VOLUMES MENU

PERSPECTIVES
Western Culture in EFL Language Instruction Joan D. Heiman 4

ARTICLES
An Experiential Approach: Field Trips, Book Publication, Video Production
Gayle Smith Padgett
Teachers can bring an experiential dimension into their language classrooms by taking
their students out. 8
Integrating ESL and Lakota Indian Culture
D. L. (Sunny) Steinmetz, Kathy Antonen Busch, and Nancy Joseph-Goldfarb
Students develop English language skills while learning about Lakota culture. 12
Challenges for IEP Administrators: Liaison with Senior-Level Administrators and Faculty
Development
Fredricka L. Stoller and Mary Ann Christison
The authors share some tricks of the trade on liaising with senior-level administration and
on faculty development. 1 6
English by Drawing: Making the Language Lab a Center of Active Learning
Ilyse Rathet
Lethargic students will stretch their limbs and sharpen their pencils as they draw responses to
language tapes. 2 2
Four Strategies to Improve the Speech of Adult Learners
Janet G. Graham
Teachers can improve the speech of change-resistant adult learners with four
practical strategies. 2 6

TIPS FROM THE CLASSROOM

Citation Motivation María Elena Perera 29
From Can to Classroom Jeri Wyn Gillie and Heidi Mumford 3 0
Creating Interactive Bulletin Boards Randall Davis 3 2
An Integrated Lesson on Famous People Donna Price-Machado 3 3
Grammar Co-op: Pooling Resources Karen A. Russikoff and Larry K. Robinson 3 4

REVIEWS
TESOL Journal
Vol. 3, No. 3, Spring 1994
Fictional Flights Howard Sage Reviewed by Angela Parrino 35
New Dimensions Robert O’Neill and Pat Mugglestone Reviewed by Irene C. Pompetti-Szul 36
The Bilingual Family: A Handbook for Parents Edith Harding and Philip Riley
Reviewed by Jennifer Rayman 3 6
Talking Together Marc Helgesen, Amy Parker, and Kevin McClure
Reviewed by Kelli Pearson 37
Five-Minute Activities: A Resource Book of Short Activities Penny Ur and Andrew Wright
Reviewed by Scott H. Rule 38

ASK THE T J
Readers’ Advice on Introductory Books for Mainstream Teachers 39
A Question for Readers on Action Research 4 0

DEPARTMENTS
Guidelines for Contributors 3
Mentoring 3

Cover design by Sharon Henry. Artwork on pp. 16, 23, 25, and 30-33 by Ann Kammerer.
TESOL Journal thanks the students in Gayle Smith Padgett’s class at MacArthur Elementary School in Alexandria, Virginia, for their artwork.
 TESOL Journal
Editor Editorial Advisory Board
ELLIOT L. JUDD, Barbara Agor Denise McKeon
University of Illinois at Chicago, IL Rochester City School District AERA
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Mt. Kisco Elementary School
Assistant Editor Mt. Kisco, NY, USA

MARILYN KUPETZ,
TESOL Central Office

Assistant to the Editor

REBECCA L. INSCOE,
University of Illinois at Chicago, IL

Editorial Assistant
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2 TESOL Journal
 TESOL Journal
Guidelines for Contributors
TESOL Journal, a refereed journal dealing
with teaching practice and classroom
research, welcomes submissions on matters
relating to ESOL methodology and tech-
niques, materials, curriculum design and
development, teacher education, program
administration, and classroom observation
and research.
You are strongly encouraged to send
copies of student artwork, writing samples, or
sample exercises as well as black and white
photographs to illustrate submissions.
TESOL Journal welcomes any of the fol-
lowing types of submissions:
Feature Articles
A feature article should be 1,000-3,000
words and should:
1. analyze, present, or discuss novel ESOL
methodology and techniques, materials,
curriculum design and development,
teacher education, program administration,
and classroom observation and research in
terms accessible to classroom practitioners.
Heavy referencing is discouraged.
2. discuss and reflect upon ESOL classroom
research findings with applications to
diverse programs and settings.
3. encourage practitioners to engage in their
own reflective practice and classroom
research.
Send your submissions to Elliot L. Judd,
Editor, TESOL Journal, at the address listed
below.
Perspectives
A perspective submission should present
your views on ESOL-related sociopolitical
and professional concerns around the world.
You should present a cogent argument for
your views although references are discour-
aged. Perspectives should be 300-800 words.
Send your submissions to Elliot L. Judd,
Editor, TESOL Journal, at the address listed
below.
Tips from the Classroom
Tips from the Classroom briefly recount
successful ESOL techniques, activities, or
methods in such a way that they could be
adapted by teachers in diverse programs or
teaching situations. Submissions should not
be recounted in the manner of a diary, but Send your questions or responses to Nancy
rather as a set of guidelines for successful Cloud, Editor, Ask the TJ, TESOL Journal,
implementation. Tips might include the fol- Department of Curriculum & Teaching, 243
lowing information: appropriate levels, objec- Gallon Wing, Mason Hall, 113 Hofstra
tives, approximate class time and preparation University, Hempstead, NY 11550 USA.
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and Dorothy Taylor, Editors, Tips from the 1. Three copies of each submission; all refer-
Classroom, TESOL Journal, Department of ences to the author’s identity deleted.
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Spring 1994 3
 Western Culture in EFL
Language Instruction
Joan D. Heiman
It is commonly accepted that teaching the
culture of an L2 is essential to learning the
language itself. Very little ESOL literature,
however, indicates an awareness of the ethi-
cal implications of presenting or imposing
modern Western values on non-Western peo-
ples under the guise of language instruction.
The practice of teaching target language cul-
ture is reexamined here in terms of how seri-
ously it threatens traditional societies. In
particular, the current culture of progress may
be seen as carrying inherent and largely
unexamined dangers. Essential aspects of life
in the non-Western world, specifically indige-
nous languages and cultures, ecological equi-
librium, and spirituality, are threatened by the
expanding influences and effects of material
and technological progress. This perspective
is taught—overtly or covertly—when culture
is a part of English language instruction.
In a 1983 article, Judd wrote: “As profes-
sionals, we not only can, but must, voice our
concerns when what we are teaching pro-
duces consequences of which we do not
approve” (p. 268). I would like to develop
this idea and raise these difficult issues once
more.
A Threat to Cultural Integrity
EFL professionals must consider that colo-
nizing countries previously imposed English
on non-English-speaking peoples, resulting in
the loss of indigenous languages and cultural
integrity. The writings of scholars from for-
merly colonized countries are often painful
testimonials to this devastation of cultures
and individuals. Coomaraswamy (1943/1967)
criticized the imposition of English language
and culture on children and adults who were
taught
to be ashamed of their own parents,
ashamed of their own nationality,
ashamed of their own names ... [in an
educational system] that all imperial
races are still inflicting upon their sub-
jected peoples .... (p. 23)
In a powerful denunciation of the contin-
ued teaching of English literature in Kenyan
schools, Thiong’o (1986) argued that
the teaching of only European litera-
ture, and mostly British imperialist
4 TESOL Journal
literature, in our schools means that
our students are daily being confronted
with the European reflection of itself,
the European image, in history. Our
children are made to look, analyze,
and evaluate the world as made and
seen by Europeans. Worse still, these
children are confronted with a dis-
torted image of themselves and of their
history as reflected and interpreted in
European imperialist literature. (p. 225)
Most EFL practitioners have no conscious
desire to continue the oppressive practices of
their predecessors when they teach EFL. On
the contrary, many EFL instructors have
intentions—albeit naively idealistic ones—to
be of service to individuals and cultures.
However, it may be hard for us to see current
development projects as some non-Western
thinkers do. Shiva (1989), for example, criti-
cizes the present-day neocolonial economic
project as a
model of progress in which the entire
world remade itself on the model of
the colonizing modern West ... [partly]
based on the exploitation and erosion
of other cultures. (pp. 81-82)
Moreover, some EFL teachers may not he
aware of an often unconscious attitude of
cultural, religious, and racial superiority. Nor
may they have considered the part that
English language instruction has played his-
torically in the overall distortion and destruc-
tion of the colonized world. As Martinique
poet Cesaire (1969) lamented:
Societies drained of their essence, cul-
tures trampled underfoot, institutions
undermined, lands confiscated, reli-
gions smashed, magnificent artistic cre-
ations destroyed, extraordinary
possibilities wiped out. (p. 85)
If we teach about independence, progress,
capitalism, democracy, or liberation from reli-
gious or social oppression, we have to be
aware that these are the values of our culture
and not objective truths to be automatically
embraced by all peoples and societies. We
should also be aware that these values are
often in direct opposition to those of the cul-
tures in which we teach EFL.
 Literary theorist Edward Said (1993)
argued “that Western literary texts of the 19th
century directly and indirectly provided the
moral grounds for colonial expansion
throughout the world” (p. A8). Said, as well
as other postcolonial literary scholars, refer to
authors such as Rudyard Kipling and Joseph
Conrad as portraying native peoples of Asia
and Africa as primitive, savage, stupid, easily
intimidated, and in need of Western ruler-
ship. These texts may have contributed to a
mentality that continues to negatively influ-
ence non-Western peoples today. Whether it
is in English literature studied in schools, the
current proliferation of Western values via
mass media and international travel, or in the
choices of instructional materials used in EFL
courses, the effects are seen in the many stu-
dents educated by Western ideologies who
are turning in shame or scorn from their own
peoples, cultures, and traditions. Nasr (1993,
for example, writes of the destruction of
much of Islamic civilization resulting from the
rejection of traditional ways by modern
Moslems themselves. He contends that
the Islamic world is not totally Islamic
today and much that is Islamic lies hid-
den behind the cover of Western cul-
tural, scientific and technological ideas
and practices emulated and aped to
various degrees of perfection, or one
should rather say imperfection, by
Muslims during the past century and a
half. (p. 29)
In an effort to be modern, many people
from traditional cultures are embracing a
Western world view that may never fully
embrace or accept them in return, and that,
in fact, threatens to destroy their traditional
ways of life.
Development: A Threat to Global
Ecology
Many Western educators believe that peo-
ple in former colonies (e.g., in the Middle East
and Far East), having gained independence
and being motivated by the spirit of global
cooperation, economic pragmatism, and
national development, are wholeheartedly
and profitably engaged in the voluntary study
of English. Although the people of these
nations may increasingly desire the material
benefits of trade with the Western world
(often a motivation standing behind their
study of English), they may not realize the
ecological price they pay for these benefits:
When one looks at the Islamic world
today, one sees blatant signs of the
environmental crisis in nearly every
country from the air pollution of Cairo
and Tehran to the erosion of the hills
of Yemen to the deforestation of many
areas of Malaysia and Bangladesh.
(Nasr, 1993, p. 29)
Shiva (1989) contends that the loss of self-
subsistence and the ecological destruction of
the environment in countries such as her
native India are the direct result of economic
development. Sadly, in these countries, many
people are seen, and, worse yet, are increas-
ing coming to see themselves, as poor if they
eat the grains their ancestors ate for cen-
turies, live in traditionally constructed and
indigenously compatible houses, or wear tra-
ditional clothes locally made of natural fibers
and dyes. Processed foods, cement houses,
and synthetic materials—all imported or imi-
tated from the West—are ever more in
demand.
A recent article in The Washington Post
(Reid, 1994) depicts North Korea as “one of
the poorest, most backward and most isolated
countries on Earth” (p. A27). To support his
claim, the author describes a way of life in
which most people still “live in thatched-roof
huts, travel by foot on highways that rarely
see a car and plow their fields with mules and
oxen” (p. A27). For the author, and for most
of us living within a Western ideology of
progress, this standard of living is one of
unthinkable deprivation. But the description
given above might also be seen as a picture
of a simple, traditional life free of technologi-
cal complications and consequences.
In the long run, the shift in values towards
the Western love of progress places greater
demands on the earth’s limited natural
resources and threatens to destroy the
planet’s ecological balance in favor of
Western conveniences, comforts, and concep-
tions of the good life. Nasr (1993) suggests
that the striving after material wealth seen in
Asia today is no more a part of the traditions
of Buddhism in Japan or Taoism in China,
than it is of traditional Islam. What we are
seeing, he contends, is
a result of the onslaught upon these
lands of a secular science based upon
power and domination over nature and
a technology which devours the natu-
ral world with no respect for the equi-
librium of nature, a science and
technology of Western origin which
have now become nearly global ....
(p. 29)
In these contexts and in a world increas-
ingly threatened by ecological disaster, it
seems irresponsible and unwise to present
EFL instructional materials encouraging a
consumer-oriented, technological, and materi-
alistic ideology. Yet in an advanced content-
based reading text by Holschuh and Kelly
(1988), the first unit focuses on marketing;
the readings introduce concepts related to
consumer behavior and market targeting. The
second unit covers computers and artificial
intelligence. A final unit is about fiber optics
and global telecommunications. In another
reading text, by Dubin and Olshtain (1990)
readings include “The Role of Technology in
Modern Life,” “The Business and Corporate
World,” and “Artificial Intelligence, Creativity,
the Human Brain.” (These texts are cited only
as samples of topics regularly considered rel-
evant and interesting in current EAP text-
books. They are in no way mentioned with
an intention to single out these authors, as
any number of current texts present articles
on the same subjects.) The authors undoubt-
edly have chosen readings they believe
reflect the academic and personal interests of
today’s student. Whether or not the authors
considered the subtle messages conveyed in
their choices, those choices suggest that the
topics are important. “In short, we as teachers
... are responsible for the political and social
effects that our instruction causes” (Judd,
1983, p. 268).
By focusing on these aspects of our cul-
ture, we may be increasing desires or per-
ceived needs that jeopardize the earth’s
ecological balance. The more people are told
that they need computers, for example, the
more they want them. “But it is impossible to
have more for all, even within a nation, let
alone among nations” (Larsen, 1993, p. 45).
Yet EFL texts continue to present images and
contexts in which material wealth, economic
growth, and personal acquisition are por-
trayed as a norm. For example, in a 1994
textbook by Bartel, the chapter “Business
News” includes articles entitled “Consumer
Issues” and “Money.” An advanced writing
textbook (see Kadesch, Kolba, & Crowell,
1991) offers six readings related to economics
and business. Even in a basic grammar text
such as Azar’s (1981, 1989) Understanding
and Using English Grammar, one finds exer-
cises that include: “I go out to eat at least
once a week” (p. 8); “Where should we go
for dinner tonight?” (p. 19); “She bought
some shirts, shoes, socks, dresses, slacks;
blouses, earrings, and necklaces” (p. 36);
“The young couple (has, have) saved enough
money to make a downpayment on
own house” (p. 41); “I wrote a check for fifty
dollars” (p. 53). Again, these choices are
made with language learning and student
interest in mind, but they also betray the
materialistic preoccupation of the culture.
Although the green movement in the West
has begun to address the ecological problems
associated with progress, other parts of the
world continue to be seduced by the seeming
prosperity of the West. The young people
Spring 1994 5
 who become our EFL students can hardly be
expected to judiciously consider the long-
range ramifications associated with expand-
ing demands for factory-made and
technological goods. For example, when
posed with the proposition questioning the
consequences of every Asian wanting the
material commodities we have in the West, a
Japanese undergraduate student responded
by saying that it would be “unfair” to tell
these people that they cannot have what
Americans have. In yet another discussion, a
Middle Eastern graduate student could not
see the importance of saving forests; after all,
he said, they do very well without them in
Saudi Arabia. A Moroccan student who had
just purchased a new sports car was abso-
lutely sure that everyone would and should
want such a vehicle. Some Eastern European
students insisted that there is no time for con-
cerns regarding ecologically sound farming
techniques when the economic situation in
their countries is as desperate as it is. These
are only a sample of the attitudes I have seen
in my EFL classes.
A Threat to Traditional Spiritual
Life
Another important point of view addresses
exposing people from religious cultures to the
consumer-oriented outlook of secular ones.
Sherrard (1976) has suggested that the
Western challenge to traditional spiritual life is
partly contributing to the environmental crisis:
“We who live in the throes of what we call
the ecological crisis ... [know that it] is primar-
ily a crisis about man and not about his envi-
ronment ...” (p. 75). The spiritual perspective
teaches outward simplicity and inward con-
tentment, whereas the technological age is, in
its very nature, outwardly complex.
Coomaraswamy (1977) points out that
until very recently, Hindu, Buddhist, and
Islamic cultures were inseparable from their
religious traditions: “Traditional Eastern cul-
ture is not anthropocentric, but theocentric,
and holds that man is a metaphysical or spiri-
tual being ...” (p. 87). Western culture, on the
other hand, sees the human being as rational
and self-determining, standing at the apex of
the universe, destined and determined to
dominate it.
In the EFL classroom, people who are
especially susceptible to all that glitters in
contemporary Western culture are being
exposed regularly to teaching materials that
directly or indirectly portray Western concep-
tions of science, evolution, and technology
in a highly positive light. Empirical science is
portrayed as the means of understanding the
nature of life; evolutionary theory is largely
presented as fact; technology is seen as
6 TESOL Journal
desirable and inevitable. For instance, in Conclusion
Dubin and Olshtain’s (1990) textbook, a
There are serious risks involved in the
major theme is theories of evolution, with
practice of teaching aspects of the cultures of
essays entitled “How Did Man Evolve?”
English-speaking nations. Culturally, the
“Biology: Evolution;” “The Big Momma” (an
diversity and integrity of whole societies are
article positing a genetics theory claiming
rapidly being subsumed in a homogenizing
that all women descended from one primal
adoption of Western values and customs.
woman); and “Making a Chimp Out of Man.”
Ecologically, the earth will not indefinitely
In Reader’s Choice (Baudoin et al., 1977),
support the increasing demands on its natural
Jane Goodall’s work comparing chimpanzees
resources. There is as well the potential for
with human beings is the final long reading
profound spiritual disorientation and disillu-
in the text. In Insights Into Academic Writing
sionment. To continue to expose people
(Kadesch, Kolba, & Crowell, 1991), 3 of 10
from older traditions to contemporary ideolo-
units revolve around readings related to
gies that challenge those ways of life that
technology. Without necessarily intending to
have been meaningful and sustaining for cen-
do so, materials presenting these views may
turies is questionable and unsound. For all of
cause non-Western students to question and
us, the move away from spiritually informed
doubt the efficacy of their spiritual back-
living toward a world view that values eco-
grounds. “It is a fact ... that scientific man—
nomic and material prosperity over all else is
rough-cast by classical Greece and
a dangerous global trend that we cannot
developed by the modern West—loses reli-
ignore indefinitely.
gion in proportion to his involvement with
If we acept that language cannot be
physical science... “ (Schuon, 1976, p. 51).
By teaching these aspects of target language taught without teaching culture, we must be
culture, EFL pedagogy may challenge stu- cognizant of which aspects of the culture we
dents’ world-views when all they asked for are presenting and how we are presenting
was language instruction. Unless we deliber- them. EFL instruction does not have to foist on
ately do otherwise, we are, implicitly or others aspects of our culture; they can be dis-
explicitly, presenting these values as correct, cussed as a point of view rather than as uni-
desirable, and inevitable. versal truth. As such, we must closely examine
the instructional materials and methods we
use, as well as our own attitudes, and make
conscious and responsible choices about what
we present to non-Western students.
References
Azar, B. S. (1981, 1987). Understanding
and using English grammar. Englewood
Cliffs, NJ: Prentice Hall.
Bartel, J. C. (1994). The Metropolitan Daily
News: Understanding American newspapers.
Englewood Cliffs, NJ: Regents Prentice Hall.
Baudoin, E. M., Bober, E. S., Clarke, M. A.,
Dobson, B. K., & Silberstein, S. (1977).
Reader’s choice. Ann Arbor, MI: The
University of Michigan Press.
Cesaire, A. (1969). Return to my native
land. Baltimore, MD: Penguin Books.
Coomaraswamy, A. K. (1943/1967). The
bugbear of literacy. In Am I my brother's
keeper? Freeport, NY: Books for Libraries
Press.
Coomaraswamy, R. P. (1977). Who speaks
for the East? Studies in Comparative Religion,
11, 85-91.
Dubin, F., & Olshtain, E. (1990). Reading
by all means. Reading, MA: Addison-Wesley.
Holschuh, L., & Kelly, J. P. (1988).
Academic reading. New York: St. Martin’s
Press.
Joan Morley
Judd, E. L. (1983). TESOL as a political act:
A moral question. In J. Handscombe, R. A.
Orem, & B. P. Taylor (Eds.), On TESOL ‘83
(pp. 265-273). Washington, DC: TESOL.
Kadesch, M. C., Kolba, E. D., & Crowell,
S. C. (1991). Insights into academic writing.
White Plains, NY: Longman.
Larsen, R. S. (1993, July). Running out of
resources. IEEE Spectrum, pp. 43-45.
Nasr, S. H. (1993). The need for a sacred
science. Albany, NY: State University of New
York Press.
Reid, T. R. (1994, March 23). North Korea
warns of “brink of war.” The Washington
Post, pp. A23, A27.
Said, E. (1993, May). After “Orientalism”:
Exploring the complicity of literature and
empire. The Chronicle of Higher Education,
pp. A7-A8.
Schuon, F. (1976). Islam and the perennial
philosophy. World of Islam Festival
Publishers.
Sherrard, P. (1976). Modern science and
the dehumanization of man. Studies in
Comparative Religion, 10, 74-92.
Shiva, V. (1989). Development, ecology,
and women. In J. Plant (Ed.), Healing the
wounds: The promise of ecofeminism
(pp. 80-90). Philadelphia PA: New Society
Publishers.
Thiong’o, N. (1986). Literature in schools.
In C. Brumfit & R. Carter (Eds.), Literature
and language teaching (pp. 223-229).
Oxford: Oxford University Press.
Author
Joan D. Heiman is Adjunct EFL and
Secondary Education Instructor in the EFL
Program and the School of Education and
Human Development at The George
Washington University in Washington, DC.
She is interested in incorporating literature
into ESL/EFL instruction and is involved in
research related to philosophical and ethical
considerations in selecting instructional
materials.
Author’s views in Perspectives are their own
and do not necessarily reflect the views of
TESOL, Inc. or TESOL Journal.
Spring 1994 7
 An Experiential Approach:
Field Trips, Book Publication,
Video Production
Gayle Smith Padgett
After having lived in Germany for more
than 2 years, my belief in an experiential
approach to language acquisition has deep-
ened. As an adult with limited preparation in
German, I can affirm that if one wants to use
language effectively, taking formal language
classes and studying are not enough.
Interaction in class is limited, artificial, and
impersonal; learning is labored and slow.
Overcoming inhibitions about becoming inte-
grated into the culture and experiencing it on
a regular basis are necessary if a learner is to
use language spontaneously. Before moving
to Germany, I taught in an elementary school
ESL pull-out program in Alexandria, Virginia,
where I first began regularly taking my stu-
dents out of the classroom. The students’
English language proficiency and academic
preparation ranged greatly. Also, many stu-
dents had physical, emotional, behavioral,
and learning impairments. Due to their many
special needs, these students needed a flexi-
ble approach to enhance a sequential skills-
based teaching program (Cummins, 1984).
During the 1989-1991 school years, I
employed an experiential model using three
major strategies: field trips, book publishing,
and video production.
The theoretical premise of the approach is
that the development of verbal communica-
tion and literacy skills can be enhanced if the
students have repeated opportunities to
actively experience real-life language interac-
tion by participating in meaningful, motivating
8 TESOL Journal
Amato, 1988), enhanced self-image, a positive
attitude toward learning, and improved social
The kids were skills.
thrilled to be part Program Description
Field Trips
of the action, “Do you know what a planetarium is?” I
and when the asked my group of ESL students one after-
noon. Puzzled faces stared up at me. I
firemen showed them a picture of a black sky high-
lighted with sparkling constellations and col-
returned, they orful planets. “A planetarium is like a big
room with no windows. You can see the
were met with a stars on the ceiling just like in this picture.
Do you want to visit one?” I asked. “Yes!”
barrage of everybody hollered. With that burst of enthu-
siasm, my ESL program headed in a new
questions about direction.
The program that evolved capitalized on
the details of the video production to enhance the traditional
field trip and book publication approaches to
emergency. language acquisition. A field trip under-
pinned the program; the book of stories and
the video extended and reinforced the lan-
guage experienced on the trip.
The field trip component consisted of
identifying trips, logistics, financing (e.g.,
activities (Cummins & Swain, 1986). Taking PTA, school funds), coordination with desti-
field trips, publishing books, and producing nation/school, pretrip briefing (e.g., behavior
videos offer students an atmosphere that is standards, ID tag preparation, photography
unintimidating, cooperative, challenging, and guidelines), and the trip itself.
enjoyable. In addition, the experiential
At the beginning of the semester, my
approach fosters acculturation (Richard-
students and I decided on trip destinations,
taking into consideration the students’ inter-
ests, transportation, finances, and school
administration approval. (When funding was
limited, walking trips and school events were
options.) My group of fourth through sixth
graders toured a Safeway grocery store, a fire
station, a hospital, the Museum of Modern
Latin American Art, the Old Post Office, a
local TV Station, the high school planetarium,
and many multicultural presentations at the
Kennedy Center for the Performing Arts. I
made the initial site arrangements and
assumed responsibility for rearranging their
schedules, make-up work, and parental per-
mission forms. Arrangements were confirmed
and reconfirmed with the administration, reg-
ular classroom teachers, trip site, and trans-
portation office.
Prior to the trip, I discussed the event,
expectations, logistics, behavior, and safety
with the students. During the trip, the stu-
dents had opportunities to engage in conver-
sation with tour guides and participated in
demonstrations. They took pictures of each
other, collected souvenirs and mementos, and
made sketches to aid in later story writing.
After the field trip, we shifted emphasis
from communicative to literacy skills devel-
opment. Students brainstormed, wrote,
revised, edited, worked on the computer, cre-
ated artwork, compiled the book and placed
it in the library, and wrote thank you notes to
PTA drivers and the host location.
Book of Stories
During the group brainstorming session, I
used the chalkboard to record key points;
students copied these points individually.
Each student wrote a draft of a story, revised,
peer-edited, prepared a final draft, and then
entered and printed out the story on the
computer. Students with minimal L2 literacy
skills could either write isolated words or
relate the story to me to write down. Students
could also write the story in their L1 and then
locate a bilingual relative or volunteer to
and the book was spiral-bound and placed
on display in the library.
Happily, the A Trip to the Fire Station
One trip the students particularly enjoyed
magic of movies was to an Alexandria, Virginia, fire station.
Two PTA volunteers drove us to the station
seems to inspire where the nine students were given a tour by
the fire marshall. The students talked with the
the students to men on duty who were having breakfast in
the kitchen. Some of them accompanied us
display an throughout the station, showing us the bed-
rooms, living area, and garage. The students
unusually high tried out the exercise bicycle, bounced on the
beds, tried on the heavy yellow uniforms and
degree of masks, and climbed on the trucks, taking pic-
tures of each other along the way. While we
motivation to were there, the alarm went off and the men
scrambled to get their call. The kids were
perfect the thrilled to be part of the action, and when the
firemen returned, they were met with a bar-
presentations. rage of questions about the details of the
emergency.
The enthusiasm and increased knowledge
generated by the experience is evident in the
students’ stories. One excerpt from the result-
ing book, Our Trip to the Fire Station,
translate the story. A Korean student, Tyler
appears on page 10.
Kim, wrote his story in Korean and his grand-
father translated it into English, which Tyler Video Production
typed on the computer. The English language The last component of the experiential
version was placed next to his Korean ver- approach is perhaps the most appealing to
sion in the book (see below). students—the production of a video. This
The stu-
dents then
prepared art-
work to
accompany
the stories, a
Translated Into English by Tyler’s grandfather. Mr. Song.
table of con-
The tour to the Old Post OffIce Building
tents, title
page, dedica- The van we were riding left the school at 12:45 in the
afternoon. There were two teachers and eight children on
tion, and the van. While rldlng the van, the children were making
cover. The much noise, probably out of excitement . When we arrived in
t h e c l t y , we got off the van, and walked to the Post Office
book cover Buildlng. I thought Washlngton D.C. was very neat and
was laminated, spacious compared to the streets of Seoul where I came from.
The Post OffIce Buildlng was a tall bulldlng. After
enterlnq the building, we headed to an elevator. There was
a genterlng by the elevator, waiting for us. He explained
about the building for a while. B u t I c o u l d n o t u n derstand
him very well. When an elevator came down, he stopped
talking and pushed a botton for the 9th floor. When we came
t o t h e 9 t h f l o o r , there was another gentleman waiting for
us. A f t e r l i s t e n l n g t o h i m , we went to the top by another
elevator, where we could look down the streets. The streets
were neat and wide. We walked down the stairs to the 9th
f l o o r , and we took a picture with the gentleman. In Seoul , I
lived in a high rist condominium, and I am used to riding an
elevator up and down and also looking down at the streets
from a high place. It was interesting to see the other
c h i l d r e n s c r e a m i n g o u t o f e x c i t e m e n t . When we were riding
the elevator up, the children cupped their ears with
hands. M a y b e I t w a s b e c a u s e t h e i r e a r s h u r t a l o t . I l e a r n e d
that the best t h i n g to do when your ears hurt is to swallow
saliva. It was a very satisfying experience to visit the Old
Post OffIce Building for the first time.
Spring 1994 9
 or record player if you want to use back-
ground music (Lonergan, 1984). You can do
the filming if your students are elementary age,
but older students can film independently.
The major part of the film is composed of
still shots of student-prepared art filmed in
the classroom. Using a tripod and close shots,
film the student drawing (placed on a music
stand) as the student reads his or her story
about the field trip. Even the simplest draw-
ing prepared with bright colored markers can
have a strong impact on the screen. Film the
students saying their names, age, grade,
country of origin, and length of time in the
United States before they begin reading the
stories as a way of personalizing the segment
for the viewers and also to underscore the
student’s sense of pride and accomplishment.
Students are usually quite enthusiastic about
seeing themselves on film. From a technical
standpoint, it’s fairly easy to film individual
students who are standing in one place in the
controlled environment of the classroom.
Beginning students have the option of narrat-
ing their stories in their native language and
then having an advanced student read the
The Fire Station
translation. This approach allows everyone to
The fire trucks participate and enhances cooperation
were big. I Iiked
the masks and
between students, which results in greater
airtanks. I use of English (Ovando & Collier, 1985).
breathed some
air. It was a
Prior to the filming, the students should
Iittle colder. We practice reading their stories to each other or
saw the to a tape recorder. The class prepares poster
bedrooms. The good
a i r is down. The boards for the cast list, production crew
fireman w i l I come assignments, title, and credits. These are
but you must
scream. Don’t play
filmed with close-ups as the student narrates.
with matches. Have the class choose a production com-
It was fun. You pany name and assign each student a posi-
should go. tion—director, assistant producer, lighting
I liked the TV. manager, music director, art assistant, set
I liked the
bicycle for designer, and so on. (The title of our com-
exercising. pany was Poco A Poco Productions, with a
turtle as the logo.)
By Rosibel Galo
grade 5
Nov. 29. 1989 Evaluating Students
The overall evaluation of student progress
is based on teacher observation and student-
generated written work. Use a simple check-
list to track completion of each segment of
the program and a portfolio of the students’
segment of the program requires equipment work, including your notes about effort and
and some expertise, but all the filming takes participation. Also, you can hold periodic
place in the classroom, and the video consists conferences with students to check their
primarily of student artwork. It’s the experi- progress. Determine grades through review
ence the students gain while filming, not the of the checklist and portfolio.
technical perfection of the film, that’s worth-
while. Discussion
The necessary equipment includes a video Before embarking on this type of pro-
camera with the capability for close-up shots, gram, it’s important to understand that it can
video recorder, television, videotape, tripod, have several significant drawbacks, not the
music stand, extension cord, and tape recorder least of which is the time commitment.
10 TESOL Journal
Arranging and going on the trips, assembling
the book, and managing the video produc-
tion equipment require much more time than
traditional classroom activities. Also, these
activities may be particularly stress inducing
because the project completion depends on
so many individuals and pieces of equip-
ment. Unexpected absences, school-day
schedule changes, equipment unavailability
or breakdowns, and temperamental students
can often delay completion of the project.
There may be days when you question the
worth of the endeavor.
On the flip side, however, are the advan-
tages of using the experiential approach. The
primary benefit is that the target language
becomes real for the students because the
experiences are real. Real-life experiences
with context-referenced subjects permit stu-
dents to fully engage in natural, interactive
dialogues using comprehensible language
(Dulay, Burt, & Krashen, 1982). Because the
language revolves around current experiences
that the students can relate to and understand,
it’s more likely that learning will occur
(Underwood, 1984). The students have a
chance to speak, read, and write about enjoy-
able real-life experiences that naturally pro-
mote vocabulary development, comprehen-
sion, and evaluation and synthesis of
information. Because language becomes more
meaningful for them, students’ use of it
increases, and their proficiency is enhanced.
The students are motivated because field
trips, book publishing, and video production
are enjoyable, interesting, nonthreatening, and
real. On the field trip, the students experience
the pleasures and challenges of the outside
world, but with reduced apprehension,
because they are accompanied by a teacher
and peers. Consequently, they seem more
comfortable speaking on the trips than they
do in the classroom (Ovando & Collier, 1985).
They not only strive to comprehend input but
also push themselves to formulate and pro-
duce syntactically and grammatically correct
statements appropriate to the situation.
In the classroom, the absence of competi-
tion, test pressure, and monotony of work-
sheets allow the students to function in a less
stressful, more creative atmosphere. They
each work at their own pace, yet are fully
contributing participants. During each step of
the process, students interact extensively,
continually testing various strategies in order
to negotiate meaning. Happily, the magic of
movies seems to inspire the students to dis-
play an unusually high degree of motivation
to perfect the presentations.
Perhaps most important of all, the students
become more enthusiastic about speaking,

