Your information.Callsaboutjobs,apart- Teeth"(Bufflao 855-3555, tape 301) ments, or used cars advertised inthe iT WORKS As afollow-upexercise,theteacher paper can be made, as well as calls to might then ask straight-forward listening banks to inquire about a loan Or check- comprehension questions. For example, ing account. If one of the students in Edited by Darlene Larson after calling a nun ie theatei recording, the class needs to make an appointment, New York University the teacher might ask, "Whatisthe he or she might be invited to do so by name of the movie playing next week? phone in front of his classmates. In short, OVERCOMING THE FEAR OF A .What's playing at the Theater any kind of call which has to be made FOREIGN LANGUAGE PHONE today?Whattime doesthemovie as a part of everyday life can be practiced in an ESL class. CONVERSATION begin ?" by Donald Montalto Additional follow-up exercises can be With many types of calls,itis im- International Institute of Boston done using the tape made in class of the possible to prepare students for all of phone recording. For example, dialingthe unfamiliar words and phrases which One of the most difficult situations to the weather forecast might yield some- they might encounter. They should be master in a foreign language Is a tele- thing like the following in rapid blurted ready with a phrase like, "I'm sorry.I phone conversation. There are no hand peech "The Boston area forecast calls don't understand you. Can you speak signals of gestures to help in unuerstand- for sunny skies today and tomorrow with more slowly?" Upon hearing this phrase, ing a strange word or phrase. The per- a 107 chalice of rain through Tuesday most people at the other end of the line son at the other end of the line can't see night Having recorded the forecast in will begin to speak even more slowly the blank expression on the student's class, the teacher can then replay the than most ESL teachers do. The oca- face and doesn't always realize that not first phrase and ask the students to le- bulary and syntax often remain, how- much Is being understood. The quality peat what they have just heard. It willever, just as baffling to the student, so of the sound is often such that the stu- be difficult to do, but as each student thatit may become necessary for the dent only hears the accented syllablescontributes his dr her knowledge, the teacher to intervene. For example, a stu- and the general intonation, leaving es en group will eventually be able to recreate dentt allmg about an ad for an apart- an advanced learner ofthe language most of the recorded weather report. ment heard the following at lightning hopelessly lost. Most students will admit Even inads anced classes,therewill speed: "The broker are all tied up at that they has e been afraid to answei usually be a word or phrase which no the moment Can Iput you on hold?" their own phones because they didn't oneinthe class can decipher despite She asked to have the mumbled blur re- think they would be able to understand severalrepetitionsofthetape. The peated, but she still couldn't understand anything. Such fears are es en expressed teacher can then explain the word in "broken", -tied up", and "put on hold", bY fairly fluent students phrase. Once es eryone in the class un- all new vocabulary to her At this point A common technique used in foreign derstands the sentence, the teacher can it became necessary for the teacher to language teaching to help students over- has(' the students write it in the form of bail her out and write on the board, come their fear of phonennversations a dictation exercise. Such follow-up ex- -Can you wait?" Her face lit up and she is to has e them work in pairs, each stu- ercises help the students des elop their replied, "No, that's O.K. I'll call later." dent with his back to his partner. Since ability to guess the meaning of distorted After she hung up, her classmates ap- thestudentsaresittingback-to-back. and difficult sentences Stodents can be plauded and cheered, as often happens they cannot pick up any hand signals or trained to 'understand most of a plume after the tension of a foreign language facial gestures. Rack-to-back pairing is a cons ersation evenIfonly halfof the phone call. The aforementioned follow- good step toss arils helping students func- individual words and phrases are deci- up exercises were then done, based on tion well in a foreign language phone pherable, the rest being sheer guesswork. the tape recording of the conversation. cons ersation.Butlike many teaching Afterthestudentsfeelcomfortable Lise phone conversations practiced in techniques, it lacks reality. with the amplificatiint and recording de- class are a useful way to break up the One excellent method for practicing s ices, they can try a real cons ersation. A potential monotony of a language class. real phone calls in the classroom isto safe phone call for a beginner might he Such conversationshelpthestudents attach a speaker to a phone so thak to ask how late a store sta.