Individualized Instruction the Key for English Learners

By Sandi J. and David R. Miller

Hear what educators have to say about dealing with the academic needs of a student population with diverse language backgrounds.

Ruben Diaz remembers his own childhood immersion into American education.

In 1990, Mr. Diaz, now a third-grade teacher with the Tucson Unified School District, entered the United States from Mexico as a high school sophomore. Feeling a sense of isolation, he nevertheless managed to succeed, and thrive, in his new language.

"I felt successful, in that (my teachers) understood language acquisition," Mr. Diaz says. "There was support and time allowed for the learning process." As he struggled, teachers encouraged him by speaking to him in both English and Spanish. By hearing the two languages, he began to understand the mechanics of English. 

But the days of using a student's native language to support English instruction are long gone. The classroom aides, English as a Second Language (ESL) support classes, and translators that helped Mr. Diaz succeed are no more.

A Realm Of Uncertainty

Nowadays, support remains, Mr. Diaz says, but it functions in a different way. In Arizona, bilingual education has changed, in large part due to the passage in 2000 of Proposition 203. The proposition mandates that "all students will be taught English by being taught in English, and all children shall be placed in English language classrooms."

Books and instructional materials are in English. All subjects are taught in English. After a one-year period, students are no longer classified as "English learners." The bottom line is sink or swim, but make sure that you do it in English. 

Many teachers take issue with the policy, saying a year is not enough time to master a foreign language. But they make the best of a less than perfect situation by utilizing practical methods to enhance learning, even if it's only for the transition period.

Some techniques include:

A Stimulus Program: In his classroom, Mr. Diaz relies on what he calls a "stimulus program" with students engaging all their senses while covering coursework. For example, in learning about soil erosion, third-graders study models and get instruction at their own English language level. Then they report on what they've learned. "But the newcomers report in sentences, rather than paragraphs," the teacher says. "Assessment and presentation are based on the individual's English ability."

Individualization: Alice Garcia, a teacher with the Roosevelt School District in Phoenix, also recalls her personal experience with learning English. Today, she uses some of the same techniques that helped her master the language. "Individualize," she says. "It's appropriate for all students." When lesson plans are designed to meet individual needs, they become more effective.

Student-to-Student Mentoring: In learning English, Ms. Garcia had help from older students. Now, she uses the same idea in her class. "English-speaking students can mentor newcomers, who benefit from practical exposure, rather than repetitive example," she says.

Hands-On Experience: "Students need things they can see and do," says Ms. Garcia. As such, she fills lessons with practical examples -- anything to engage students' hands, and minds. Spoken poems and songs are especially helpful with younger learners.

Working In Spite Of The Law

Because Arizona law now prohibits non-English languages from being spoken in the classroom, teachers are feeling frustrated. Ms. Garcia remembers the pride she felt as a bilingual child. But these days, she says, children are being given the message that speaking another language is "bad," and speaking English is "good."

Although she's fearful that legislation of this type moves us back in time, to the days when children were actually punished for speaking in their native languages, she tries to remain positive. She looks for ways to creatively counsel kids every day, using the tools she's allowed.

Likewise, Mr. Diaz uses a range of techniques, including posters, demonstrations, and oral reports -- anything to jolt kids into greater comprehension. "We must serve every student," he says. No matter where they come from.

Tips For Teachers Working With English Language Learners:

• Be Clear About Goals: Choose key points to convey to students. Prioritize information. Present at appropriate levels, according to language abilities of individual students.
  
• Be Flexible with Class Time and Structure: Instructors should be flexible with class time. Use a combination of small group, large group, and one-on-one learning sessions to acknowledge that some students need more time than others.
  
• Broaden Instructional Strategies: Try new ways of presenting information -- speaking, writing, skits, poems, group story-telling. Don't rely solely on the traditional lecture model.

(Source: Carol Ann Tomlinson, Professor of Educational Leadership, Foundations and Policy, University of Virginia).

Sandi J. Miller and David R. Miller are Phoenix-area writers and educators who have lived and taught in Japan.