Familia Andina, 1944, by Hector Poleo.
reading, writing, and share an increased sense From the collection of the Art Museum of
of self-worth. Their new-found self-esteem the Americas. Reproduced with permis-
and confidence is evident in increased class- sion of the Organization of the American
room participation and involvement in school States.
activities. During the 1990-1991 school year,
all fourth-grade ESL students took violin several school concerts. Erik Navia, also a
lessons at school, and Carla Umana, who was quiet student, joined the school’s gifted art
particularly shy in class performed solos in program after he was “discovered,” in part,
Two Three -Week Sessions
Session I: June 20 - July 8, 1994
Session II: July 19 - August 5, 1994
Content:
l Fifteen courses in each session for both
experienced professionals and newcomers
to the field
l Enrichment program of workshops, lectures,
seminars and conferences:
- Computers in Applied Linguistics
(July 9-13)
- TESOL Summer Meeting (July 14-16)
at the University of Northern Iowa
- InterComm Symposium: Exploring
Professional Communication in an
International Context (July 29-31)
Course Topics
l Nature of Language
l Language in Context
l Teaching ESL/Teacher Education
l Language Testing
l Bilingual Education
l Second Language Acquisition
l Research Methods
through his artwork in the books of field trip
stories. (See left, a book cover Erik designed
and the painting that inspired him.)
The books and videos are very gratifying
for the students, and they are also terrific
public relations tools. Showing the video at
teacher, parent, or PTA meetings, and having
the books on display in the library for the
administrators, parents, and student body to
see increased appreciation and understanding
of the ESL students. In addition, the books
and videos promote financial and volunteer
support.
Conclusion
Whether the experiential approach is the
basis for an entire program, or the book or
video portions are used separately and incor-
porated into other programs, students benefit
from having opportunities to experience lan-
guage in the real world under the guidance
of their teacher. Regardless of the type of lan-
guage program, proficiency level, or age of
the students, teachers can bring the experien-
tial dimension into their language classrooms
by taking their students out.
References
Cummins, J. (1984). Bilingualism and spe-
cial education: Issues in assessment and ped-
agogy. San Diego, CA: College Hill Press.
Cummins, J.. & Swain, M. (1986).
Bilingualism in education. New York:
Longman.
Dulay, H., Burt, M., & Krashen, S. (1982).
Language two. New York: Oxford University
Press.
Lonergan, J. (1984). Video in language
teaching. Cambridge: Cambridge University
Press.
Ovando, C., & Collier, V. (1985). Bilingual
and ESL classrooms. New York: McGraw Hill
Richard-Amato, P. (1988). Making it hap-
pen: Interaction in the second language class-
room. New York: Longman.
Underwood, J. (1984). Linguistics, com-
puters and the language teacher: A commu-
nicative approach. Rowley, MA: Newbury
House.
Author
Gayle Smith Padgett currently teaches EFL at
George Washington University in Washington,
DC. Prior to moving to Germany and teach-
ing at the University of Heidelberg, she taught
ESL for Alexandria City Public Schools in
Virginia.
Spring 1994 11
 Integrating ESL and Lakota
Indian Culture
D. L. (Sunny) Steinmetz, Kathy Antonen Busch, and Nancy Joseph-Goldfarb
In their 1984 article, “Doing the
Unthinkable in the Second-Language
Classroom,” Crawford-Lange and Lange
advise educators to integrate language and
culture. ESL educators have also followed the
lead of Freire (1973) and Wallerstein (1983)
and have integrated language and culture in
their classrooms so that today, this integration
is no longer considered so unthinkable.
However, for educators and curriculum
designers integrating language and culture for
the first time, it is still daring for two reasons:
(a) The current tradition in L2 teaching often
reduces the study of culture to a reward for
language learning, to a few paragraphs at the
end of the chapter, or a few hours at the end
of the week; and (b) there is still a lack of
teacher education and curricular materials for
combining language and culture.
In response to this lack of ESL curricular
materials integrating language and culture, we
designed a unit based on Crawford-Lange and
Lange’s (1984) adaptation of Freire’s (1973)
problem-posing philosophy of education. In
problem posing, students become coinvestiga-
tors with the teacher, and the dialogue
between teacher and students incorporates two
dimensions—reflection and action. Building on
this reflection-and-action cycle, Crawford-
Lange and Lange propose eight nonlinear
stages in which language learning evolves as
students learn about another culture:
1. Identification of a cultural theme
2. Presentation of cultural phenomena
3. Dialogue (target/native cultures)
4. Transition to language learning
5. Language learning
12 TESOL Journal
6. Verification of perceptions
(target/native cultures)
7. Cultural awareness
8. Evaluation of language and cultural
proficiency.
Basic Principles
Crawford-Lange and Lange’s process and
our unit are based on the following principles:
1. Although culture is usually written as a
singular noun, it should actually be thought
of as plural—we are talking about multicul-
tural (rather than just cultural) themes.
2. Studying culture does not mean looking
only at customs, institutions, and artifacts
(e.g., items of high culture or what people
eat) but also studying people’s values, beliefs,
and attitudes and how they influence and are
influenced by interactions among people.
Culture should be studied as a process as
well as a product (Crawford-Lange & Lange,
1984).
3. The study of language and culture is
built around meanings that are relevant to
language users—meanings that, from a cogni-
tive standpoint, can be related to already for-
mulated schemata and can possibly affect the
schemata in return (Nunan, 1989).
Although we believe that this unit can be
adapted for any educational level, we
worked in two U.S. college-level ESL class-
rooms. In order to integrate language and
culture, as well as ensure personal relevance,
we chose a multicultural theme—Lakota
Indian culture. We knew from our students’
comments that other people’s mixed reac-
tions to their ethnicity and language skills
had affected many of them. We believed that
increasing English proficiency while looking
at another culture would be beneficial.
“I learn alot by writing
those papers”
“One thing for sure, i learn alot about
America, about the people and finally the lan-
guage. I learn alot by writing those papers ...”
Thus wrote a graduate engineering student
from India in an ESL course at the South
Dakota School of Mines and Technology
(SDSMT) in Rapid City, where one of the
authors of this article applied the unit we had
designed for integrating language and culture,
in a graduate-level course during each of two
semesters. This first semester class comprised
12 students (from China, Germany, Japan,
Pakistan, and Taiwan), and the second
semester class comprised six students (from
China and India). All quotations from these
students’ papers have been reproduced
exactly, with their permission.
“I know about Indian so
little”
About 90% of the students had been in the
United States for less than a month, and Rapid
City had been their first U.S. destination.
Because Rapid City has a Native American
population of 9% (mostly Lakota), the instruc-
tor decided that studying Lakota culture
would be appropriate within that setting.
The students’ reacted to the Lakota theme
with interest and curiosity: “I know about
Indian so little, I have see a movie about
Indians in China.”
The World of Lived Experience
During the first semester, to introduce the
students to Lakota culture, the instructor asked
Virginia Driving Hawk Sneve, a Lakota writer,
to speak to her class. Driving Hawk Sneve is
married to a European American man, so her
insights on being bicultural were particularly
well understood by the students, who daily
attempt to function within the dominant
European American culture. During the ques-
tion-and-answer period, the students asked
about Lakota religious beliefs and practices,
and related well to the speaker’s beliefs about
the earth being the provider of everything.
The Pakistani student commented that this had
been the first time since he had arrived in the
United States that he had been able to talk to
someone who understood the importance of
his religion. In 1988, Aoki issued a challenge
for educators to incorporate “the world of
lived experience” (p. 410) into their class-
rooms. Meeting this challenge became possi-
ble as the students were presented with an
experience in Lakota culture that coincided
with their own lived experience.
Shortly after this discussion, due to factors
we will mention in the final section, the unit
was abandoned for the semester and not
taken up again until the next.
“An India women intruded my
bed room”
In keeping with the principle of building
on students’ own experiences, the instructor
asked the students in her second semester
class to record their own perceptions of and
reactions to Native Americans. Most of the
students had read about Native Americans
before coming to the United States but had
been unaware of their present situations. In
Rapid City, the students were encountering
Native Americans daily, and sometimes not in
positive ways, as this Chinese woman student
recounted:
Last month, I encountered an unhappy
thing. One morning, I had slept on my
bed. I had forgotten to lock the door
in my room. An India woman intruded
my bed room. I surprised with it. I
asked her: “What are you doing? You
couldn’t enter my room unless I
agreed.” But she said “This country is
ours. I can go anyplace where I
wanted.” Then, she wanted some
money and cigarettes from me. I was
very angry and warned her: “You must
leave now. I will call for policeman if
you go on stay here.” Ultimately, she
left. And I never forgot lock the door
at night.
Education may
answer Critics
To the Editor:
In response to the article by
Richard Grenier, reprinted from the
San Francisco Chronicle, how do
you argue with someone who thinks
the ultimate in civilizaton is repre-
sented by compact discs, fax ma-
chines, and cellular telephones?
How do you argue with someone
who applauds the high-techonology
urban communities of Los Angeles,
Kansas City, and Denver without
mentioning the high incidence of vi-
olent crime, pollution and urban
blight.
How do you argue with someone
who cites de Tocqueville’s “manifest
destiny” theory: stating that the
“white civilization that was displac-
ing the Indian was superior in every
respect?"
How do you argue with someone
who disguises his racist attack
against the Sioux in particular, and
Native Americans in general, as a
so called motion picture review?
Obviously you do not attempt to
argue with this person. You simply
make sure that the truth about the
Lakota people and all Native
American tribes is repeated over
and over again.
Excerpt from Lakota Times used with
permission.
To counteract some of the negative
impressions in her second semester class, the
instructor decided to subscribe to the Lakota
Times (now named Indian County Today),
an award-winning newspaper distributed
nationally but published and readily available
in Rapid City. Each week, each student’s jour-
nal assignment included choosing an article
from the Lakota Times and summarizing it.
Students were quite willing to do this. Some
said that this subject matter was a refreshing
diversion from their major courses in engi-
neering, science, or mathematics. An example
of how this assignment incorporated many of
Crawford-Lange and Lange’s (1984) eight
stages grew out of one student’s interest in
the Letters to the Editor section.
His assignment one week was to pick a
letter, define the tone, and react to the letter,
based on his experiences with his own and
this new culture. Language learning was, of
course, taking place as he read the letter and
wrote about it; discussing it with the instruc-
tor provided further language learning, as
well as evaluation. He enjoyed this task so
much that he used his written assignments
throughout the semester to react to various
letters. In his evaluation of the semester,
when writing about his growth in knowledge
about culture, this student stated,
During the semester, I read the lakota
times which helps me knowing the
Indian people. And of course, by meet-
ing them in town. What I see, is that,
they seems to be not coping with the
pace of life. They are living in their
own traditionally life which is in my
opinion, is not good for them. They
have to come forward and take the
challenges of the fast and rapidly
developing world.
Although this student was still critical of
Native Americans in this evaluation, his criti-
cism shows an awareness of the problems
they face in reconciling traditional lifestyles
with contemporary realities, problems that
may also be found in his native India.
In addition to the Lakota Times readings,
the instructor was interested in presenting the
film Dances with Wolves as another cultural
phenomenon. However, she first wanted to
take the students to the Sioux Indian
Museum, to expose them to the vocabulary
necessary to deal with the historical and tra-
ditional aspects of Plains Indian culture. The
students viewed the exhibits, asked ques-
tions, and were encouraged to comment on
any vocabulary words new to them. The class
then compiled a list of such words.
The instructor saw that the previously
tedious task of learning vocabulary was
received with enthusiasm, as exemplified by
this response from a Chinese student: “I
learned alot of knowledge in this museum.
And I also learned many new words, such as
fringe, lace, beadwork, quillwork an so on.”
Another Chinese student made an even more
interesting comparison between the Native
American culture and his home culture:
Another most interesting thing is the
Indian people’s calendar., called ‘win-
ter count’. They draw the most import
event of a year as a symbol on a skin.
each symbol stand for a year. they use
this method to count the date. This is
very similar to my nation, Yi nationa-
ity. My nation is a minority nation in
China. We have our culture also.
Dances with Language and
Culture
Students verified some perceptions
(Crawford-Lange & Lange, 1984) when they
went to see Dances with Wolves and were
very curious about many aspects of it. Small-
group discussion topics ranged from 1870 to
Spring 1994 13
 1890 Native American history (culminating in
the Wounded Knee Massacre) to the waste of
the buffalo as compared to North Americans’
guilt-free waste of water. The students could
relate to John Dunbar’s difficulty in learning
the Lakota word for buffalo; they too had
learned the word recently at the museum.
The conflict between the Pawnee and the
Sioux was also discussed, in light of state-
ments from present-day Pawnee Indians in
Nebraska that they had been misrepresented
in the movie. Throughout these discussions,
the instructor noticed that the students’
speaking ability, as well as their multicultural
awareness, had greatly improved since the
beginning of the semester.
The students were also verifying percep-
tions about and gaining awareness of US.
humor from the movie. The students wanted
to know why it was funny when the charac-
ter played by Kevin Costner said that his
name was “John Dunbar, not John Dumb
Bear” (Eberts, Wilson, & Costner, 1990). This
question sparked a quick lesson on Native
American names, which often come from
objects or creatures in nature. As the instruc-
tor used the obituary section of the Lakota
Times (Area Deaths, 1991) to look at Native
American names (like Josephine Red Bow,
Marvin B. Iron Teeth, Sr., Ferris D. White
Bull, Sr., Theodore A. Poor Bear, and Minnie
H. Whistler High Horse), the humor of the
moment in the film between John Dunbar,
Kicking Bird, and Stands with a Fist became
real to the students, and they laughed.
Several Chinese students then related how
the Chinese pick their names (family names
are almost always single-syllable; given
names usually have two syllables, and they
often represent objects, like many Native
American names). Other students then shared
the origins of their names.
All A’s
The instructor also had each student, at
some time during the semester, give a 5- to
10-minute presentation to one of her native-
English-speaking freshman composition
classes. The topics dealt with the students’
cultures or reactions to what they had
learned about Lakota culture. Although the
students said this assignment was intimidat-
ing, they also said that it was a good experi-
ence because it forced them to think about
pronunciation, articulation, how to organize
material, and stay within a time frame.
Because 13% of the stu-
dent population at
SDSMT is foreign stu- In memory of Galen
dents, this was an Three Stars
opportunity for U.S.- April 29,1972 to May 19,1990
born students to Forever Always
14 TESOL Journal
encounter other cultures, to reconcile fears
and anxieties, and to share with people rich
in values and customs different from their
own. The students’ oral presentations were
not graded; the experience of speaking in
front of other students was the goal.
On the other hand, the written assign-
ments were evaluated on organization and
content as well as grammar and spelling. The
students had contracted for grades at the
beginning of the semester. In order to get
A’s, they were to complete every assignment
on time, attend every class meeting, and
improve one grade level in their language
skills. The contract-for-grade method was
selected as a means of helping the students
with their English proficiency without jeopar-
dizing their grade-point averages. All of the
students did, in fact, receive A’s.
We Also Learned a lot by
Writing this Paper
We had hoped to see clearcut benefits of
using Lakota culture as the organizing theme
in an ESL class, as suggested by Crawford-
Lange and Lange. We found that this was dif-
ficult: Although we wanted to try something
different from the traditional way of bringing
culture into the classroom, the lack of train-
ing and curricular materials for doing so did,
in fact, cause the instructor to abandon the
process midsemester the first time she tried it.
However, the second time, she was more
successful and was able to carry out the
application throughout the semester. She
found that doing the unthinkable was possi-
ble even without prepackaged curricular
materials, given a little practice and confi-
dence. Students learned English language
skills while learning about Lakota culture.
We have not provided quantitative evi-
dence here of students’ language improve-
ment. However, by their own reports they
did “learn alot about America, about the peo-
ple and finally the language.” The instructor
also saw language improvement. Further
studies will need to provide a more easily
replicated process and more comparable
results, if the process is to be used more
In memory of Walter J.
Little Dog Sr.
In memory of Diane
(Hollow Horn) Running
Hawk
Feb. 15, 1952 to Dec. 26, 1989
widely. Nonetheless, we do recommend
embedding the learning of an L2 within the
exploration of a multicultural theme.
References
Aoki, T. T. (1988). Toward a dialectic
between the conceptual world and the lived
world: Transcending instrumentalism in cur-
riculum orientation. In W. F. Pinar (Ed.),
Contemporary curriculum discourse (pp.
402-416). Scottsdale, AZ: Gorsuch Scarisbrick.
Area deaths. (1991, March 12). Lakota
Times, p. B2.
Crawford-Lange, L. M., & Lange, D. L.
(1984). Doing the unthinkable in the second-
language classroom: A process for the inte-
gration of language and culture. In T. V.
Higgs (Ed.), Teaching for proficiency, the
organizing principle (pp. 139-177).
Lincolnwood, IL: National Textbook Co.
Eberts, J. (Executive Producer), Wilson, J.,
(Producer), & Costner, K. (Producer,
Director). (1990). Dances with wolves [Film].
Los Angeles: Orion Pictures.
Freire, P. (1973). Education for critical
consciousness. New York: Continuum.
Nunan, D. (1989). Designing tasks for the
communicative classroom. Cambridge:
Cambridge University Press.
Wallerstein, N. (1983). Language and cul-
ture in conflict: Problem-posing in the ESL
classroom. Reading, MA: Addison-Wesley.
Authors
D. L. (Sunny) Steinmetz is a doctoral can-
didate in the Program in Second Languages
and Cultures Education, University of
Minnesota. She teaches composition, ESL, and
women’s studies courses at the University and
facilitates teacher education sessions on mul-
ticultural education for the Anti-Defamation
League’s “A World of Difference” program.
Kathy Antonen Busch is a doctoral candi-
date in the Program in Second Languages and
Cultures Education, University of Minnesota,
and is also Assistant Professor at the South
Dakota School of Mines and Technology,
where she teaches composition, ESL, technical
communications, and literature.
Nancy Joseph-Goldfarb is a doctoral stu-
dent in the Program in Second Languages
and Cultures Education, University of
Minnesota, where she also teaches ESL.
Excerpts from Lakota
Times used with
permission.
Challenges for IEP
Administrators: Liaison with
Senior-Level Administrators
and Faculty Development
Fredricka L. Stoller and Mary Ann Christison
Director, 1992, p. B37)
Vacancy Notice for
