Enhancing Learning and Writing Skills in ESOL Classes - Essay Example

?Enhancing Learning and Writing Skills in ESOL es Introduction This paper would elaborate on the methods to be followed for furthering the learning and writing abilities of students in ESOL classes. For this purpose, the paper would first focus on theories related to acquisition of first language, as well as acquisition and learning of second language. After that, it (the paper) would detail about the patterns of teaching of language to be followed, with regard to all the aforesaid theories. The write-up would then move on to emphasize on the manner in which acquisition and learning of language takes place. Subsequently, the paper would examine the several factors related to literacy of students of ESOL. Lastly, the write-up would attempt to have an understanding of how various disabilities influence both the learning and also teaching of languages. Before commencing the discussion on the topics mentioned in the above paragraph, it would be of immense help in having the basic understanding of what exactly ESOL means. ESOL ESOL is an acronym for English to Speakers of Other languages, and it is a pattern of teaching that is followed in colleges and community centers. Also, ESOL is present in those schools where, there are a significant number of students requiring help for furthering their abilities related to the language, for ensuring that they can pursue their academic endeavors. ESOL is aimed at enhancing the skills of those people (speaking other languages) who have the intention of staying in the country for a considerable amount of time. As a matter of fact, ESOL is gaining more relevance in light of the fact that there is a rapid rise in students who join state schools, and who are not having much knowledge of English. (1) Theories of First Language Acquisition and Learning The following two theories are almost universally considered to be of utmost relevance, for understanding about the manner in which the first language is acquired and learnt. A) Behaviorism: This theory related to the psychology of learning got immensely popular in the US, during the 1940s and 50s. Behaviorism states that learning of language is the direct outcome of imitation, practice, recognition of success and formation of habit. Imitation of various sounds can be seen in children, and encouragement from the elders ensures that children get more motivated to continue the imitation and practice. In course of time, this makes sure that children develop the skill of appropriate usage of language. Here, it has to be noted that the eventual success of child, in terms of language development, is linked with the positive feedbacks that they receive; the more these feedbacks are, the faster the child picks up the abilities. It is clear that Behaviorism gives tremendous importance to the aspects of imitation and practice, which the theory states to be imperative for language acquisition. (2) B) Theory of Wittgenstein: Wittgenstein argues that children learn language by playing various “language games”. In these games, they are enabled to relate various objects with the corresponding meaning, and it is in this manner that the skills are acquired. He opines that the way in which language is learned and games are played is one and the same. Wittgenstein says that during the initial phase when children attempt to speak, the pattern of language used by them is a primitive one. The above-mentioned relation between objects and their meanings bring about an image in the child’s mind, and this he says is just the start of the training. As per Wittgenstein, this process makes sure that the child begins to understand the meanings of several words, and this understanding is related to the concerned social factors. (3) Theories Related to Second Language Acquisition and Learning A) Behaviorism: This is a theory of learning, in which, conditioning plays a major role. This is in the sense that the response a given stimulus evokes has reinforcement, which is either positive or negative, and it is based upon this reinforcement that the behavior is shaped. This theory can be best understood by the conditioning that was seen in the experiment of Pavlov. (4) B) Behaviorism: This pattern of behaviorism states that acquiring language is nothing but a sequence of habits. Here, positive reinforcement plays a key role in ensuring that this sequence develops. (4) C) Constructivism: This is a theory aimed at understanding the way in which learning takes place. Constructivism maintains that meaning is constructed by people, depending on their respective views and experiences. In this context, values, interests and attitudes are of paramount relevance, as people get motivated by all of them, in their learning endeavors. (4) D) Cognitivist Model: Cognitivism focuses on those methodologies that are of great use in day-to-day life. These methodologies are inclusive of discovery learning, problem-based solving and project-based learning, to name a few. Here, it has to be stated that there is a strong link between the social & cultural values and the process of learning the language. (4) E) Innanist Model: The basic premise of this model is that, it emphasizes that there is an inherent capability of learning a language, in all human beings. The pattern in which the language develops in an individual is guided by a biological programming. When task-based learning (TBL) is taken into consideration, it is seen that how people act depends on some innate traits, and not on any conscious effort. (4) F) Situated Learning: This theory conveys that people gain knowledge from their respective