ESL, Human Rights, and Same-Sex Marriages

Today is one of those days in the blogosphere where bloggers around the world are encouraged to write something in support of human rights. This is a particularly noteworthy day for human rights in the state of California.

Today, May 15, 2008, The California Supreme Court overturned a ban on same-sex marriages in the state of California. This means that it is now legal (actually, it goes into effect in 30 days) for people of the same sex to legally marry each other in the state and to enjoy the same rights, privileges and responsibilities as married couples of opposite genders.

I believe that this is an issue of human rights as it is an issue of equality. And in the United States, where we are supposed to have a separation of church and state, the Supreme Court's decision helps to clarify this separation.

This is certainly an ESL conversation topic I will be addressing with my conversation students in the next couple of days.

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ESL Students and the Electoral College

This is an exciting time in American politics. I had never thought that there would be an opportunity in my lifetime for a woman or an African American to possibly be the president of the U.S.

For my ESL students who are visiting from other countries, they are having a great opportunity to experience this time in American history (although, I realize that this may be my ethnocentric outlook!).

These days I find myself not only being an ESL tutor, but also a "civics" teacher. And one of the most difficult things to explain is the Electoral College, delegates, and superdelegates, etc. I must admit that I've had to review some of what I learned years ago in high school (and I don't think we learned about superdelegates back then!), and I find that it's still very difficult for me to explain and for my advanced ESL students to understand.

Such is American politics.

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Needs Assessment or "Wing It"

An anonymous reader writes:

Hi there, What are your suggestions on the initial assessment of new students? Do you have a particular type of assessment that you give students or do you "wing-it?"

Love you site -- what a resource!

My response:

Hi Reader,

As a starting point, I use a Needs Analysis form I've adapted from various other Needs Assessment forms I've run across in previous teaching jobs. I've hesitated to post it to my sites because I really do also wing it depending on the student, and I haven't edited the form I use to reflect this.

Since I usually work one-on-one with very advanced English language learners, they are usually able to articulate what it is they want to work on. Mostly, I listen to what they say and how they say it and then take notes on what I think needs to be improved. This helps me to be able to tell my potential student how I would proceed in working with them. If they want to work on their writing skills, I ask them to send me a writing sample before our first class, and I analyze that before we meet.

My first meeting with potential students is always free as I do a Needs Analysis to determine their strengths and challenges. It also gives us both a chance to decide if we would like to work together, with no obligation.

Another reason that it's important to have a "form" is that it lets potential students know that you're a professional. I've had numerous students comment on the fact that the process is very professional. They seem to appreciate this and want to work with me more.

Good luck,
Debra
Teaching ESL to Adults

My ESL Tutor, the Tour Guide

Sometimes the duties of an ESL tutor go beyond the typical job description of a tutor. I happen to live in one of the most beautiful parts of the world. My ESL students come here to study English and/or to study at the local universities. While they're here, they also like to do some sightseeing.

Some of my entire ESL lessons have been sessions about local, statewide and even national sights. Sometimes I feel a little guilty about talking about all the wonderful places I've been in the U.S. and making recommendations or planning travel itineraries. The English part of the lesson falls to the wayside. But I guess this is part of the flexibility of the ESL tutor. And, especially in private ESL tutoring, the English language learner is ultimately in control of the lesson. If he or she wants information or recommendations about where to travel and what to see, I'm pleased to provide the info.

Visit this page on my website for a more traditional list of the duties of an ESL teacher.

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What is "Metalanguage?"

When English language teachers (and other languages, too) talk about "metalanguage," they primarily mean the "language" used to talk about the target language. A simple example would be if I say "present perfect progressive sentence" to talk about the form and functions of a sentence like "I have been studying English since I was a child."

Using metalanguage is an easy way for teachers (and others) to talk about a language. It's not a great idea to use metalanguage to teach English language learners. It's better to go directly to the target language. For example, if I'm teaching the Simple Present, I would use and elicit the target language. I might ask, "What do you do every morning?" In this case, I am hoping to get something like, "I eat breakfast." I am using the Simple Present, rather than talking about the Simple Present.

I do use some metalanguage when I am teaching advanced ESL students. They usually know all the names of grammar parts, and so it saves a lot of time to use the shortcut of metalanguage.

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Making Assumptions about ESL Knowledge

I was tutoring an advanced ESL student today. He's a doctoral student at one of the top universities in the U.S. He asked me to primarily help him with his writing skills. I always focus on the areas my advanced students want to focus on, as opposed to beginning ESL students who need me to guide the directions of our ESL lessons a lot more.

Some small thing came up today about pronunciation. I started talking about the many vowel sounds English has, yet we only have five vowels (sometimes six with the letter "y"). I wrote and said, "a, e, i, o, u." He asked me to repeat the vowels. He said that this was the first time he'd heard a native speaker say the vowels.

I usually try not to make assumptions about what English language learners know or don't know. I'll often ask about something just to make sure. I never thought to ask about something as basic as the vowels. I learned that I still make certain assumptions and need to be even more conscious.

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Happy St. Patrick's Day

St. Patrick's Day is one of many holidays celebrated in the United States. I have to admit that this is not one of the holidays about which I know much. What I do know is probably part myth, part reality, and part childhood pranks.

As a tutor teaching ESL to adults, I am often able to use holidays as conversation topics. I can also use some holidays to discuss certain aspects of American history and culture. Of course, this has me doing most of the talking.

The best holidays are those that are also celebrated in my students' home countries or those American holidays that are similar to those celebrated in their home countries. This gives the English language learner an opportunity to talk about a subject with which they are familiar.

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