Director of Intensive
English Program
. . . actively seeking an individual
to be responsible for the
administration and management
of the IEP. Candidate will report
to the Dean, College of Extended
Education. Duties will include
marketing and recruitment, budget
management....
REQUIRES: Master’s Degree in
teaching ESL or other related
field and at least 3 Years of
experience in intensive English
administration. Excellent
oral/written communication skills,
and planning/organizational skills.
Doctorate in teaching ESL or
other related field, and experience
with grants, ESL curriculum
design, special & community
program development highly
preferred. . .
The job announcement printed here is
typical of those describing the many respon-
sibilities of intensive English program (IEP)
administrators. In actuality, this advertise-
ment only begins to depict the varied aspects
of standard IEP administrative positions. IEP
administrators must be skilled ESL teachers,
teacher educators, and often professors in
graduate TESL or Applied Linguistics pro-
grams, and they must also be adept at pro-
viding immigration and academic advice,
supervising admissions, designing curricula,
administering standardized exams, handling
budgets, scheduling classes, recruiting stu-
dents, hiring and firing faculty and staff. In
small IEPs, one individual often assumes all
these responsibilities; in larger IEPs, these
responsibilities are frequently shared by dif-
ferent people. Whatever the administrative
hierarchy or size of the IEP, administration
can hardly be seen as a simple task (see
Pennington, 1985).
What makes the job so challenging is that
most IEP administrators begin their jobs with
a keen knowledge of ESL and linguistics, but
few have actually had experience in manage-
rial and administrative matters (Matthies,
1984). Initially, common sense, logic, and
good intentions guide these administrators as
they learn the tricks of the trade that will
enable them to meet the needs and demands
of students, faculty, senior-level administra-
tors, and the community at large.
Although IEPs may be more dissimilar
than similar in terms of (a) their “home” in
the host institution, (b) faculty status, (c) stu-
dent status and enrollment figures, (d) admis-
sion criteria, (e) course offerings, and (f)
pedagogical approaches (Fry, 1986; Jacobs,
1986; Stoller, 1992), in general, IEPs share a
common mission. They are administrative
and academic enterprises
with a comprehensive mission to pro-
vide ESL training, using qualified pro-
fessionals in a logical and developing
sequence of courses to guide the stu-
dents to a level of mastery of the
English language that will lead to
eventual success in a degree or certifi-
cate program in an academic institu-
tion. (Staczek & Carkin, 1984)
Although surface features may differ, most
IEP administrators share responsibilities, joys,
frustrations, problems, and concerns. As a
result, they often find it useful to network at
regional and national NAFSA (National
Association of Foreign Student Advisors) and
TESOL conferences, and at AAIEP (American
Association of Intensive English Programs)
and UCIEP (University and College Intensive
English Programs) meetings. Others, most
often those in or near large urban areas, have
found it constructive to organize informal, yet
regular, networking get-togethers.
Despite the time devoted to their jobs and
networking, few seasoned IEP administrators
have the time, energy, or incentive to docu-
ment administrative insights and tricks of the
trade so that fellow administrators need not
reinvent the wheel. Individuals such as
Barrett (1982), Pennington (1991), and White,
Martin, Stimson, and Hodge (1991) have
compiled volumes that offer valuable insights
on a variety of IEP administrative matters
including student advising, faculty, curricula,
testing, evaluation (of students, programs,
noninstructional aspects of programs, and
faculty performance), and management.
Occasionally journals and newsletters (e.g.,
TESOL Quarterly, TESOL Journal, Journal of
Intensive English Studies, NAFSA Newsletter,
TESOL Program Administration Interest
Section Newsletter) publish articles of interest
to IEP administrators. We would like to add
to this body of knowledge by sharing some
tricks of the trade on two areas of IEP admin-
istration concern: liaison with senior-level
administrators and faculty development.
Liaison with Senior-Level
Administrators
One major responsibility of IEP adminis-
trators is to liaise with senior-level administra-
tors and boards of directors. Often, these
senior-level officials have little understanding
of the nature of intensive English language
instruction or the nature of second language
acquisition. Too often these individuals have
little interest in the IEP, and if they are inter-
ested, it is not always for what we consider
the right reasons.
Because the IEP is normally a different
sort of administrative and academic unit on
campus, it can easily be misunderstood. IEPs
are rarely, if ever, degree-granting units on
campus. Faculty, even if they are tenured
with master’s degrees, are unlike other
tenured faculty members with doctorates.
Because IEPs require large blocks of instruc-
tional time, we are frequently asked ques-
tions such as “What in the world do you do
for 24 hours per week when other courses
meet 36 hours a semester? We insist on
small classes and are asked why our class
size cannot be increased to 30 or more; after
all, other departments cooperate with such
requests. The noncredit status of most of our
IEP courses often causes us to battle percep-
tions of remediation, deficiency, and disabil-
ity. Little do these senior administrators
realize that most of our students finish their
IEP studies with a language proficiency that
would exceed the language requirements for
Too often these
individuals have
little interest in
the IEP, and if
they are
interested, it is
not always for
what we consider
the right reasons.
a bachelor’s degree from a modern language
department.
Other sources of difficulty with senior-
level administrators can be linked to xeno-
phobia and stereotypes as well as misguided
perceptions based on past language learning
experiences. IEP students submit application
materials that are often difficult to decipher;
they require extra paper work (e.g., visa
forms); they often arrive in strange garb; they
can come from politically hostile regimes.
Furthermore, some senior-level administrators
have memories of rote exercises and drills in
the foreign language classroom and recall
memorized dialogues that had little meaning.
They wonder about our listening courses and
ponder how and why this skill is taught.
These images contribute to misperceptions
about the IEP.
An additional difficulty we face relates to
administrative turnover. Promotions that
move individuals up the administrative ladder
on campus (or out of the institution to
another) oblige us to educate or re-educate
individuals as new administrators move in
and as seasoned administrators take on
higher level positions, with new administra-
tive responsibilities that require them to view
our IEPs in a new light.
A recent study of innovation in IEPs
(Stoller, 1992) found that the “questionable” or
“irregular” status of IEPs on campus has limited
not only the credibility of our programs but
also their potential for innovation. In general,
the mission of the IEP was a low priority for
host institutions and the language teaching
conducted in the IEP was most often viewed
as remedial, developmental, or compensatory,
thus not highly valued. Furthermore, the status
of IEP faculty sets IEPs apart from other aca-
demic units on campus and limits professional
development opportunities and professional
recognition for IEP faculty.
To minimize these potential difficulties,
there are a number of steps IEP administra-
tors can take to enhance the relationship they
have with senior-level administrators and
improve the image and effectiveness of the
IEP.
Create Consciousness-Raising
Documents
IEP administrators find themselves educat-
ing or re-educating senior-level administrators
continually. One means for demystifying the
IEP and preventing misunderstandings is the
consciousness-raising document (Stoller,
1989). You can generate documents for public
dissemination that summarize IEP objectives,
philosophy, course offerings, demographics,
pedagogical approach(es), and so on. With
such documents, “outsiders” gain a more
complete understanding of IEPs in general
and appreciate the complexities of and the
rationale for the specific IEP on campus. More
specifically, these documents can:
help key individuals outside the IEP
understand the nature of an IEP and of
second language acquisition
clarify the role of the IEP and the job
responsibilities of those involved in it
provide continuity and history in written
form for the IEP
offer a forum for establishing policy and
documenting change
help senior-level administrators under-
stand the rationale for the program.
In addition, they can streamline the job of
the IEP administrator. Although it is likely
that the administrator will have to reiterate
the points emphasized in these documents,
consciousness-raising documents can serve as
background reading for meetings on campus.
Some important points to remember when
generating these consciousness-raising docu-
ments include the following:
1. Refer to the IEP in impersonal terms in
order to achieve the necessary objectivity. It
is best not to refer to any aspect of the IEP as
“my” or “our” as it reflects a possessive or
paternalistic/maternalistic attitude on the part
of the director. The name of the program
should be used to indicate that the faculty
and students belong to the program rather
than to the director (Kaplan, personal com-
munication, Summer 1988).
2. Preface lengthy documents with an
executive summary. Busy administrators may
Spring 1994 17
not make time to read the entire document,
but they are likely to read a summary if one
is included.
3. Refrain from using terms that carry neg-
ative connotations (e.g., remediation, defi-
ciency, and compensatory) because such
terminology will only serve to kindle (or
rekindle) unproductive stereotypes.
4. Update these documents periodically so
that they reflect current realities. In this way,
the documents are always ready to be dis-
tributed when the need arises.
Keep Accurate Records
Accurate record keeping can facilitate com-
munication with senior-level administrators.
Not only can it aid in generating accurate, up-
to-date, and informative consciousness-raising
documents, but it can also facilitate easy infor-
mation retrieval. When senior-level administra-
tors request facts, figures, or statistics, it is
desirable to have this wealth of information at
one’s fingertips.
The widespread use of computers makes
it possible to keep complete and accurate
records on students, faculty, and budgetary
matters. In addition, a log of telephone calls,
a journal documenting formal and informal
meetings related to IEP functions and issues,
and well-organized correspondence files can
aid in speedy information retrieval.
The added benefit of accurate record
keeping is that it facilitates the smooth opera-
tion of an IEP, aids in critical decision-making
processes, and facilitates reasonably accurate
projections. (See Davidson, 1984, for a dis-
cussion of the role of record keeping in criti-
cal decision making; and Healy, 1985, for an
outline of steps to change a noncomputerized
administrative system to a computerized
one.)
Gain Access to Higher level
Decision Makers
IEP administrators need to gain access to
decision makers on campus. When making
appointments to meet with senior-level
administrators, the administrator should make
sure all participants understand the nature
and purpose of the meeting. Prior to any
meetings, it is useful to map out main points
and arguments: Trying to predict opposing
arguments beforehand means that the
response will already be thought out. Coming
to meetings with information (brochures,
facts, and figures) gives the administrator
ammunition to use to the IEP’s advantage.
If the administrator is calling the meeting,
it is wise to distribute an agenda beforehand.
After all meetings, it is advisable to write a
“memorandum of understanding” that
Such a policy
prevents the sort
of work that
leads to burn out
and can result in
innovative
textbook and
video projects,
special materials
development, an
evaluation of
curricular goals
and course
objectives.
summarizes main points and issues covered
in the meeting and send a copy to all partici-
pants. This memorandum then becomes part
of the record-keeping documents for possible
future reference. Such memoranda are cru-
cial. They can be used to ascertain that all
attending members interpreted the discussion
in the same way. Furthermore, they docu-
ment the proceedings and can be used in the
future as part of a consciousness-raising doc-
ument summarizing past discussion related to
the IEP.
Point Out Professional and
Academic Affiliations
IEP administrators often serve on univer-
sity committees representing the IEP itself,
international student concerns, and language
instruction factions on campus. It is important
that senior-level administrators recognize that
we are affiliated with professional organiza-
tions and, when applicable, with academic
disciplines. When appropriate, it can be use-
ful to make reference in TESOL, NAFSA,
UCIEP, and AAIEP guidelines and standards.
Making use of NAFSA Field Service consulta-
tion services can greatly add to the profes-
sionalism and credibility of the program and
so can completing the TESOL and AAIEP self-
study process.
Maintain a Visible Profile
Whenever possible, administrators should
ensure that the IEP is represented on univer-
sity-wide governing bodies that establish pol-
icy on international student admissions,
enrollment, recruitment, and scholarships.
Maintaining a visible profile can ensure such
involvement. If one’s institution has a faculty
newsletter that publicizes publications and
conference presentations, IEP faculty should
be included. Distributing new brochures and
promotional materials to senior administrators
on campus reminds them of the IEP’s impor-
tant institutional presence.
Faculty Development
Faculty are often viewed as the inviolable
core of the IEP because “the ultimate success
of any language teaching program will largely
be determined by [their] day-to-day perfor-
mance” (Eskey, 1982, p. 39). Consequently,
IEP administrators must pay attention to hir-
ing qualified faculty members and then main-
taining them by fostering professional
growth. Because many IEPs have difficulty in
establishing tenure track positions for IEP fac-
ulty with competitive salaries and opportuni-
ties for promotion, IEPs are often challenged
to create quality working environments that
will maintain long-term, dedicated, commit-
ted faculty and allow for faculty initiative,
creativity, flexibility, and continued profes-
sional development. The goal should be to
create an environment that encourages “fac-
ulty to view themselves as professionals,
which means, in part, that they engage in
self-development and skill training as a
career-long effort” (Acheson & Gall, 1992,
p. 13). In many settings, administrators have
the additional challenge of balancing the
needs and demands of part-time and noncon-
tract instructors who may or may not have
the same career commitment to the IEP.
Some actions administrators can take to foster
an atmosphere of professionalism for all fac-
ulty are outlined below.
Encourage Active
Professionalism
While taking into consideration faculty
workload and budgetary constraints, adminis-
trators should encourage faculty members to
take an active role in professional develop-
ment activities both inside and outside the
IEP. In-house activities can be organized that
help faculty keep up with current trends in
the field and facilitate the professional
exchange of ideas that can keep an IEP vital
and up-to-date. Guest speakers can be
invited for hour-long lectures and longer
workshops. Faculty can be encouraged to
organize bag lunches during which they can
demonstrate new techniques, discuss issues
of common concern, or present a new video
or audio series. Thought-provoking articles
can be distributed and later discussed or
debated at a bag lunch session. After local,
regional, and national conferences, bag
lunches can be organized so those who
attended can share handouts and report on
conference sessions. Several IEPs have found
it constructive to hold a yearly retreat outside
IEP premises to stimulate discussion about
the curriculum, program problem solving,
and short- and long-term planning. Retreat
activities such as these are difficult to sched-
ule during the regular academic year because
of the intensive daily teaching demands on
the faculty and the program.
Faculty should also be encouraged to
become members and to take an active part
in major professional organizations and their
regional and local affiliates (e.g., TESOL,
NAFSA). IEP administrators should encour-
age conference attendance and presenta-
tions. Cost-sharing should be considered
whereby the IEP contributes to conference
registration, travel, lodging, and organiza-
tional membership.
Involve Faculty in Decision-
Making Processes
Faculty tend to be more committed to
their jobs if they are involved in team prob-
lem-solving and decision-making processes.
A collaborative working environment can be
nurtured with the proper balance of commit-
tee involvement and individual initiative. By
creating some type of committee system,
open lines of communication among faculty
can be enhanced. IEP administrators can
engage faculty members by involving them
in textbook and materials review and selec-
tion, curricular changes, student placement
procedures, and pilot courses. Feedback can
be solicited from faculty on important
memos that are written for institution-wide
dissemination.
Develop and Maintain
Accessible Files of Instructional
Materials
Teaching faculty should be encouraged to
file instructional materials they collect and/or
generate for faculty-wide consultation. A fil-
ing system should be developed that reflects
the nature of one’s overall curriculum so that
it can be used easily by all faculty members.
Maintain a Resource Room
In addition to faculty-generated materials
that can be stored for easy access in file cab-
supervision of a set of courses. Another
option is to nominate faculty for in-house,
Initially,
parent institution, and national awards. A fac-
ulty committee could be created to select a
common sense,
peer for special recognition every year.
Conversely, faculty members could apply for
logic, and
special recognition by submitting new syllabi,
class materials, or a description of an innova-
good intentions
tive technique for peer review. Because it is
not always possible to reward teachers with
guide these
merit pay increases, they could be recognized
with other forms of reward: a bonus, a sub-
administrators
scription to a professional journal, a teacher
reference book, conference registration, a
as they learn certificate or plaque. The faculty could work
together to nominate a faculty member for a
the tricks of the national award such as the TESOL/Newbury
House Excellence in Teaching Award. If
trade that will properly publicized, such forms of recogni-
tion not only compliment the faculty member
enable them to being singled out but also bring valuable
recognition to the IEP.
meet the needs Encourage Class Visits and
Feedback on Teaching
and demands A three-tiered feedback system (i.e., fac-
of students,
ulty-faculty, student-faculty, and administra-
tor-faculty) can provide faculty with a broad
faculty, senior-
perspective on their work and create the best
possible environment for improvement in
level
classroom teaching. Class visits—by adminis-
trators and faculty peers—can serve many
administrators,
important functions. When peers visit each
others’ courses, they are exposed to alterna-
and the
tive ways of teaching within the same teach-
ing environment; this exposure often results
community at
in more communication among faculty and
stimulates faculty growth, initiative, creativity,
large.
and flexibility.
Classroom visits by administrators can
serve several purposes. A variety of superv-
sory approaches are presented in the litera-
ture (Acheson & Gall, 1992; Freeman, 1982;
Gebhard, 1984; Pennington & Young, 1991).
inets, the IEP should maintain a resource These publications present different ways of
room—with easy check-out capabilities— conducting visits and providing constructive
composed of new textbooks, teacher refer- feedback. Done in the proper way, classroom
ence books, audio and video materials, sets visits can be interactive rather than directive
of professional journals and newsletters, and (Acheson & Gall, 1992) and thus enhance
communication between administrators and
other instructional realia and materials.
faculty and provide a forum for discussion of
Having a coffee machine going in the
resource room attracts faculty and encour- classroom performance and improvement.
ages both resource room use and faculty The procedures outlined by Acheson and
interchange. Gall endorse previsit meetings; it is suggested
that faculty have the “opportunity to state
Reward Faculty personal concerns, needs and aspirations”
Administrators should consider ways in (p. 10) as well as identify areas in which they