experiences. As a matter of fact, this theory is quite similar to cognitivism mentioned above, for even situated learning stresses on acquisition of knowledge that can be used in daily life. (4) G) Interactionist Model: This model says that, second language acquisition is just like the manner in which children develop their behavioral patterns by watching interactions amongst people. In relation to people learning the second language and when the infant-adult interaction is taken into account, the teacher plays the role of an adult. (4) Teaching Approaches Related to Theories of Language Acquisition and Learning There are several teaching approaches that are related to the theories of learning discussed above, and the following are some of those: A) Grammar-Translation Method: This is one of the initial teaching methods followed even about two centuries back. The basic premise of the Grammar-Translation method maintains that, essentially language is purely graphic. The method also goes on to state that the procedure to learn second language has to be based on logical thinking, involving efforts from learners. In fact, this pattern argues that only when reference is consistently made to the mother tongue of the learner that they (learner) would be successful in acquiring second language. (5) B) The Audio-Lingual Method: This approach started gaining popularity in the 1940s, and is closely related to the theory of behaviorism. The Audio-Lingual approach, which gives more importance to spoken language than the written format (of language), emphasizes that formation of habits is vital for learning of language. In this method, competency of the teacher is not that relevant, as the aspect of teaching is taken care of by systematically structured books and lessons. (5) C) Approach by Noam Chomsky (Generativism): During the 1950s, Noam Chomsky questioned the then prevalent theories of learning and structure of language. He came forward with the argument that there is creativity in language, and that it is regulated by some rules. He rejected the importance of the aspect of habit formation, which is stressed upon by behaviorism. As a matter of fact, the arguments of Chomsky led to the scenario where, teaching started to be eclectic. In fact, the recent trends where writing and reading are being given more importance than listening and speaking, in teaching, are a direct outcome of the approach advocated by Chomsky. (5) D) Methods of Jean Piaget and Lev Semenovich Vygotsky: The approaches described by these two exercised a tremendous impact on the sphere of teaching, during the initial part of the previous century. These methods, which are based upon educational psychology and cognitive sciences, emphasize on the learner-centric approach in teaching. The methodologies are driven by an entirely humanistic approach, giving lot of relevance even to social interactions. (5) At this point, it needs to be specifically highlighted that the approaches of Piaget and Vygotsky are closely linked to the Interactionist Model of second language acquisition. This is so because; even this model considers observation of interactions as being of utmost importance in acquiring language. Theories of Language Learning and Development – Analysis Followers of the various theories of language development and learning fall into either of these two categories: empiricist and nativist. The former argue that language is learned, while the latter are of the view that every human being has an inborn capability related to acquisition of language. Owing to that, empiricists give tremendous importance to several theories of learning, for having an understanding about the manner in which language acquisition takes place, in children. On the other hand, nativists maintain that the rules governing languages result from various biological factors. (6) For instance, Lev Vygotsky, about whom a mention has been made earlier in this write-up, states that children imitate and practice the language patterns that they hear. He stresses on the key role played by social interaction, and is hence categorized as being related to the empiricist group. Likewise, Skinner, by highlighting the significance of behaviorism and its link with positive reinforcement, is also an empiricist. (6) Noam Chomsky says that children do possess some inborn insights about various rules that regulate language. Similarly, Jerome Bruner, who was an expert in the realm of cognitive psychology, also speaks about the relevance of some inborn biological traits and social interaction, while explaining about the process by which language develops. In light of that, it can be stated that both Chomsky and Bruner are adherents of the nativist approach. (6) Language Teaching Approaches – Analysis The Grammar-Translation Approach concentrates solely on enhancing the writing skills by focusing on logical thinking, and tends to ignore other key aspects of teaching. The Audio-Lingual Method does not give much importance to reading, and also, a highly competent teacher is required for effectively using this approach. (7) The modern methodologies advocating both a humanistic and also a cognitive approach, state that the process of learning a language is a totally natural one. These approaches ignore the fact that, during the process of learning a language, errors are unavoidable. (7) Based on all the contents that have been discussed in this paper, till now, there would be no hesitation in coming to a conclusion: the most effective teaching approach would be the one that aptly combines the positive aspects of all the methods. On the contrary, it has to be noted that, by rigidly