% open (Cul- learn the so cabulary necessary for stir- everyone in the room can hear both sides tural tune Many foreign students come s is al in the new country by bringing the of the conversation, Such speakers are from countries where business hours are real world nito the classroom. readily availableatlow cost(Radio strictly regulated by law. If these stu- Shack#43-231,89.95)and can be dents are recent arrivals, they may not HAVE YOU EVER STOPPED TO easily attached and detached to a phone be aware of the fact thatnot all Amer-THINK ABOUT THIS? by means_ of a suction -cup receiver ican businesses open and close suntd- (Occasionally the TESOL NEWSLET- microphone. The phoneconversation tanemsly and they may think such a TER and IT WORKS receive manu- should also be recorded for follow-up is phone inquiry ridiculous.)Another scripts which analyze language or ex- exercises. The important ads antage of non-anxiety-producing call is to the post press observations about the task of such a set-up is that there is a real liveoffice to find out about the postage on natwe speaker at the other end of the learningEnglish.Theseobservations a letter to a foreign country. Students won to focus on vocabulary, grammar,_ line and rot another student. This ad- will ho very reluctant atfirstto come and usage, but contributions need not be santageiswell worth the trouble of forward and carry on a phone cons era- limited to these areas. Below is a sample arranging to have the class meet in a tun]for fear they will make foolsof of what we mean. room with a phone. themselves in front of their classmates. A good way to make both the teacher It is therefore a good idea to begin with ROOMS and the students familiar with the set-up the most aggressive member of the class. from Raymond Griffith isfirst to call recorded announcements Intermediate and .z'lvanced students Whitewater, Wisconsin such astime, temperature, weather re- can practice moreinvois -(1typesof Thcrc are: ports, movie theaters, and road reports. phonecallswheretheconversation Rooms to start up in Largecitiesoftenhave hundreds of might take on any imaginable dir,!etime Rooms to start out in listed phone t2,ordinp,s ranging fromsuch as calling an airline, bus terminal, Rooms to start over in "Dial-a-Joke" (New York 978-3838) toor AMTRAK for fares and scheduling Centinued on next page TN 12/80 74 19 ROOMS Continued from Doge 19 Rooms to lie in t Rooms to lie about in Rooms to be liedto about being bed .ibout in Rooms to lay away in Rooms to lay up in Rooms to lay over m Rooms to lie low in Rooms to he about being laid up in Rooms to be put m Rooms to be put up in Rooms to be put up to in Rooms to he put up with in Rooms to be put up with for putting on in Rooms to be put down in for putting up with being put off in putting forth in Rooms to turn in in Rooms to be turned in in Rooms to be turned on in Rooms to he turned around m Rooms to be turned down in Rooms to be turned over to in Rooms to he overturned in Rooms to turn away in when being turned off in Rooms to be turned upon in for turning .up turned out in Rooms to hold back in Rooms to hold in in Rooms to hold out in Rooms to hold on m Rooms to hold forth on in about being held off in Rooms to be held down in Rooms to be upheld in Rooms to withhold in when being held up in Rooms to sit up in Rooms to sit down in Rooms to be set down iti Rooms to sit about in Rooms to set about in Rooms to set out in Rooms to sit in on in Rooms to be set aside in Rooms to be set upon in Rooms to sit up in to be set off in Rooms to be set hack in for sitting out in Rooms to be set up in for being sat on in for sitting back in Rooms to be upset in Rooms to give in Rooms to give m in Rooms to take in in Roams to be taken inin Rooms to be mistaken in Rooms to be mistaken about in Rooms to take over in Rooms to he overtaken in Rooms to take up with in Rooms to be taken up on in Rooms to give in in about being taken up in Rooms to give over to being taken on in Rooms to be taken off on in for being given away in Rooms to give up in.

20 TN 12/80 THE MEANING OF "BLORP": 1.Mrs. Elbers is a famous blurp. 2.Mrs. Elbers will blurp in the TEACHING DICTIONARY USE opera. by Inez Marquez 3.Mrs. Elbers has a blurp in her University of Floridaapartment window. 4. hlurp drink helped me go to A "hand" is that part of the human sleep. anatomy attached at the wrist to the 5.The mother blurped the baby to lower arm awl having four fingers andsleep by telling him a story. a thumb. Right? Well, think again as 6.The unblurply sound of the train you read these sentences: is heard in the distance. 1. Hand me the salt, please. The teacher should help students note 2.I finally have a winning hand! the context clues and affix clues which 3. The audience gave her a big hand. indicate the grammatical function of the 4.Joe needs a new hired hand. nonsense word. 5.The children are in good hands. Fifth, once students are conscious of 6.Can I lend you a hand? the multiple grammatical functions of a 7. Mom keeps some extra money onword, direct students to find the appro- hand. priate meaning of words. To do this they must first identify the word's grammati- Obviously the_ above definition is inap- propriate for these sentences. A look atcal function in a sentence and then find the Longman Dictionary of Contempo-the most appropriate meaning inthe rary English reveals fifty-four definitions given context. Thus for the nonsense under the entry "hand." It is not surpris-word "blurp" the teacher may provide ing, therefore, that the learner of Eng-the following definitions: lish as a foreign language finds diction- ,.blurpn. 