which they can reward faculty for profes- would like feedback during previsit meetings.
sional development or becoming masters at This planning conference often results in
what they do. One possibility is to release postvisit meetings characterized by an inter-
faculty from teaching responsibilities for spe- active interchange in which the teacher is
cial research, curriculum design, materials open to suggestions and is most likely to
development, pilot projects, or coordination/ experience professional growth.
Spring 1994 19
 If evaluation (for reasons other than
teaching improvement) is necessary for
tenure, promotion, salary or rank advance-
ment, classroom visits serve a useful purpose.
In this case, it is useful to encourage faculty
to create an agreed-upon evaluation instru-
ment. Administrators should remember to
specify all the “must includes” in the initial
request so that they do not find themselves
telling faculty that their instrument cannot be
accepted because these “musts” have not
been included.
Whether visits are made by peers or
administrators, a policy that encourages pre-
arranged visits rather than unannounced visits
leads to more productive postvisit inter-
changes. Similarly, scheduling a time to dis-
cuss the visit immediately thereafter is useful
because observational data will be more eas-
ily analyzed by both the observer and the
observed faculty member.
IEP students should also be given the
opportunity to evaluate faculty performance
(and program offerings) with guaranteed
anonymity. Faculty should agree upon evalu-
ation form criteria and procedures for admin-
istration of the form. In addition, faculty
should have access to compiled evaluation
results (not the originals) so that they can be
used for teaching enhancement.
Schedule at Least One
Experimental Course
If administrators designate at least one
course per semester or year as an experimen-
tal course, faculty will be encouraged to be
creative, try out new ideas, materials, and
approaches. Such a policy prevents the sort
of work that leads to burn out and can result
in innovative textbook and video projects,
special materials development, an evaluation
of curricular goats and course objectives.
These efforts can boost faculty morale, revi-
talize faculty members, and bring valuable
recognition to the program from outsiders.
Be Accessible
IEP administrators can facilitate faculty
development by being accessible and willing
to meet with faculty. Administrators should
schedule meetings with faculty to discuss
issues of concern and post office hours for
both students and faculty.
Conclusion
IEP program administration is complex
because it requires a highly diverse set of
administrative skills. At the outset, few IEP
administrators have experience in managerial
and administrative matters, and once they
begin IEP administration, they have little time
to share with others in the field. We hope
that this article has offered insights and sug-
gestions in relation to liaison with senior-
level administrators and faculty development.
We also hope that others share their knowl-
edge about IEP administration in fora such as
the TESOL Journal. We need this exchange of
information in order to make our jobs more
fulfilling and rewarding and, perhaps, a little
less stressful.
References
Acheson, K. A., & Gall, M. D. (1992).
Techniques in the clinical supervision of
teachers: Preservice and inservice applications
(3rd ed.). New York: Longman.
Barrett, R. P. (Ed.). (1982). The adminis-
tration of intensive English language pro-
grams. Washington, DC: NAFSA.
Davidson, J. O. (1984). Record keeping
for critical decision making. The American
Language Journal, 2, 77-85.
Director: American language & culture
program. (1992, September 30). The
Chronicle of Higher Education, p. B37.
Eskey, D. E. (1982). Faculty. In R. P.
Barrett (Ed.), The administration of intensive
English programs (pp. 39-44). Washington,
DC: NAFSA.
Freeman, D. (1982). Observing teachers:
Three approaches to in-service training and
development. TESOL Quarterly, 16, 21-28.
Fry, M. E. (1986). Selected perceptions of
English-as-a-second language programs in
postsecondary institutions in the United States.
Unpublished doctoral dissertation, University
of Southern California, Los Angeles, CA.
Gebhard, J. G. (1984). Models of superv-
sion: Choices. TESOL Quarterly, 18, 501-513.
Healy, D. (1985). Computerizing an inten-
sive English program. TESOL Newsletter, 19,
15.
Jacobs, H. L. H. (1986). The organization
and administration of ESL programs in
selected public and private universities: Facts
related to program integration and effective-
ness. Unpublished doctoral dissertation,
Texas A & M University, College Station, TX.
Matthies, B. F. (1984). The director’s job
skills in intensive English programs. The
American Language Journal, 2, 5-16.
Pennington, M. C. (Ed.). (1991). Building
better English language programs: Perspectives
on evaluation in ESL. Washington, DC:
NAFSA: Association of International Educators.
Pennington, M. C. (1985). Effective admin-
istration in an ESL program. In P. Larson, E.
Judd, & D. S. Messerschmitt (Eds.), On TESOL
‘84: A brave new world for TESOL (pp. 301.
316). Washington, DC: TESOL.
Pennington, M. C., & Young, A. L. (1991).
Procedures and instruments for faculty evalu-
ation in ESL. In M. C. Pennington (Ed.),
Building better English language programs.
Perspectives on evaluation in ESL (pp. 191.
205). Washington, DC: NAFSA: Association of
International Educators.
Staczek, J. J., & Carkin, S. J. (1984).
Intensive English program fit in traditional
academic settings: Practice and promise. In
P. Larson, E. Judd, & D. S. Messerschmitt
(Eds.), On TESOL '84: A brave new world for
TESOL (pp. 289-300). Washington DC:
TESOL.
Stoller, F. (1989, December).
Consciousness-raising documents for the IEP
administrator. TESOL Newsletter, 8-9.
Stoller, F. L. (1992) Analysis of innova-
tions in selected higher education intensive
English programs: A focus on administrators’
perceptions. Unpublished doctoral disserta-
tion. Northern Arizona University, Flagstaff,
AZ.
White, R., Martin, M., Stimson M., &
Hodge, R. (1991). Management in English
language teaching. New York: Cambridge
University Press.
Authors
Fredricka L. Stoller is an Assistant
Professor in the ESL/Applied Linguistics pro-
gram and Director of the Program in
Intensive English at Northern Arizona
University, Flagstaff Arizona. She is currently
serving on the TESOL Awards Committee as
Past Chair.
Mary Ann Christison is a Professor and
Director of the International Center at Snow
College in Ephraim, Utah. She is author of
several ESL teacher resource books as well as
a science and social studies series,for ESL
students.
TESOL Publications
New Ways in Teaching series
Jack C. Richards, Series Editor
. . . offers hundreds
of creative ideas for
your classroom. . .
Contact TESOL for a catalog:
TESOL Publications
1600 Cameron St., Suite 300
Alexandria, Virginia 22314
Tel. 703-836-0774 l Fax 703-518-2535
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Spring 1994 21
 English by Drawing:
Making the Language Lab a
Center of Active Learning
Ilyse Rathet
On hot, humid summer days in our school
in rural Japan, I noticed that my students
would often nod off while listening to con-
versational English language tapes in the lan-
guage lab. Noting how much my students
liked to draw in their free time, I decided that
offering them listening tasks in which they
had to draw responses to the language tapes
they were hearing might keep them more
alert. I call this approach to listening English
by Drawing. Besides keeping students
awake, the approach has several pedagogical
advantages.
First, pictures are an obvious component
of educational materials, evidenced in our
field by increasingly attractive illustrated ESL
texts. Romiszowski (1988) and Travers (1967)
have shown that pictures aid comprehension
and recall of texts. Moreover, learners react
positively to such texts (Hill, 1990;
Romiszowski, 1988). One researcher
(Hoosain, 1986) recognizes that learners from
particular language groups, such as those
whose native language contains pictographic
morphemes, “are better in tasks that utilize
specific memory codes or involve visual spa-
tial discrimination” (p. 521). Some of our ESL
and EFL students come from such language
groups and may be encouraged by the pres-
ence of visuals with target language text.
Still, why have students draw the pictures
rather than using the more prevalent tool of
prepared pictures? First, as Romiszowski
(1988) points out, preprinted pictures may
not work for all viewers: “one must control
the content of a picture to ensure that the
22 TESOL Journal
Young learners
or those from a
culture different
from the one that
produced the
visual may
misinterpret
illustrations in
other ways as
well.
viewer focuses on those aspects of the lesson
which are of significance for progress in the
lesson” (p. 106). This may be particularly true
when individuals from different cultures eval-
uate the same visual aid. For instance,
Romiszowski (1988) found that African learn-
ers interpreted perspective in drawings differ-
ently from Europeans. Young learners or
those from a culture different from the one
that produced the visual may misinterpret
illustrations in other ways as well. Coching
and McHale (1981) found that the shading of
graphics was sometimes interpreted by stu-
dents to be dirt. Hewings (1991) found that
his Vietnamese students in Britain interpreted
pictures, maps, charts, and graphs in EFL
texts in ways different from those intended
by the text authors: “For those learners with a
limited exposure to ‘Western’ conventions of
illustration [perception of illustrations] may
present a barrier to learning” (p. 237).
Drawing, then, lets the students create
their own visuals, thus alleviating misinterpre-
tation. ESL materials makers like Brinkman
and Walker (1991) show their belief in the
importance of drawing to student under-
standing and expression of subjective con-
cepts in their activities for literacy when they
ask students to, “Color the boots dirty” and
“Color the socks your favorite color.”
Of equal importance is that many students
enjoy drawing, or at least the opportunity to
feel active while “receiving” information from
the teacher, a tape, or a text. Even students
who don’t draw well or don’t like to draw
can diagram simply or work with a partner to
complete the drawings. Like Total Physical
Response, English by Drawing is an active
approach that allows students to move (if
only hands and eyes) while they listen, thus
making for more active and memorable
learning experiences.
The pedagogical advantages of drawing to
facilitate students’ interpretation of texts
(Wright, 1989) or oral descriptions (Christison
& Bassano, 1981; Hill, 1990; Ehrlich, Avery, &
Yorio, 1988; Morgan & Rinvolucri, 1983;
Mrowicki & Furnborough, 1982) may explain
why it is found scattered throughout ESL
materials. English by Drawing is not limited
to beginning students. I have used it success-
fully with various levels, from preschoolers to
adults.
Designing lessons for
English by Drawing
The basic methodology requires a few
simple steps.
1. Prepare a tapescript and tape (or read or
have one student read the tapescript) that
includes the target grammar point(s),
functions(s), or other linguistic structure(s)
that will be the focus of the activity.
2. Prepare any forms or writing materials
needed for the activity. Often, only blank
paper is needed.
3. Introduce the topic of the lesson and
explain the drawing task students will
need to do.
4. Play the tape or read the tapescript one or
more times while students draw on pre-
pared paper.
5. Have students paraphrase what they heard
on the tape by looking at their own draw-
ings and describing what they have
drawn. Their paraphrases may need to be
in response to your specific prompts or
questions. This follow-up activity allows
you to check whether the passively heard
structures can be actively produced by
students.
6. (Optional) Have students perfect their
drawings with color or other artistic
touches. These can later be displayed in
the classroom or language lab as
reminders of the lessons and their target
Drawing Emotions
pedagogical goals.
draw pictures to represent human emotions.
Sample Activities
Describing People
This is one of my favorite activities for
upper level students.
Skill area: Describing people, adjec-
tives.
Materials and methods: Give students a
piece of 8 1/2” by 11” paper, divided
into eight equal boxes. Students listen
to a tape containing descriptions of
people, which you’ve prepared to
incorporate the vocabulary you want
to review (see center). For instance,
“George is tall. He has long brown hair
and blue eyes. He always wears his
glasses.” Students draw “George” on
their paper and get involved by creat-
ing this person. Later, after all pictures Mount Fuji! She was proud.” Students
have been drawn, ask students to draw their own responses. Later, they
orally describe “George” and the other can make up their own sentences, like
characters by looking at their self-made those on the tape, to fit the emotions
visuals. drawn (see below).
Variations: Other people-related activi-
ties can revolve around drawings
Sample Tapescript related to age, sex, family members,
1 Who’s that? occupations, and tools used in them,
It’s Martin. personality traits.
He has long brown hair.
He has brown eyes.
Drawing to Interpret Size and
Look ... his feet are really big!
Quantity
Skill area: Learning the meaning of
2. Here’s a picture of my best friend.
size and quantity in English.
He is short and stocky.
He’s a teenager. His eyes are big and Rationale: These expressions can be
dark. interpreted quite differently among cul-
Can you see—he wears contact lenses. tures and individuals (even by individ-
uals from the same culture), so it is
3. My sister is 27 years old.
useful for students to draw what they
Let me tell you what she looks like.
perceive the words to mean. Then,
She’s fat.
they can compare their drawings with
She wears glasses.
those of other students to check for
Her eyes are hazel.
differences. This activity can be fol-
She has wavy, shoulder-length hair.
lowed up by some commentary and
4. Look at that girl!
explanation by the teacher.
She’s about 10 years old.
Materials and methods: The handout
She’s a brunette.
used for this activity appears on page
Her hair is really thin.
24. It consists of phrases involving
She has big blue eyes.
quantities, such as “I had enough for
5. This is my father when he was a boy.
breakfast this morning,” or “There are
He was skinny and had long arms. a few apartment buildings on my
He had big hands. street.”
His ears were pretty big.
6. The owner of that store is very old.
He has short gray hair and a moustache.
He has green eyes.
He wears glasses.
He always wears a hat.
A related activity is one in which students
Skill area: Understanding the words
excited
describing feelings in English.
Rationale: Though picture dictionaries
and other such books show students
what these emotions look like, emo-
tions and their expression are subjec- grieving
tive across cultures and individuals.
One way to have students remember
this vocabulary is by drawing their
own representations.
confused ecstatic
Materials and method: Students need a
blank sheet of paper, pencils, and
markers. Provide a tape or read a
script describing simple situations and
an emotion, such as “Fernando had a
low grade on his English test. He was
disappointed.” or “Mayumi climbed
Spring 1994 23
Drawing to Interpret Expressions
of Time
Skill area: Understanding and using
expressions of time during the day,
and expressions of time used with vari-
ous verb forms.
Rationale: This activity is especially
good for subjective interpretation of
time expressions. For instance, an
expression such as “I’ll turn in my
homework soon” might be interpreted
differently by a student from
Venezuela than one from Taiwan (See
Hinkel’s [1992] report on cultural differ-
ences in interpretation of L2 tense and
time reference.) Although differences
in interpreting time might be hard to
explain in words (requiring vocabulary
more difficult than that which is
focused upon in the lesson), students
can express complex interpretations of
time with simple pictures.
Materials and methods: Prepare a
worksheet showing a series of blank
clock faces or time lines. Students can
shade or fill in a clock face or time line
diagram to show how they interpret
these time phrases. For example, if the
student hears, “I went shopping for the
afternoon,” he or she will shade in the
correct set of hours on the clockface
and write p.m. next to the clock. A
time line can be used to interpret
ambiguous expressions such as next
weekend and last week. The middle of
the timeline would be the current date;
students would draw a mark on the
days before or after the current date on
the timeline to indicate next weekend
and last week. Interpretation of these
expressions might change depending
on whether the current date is Monday
or Friday. In small groups, students
from different cultures can compare
their drawings to look for differences.
You can later give further instruction in
linguistic structures that seem confus-
ing and open to different interpreta-
tions by students.
Drawing the Students’ learning
Environment
In this activity, students create a decora-
tive drawing from a description provided by
the instructor or a prerecorded tape.
Skill area: Learning prepositions and
the names of objects.
Materials and methods: Students need
only a blank sheet of paper and draw-
ing implements such as crayons or
pencils. Describe (or prepare a tape
describing) a room filled with objects
in varying locations, such as: “The
bookcase is next to the desk. The lamp
is on top of the desk. A trash can is
under the desk.” Students draw a pic-
ture modifying (by erasing) the posi-
tion of objects in the picture as more
information is heard. It’s helpful if you
draw a model beforehand so that sin-
gle objects can be described by more
than one correct description. Multiple
descriptions of object location can help
reinforce the meaning of prepositions
being taught. Students should be
encouraged to erase and make as
many changes as they want. They can
color in or finish off the drawing later.
After students have completed their draw-
ings, they give their own oral descriptions of
object location by consulting their own pic-
tures. This is a check on their productive
ability with the target structures.
Variations: This activity can be
adapted for drawings and descriptions
of things such as classroom objects;
maps—such as a map of your school
building, campus, or town; things in a
purse or school backpack; equipment
for a specific task (useful for ESP
teaching), and so on.
How Much Is It?
Understanding Words
with Many Meanings
Draw a picture to express the following:
I would like to have some spare
change in my pocket at all
times.
I had enough to eat for break-
fast this morning.
I think it’s best to take a couple
of vitamins every day.
I withdrew a Iot of money from
the bank yesterday.
There are a few apartment
bulldings on my street.
I have several things which I
brought from my country.
Many things that I had never
eaten before were on the menu.
There was a bunch of dirty
dishes in the sink.
For lower levels: Students who are able
to make drawings can pair off with stu-
dents for whom drawing is too com-
plex. When the illustrator describes the
objects, the listener must point to the
object(s) described.
Drawing Comparisons and
Contrasts
Skill area: Understanding comparatives
and superlatives.
Rationale: In this activity, drawing is
an asset because students can change
the physical attributes of what they
draw as they hear new information.
When two objects are described rela-
tive to one another, such as “My his-
tory book is thicker than my math
book,” the relationship can be drawn
clearly. If, then, a third book is added,
as in: “My English book is my thinnest
book,” students might have to re-draw,
depending on how they drew the math
book. In this way, you can illustrate
the relative nature of size and the vari-
ous forms with which English speakers
express comparatives.
Materials and methods: Again, a
teacher script or tapescript is needed.
Students get a handout, divided into
the Same number of sections as num-
ber of descriptions. The tapescript
might start simply, with descriptions
involving only two objects; later it can
build to longer descriptions.
After the pictures are drawn, you can
check student comprehension and produc-
tion by having them describe their work
using comparatives and superlatives.
Differing descriptions of the same group of
objects will illustrate to students that compar-
son can be made from more than one per-
spective.
Drawing in Response to
Weather Information
Skill area: Understanding weather
information.
Materials and methods: Give students a
handout of repeated weather symbols
(see page 25). Students listen to a tape-
script that includes either simple one-
sentence descriptions of daily weather,
or for higher level students, short
weather reports in a style similar to
that used on television or radio.
Students circle, shade in, cross out, or
use another means to indicate the
weather description heard. The strip
format of the handout allows for easy
numbering and reference to individual
weather descriptions. Students follow