adhering to only one particular approach of teaching, the purpose (of teaching) cannot be served. Literature It would now be highly appropriate in briefly elaborating on some of the literary works that are related to the all-important aspects of learning, language development and teaching. In fact, this would be of immense help in expanding the knowledge horizon, with regard to the topic being discussed in this write-up. In his book “What is Language Development?” the author James Russell first provides an elaboration of all the important theories related to language development. Subsequently, through an in-depth analysis and assessment, Russell brings about a balance between all the theories. While conveying his point, the author aptly refers to noted philosophers such as Hume, Fodor, Brandom and Rorty, to name a few. As a matter of fact, this work by James Russell is so exhaustive that it would be of great help to various experts toiling in the realm of language development. (8) In the book “Language Learnability and Development”, the author Steven Pinker provides an exhaustive coverage of the aspect of language acquisition. In fact, for explaining about it (language acquisition), he focuses on all the stages of an individual’s life, starting from infancy and going up to adulthood. The author states that it is in the adulthood that an individual becomes grammatically capable, and which is but a fact. The book highlights many problems pertaining to learning, and goes on to suggest solutions for the same. (9) The book “Effective Language Learning”, written by Suzanne Graham, provides an understanding of the varied processes of learning employed by students endeavoring to learn German and French. The author elaborates on the processes followed by both students who attained success in acquiring the language, and also those who were still lagging behind. Based on her observations, she comes forward with those strategies that are highly appropriate for teaching and learning of languages, in the ambience of a classroom. (10) Development of Language and Literacy This particular section of the write-up would examine the manner in which language and literacy develop, in an individual. In this context, it won’t be out of place in stating that communication skills can be seen even in infants, who have not yet learnt to speak. To elaborate further, on hearing a sound, infants immediately direct their eyes towards the place from which it (sound) has emanated. (11) As a matter of fact, it has to be understood that the contents mentioned in the previous paragraph focus on the practice of communication skills, by infants. As a matter of fact, presence of these communication skills is of paramount relevance, when the child actually starts learning to listen and speak. Likewise, literary skills start to develop when small children get to hear stories and new words, from the elders. (11) Here, it is more or less necessary that some elaboration is provided on the key difference between language and literacy. Language is primarily centered on having a full understanding of the diverse facets related to words. These facets are inclusive of formation of new words, gaining knowledge of properly arranging words and perceiving the appropriateness of words to different real-life situations, to cite a few. On the other hand, the scope of the term “literacy” is not confined just to words and their meanings. Literacy also encompasses the ability to solve fundamental arithmetic problems, proper communication and logical thinking, amongst others. (11) For furthering the language skills, it is indispensable that adults are responsive to the infants’ attempts to communicate. Adults are entailed to talk to tiny toddlers, even as the latter are making some sounds. This would make sure that, during the course of time, the child fully understands the pattern in which conversation flows. In fact, as infants are growing-up, they should be made to play games like “house”, to ensure that language develops at a fairly brisk pace. (11) When adults read out in the presence of children, the same can conveniently be categorized as an excellent means of developing abilities related to literacy. By meticulously adhering to this practice, it can be ensured that children go on to fully comprehend the vital link between words and the corresponding symbols. In addition to that, the process of reading to children makes sure that children start to consider reading as an enjoyable activity, rather than a tedious chore. And as children are growing-up, the elders should motivate them to pen down small stories and letters. This is of high importance, with regard to speedy acquisition of language and literacy abilities. (11) Factors Impacting Literacy and Language Development of ESOL Learners Students who have just joined ESOL classes are rather silent and feel a little discomfort, as they attempt get acclimatized to the new ambience and culture. The duration for which they continue to be in that manner varies from one student to the other, and it is dependent on several crucial factors. (12) There is no hesitation in emphatically stating that, the most important of all those factors is the personality and attitudes of a given student. To elaborate further, students who are outspoken and extroverts get comfortable with attempting to converse in English, in a relatively small time span. On the contrary, students who are shy and reserved take a long time in displaying the needed progress, in terms of language and literacy acquisition. (12) Another key parameter is the students getting adequate exposure to the language (English). It has been noted