1.a tropical song bird of ary definitions confusing and the English the South Pacific language capricious. c),the song of this bird Rather than banning the dictionary 3.a person who sings with from the classroom, the teacher of Eng- great ability lish as a foreign language should guide v:4.to sing beautifully students in its proper use. The dictionary 5.to calm a person with can become a valuableaidforseif one's voice instructionThe following steps have adj.6.musical proven successful with my students and 7.having a calming effect may he useful in your own classroom. In the first sentence, "Mrs. Elbers is a First, don't assume your students know famous blurp," since "blurp" is a noun, the alphabet. It must he taught. Evendefinitions four through seven can be when the students' native writing systemdisregarded. Of the first three definitions, is similar to that of English. Moreover,number threeisthe most appropriate students should distinguish between thefor this context. The teacher continves "name" ofaletterandits"sound." with this procedure with each of the Before introduc ,g the alphabet theremaining examples. Additional practice teacher shouldbe surethestudents should he given with other nonsense understanditsusefulness. This aware-vords before students use the dictionary ness can he fostered by having students to find the meaning of English words. name instances in which knowledge ofStudents may then proceed to find the the alphabet is useful, such as spellingmeaning of words in sentences such as your name over the telephone or findingthose presented for the word "hand." a name in the telephone directory. (from Gulf Area TESOL Newsletter, Second, give students practice in al-Summer 1980) phabetizipg words by their firstletter, as in "busy, clean, delicate, elegant," to alphabetizing by the fourth or fifth letter, as in "immature, immediate, immigrant, immoral." Third. create awareness of the multiple meanings of words. Have students go through the dictionary to find the number of definitions entered under such words as "hand," "head," and "light." Students may also look at a dictionary of their native language to note how words in their own language also have multiple meanings. Fourth, create awareness of the multiple grammatical functions a word can play. The use of a nonsense word in 76 sentences such as the following will help students understand these differences:

34 4

LEARNING AL FROM SHOGUN In the story, Yabu, tl Japanese war- learns will he all right, and that the vil- lord, recogni/es the importance of learn- lage will be spared. I wonder hoW many by Andreas J. Martin mg JSL( Japanese as a Second Lan-:JSL and ESL students come to learn Adult Education Resource ('enter guags:1Ile gases Blaekthonie, 11t :linedlanguage feeling responsible for their Jersey City, :V J Anjin -san, six months to learn the lan- "s guage. Vain' leases Anjin-san m a A- NBC-TV Anjin-san finally does learn Japanese recently provided the televi- la*. and tells him that the villagersale by one of the oldest,tried and true sioniewing audience with an intensise responsible for helping and teaching him bilingual 1n-cultural experience methodologies, from his lover. She re- For to learn Japanese. Anjin-san discovers minds him,To speak Japanese, you is else hours, stretching user fis e es o- that if he fails to learn Japanese, the vil- have to think Jana 'ese." Wise words. flings, the mini-seriesShogun %%as aired lage will he burned, but first Yahu will Shogunalso verified, in my mind, the W Aching the programgas e inc several crucify es ery man, woman and childin notion of language learning through lis- insights into language teaching learning the village. 'Vain;reminds me of some tening comprehensionas espoused by Blackthorns-, a 17th century English-program directors and school principles Palmer, Asher, Winitz,et atWitching man. gets marooned in medics al Japan, I base known. He seems to know a lot Shogun twoto three hours a night for and quickls discos ers that the language about motivation five nights provided a heavy dose of the and culture are totally alien to his own As a language teacher, I immediatelyJapanese language. Viewers were able Ills nes., circumstances force hun to ad- ss anted to know what les el of compe-to identify with Anjm-san's progress in nist and adapt or die, a feeling not un- tency Yabu soul! accept at the end of learning JSL.I found myself learning known to immigrants ,aid refugees coin the allotted tuneAlas, we never find along with him. ing to the I lilted States. out,because Anjm-sarigoesto Lord In The Learnables,a set of materials At least half the dialogue of Shogun 1 aim and tells him that he cannot beau designed to teach English through lis- IsIII japaliCW, s ith almost fin sub-tides the iesponsibilits of hasmg the lives of tenint; cii.tmrehension, the learner sees Viewers shareBlackthjme'sbewilder- the sillagers inhis headIf Yabn will and hears language spoken systemati- ment when he hears Japanese all around not rescind his decree, he, Anjm-san,willcally and recycled in a range of contexts. himItisrefreshing to bear Japanese be forced to kill himself. Yahu, in true In Shogun, %le.'crcnaderwent the same people speaking their owl, languagein bureaucratic form,tellshim that theprocess. By the second night I was con- an American iiios ie. I am reminded of order cannot be taken back. Just assciously trying to figure out the Japanese all those war mos it's whert, the had kiss Anjin-san is about to plunge the daggerwords and expressionsAnjin-san had speak English. regardless of their natiinc into his (inn gets, Yalm's samurai leapslearned to use. If I missed some, it did alas or -spaghetti" west( ills where the.to pullitins.'sYahu rlents and tellsnot bother me because I knew he would Indians speak, . Anjm-san that howescr much JSL he be using them again. To NBC for giving us a most inter- estingcrosseulturalexperience,Isay. "Domo. NBC -sans" -