up with their own oral descriptions of
the weather they have portrayed in
each strip.
Drawing in English for Special
Purposes (ESP)
Skill area: ESP, in particular, hotel
English.
Rationale: This activity can be used to
clarify the teaching of real-life phrases.
Also, it gets students realistically and
communicatively involved by having
them and their teacher adopt real-life
roles.
Materials and methods: You or a stu-
dent play the role of a hotel manager.
Students are hotel staff. Make a tape-
script consisting of various prospective
guests calling to make hotel reserva-
tions. Before the tapescript is played,
the “hotel manager” gives each of the
staff members a page of the hotel
reservation book (see below).
Then play the tapescript, caller by caller.
For instance, one caller might call and say,
“I’d like a double room, with a minibar, for
the night of October 16th.” Next to the date,
students must draw a picture that diagrams
what the caller has said. After all the calls are
played and drawn, the “manager” tells the
staff that they must now review the reserva-
tions for the coming month. The “staff” then
describe day by day the room reservations
and special needs of their
guests, using their own
pictures as cues.
Variation: Some
restaurants use a
table diagram on
which they draw or
mark to indicate cus-
tomer dinner reser-
vations. You could
use a similar dia-
gram and tapescript
for prospective diners so that students
can practice numbers, times, dates, and
associated restaurant vocabulary.
There are many other activities you can
devise that use drawing to enhance the learn-
ing experiences of your students. In addition,
the attractive finished products from these
activities, hung on your classroom walls, will
make interesting and instructive decorations
for your ESL or EFL class. Among the benefits
of English by Drawing are that it allows stu-
dents to be active, to clarify culturally based
misinterpretations of expressions such as time
and quantity, and to generate their own sim-
plified representations of target language
structures. And, perhaps as I did, you’ll see
formerly lethargic students begin to stretch
their limbs and sharpen their pencils as they
wake up to English by drawing.
References
Brinkman, K., & Walker, J. (1991). Start
right: A positive approach to literacy.
Englewood Cliffs, NJ: Prentice Hall.
Christison, M. A., & Bassano, S. (1981).
Drawing out: Using art experience in ESL.
TESOL Talk, 13, 35-40.
Coching, R. R., & McHale, S. (1981). A
comparative study of the use of picture and
objects in assessing children’s receptive and
productive language. Journal of Child
Language, 8, l-13.
Ehrlich, S., Avery, P., & Yorio, C. (1988).
Discourse structure and negotiation of com-
prehensible input. Studies in Second
Language Acquisition, 11, 397-414.
Hewings, M. (1991). The interpretation of
illustrations in ELT materials. ELT Journal, 45,
237-244.
Hill, D. A. (1990). Visual impact: Creative
learning through pictures. Essex, England:
Longman.
Hinkel, E. (1992). L2 tense and time refer-
ence. TESOL Quarterly, 26, 557-572.
Hoosain, R. (1986). Language, orthogra-
phy, and cognitive processes: Chinese per-
spectives for the Sapir-Whorf hypothesis.
International Journal of Behaviora1
Development, 9, 507-525.
Morgan, J., & Rinvolucri, M. (1983). Once
upon a time: Using stories in the classroom.
Cambridge: Cambridge University Press.
Mrowicki, L., & Furnborough, P. (1982). A
new start: A functional course in basic spoken
English and survival literacy. Literacy work-
book 2. Exeter, NH: Heinemann.
Romiszowski, A. J. (1988). The selection
and use of instructional media. London:
Kogan Page.
Travers, R. M. W. (1967). Research and
theory related to audiovisual information
transmission. (U.S. Department of Health,
Education, and Welfare Contract No. 3-20.
003).
Wright, A. (1989). Pictures for language
learning. Cambridge: Cambridge University
Press.
Author
Ilyse Rathet has most recently worked as
Testing Coordinator and Instructor at the ESL
Center at the University of Washington. She
has taught ESL/EFL and science in the United
States, Japan, and Latin America and is cur-
rently a Fulbright TEFL Lecturer in Italy.
Four Strategies to Improve
the Speech of Adult Learners
Janet G. Graham
ESL teachers working with adults who
already have some competence in English fre-
quently find that they have little success in
improving the pronunciation and grammatical
accuracy of their students’ spoken English,
particularly if many years have passed since
their students have received formal ESL
instruction. As more and more nonnative-
English-speaking adults take their place in
English-speaking societies, ESL teachers are
frequently called upon by industry and gov-
ernment to help improve the spoken English
of such learners. The English speech patterns
of these learners have often stabilized, though,
and may be highly resistant to change.
Successful teaching of “change-resistant
speakers” differs significantly from teaching
learners who are still developing. Generally
speaking, if an adult has ceased formal lan-
guage study but has been successfully using
the L2 over the years to communicate,
chances are strong that his or her speech,
particularly pronunciation and grammar, will
be resistant to change. Once in the class-
room, such speakers are likely to continue to
produce their nonnativelike speech, despite
instruction. On the other hand, the speech of
an adult learner who is still developing
responds to instruction and over time
(although not without plateaus and backslid-
ing) becomes more and more nativelike.
Teachers can improve the speech of adult
ESL learners who are resistant to change,
however. What follows are useful strategies
for working with change-resistant adult ESL
speakers.
Strategy 1: Sell Yourself
and Your Course
Speakers resistant to change tend to fall
into one of two groups: those who believe
their English is adequate and resent attempts
to improve it, and those who realize they
need to improve but have been discouraged
by their lack of success in previous classes.
Teachers need to convince the first group
that improvement of their English will benefit
them significantly; they need to convince the
second group that they themselves have the
teaching skill and understanding to succeed
where other teachers have failed.
In order to sell yourself and your course,
you must clearly demonstrate respect for
your students. Showing respect is always
important, but it is especially important when
working with experienced speakers of
English because they often feel humiliated
about needing further instruction. If you have
studied languages yourself, share some of
your own struggles and mishaps, showing
that you understand what a difficult under-
taking it is to become fully proficient in an
L2. At the same time, however, it is important
to convince your students that you are a
highly skilled professional: Share information
about your specialized training and your past
successes with learners. Presenting your
course as professional development, rather
than as remedial, helps to create a positive
attitude.
For resentful learners who believe their
English is good enough, sensitizing them to
the effects various kinds of errors have on lis-
teners can be convincing. Allen and Waugh
(1986) developed a technique for sensitizing
their francophone students, members of the
Royal Canadian Mounted Police. They had
them listen to tapes of English speakers
speaking French, evaluate the proficiency
level of the French learners, and think about
the effect the various kinds of errors had had
on them.
Having learners set their own objectives
also helps students to accept a course as
valid. Similarly, placing the responsibility for
improvement on the learners themselves is
effective, both in terms of their acceptance of
the course and in actual learning. Virtually
every teacher who has reported success with
change-resistant speakers did this in one way
or another (see, e.g., Acton, 1984; Firth, 1987;
and Ricard, 1986). Not only are adult learners
more motivated by knowing that they are
responsible for their own learning, they learn
better for reasons that go beyond motivation,
as the literature on learner strategies seems to
show (Rubin & Thompson, 1982). A useful
way to envision your role in classes for adults
is as an expert informant and facilitator,
rather than as an all-knowing dispenser of
knowledge.
I have found that giving certain explana-
tions about language acquisition helps to
convince students of my expertise and of the
potential usefulness of the course. For exam-
ple, I tell my students about the notion of
language identity, the idea that adults may
unconsciously resist sounding like native
English speakers for fear of losing their own
identity (Stevick, 1976). I often assure stu-
dents that they will never sound like
Americans, and in their laughter, I detect a
tone of relief. (The objective is to increase
their intelligibility, not to eradicate their
native sounds.) I also tell them that becoming
highly proficient in an L2 takes much more
time and effort and that, in general, the
higher one goes on the proficiency scale, the
more difficult it is to make discernible
progress (Omaggio, 1986). Knowing this
seems to make some of the students feel less
like failures as language learners and encour-
ages them to continue trying to improve.
Strategy 2: Use Relevant
Material and Activities
Teachers who have had success with
change-resistant adult speakers invariably
report using materials and activities that are
directly relevant to the learners. In my class
for corporate chemical engineers, speaking
activities simulated tasks they performed at
their work. For example, students created
and practiced dialogues in which one
speaker was a chemical products salesperson
and the other was an engineer with authority
to purchase. They gave formal oral presenta-
tions, used overhead transparencies, and
explained products they were developing in
their laboratories (Graham, 1990). Ricard
(1986) initially chose the texts her students
used for oral reading practice; later, she had
students choose their own and created a
bank of interesting texts for later use. Allen
and Waugh (1986), working with a Royal
Canadian mounted policeman, had him view
a videotape of himself simulating the interro-
gation of a boater to see if regulations were
being followed; the policeman then made
decisions about what he needed to learn to
do the simulation better, and, after practicing,
redid the simulation. Browne and Huckin
(1987), working with technical professionals
from different disciplines, decided that in
order to keep all instruction relevant, it
needed to be offered in the form of individ-
ual tutorials.
Relevance is important because adult
learners tend to be impatient with learning
that seems irrelevant, and motivation
improves when they can see the usefulness
of their classes. Selinker (1988) suggests
another reason; he believes that strong resis-
tance to change, which he terms fossilization,
is domain specific. In other words, a learner
might be taught to be comprehensible in one
context and remain quite incomprehensible
in another, due to continued use of nonna-
tivelike speech forms. If teachers work with
the domains and the communicative situa-
tions that are important to their change-resis-
tant students, they may well bring about
significant improvement in these specific,
important areas even though global improve-
ment is slight.
Strategy 3: Raise Language
Awareness
Learners whose speech is highly resistant
to change often do not appear to attend to
the form (as opposed to the meaning) of the
target language they hear; in other words,
they listen, or read, for comprehension, but
do not notice how things are expressed.
Students seem to
appreciate
activities in
which they can
test themselves.
There are several methods for helping learn-
ers to attend to form (whether in pronuncia-
tion or grammar).
One method is to present succinct expla-
nations of patterns found in the target lan-
guage. Learning languages “naturally” occurs
to some extent, but most change-resistant
speakers have been exposed to enormous
amounts of input, without discovering all the
regularities and patterns they need to know.
Most adults appear to benefit from brief, tar-
geted explanations (not extended lectures
about the language). In recent years, many
teachers, including myself, have reported suc-
cess in teaching the suprasegmentals of
English speech by combining brief explana-
tions with samples of the target language that
illustrate the points being explained. This
cognitive approach is used by Browne and
Huckin (1987), who recommend explicit
teaching of techniques for reading texts out
loud. Their students, professional researchers,
provide written texts of oral presentations
they are to make. The teachers then show
students individually how to select the most
important words in their text, which words to
deemphasize, where to insert pauses, and
how to show contrasting ideas—thereby
teaching how these suprasegmentals affect
comprehensibility
Raising awareness is also achieved by
having learners participate in listening activi-
ties in which they focus on form rather than
meaning. For example, I often ask students to
mark written texts with symbols to represent
stress, intonation, phrasing, and so on, as
they listen to a reading of the text, using
symbols suggested by Gilbert (1987). For
increasing attention to function words such
as articles, auxiliary verbs, and prepositions,
some teachers find cloze dictations useful
(Graham, 1990). This kind of dictation
involves preparing a written text with certain
items deleted (e.g., articles). Students listen to
an oral reading of the text to try to hear the
missing words.
Most teachers who have written about
success with change-resistant speakers have
used listening activities in which students lis-
ten to their own recorded voices. Acton
(1984) had students record oral readings reg-
ularly, partly to give them practice in analyz-
ing their own speech. Allen and Waugh
(1986) had their students listen to themselves
in simulations and then determine what they
wanted to work on. Ricard (1986) reports
success with shadow reading, in which the
teacher records a short text or dialogue and
the students listen and superimpose their
own voices on that of the teacher. After prac-
ticing, they record their own best effort. They
are then encouraged to listen to their own
recording and compare it with that of the
teacher. Ricard claims that listening to them-
selves and comparing helps students to listen
critically, a necessary first step in developing
self-monitoring capability.
Strategy 4: Provide
Opportunities for Practice
and Feedback
Most teachers reporting success with
change-resistant speakers also report exten-
sive use of audio- and videotaping. As noted
previously, Ricard (1986) used shadow read-
ing to provide opportunities for practicing
and for acquiring feedback from the teacher.
Acton (1984) had his students record texts at
home at least four times; after the final
recordings were critiqued by the teacher, he
had the students correct them themselves.
Students seem to appreciate activities in
which they can test themselves. For example,
I will give them a handout with sentences or
short dialogues, which they are to read
before hearing my voice, paying particular
attention, for example, to contrastive stress.
Then they hear my voice and compare their
reading to mine. I also have students practice
with pronunciation tapes in the language lab-
oratory, while I monitor and give individual
feedback. This gives me a wonderful oppor-
tunity to focus on individual problems. In
addition, like others cited in this article, I
often make videotapes of students giving oral
presentations, which we later analyze
together.
Learners need feedback from more than
teachers in order to change their speech,
however; they need to develop the capacity
to monitor themselves. Firth (1987) recom-
mends that students evaluate their own
audiotapes, after which the teacher com-
ments on the accuracy of the students’ own
evaluations. Allen and Waugh (1986) have
students listen to recordings of themselves so
they themselves can identify the problems
Spring 1994 27
 have been considered successful. The neces-
sary ingredients appear to be the following:
Improving the Speech of Experienced Adult adequate time, willing students, sufficient
resqurces, and, above all, skillful teaching—
Learners: Specific Suggestions teaching that incorporates the strategies out-
lined above.
Sell Yourself and Your Course Raise language Awareness
1. Demonstrate clearly your respect for your students’ adult 1. Give brief, targeted explanations of language patterns, accom References
status. panied by examples. Acton, W. (1984). Changing fossilized pro-
2. Present your course aS professional development rather 2. Teach students to mark written texts for various supraseg- nunciation. TESOL Quarterly, 18, 71-85.
than aS remedial instruction. mentals such aS intonation, emphasis, and pauses. Allen, W., & Waugh, S. (1986). Dealing
3. Sensitize your students to the effects of their errors. 3. Provide listening activities that focus on form rather than on with accuracy in communicative language
meaning. teaching. TESL Canada Journal/Revue TESL
4. Place the responsibility for learning on your students.
4. Teach students to analyze their own recorded voices. du Canada, 1, 193-205.
5. Explain important facts about adult language acquisition.
Browne, S. C., & Huckin, T. N. (1987).
Use Relevant Materials and Provide Opportunities for Practice Pronunciation tutorials for nonnative techni-
Activities and Feedback cal professionals: A program description. In J.
1, Have your students select, or help select, instructional 1. Have students record texts at home; critique them orally on Morley (Ed.), Current perspectives on pronun-
materials. the same tapes. ciation (pp. 45-57). Washington, DC: TESOL.
2. Create instructional materials from books, catalogues, and 2. Make practice tapes to be taken home. Firth, S. (1987). Developing self-correcting
memoranda from their workplaces. 3. Have students work with tapes in the language lab and and self-monitoring strategies. TESL Talk, 17,
make corrections and suggestions aS they practice. 148-152.
3. Design class activities that simulate tasks they perform at
work. 4. Videotope students doing presentations and role plays; Gilbert, J. B. (1987). Pronunciation and lis-
review them with students individually. tening comprehension. In J. Morley (Ed.),
Current perspectives on pronunciation.
Practices anchored in theory (pp. 33-39).
Washington, DC: TESOL.
Graham, J. G. (1990, March). Changing
they want to work on. Ricard (1986) writes domains or communicative situations that are
fossilized speech: What does it take? Paper
that in her classes, “responsibility for evalua- of most importance to the learners. As for
presented at the 25th Annual TESOL
tion in the form of self-monitoring and self learners, they need to be taught to focus on
Convention, San Francisco, CA (ERIC
correction is gradually handed over to stu- the form of language, as opposed to simply
Document Reproduction Service No. ED 319
dents in feedback sessions where the teacher attending to meaning.
265)
encourages students to take control” (p. 249). Differences between the two kinds of Omaggio, A. C. (1986). Teaching lan-
In addition to getting feedback from classes may be summarized as follows: In
guage in context: Proficiency oriented
teachers and from themselves, learners can classes for still-developing speakers, there
instruction. Boston: Heinle & Heinle.
be encouraged to seek feedback from col- will very likely be considerable emphasis
Ricard, E. (1986). Beyond fossilization: A
leagues and friends. Acton (1984) has his both on developing communicative compe-
course on strategies and techniques for
students enlist the aid of native-English- tence and on increasing fluency. In classes
advance adult learners. TESL Canada
speaking “informants” in the workplace. He for change-resistant speakers, the emphasis is
on form and accuracy. In classes for still- Journal/Revue du Canada, 1, 243-253.
warns that native speakers may not be very
helpful in actually modeling correct pronun- developing speakers, there is likely to be an Rubin, J., & Thompson, I. (1982). How to
ciation, but if they are educated by the learn- emphasis on developing vocabulary and be a more successful language learner.
ers, they can offer work-related vocabulary, a increasing grammatical range. In classes for Boston: Heinle & Heinle.
supportive environment, and conversations change-resistant speakers, the emphasis is Selinker, L. (1988). Papers in interlan-
for recording. not on teaching new vocabulary and syntacti- guage. Singapore: SEAMEO Regional
cal rules, but on correcting the form of the Language Centre. (ERIC Document
Conclusion learners’ current approximation of the lan- Reproduction Service No. ED 321 549)
guage. Another important difference is that in Stevick, E. W. (1976). Meaning, memory
Successful classes for change-resistant,
classes for still-developing speakers, general and method: Some psychological perspectives
long-time speakers of ESL are, and should be,
improvement in speaking proficiency tends on language learning. Rowley, MA: Newbury
different from classes for newer learners who
to be the aim, but in classes for change-resis- House.
are still developing. Perhaps the most signifi-
tant speakers, the objectives are more limited:
cant difference is a much greater need to
Improvement is sought in highly focused Author
focus, both on the part of the teacher and the
areas.
students. In classes for change-resistant learn- Janet G. Graham is Director of English for
ers, teachers need to focus on particular Helping adult language learners change Internationals at Vanderbilt University, where
aspects of the learners’ speech, such as those long-used speech patterns is a challenging she teaches speaking and writing courses. She
that interfere most with intelligibility or that task. With some adults, significant change in
is particalarly interested in English for specific
stigmatize a speaker; they also should focus spontaneous speech in all circumstances
purposes.
on improving performance in the specific may, in fact, be impossible. Yet many classes
for change-resistant adult language learners