by several teachers that, once the duration of the classes is over, the students are not getting much opportunity to understand the nuances of English Language. The teaching format of the given ESOL class is also very vital in determining the time consumed by students in getting comfortable with the language. (12) The existing abilities of the student related to development of language are also of utmost importance in deciding the progress in ESOL class. To put it in other words, the pattern in which students acquired their native language is linked to the performance in ESOL classes. If the students became competent in their mother tongue in a comparatively small time frame, then, the chances are that they would not be facing too many hindrances in acquiring skills of English. (12) Also, there are some social and geographical factors, which can go on to slow down the progress of students of ESOL classes. In case the students resided in numerous parts of the globe and were under different caretakers, prior to joining ESOL course, there is every possibility that their skills of developing language are low. There is a highly valid reason for stating so. Owing to the fact that they stayed in different countries, without spending considerable time in any of them, they have been deprived of the opportunity to get fluent in any one language. They have incessantly been exposed to new environments, and before they could adjust to an ambience, they were entailed to relocate to some other zone. (12) Impact of Learning Difficulties and Disabilities A child afflicted by a learning disability is unable to put extra effort, as well as fails to be more attentive in the class. In addition, owing to the concerned disability, they cannot make themselves motivated. In this connection, it has to be understood that a learning disability is no way related to intelligence. In fact, it is a problem that is attributable to some variations in specific regions of the brain. It is this variation that adversely impacts the ability of the child in receiving and processing of information. To put clarity into the matter, students bogged down by these disabilities are gravely impeded in their learning pursuits, in the sense that, the manner in which they hear, see and comprehend is altered negatively. The following are some of the forms of learning difficulties and disabilities: (13) A) Dyslexia: Because of this condition, the student is unable to aptly process the language. Students afflicted by this condition, face major impediments in writing, reading, spelling and even speaking. (13) B) Dyscalculia: Students affected by this problem find it extremely difficult to understand arithmetic. They face many problems while trying to solve arithmetic problems. Additionally, Dyscalculia also creates hindrances for the students, in having a right comprehension of the aspect of time, as well as usage of money. (13) C) Dyspraxia: This term refers to the problem faced by a student using the motor skills. To be more specific, students bogged down by this condition are unable to bring about coordination between the hand and the eye. When a child fails to properly grip a pencil or buttons their shirt improperly, it is an indication that they are being impacted by Dyspraxia. (13) D) Auditory Processing Disorder: Inability to perceive the variations between different sounds is the characteristic feature of this particular disability. Owing to this condition, students are seriously impeded in having the proper understanding of language. (13) E) Visual Processing Disorder: This disability refers to the condition, in which, students have problems in visual interpretation of information. Students who have developed this condition find it extremely tough to read, solve math problems and understand symbols and pictures, etc. (13) There is now no need whatsoever to get excessively worried about the various learning difficulties and disabilities, courtesy the rapid progress being made by science. Science is now equipped with more knowledge about the inner mechanisms of the brain than ever. As a matter of fact, a fairly recent discovery providing the much-needed solace to students affected by these disabilities is neuroplasticity. This term highlights the natural and permanent capability of the human brain in producing new brain cells and establishing fresh connections. As a direct outcome of this discovery, several sophisticated treatments combating the aforesaid difficulties and disabilities have been introduced. (13) Conclusion This paper can be concluded with the remarks that, by effectively combining the positive aspects of the various theories and approaches discussed, both the learning and teaching experiences of ESOL classes can be enhanced. Equally important is the aspect that special attention should be given to students having learning difficulties and other disabilities. The scientific developments of the modern-day make sure that, this special focus should not be a major hurdle for the teachers. The topic of this paper is an exhaustive one and it is not possible to be covering all points pertaining to it in a brief write-up such as this one. Yet, a sincere attempt has been made to encompass the most salient of all the relevant aspects. Sources 1) “What is ESOL and where can I teach it?”, cactuslanguagetraining.com/en/english/view/what-is-esol-and-where-can-i-teach-it/, Internet, cactus, March 2009. 2) “How Languages are Learned SECOND EDITION”, books.google.com/books?id=wlYTbuCsR7wC&printsec=frontcover&dq=Learn+language&lr=#v=onepage&q=Learn%20language&f=false, Internet, Patsy M. 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