28 TESOL Journal
 Spring into class with ideas that move from your kitchen cabinets to your classroom walls; from sharing gram-
mar tutoring to sharing lives and inspiration. “Citation Motivation,” by María Elena Perera, reminds us of the
power of well-spoken words to motivate and inspire learning. Jeri Wyn Gillie and Heidi Mumford squeeze every
bit of creative, educational juice from labeled food products in “From Can to Classroom.“ In “Creating Interactive
Bulletin Boards,” Randall Davis encourages us to look anew at our classroom walls and see them as potential
activity centers. Donna Price-Machado asks adult students to share what they have learned about celebrities in
her “Integrated Lesson on Famous People.” Sharing grammar expertise while reducing student anxiety over
teacher access is the central notion of “Grammar Co-op: Pooling Resources,” by Karen A. Russikoff and Larry K.
Robinson.

Citation Motivation
María Elena Perera

For several years I have been using
quotes from several sources to motivate
future teachers at the beginning of each les-
son. I find that quotations from well-known
people constitute an enormous body of ideas
that I can use to facilitate learning.
At the beginning of a lesson, I write on
the chalkboard a complete quotation, fol-
lowed by the author’s name and the date and
publication from which it was taken if I have
that information. I also tell the students some-
thing about who the person is, what contri-
bution he or she made, and any other
relevant information. For example, when
dealing with the history of language teaching,
I have shared with students Kelly’s (1969)
words: “Much that is being claimed as revolu-
tionary in this century is merely a rethinking
and renaming of early ideas and procedures.”
I have also shared with them Brown’s (1980)
thought that “Every learner is unique” (p. 14).
and Gattegno’s (in Stevick, 1990) idea that
“Meeting the unknown is the essence of edu-
cation” (p. 116). My students’ favorite quote
has been Stevick’s (1990) “Some artists use
wood as their medium. Others use paint or
musical instruments or dance. The medium
for our creativity as teachers will be the
minds of other human beings” (p. 116).
I have followed the advice of Nabokov (in
Murray, 1986), who once said: “Let others do
your work for you. Use quotes, anecdotes,
information from other authorities; let them
carry your message across” (p. 227).
Procedure
1. I write a quote on the board or I dictate it
to the students. I may also write a quote
on the board as a “cloze test,” leaving out
some blanks for students to complete.
After discussing the many options they
suggest, I read the original version, and
we share it.
Students copy the quote and read it silently.
I ask for a volunteer to read it aloud to
the group.
As a group, students find out the meaning
of any word(s) they may not know.
I ask another volunteer to paraphrase the
quote.
I ask individual students to interpret it. We
listen to as many interpretations as are
offered.
I ask students for their opinions. There are
no right or wrong answers. We listen to
everyone’s views. I acknowledge every-
one’s contribution and help students make
connections with previous ideas already
shared in our community of learners.
8. I tie the quote in with the topic of the day
by connecting students’ reactions to what
we are about to learn that day.
Summary
These quotations serve as an excellent
warm-up activity to help students think on
their own and familiarize them with metalan-
guage and academic knowledge. I try to capi-
talize on students’ background knowledge
and prior experiences, and quotations help
me build on what they already know about
language, teaching, and learning.
Quotations also help me create an atmo-
sphere of trust and acceptance by encourag-
ing intensive listening to and respect for each
other’s views, something I have to work at
carefully, especially at the beginning of the
course. I try to foster an emphasis on active
interchange and criticism; and sometimes
conflict arises when students have opposing
views of what learning and teaching are.
Quotations help my students and me make
sense of what we are doing. We create mean-
ing together.
References
Brown, H. D. (1980). Principles of lan-
guage teaching. Englewood Cliffs, NJ:
Prentice Hall.
Kelly, L. (1969). Twenty-five centuries of
language teaching. New York: Newbury
House.
Murray, D. M. (1986). Write to learn. New
York: Holt, Rinehart, & Winston.
Stevick, E. (1990). Humanism in language
teaching. Oxford: Oxford University Press.
Author
María Elena Perera is an EFL teacher who
graduated from the Institute de Profesores
Artigas in Montevideo, Uruguay. She has been
working in Uruguay’s private and public
school systems since the late 1960s. At present,
she is the Pedagogical Orientator of the
Alianza Cultural Uruguay Estados Unidos, a
binational center in Montevideo, as well as
the recording secretary of URUTESOL.

Spring 1994 29
 From Can to Classroom
Jeri Wyn Gillie and H e i d i M u m f o r d
Shopping in a foreign country can be con-
fusing, intimidating, and frustrating. How
often have you picked up a can or box in a
foreign country and hoped that the picture
on the outside represented the contents?
When we realized that our ESL students felt
the same frustration while shopping in the
United States, we decided that bringing realia
into our classroom would help our students
better cope with mystifying labels. After
teaching the basics, we discovered that sim-
ple labels were a more powerful tool than
we had originally imagined. With just a little
bit of creativity and extra planning, we were
able to use the labels as a springboard for
presenting many language skills. This tip
offers several activities that are enjoyable and
effective in helping high-beginning to inter-
mediate students acquire basic vocabulary
necessary for understanding labels and inter-
acting with members of the larger speech
community.
Preparing Materials
Begin saving labels from cans, boxes,
bags, and other packages. After several
weeks, you should have more than enough
for your students. The easiest and safest way
to remove labels from cans is to slit the label
with a sharp knife down the length of the
can next to the heavily glued portion.
Remove the label so that the glued portion is
the last part that is pulled off the can.
Lamination is a quick, easy, and inexpensive
way to preserve the labels. Laminated labels
are also easier to store because they lie flat-
ter, are easier to file, and can easily be used
to set up a grocery store in your own class-
room by taping them around surrogate cans
and boxes. Preserving labels this way enables
you to easily move your personal grocery
store to China or Bulgaria as the need arises.
Getting Students Started
Create a simple worksheet about labels
and have the students fill it out while looking
at the labels that you have brought to class.
The worksheet should ask general questions
about different types of labels and some of
their different components, such as: What is
this product? What company produces the
product? Why did you choose this product? Do
you think the label is attractive? Why or why
not? In order to expose the students to differ-
ent kinds of labels, have them complete the
worksheet for at least four different products,
30 TESOL Journal
for example, cereal, a fruit or vegetable, a Cultural Appeal
dairy product, and a beverage. This activity
Labels are a rich source of cultural infor-
may also be used as a homework assignment
mation once students have completed the ini-
or a class field trip by requiring students to
tial framework-building exercise. Give each
go to the grocery store with the same work-
student a label and ask them which labels
sheet. Once students have completed this
they find attractive or enticing and why (e.g.,
activity, they have built a framework for
color, print, pictures, easy to read). Make a
many enjoyable activities to follow. Below
list of these qualities on one side of the
are descriptions of several activities that uti-
chalkboard, and then have students look at
lize labels in various skill areas.
the labels as a group and discuss what things
Basic Label Reading they think are attractive in a label to people
One of the first skills you’ll want to teach in the United States. To do this, they can
your students is what kind of information make generalizations about the label, which
they can expect to find on a label and where you can list on the other half of the board.
to look for it. In this way, you are reducing Next, compare the lists for cross-cultural
your students’ anxiety in the grocery store opinions of what attracts a consumer to a
and helping them become more aware of product.
what they are consuming. This activity can be expanded to explore
Use a large label, or an overhead trans- some of the deeper cultural values portrayed
parency of a label, and point out the vital through a label. Again, have the students
information (e.g., product name, serving size, look at labels in groups and list the informa-
servings per package, calories per serving, tion they find. Then have them try to group
nutritional information, ingredients, expira- the information into categories indicative of
tion date, price, recipes, directions for prepa- larger cultural values. For example, our stu-
ration, phone number for complaints). Have dents found many occurrences of information
them look at several labels and fill in a chart about high fiber, low cholesterol, low sugar,
with the same general headings as in your and low fat. With these findings, they could
example. Students can then check each see that health is important to people in the
other’s work. United States.
Students appreciate this new information. Following Instructions
For example, one of our students commented
Many products include instructions for
that she would no longer be eating a certain preparation, and also include extra recipes.
product because she had just discovered how
These can be used to teach students how to
fattening it was.
Reading Comprehension
Beyond helping students acquire useful
vocabulary, labels, boxes, and cartons can
also help you teach reading comprehension.
Labels (especially cereal boxes) have interest-
ing information about the product, including
reasons why you should buy it, and some-
times short paragraphs on topics of general
interest. These passages can be cut out and
used as activity cards for teaching reading
skills. Several general comprehension ques-
tions can be used with each passage such as
What is the product? How many servings per
package? Can you order anything from this
company? How do you order it? Is there an
expiation date? When is it? These same pas-
sages could also be used to introduce vocab-
ulary in context or to infer meaning from
context.
follow directions. Have the students buy a
product that requires preparation and, with
no outside help, follow the directions.
Directions on packages are also excellent
authentic examples of the imperative form
used in “how-to” or process writing. These
examples can prepare students to write a pro-
cess paper. Again such passages can be cut
out and saved as examples of this structure.
Rhetorical Forms in Writing
Labels can be a springboard for writing
activities. For example, to practice descriptive
writing skills, students could describe their
label. We used labels at the end of a com-
pare-and-contrast unit. The students used
labels from two similar products made by dif-
ferent companies and wrote a short essay on
the similarities and differences between the
two products.
Interactions
The label activities best received by our
students were those that allowed them to
interact with the outside world and each
other. Many labels include a telephone num-
ber and address for the company. Have the
students call the 800 number and ask for
more information (e.g., the address if it isn’t
given). This not only gives the students prac-
tice expressing themselves to an audience
less patient than their teacher, but also pro-
vides them with listening and speaking prac-
tice when they report back to the class. You
may want to teach your students how to
write a business letter. Have them pick a
label from a product they enjoy and write to
that company requesting more information
about the product. As a class, write a sample
letter and then have the students write their
own. This activity is motivating because of
the prospect of receiving something and
really communicating with the native English
speech community.
Sample Business Letter
The following letter is from a student in
Gillie and Mumford’s class (the student’s
name is a
pseudonym).
This stu- Western Family Foods, Inc.
dent received
a letter from To Whom It May Concern:
the company
commending My name is Keiko Hashimoto. I am studying at
Brigham Young University English Language
her on her Center. In my writing class, we learned how to
creative use write business letters. I was interested in your
of toilet company and so chose to write you for more
paper and a information.
two-dollar gift We had a dance party at our school. Since I am
certificate. on the Student Council, I helped decorate for
the party. We had wonderful ideas for
decorations, but we didn't have very much money.
We wanted to use crepe paper to decorate, but it
cost $1.76 a roll. We were troubled about this.
However, we soon found a means of solving the
problem. We bought your company's colorful
toilet paper, which was much cheaper, and used
it to decorate. It was very beautiful and
gorgeous. Toilet paper is cheaper than
decorating paper, and it turned out to be a
wonderful decoration. Nobody knew it was toilet
paper!
I would appreciate it if you would send me some
more information about your product. There are
12 students in my class.
Sincerely,
Creating
Labels
Students may enjoy making up their own
products to label and sell. You can divide No. 5 Shampoo, with Chocolate
your students into groups and have them
make a label to advertise their product, make An uncorrected sample of one of the
a dialogue/ commercial to go with it, and act creative commercials Gillie and
it out for the class. Mumford’s students created follows. These
Student’s commercials can be videotaped students invented an imaginary prod-
so they can see themselves. Tapes made by uct—Chocolate Shampoo. Their commer-
lower level students can be used in a higher cial involved three characters. (The
level class for error correction. Tapes made students’ names are pseudonyms.)
by higher level students can be used in
lower level classes for comprehension and Alexia: Hey! Why do you eat shampoo?
cloze exercises, as well as for inspiration and Yeon: The taste is really good.
motivation.
Alexia: I can’t believe that!
Students have expressed excitement and a
Yeon: Can you imagine this is chocolate shampoo? It
sense of accomplishment as they have had
success in communicating with people in a also can help your hair to be shiny and healthy.
foreign language and have received actual Alexia: Really? Where did you get it?
replies along with company products that Yeon: In our level three writing class. You have to go
they’ve enjoyed sharing with their classmates. there and buy it now because they don’t hove
Plus, they feel a little more confident while
enough for all.
shopping. Try it with your class. “It will be
your best choice!” Alexia: O.K. So I must hurry. See you!
Jin: No. 5 Shampoo with chocolate can make you to
Authors be bald because everybody wants to eat your
Jeri Wyn Gillie and Heidi Mumford
chocolate hair. Now! Just $2.99. You should go to
recently received their MAs in TESL from
buy it. Chocolate Shampoo is your best choice!
Brigham Young University, Provo, Utah. They
teach ESL at Brigham Young University’s
English Language Center.
Spring 1994 31
 Creating Interactive Bulletin Boards
In our rush to provide excitement within
the four walls of our classrooms, we may
neglect to take full advantage of those very
walls and bulletin boards themselves. Every
school usually has at least one bulletin board,
but making the most out of an empty board
goes far beyond posting a few pictures and
English slogans from time to time. Rather,
teachers can create bulletin boards that are
not only attractive but invite students to inter-
act and actively participate in some sort of
hands-on activity or game. In other words,
the average bulletin board can actually
become a student activity center from which
students can learn.
Some of the more interesting boards I
have created have to do with some aspect of
foreign culture, including holidays, sports,
and music. The changing of seasons is
another opportune time to make use of bul-
letin boards. As spring begins, I decorate the
board with scenes of cherry blossoms, flow-
ers, and flying kites, and put up large white
clouds on which students are asked to write
messages of friendship and support to others
in the program. Next to these student mes-
sages, I paste up a seasonal comic strip that
has been arranged in a different order. Then,
I attach a small box to the board under the
comic strip. Students are encouraged to guess
the correct order of the comic strip and place
their guesses in
the box. After a
few weeks, I
open the box
and write down
the names of the
students who got
the sequence
right and award
them a special
prize.
During the
Christmas season,
the ordinary bul-
letin board can
turn into a minia-
ture light show
with a little sim-
ple wiring, a few
batteries, and a
flashlight bulb.
A board that is
always a hit
32 TESOL Journal
Randall Davis
during the holidays is one that lights up
when students match the correct vocabulary
word to its definition. All you need to do is
attach wires behind the paper to the corre-
sponding vocabulary word and its answer.
Then, you connect these wires to three D-
size batteries that you can fasten using tape
to the wall above the bulletin board. Finally,
put up a Christmas tree made of construction
paper and attach a small flashlight bulb at the
top of the tree as the star. Students know
they have the right answer if the star lights
up when they touch the word and definition
together with a separate wire.
In addition to seasonal boards, I also cre-
ate boards that focus on specific language
skills. One interesting project is to use panels
that open and close on the board to review
proverbs. The first part of the proverb is writ-
ten behind small paper doors or panels on
the left side of the board. The last part of the
proverb is written on the right side of the
board. Students try to match the beginning
and ending. The answers are written behind
a separate panel on the board. If you are
working with a group of students who share
the same language, you might consider writ-
ing the equivalent expression in the first lan-
guage. This still makes the activity challenging
while remaining within the linguistic reach of
the students.
The most popular boards are those that
are student centered. After any vacation, I
have students bring a picture they took dur-
ing the break and write a short paragraph
about where they went and what they were
doing in the picture. We then put these pic-
tures and the paragraphs on the board. An
exciting variation to this activity would be to
have students cut their faces out of the pic-
ture in order to disguise their identities, and
then have the other students guess who is in
the picture based on its accompanying text.
Once again, I make a game out of the whole
process. The student to discover the identity
of the most students wins a prize. In the case
of a draw, the winner is chosen at random.
Teachers should also participate: A picture of
me cliff diving the summer before captivated
the class for more than a week.
Sometimes bulletin boards become clut-
tered with advertisements rather than serving
as a tool to promote additional learning.
However, creating interactive bulletin boards
exposes students to other language activities
outside of the classroom in a nonthreatening
way. Students don’t feel pressure to read or
answer all of the questions at once. They can
do the exercises at their own pace. Students
benefit, and so do teachers. Designing a new
bulletin board lets teachers be creative and
experiment with a new medium of instruction.
Author
Randall
Davis, a gradu-
ate from
Brigham Young
University with
an MA in TESL,
has taught in
both ESL and
EFL language
programs in the
US and in
Japan. He is
currently work-
ing at Tokyo
Foreign
Language
Business
Academy in
Tokyo.
An Integrated Lesson on
Many of my adult education students have
a very limited knowledge of well-known
Western people in art, history, music, and sci-
ence. Frequently when my students read an
article, a name appears, and they have no
idea who this person is. Or sometimes gram-
mar exercises refer to well-known people,
and students naturally want to know who
these people are. For example, in a lesson on
because of students read “Al Capone was
often called ‘Scarface’ because there was a
conspicuous scar on his cheek” (Huizenga,
Snellings, & Francis, 1990, p. 98), and they
wanted to know who Al Capone was. In the
same lesson, students are supposed to pick
out irrelevant sentences in a paragraph on
Henry Ford. On one TOEFL test, I saw read-
ing comprehension exercises with references
to Alfred Nobel, Maria Montessori, and
Ludwig van Beethoven.
Procedure
I decided to try a library exercise to help
familiarize my students with famous historical
figures. First, my class went to a small public
library where I showed them how to use the
microfiche to locate books and then asked
them to look up a book about someone
famous and to write down the call number. I
knew that most of the books would be at the
main library downtown, so I explained interli-
brary loan procedures. Then I went to the
downtown library and checked out 35 books
from a second- to twelfth-grade reading level
to match the range of readers I have in my
class. I took the books to class and assigned
each person a book about a famous person
such as Eli Whitney, Elizabeth Blackwell,
Cesar Chavez, Louie Armstrong, Neil
Armstrong, or Michelangelo. I had my students
read 1 hour per day, take notes about their
books for 2 days, and answer a few questions
on a handout (see sample). I emphasized that
they didn’t have to know every word in the
book, but instead should read for general
understanding. Next,
each student had to
Student’s Famous
talk to three other Name Person
students to exchange
information about
their famous per-
son—information
they would use to
fill out a chart I pro- I I
vided (see right) so
each student would
Donna Price-Machado
have the opportunity to learn about four
famous people.
At the end of the lesson, the students
wrote a paragraph or two about their famous
person. I encouraged them to use their best
grammar and to include all the important
information they could find about their
famous person. It was an exciting lesson
because students learned about people in
history, and they did it all in English. Some of
them had never read a whole book in
English and this proved to them that they
could do it. (Remember, some of the books I
checked out had only 10 pages, and some of
those had pictures).
Follow-up
This assignment was so successful that I
decided to use my students’ compositions to
decorate a bulletin board near the cafeteria. I
had students find a picture of their famous
person and using computer graphics, the stu-
dents made a sign to go with their composi-
tions. Now other students in the school
including Adult Basic Education/General
Education Diploma students and vocational
training students stop and read the composi-
tions and look at the pictures as they go to
the cafeteria. It has been a learning experi-
ence for everyone.
Reference
Huizenga, J., Snellings, C., & Francis, G.
(1990). Basic composition for ESL (3rd ed.).
Glenview, IL: ScottForesman/Little, Brown,
Author
Donna Price-Machado has taught all levels
of adult ESL for the San Diego Community
College District for more than 14 years. She
co-authored the San Diego Community
College’s ESL adult education writing curricu-
lum. Price-Machado won the 1993
TESOL/Newbury House Award for Excellence
in Teaching.
What did he/she do? Effects on
When did he/she do it? others
I ple too.
People
Sample Biography
Lesson
Your assignment is to read a biog-
raphy about a well-known person.
1. You should read the whole book
and take short notes as you read.
Try not to worry if you don’t under-
stand every word. Try to get the
meaning without looking up words
in your dictionary. I will be walking
around to help you if you need it.
2. Answer the questions below about
the person you have. Be sure you
understand why that person is
important because you will be
teaching the biography you read
to at least two other students.
l What is the name of your
famous person?
l Is that person alive today? If no,
when did that person die?
What contribution did your per-
son make to our society? When
did s/he do the special thing?
(Don’t copy from the book—
write in your own words a few
reasons why we remember that
person today.)
l How did your famous person
affect other people or history?
l If your person invented some-
thing, what was life like before
the invention?
3. Find a partner and complete the
chart. You will exchange informa-
tion about your biographies.
4. Write a paragraph about the per-
son you researched. If your papers
are well done and interesting, we
will hang them on the bulletin
board upstairs by the cafeteria with
a picture of the person so other stu-
dents can learn about famous peo-
Spring 1994 33
 Grammar Co-op: Pooling Resources
Karen A. Russikoff and Larry K. Robinson
“I need help, but I can’t find a time to
meet with my teacher! I have another class
during her office hours!”
Students at our primarily commuter cam-
pus frequently voice this concern, even
though faculty try to arrange convenient
office hours and appointment times. Our ESL
students do have tight schedules, but they are
sometimes less assertive than they should be
about requesting individual attention from
their instructors. These students, however,
may make the greatest gains through addi-
tional conferencing (Hall, 1990).
In an attempt to bridge this gap and
reduce the affective concerns of our ESL pop-
ulation, we undertook a pilot project called
The Grammar Co-op, in which students could
meet briefly with any available faculty mem-
ber to discuss a grammatical or other prob-
lem they might be encountering in their
current ESL coursework.
Program Description
Instructors who chose to participate made
one or two of their regular office hours per
week available for these walk-in students—
although the students were not necessarily in
the instructor’s own classes. Attempts were
made to offer as many different hours and
days as possible. In each ESL course, faculty
announced the program and passed out fly-
ers listing instructors’ names, available hours,
and office locations. Faculty also posted these
lists on their office doors.
Students who had complained or made
excuses for not seeking faculty assistance
could now turn to another instructor for help.
The guidelines for conferencing, however,
were purposefully limiting:
1. Only students currently enrolled in ESL
courses could participate;
2. Students and faculty would discuss only
grammatical concerns, thereby avoiding dis-
cussions of individual teaching styles, differ-
ent requirements, or unfamiliar assignments;
and
3. The time limit of 5 minutes, while never
actually enforced, created the necessity, and
the advantage, of a single focus.
The typical student who took advantage
of this offering was one who would bring in
an essay and request an explanation of a
recurring problem, such as subject/verb
agreement, tense sequence, or article/noun
34 TESOL Journal
manipulation. She could then hear, in per-
haps a fresh way, a different teacher’s man-
ner of phrasing the rule with new examples.
Another type of student was one who was
studying for a test and realized he still did
not understand a particular verb tense or arti-
cle usage. With his teacher unavailable, he
would then find a co-op faculty member and
clarify the matter.
Assessment
During the 10-week quarter in which we
piloted the Grammar Co-op, some teachers
never met with any students (i.e., those hav-
ing posted office hours at less popular cam-
pus times). Those of us who had the
opportunity to assist these students usually
met with them for only a few minutes to
explain a single point. On several occasions,
a student would return to the same instructor
a few days or weeks later for another matter.
None of us was ever overwhelmed by hordes
of anxiety-ridden ESL students, and no one
complained that it took time away from
his/her own students.
Instead, advantages of the project were
confirmed by both groups involved. The first,
regarding the affective area, was perceived
by students. The faculty had loudly commu-
nicated to the ESL student population the we
Send it to:
Christine Stryker and Dorothy Taylor
Editors, Tips from the Classroom
TESOL Journal
Department of English (M/C 162)
University of Illinois at Chicago
601 S. Morgan
Chicago, IL 60607 USA
had a serious investment in their success and
that we were not willing to let them slip
through cracks in the system. Even students
who had never participated thought it was a
good idea, “generous and positive,” because
they understood it was available if they ever
wanted or needed it.
Faculty also benefited by their renewed
recognition of the need for networking and
collaboration. Because so much of what we
do in the classroom and office is solitary and
isolating, we found that the connection to
other students and other faculty validated our
work. Though not required, we talked more
among ourselves about approaches and
assignments, gaining considerably from each
other’s innovations. And in response to our
work with students who took advantage of
our pooled resources, we identified specific
grammatical areas that warranted attention
and passed on this awareness to our own
classes.
Reference
Hall, C. (1990). Managing the complexity
of revising across languages. TESOL
Quarterly, 24, 43-60.
Authors
Karen A. Russikoff teaches English for aca-
demic purposes at California State Polytechnic
University, Pomona. She is a doctoral student
in the Language, Literacy, and Learning spe-
cialization at the University of Southern
California. Her main research interests
include ESL literacy and learning strategies
and language maintenance issues.
Larry K. Robinson is the ESL Program
Coordinator and Professor in the English and
Foreign Languages Department at California
State Polytechnic University, Pomona.
Moving? We’d like to
go with you.
Help us keep our records up to date by sending
your old TESOL Journal label and your new
address to the Membership Department, TESOL
Central Office. Prompt reporting of address
changes will guarantee steady delivery of
membership publications and help the association
avoid additional expenses for remailing materials.
 How often have you been told not to
judge a book by its cover? I guarantee that in
the case of Fictional Flights you won’t be dis-
appointed if you do.
Fictional Flights, an advanced ESL reading
text edited by Howard Sage, is a collection of
unsimplified fictional selections by U.S., Irish,
and British authors. Short stories reflecting
fact and fantasy such as “Jack and the
Beanstalk” or “The Princess and the Pea” are
presented alongside stories that highlight the
plight of immigrants (“I See You Never”) and
a mother-son relationship (“Gerald’s Song”).
The appealing cover illustration of people
suspended in space, reading comfortably in
armchairs as they float, captures the essence
of successful and pleasurable reading experi-
ences—the setting free of self to interact with
a plot, its characters, and their feelings.
Through the use of real literature and
reflective and interactive discussion and writ-
ing activities, this refreshing reading text
restores the role of the reader—the L2
learner—to the reading process. In the spirit
of whole language philosophy, ESL students’
confidence and ability to read and under-
stand fiction is developed by tapping into
their own rich and varied life experiences.
Unlike other ESL reading texts that aim at
developing students’ ability to read and
understand fiction, Fictional Flights empow-
ers students to remember and talk about how
they dealt with difficult people in their lives
(“The Other Launderette”), to write about an
instance when they were faced with making
a choice between two or more impossible or
horrible alternatives (“Guest of a Nation”),
and to reflect upon congruent events in their
lives and in the lives of their countries that
echo in their present circumstances (“The
Boarding House”).
The book begins with an exercise in cre-
ative visualization, enticing the learner to take
a flight into the world of imagination. The
black and white photo accompanying this
page focuses attention on the world below,
positioning the readers at a vantage point
high above the city buildings and challenging
us to see the reading experience from a new
Fictional Flights.
Howard Sage.
Boston, MA: Heinle & Heinle, 1993.
Pp. xxi + 280.
Reviewed by Angela Parrino
perspective. The picture also sets the tone for
the titles of the 18 chapters of the book,
ranging from Departures I and Departures II
to Advanced Solo and The Territory Ahead.
Each chapter includes its own goals and
activities and a corresponding piece of fic-
tion. The first few chapters focus on distin-
guishing fact from fiction and establishing the
foundations of fiction. Students go on to
explore character, setting, plot, point of view,
images, symbols, styles, and themes in subse-
quent chapters.
A key line from each short story marks the
title page of the chapter. For example,
Chapter 12 begins: “Aren’t you ashamed?” the
mother yelled at her. “Aren’t you ashamed to
act like that in front of the doctor?” This line
concretizes a goal of the chapter (to study
ordinary and extraordinary events in fiction)
and provides a springboard for brainstorming
with students about the story (a reexamina-
tion of point of view, character, language,
and theme). Prereading activities prepare stu-
dents for their interaction with the text. An
audiotape of selected readings, another com-
ponent of the package, may be used to
develop students’ aural strategic competence
and appreciation for the contribution of into-
nation, rhythm, and style to literary under-
standing. Students are told in advance that
they will have at least two opportunities to
listen to the story, once to grasp the main
idea of the story and another to try to under-
stand some of the more abstract ideas pre-
sented. This reduces student anxiety. Worthy
of mention is Sage’s selection of readers for
the taped stories. Students are exposed to
speakers of various English dialects, who
supply authentic samples of language.
The stories themselves are rich in similes,
metaphors, and idiomatic expressions natu-
rally contextualized in the stories’ plots. The
subsequent discussion and writing activities
are a mixture of traditional activities
(true/false, multiple choice, and fill-ins) and
less traditional activities (factual and fantasy
cloze procedures, categorization through
graphs, checklists, and even an application
for employment to understand the character
of Uncle Bruno from the story “Job Hunt” by
John Zebrowski). A teacher’s guide enhances
the effectiveness of the overall package by
providing general guidelines and specific
instructions.
Fictional Flights will definitely be one of
the new books I recommend to my TESOL
graduate students this coming academic year.
Although written with the adult learner in
mind, the selected short story themes lend
themselves to the upper elementary through
high school learners as well. The book’s con-
tent is well thought out; it uses authentic lit-
erature to develop the reading skills of L2
learners. Judging this book as a good one
from its cover is definitely a safe thing to do.
Author
Angela Parrino, Assistant Professsor of the
MA in TESOL Program at CUNY-Hunter
College, teaches courses in methodology and
second language acquisition and supervises
student teachers in the New York City Public
Schools.
Spring 1994 35
 REVIEWS
New Dimensions, a high-level ESOL text
for adults, is a holistic and happy blend of
attention to form and meaning. Appropriate
for a variety of adult ESOL programs, New
Dimensions comes in two levels,
Intermediate and Advanced. In each of the 10
attractively presented units in both levels,
exercises that focus on specific language
forms are preceded and followed by commu-
nicative activities involving reading, thinking,
writing, listening, and discussion.
The broad and universal themes of the
units (e.g., relationships, natural disasters,
happiness, secrets, lifestyles) ensure that stu-
dents will be able to relate the text to their
life experiences. This allows the ESL teacher
to thoroughly explore the topics by encour-
aging discussion and written responses
beyond the scope of the text exercises.
For example, almost every chapter has an
exercise with the heading, On a Personal
Level. Students are asked to think about the
relationship of money to happiness, qualities
they might look for in a mate, or emergencies
they may have experienced. Each of these
topics can be explored through literature,
theater, books, movies, or relevant television
programs, thus providing a wide range of
possibilities for discussion, reading, and writ-
ing. The sections called Give Your Opinion
and From Your Point of View hold out simi-
lar possibilities for extension of the text to
wider realms.
Although the format of the book is some-
what busy (with top and bottom margins of
less than a half inch), most pages have one
or more colorful illustrations or photographs
The Bilingual Family:
A Handbook for
Parents.
Edith Harding and Philip Riley.
Cambridge: Cambridge University
Press, 1986. Pp. vii + 155.
Reviewed by Jennifer Rayman
As the title implies, The Bilingual Family:
A Handbook for Parents is a guidebook for
parents who are considering raising their chil-
dren bilingually. The authors, both linguists
and parents of bilingual families, offer read-
ers a concise and clear presentation of the
issues involved in creating and maintaining a
36 TESOL Journal
New Dimensions.
Robert O’Neill and Pat Mugglestone.
White Plains, NY: Longman, 1993.
Pp. 104, Advanced; Pp. 90,
Intermediate.
Reviewed by Irene C. Pompetti-Szul
to provide visual relief from the exercises as
well as to supply context.
Sociolinguistic features of language and
discourse are addressed in both the commu-
nicative and formal exercises. For example, a
dialogue in which a friend asks for a favor is
followed by an exercise contrasting formal
and informal requests. Other points of study
are vocabulary, suprasegmental phonemic
features such as intonation and stress, and
bilingual family. The book is divided into
three sections: a survey of the issues; case
studies on a number of bilingual families, and
how they did it; and an alphabetical refer-
ence guide. Part 3 is an alphabetical listing of
27 specific issues and problems of particular
interest to parents, such as stuttering, inter-
preting and translating, code switching, and
refusing to speak the L1.
The heart of the book is Part 1. With the
first 82 pages, Harding and Riley reveal the
many issues facing parents in bilingual situa-
tions. Each chapter contains useful informa-
tion presented in a nontechnical way—from
Chapter 1, which defines some basic con-
cepts about the purposes and varieties of lan-
guage, to Chapters 2, 3, and 4, which expand
the definition of bilingualism and describe
the development of bilingual children. A per-
son with no background in the formal study
of languages, linguistics, or language learning
reported speech. Grammar is most often pre-
sented in communicative contexts.
The major writing activities in Units 1, 3,
and 7 of the advanced-level text prompt stu-
dents to compare and contrast, but the
authors miss an opportunity to further
develop comparison/contrast writing tech-
niques. In addition, whereas open-ended
writing is called for in Unit 1, later units often
control the writing, even to the point of using
fill-in-the-blanks. In general, the writing activ-
ities are the weakest in the text.
Overall, however, the wide variety of top-
ics and opportunities for student discussion
and role plays ensure that much class time
can be spent on meaningful communication.
Moreover, the large number of short, interest-
ing, form-focused, and vocabulary develop-
ment exercises in the language study sections
give students opportunities to fill in linguistic
gaps in their knowledge on an individual
basis.
New Dimensions is a comprehensive,
communicative, and imaginative ESL text for
adults.
Author
Irene C. Pompetti-Szul is Bilingual
Doctoral Fellow and Research Assistant at the
National Research Center on Literature
Teaching and Learning at the State University
of New York (SUNY) at Albany. She was
Assistant Professor of Education at SUNY, New
Paltz, Instructor of English (ESL) and Speech
Communication at Pennsylvania State
University, and a public school ESL Bilingual
Program Coordinator, curriculum writer, and
teacher for 15 years.
will find the material quite accessible. Instead
of using linguistic terms such as phonology,
syntax, and semantics, which may distance
the reader, the authors explain the very same
concepts in terms of sound, grammar, and
meaning.
Most parents will find Chapter 5, “What
Will Influence Your Decision Whether to

Bring up Your Children as Bilingual?” as the
most useful in assessing their own family sit-
uation. Many factors can contribute to such
an important decision: Which language is the
dominant community language? What lan-
guage do the parents speak to each other?
What is the effect of the child’s bilingualism
on their social interactions with other people?
I found the book particularly illuminating,
as my fiancé and I are planning to raise our
children bilingually. Though the book did not
answer all of my questions about bringing up
bilingual children, it provided me with a
broader understanding of the pertinent
issues.
This beginning-level book is an effective
tool for starting conversation classes. Similar
to other conversation texts, it includes pro-
nunciation exercises, listening for specific
informa-
tion, con-
versation
modeling,
and pair
practice
based on
topics
such as
personal
informa-
tion, num-
bers,
locations
and direc-
tions, and
problem
solving. However, it differs in how pair work
is undertaken: Role A students and Role B
students look at different pages of their
books while practicing; each is supposed to
discover the missing information by asking
their partner questions. This jigsaw design of
pair practice makes the text worth adopting.
The pair work in Talking Together
assumes that students working in pairs
exchange information for a reason. Although
the practice is structured, the specific guide-
lines for role playing on separate pages bene-
fit students who have learned English with a
focus on grammatical analysis and translation,
but who have had little experience with spo-
ken language.
Talking Together’s review units cleverly
recycle the language points students have
learned, fostering real interaction among stu-
dents. For example, The Small Talk Game (p.
34) is presented as a game board. Each stu-
dent in the group uses a small object to move
A parenting handbook may not seem like
an appropriate tool for an ESL educator, yet
ESL professionals teaching at any level,
whether dealing with children or dealing with
adults, will find this book a useful addition to
their library. Parents dealing with the issues
of raising bilingual children can be found in
almost any adult ESL classroom. Teachers will
benefit from gaining an insight into the inner
workings of the issues that face bilingual
families, and they may even find some of the
information meant for parents applicable to
the classroom. Chapter 3, “Some Things you
Should Know About Being Bilingual,” pro-
vides some particularly useful information
Talking Together.
Marc Helgesen, Amy Parker, and
Kevin McClure.
Harlow, England: Lingual House,
1993, pp. 96.
Reviewed by Yuh-Mei Dora Chen
spaces on a series of squares and answer
questions listed in the squares. The students
get points only when their answers are
understood or approved by the other group
members. Because students’ answers may
vary according to their individual situations, I
have observed that in my classes, the practice
becomes less structured and more like
authentic communication.
L2 teachers seek purposeful communica-
tion, so pair practice and group work appear
to be common activities in ESOL classrooms.
But how to make these activities meaningful
and contextualized has also concerned us.
Talking Together clearly illustrates essential
communicative strategies such as clarifying,
requesting, offering, apologizing, and ending
a conversation, which are embodied in the
expressions in the Hint Box of each unit and
the patterns provided in review units. For
example, the Hint Boxes supply useful
expressions such as What does ... mean?,
Could you repeat that?, How do you spell ... ?
The review units list practical patterns such
as Could you help me?, Would you like a cup
of coffee?, and Well, I need to get to class. In
addition to the design of language practice,
the book’s appendices contain detailed and
specific classroom notes for the teacher with
suggestions for activities and the tapescripts
for each unit.
REVIEWS
that would apply to anyone trying to become
bilingual. Though ESL students may not go
through the same experiences as bilingual
children, they certainly go through some of
the same processes in becoming bilingual
adults.
Author
Jennifer Rayman will receive her MA in
English Language and Linguistics from the
University of Arizona in May 1994. She works
professionally as an interpreter for the deaf
and plans to pursue a PhD in deafness and
ESL issues.
Talking Together has some shortcomings
as well. Language educators and researchers
currently claim that it is necessary to integrate
four language modes while teaching a lan-
guage. They believe that learning is easier
when lessons include reading and writing as
well as speaking and listening. The authors
of this book put an emphasis on the impor-
tance of speaking and listening, thereby over-
looking literacy development.
In addition, the units in this task-based
syllabus do not seem related. Most of them
are concerned with daily life, but some focus
on grammatical points such as present
actions, verb forms, and frequency. Because
the authors have presumed that the students
have been learning English, grammar could
be better integrated into the lessons and
exemplified in more interesting topics, for
example, the use of past experience to prac-
tice past tense.
It would also be better if teaching notes
and tapescripts were included separately in a
teacher’s manual, especially because the
answers that students need to work out in
each unit are there. Although the authors
suggest that teachers may ask their students
to remove those pages if they don’t think stu-
dents should see them, how might students
react when asked to do so?
Despite these drawbacks, I thoroughly
recommend Talking Together to any teacher
of beginning ESOL conversation classes. The
book includes meaningful pair work in each
unit and gamelike review units, both of
which help develop students’ communicative
competence in an enjoyable way.
Author
Yuh-Mei Dora Chen is now teaching at
National Taichung Institute of Commerce in
Taiwan. She received her PhD in Language
Education at Indiana University in 1992.
Spring 1994 37
 REVIEWS
Have you ever found yourself in this situ-
ation: You have planned your lesson except
for a warm-up, transitional, or closing activity
that is quick, level-adaptable, and requires
few or no materials, You can only think of
one: Hangman. If
you can relate to
this scenario, Five-
Minute Activities:
A Resource Book
of Short Activities
is for you. More
than simply a
resource of fillers
for teachers, this
new addition to
the Cambridge
Handbooks For
Language
Teachers series
exemplifies the
view that all activities, even fillers, should
have “genuine learning value for students”
(p. x). The authors even make it a point to
mention in the introduction that you will not
find Hangman among the list of activities.
The brief introduction covers issues such
as language levels, timing, preparation, and
organization of activities; it also makes sug-
gestions for integrating the activities into the
lesson. All the information reflects the extent
to which the authors attempted to take every-
thing into consideration, resulting in a collec-
tion of materials that is useful in all teaching
situations. A closer look at the activities, of
which there are more than 130, proves the
authors were successful.
One drawback of the book is that it is
organized alphabetically by titles of activities.
This format makes the content pages uninfor-
mative until you are familiar with the activi-
ties and the names given to them, for
example, Flashing or Kim’s game. By using
the index, however, the utility of the book
becomes quickly apparent. Whether looking
under Functional, Grammatical, or any of the
four skills-based headings (i.e., Listening,
Speaking, Reading, or Writing), many activi-
ties are easily accessible.
The activities are laid out in such a way
that even if a teacher is simply flipping
through the book, the aim of each is clearly
indicated. Each activity supplies the focus
(e.g., listening comprehension and brief writ-
ing) followed by the procedure.
A typical functional activity might have
students interviewing each other in the role
of “the other you,” the sort of person they
would like to be (three variations of this
activity are included). A grammatical activity
might have students deciding what has just
38 TESOL Journal
Five-Minute
Activities: A Resource
Book of Short
Activities.
Penny Ur and Andrew Wright.
Cambridge University Press, 1992. Pp.
xii +105.
Reviewed by Scott H. Rule
happened, based on an exclamation (18
ideas for exclamations are supplied). A skills-
based activity might have students expand
newspaper headlines to full sentence form.
As mentioned above, many activities
include variations for longer activities and a
box with sample materials (often divided into
elementary, intermediate, or advanced mate-
rial). For example, in the activity, What Are
They Talking About, “students guess (based
on a sentence representing a bit of conversa-
tion that has been overheard) what the per-
son is talking about and anything else they
can infer about the situation, e.g., what sort
AN INVITATION
TO REVIEWERS
We welcome your reviews of
recently published ESOL text-
books, curriculum guides, com-
puter programs, and videos.
Send your submissions to:
Louis W. Holschuh
TJ Review Editor
American Language
Program/OSU
117A Ohio Stadium East
1961 Tuttle Park Place
Columbus, Ohio 43210 USA
of person the speaker is, what the relation-
ship is between the speaker and the person
addressed, and so on” (p. 90). The authors
supply 10 sample sentences, two of which
are: You idiot! We’ll never get it back now!
and You should have thought of that before.
Nothing I can do now.
Five-Minute Activities: A Resource Book of
Short Activities (including its bibliography of
20 other similar resources) should be on
every ESOL teacher’s bookshelf. The wide
variety of activities are quick, adaptable to
most levels, and require little or no prepara-
tion. The activities allow students to, as the
authors stress in the introduction, “practice,
learn, increase knowledge, and improve
thinking” (p. xi) and enjoy themselves. For
the teacher at a loss for ideas, or simply look-
ing for some new ones, this book is a wel-
come treat.
Author
Scott H. Rule, a graduate of the MAT pro-
gram at the School for International Training,
teaches at St. May College in Nagoya, Japan.
His interest in ESOL stems from his expedience
in Mauritania, West Africa, where he taught
EFL and conducted pre- and in-service
teacher training workshops with the Peace
Corps.
American Spoken English
Teach it... Learn it...
 Editor’s Note: In the Autumn 1993 issue of
TESOL Journal, a reader requested sugges-
tions on good introductory books for main-
stream teachers to help them better
understand and serve the ever increasing
number of ESL students enrolled in their
classrooms. Respondents have suggested
many helpful resources, most published
within the past 5 years. These materials
should be of interest to our readers as well as
to schools wishing to organize a professional
resource collection for their mainstream
teachers serving ESL students.
Dear TJ,
The best introductory book for main-
stream teachers that I’ve seen and used is The
More Than Just Surviving Handbook, by
Barbara Law and Mary Eckes (1990, Peguis
Publishers, Winnipeg, Canada). Using
friendly, easy-to-understand language, the
book helps teachers progress from their first
encounters with students through appropriate
planning and testing. The authors help the
teacher understand the second language
acquisition process and give the teacher prac-
tical activities for all proficiency levels and
language areas. In short, it’s a handbook that
teachers will use on a daily basis. Mine is
dog-eared and truly loved.
Maureen Chenoweth
American Language Programs, Inc.
Campbell, California USA
Dear TJ,
Recently, I wrote a Guide for Mainstream
Teachers of ESL Students in the Racine Unified
School District (Racine, Wisconsin) as part of
my master’s degree work at the University of
Wisconsin in Milwaukee. The guide is
designed to help mainstream teachers better
understand and serve the ESL students in
their classrooms. What I wrote is specific to
my district but could be adapted to others. I
kept the material well organized and fairly
brief so interested teachers could refer to the
material as needed and not feel so over-
whelmed. The result is a 16-page guide
which was printed by my school district. I
would be happy to share it with interested
readers who contact me at Washington Park
High School, 1901 12th Street, Racine, WI
53403 USA.
Paula Gardina
Washington Park High School
Racine, Wisconsin USA
Dear TJ,
It was Judie Haynes’ and my experience
that our ESL students’ self-esteem, motivation,
and progress in English largely depended on
their social acceptance in the mainstream
class and their relationship with the main-
stream teacher. After all, that’s where they
were spending most of their day. Among the
8,000 texts in the field of ESL, we couldn’t
find one book designed to support main-
stream teachers.
Over the years, each in our own school,
we had been meeting mainstream teacher
requests for material, and providing in-service
training, either in after-school workshops or
informally in the teacher’s room. When we
met in 1991, Judie and I pooled our
resources, experience, and energy and
decided to write a practical support book for
classroom teachers of ESL students. The result
of our effort is the Classroom Teacher’s ESL
Survival Kit No. 1 (1994, Prentice Hall
Regents/Alemany Press). We covered topics
such as culture shock, strategies for commu-
nicating, ESL learning modes, and teaching
and testing strategies. Included are hundreds
of practical classroom tips, as well as lesson
plans and learning projects that involve
English-only students in the process. A list of
hints for the newcomers’ first days, annotated
resources, and a list of helpful materials to
stock in the classroom; tips for evaluating ESL
students and reporting to limited-English-
speaking parents; ways to increase individual
and class self-esteem and capitalize on ESL
learners as linguistic and cultural treasures
round out the text.
The 120 reproducible pages of activities
are designed to help ESL learners begin to
take responsibility for their own achievement.
Many of the activities can be audiotaped by
the mainstream teacher or peer teachers to
provide ESL students with oral input. An illus-
trated Welcome Booklet orients newcomers
to teacher talk, following directions, school
practices, and classroom rules. Also included
are visual discrimination and letter-matching
activities; coloring, drawing, and cut-and-
paste activities; single-page illustrated stories
with language-building activities; math opera-
tions; interactive tasks to stimulate socializing
between ESL and mainstream students, and a
simple textbook adapter that helps beginning
students work with and learn from the visuals
in their mainstream textbooks.
Other volumes are planned. Classroom
Teachers Survival Kit No. 2 will follow, we
hope in January 1995. It will provide repro-
ducible social studies, math, science, and
reading activities for ESL beginners in Grades
3-8, while Classroom Teachers Survival Kit
No. 3 will cover an introduction to language
arts for ESL students in Grades 3-8. These
materials should respond to your writer’s
request as they are explicitly designed to
help mainstream teachers better serve the ESL
students in their classrooms.
Elizabeth Claire
Saddle Brook, New Jersey USA
Dear TJ,
Regarding the request for materials
designed for mainstream teachers serving ESL
students, I’d like to suggest four books. Each
has particular strengths and weaknesses that
should assist readers in selecting appropriate
resources for their particular situation.
Robin Scarcella’s (1990) Teaching
Language Minority Students in the
Multicultural Classroom (Prentice Hall
Regents) provides a good foundation and will
help mainstream teachers become more
understanding of their L2 students.
Unfortunately, although it is well written, it is
not typeset or laid out very well, and some
teachers may find it hard to read. Others may
become impatient because it is not entirely a
practical book (only about half of it has con-
crete ideas for what a teacher might actually
do in the class).
Spring 1994 39
 Patricia A. Richard-Amato and Marguerite
Ann Snow’s (1992) The Multicultural Class-
room: Reading for Content-Area Teachers
(Longman) is an anthology written for con-
tent-area teachers. The sections, Theoretical
Foundations, Cultural Considerations, The
Classroom: Instructional Practices and Materi-
als; and Reading in Specific Content Area
contain much that would be valuable for a
mainstream teacher. However, I think most of
the readings appeal more to graduate stu-
dents than to busy practicing teachers.
Gail Heald-Taylor’s (1991) Whole
Language Strategies for ESL Students
(Dominie) will be very popular with teach-
ers. A slim volume of 75 pages, with lists of
ideas and examples of actual ESL student
work, it is eminently accessible and practical.
It gives teachers reasonable expectations for
ESL students, and techniques for developing
their oral, reading, and writing skills in the
context of a whole language approach. Its
limitation is that it speaks only to teachers of
K-3 students.
A book with wider appeal is Suzanne
Peregoy and Owen Boyle’s (1993) Reading,
Writing and Learning in ESL: A Resource
Book for K-8 Teachers (Longman) which lives
up to its claim to be “straightforward, theoret-
ically sound yet practical” (p. xiii). Examples
address who ESL students are and what they
can do, what content teachers with ESL stu-
dents do in the classroom. Specific activities
will appeal to the teacher looking for con-
crete help. A strong chapter on second lan-
guage acquisition (SLA) makes theory
(including proficiency, communicative com-
petence, comprehensible input, social inter-
action, sheltered instruction, thematic
instruction, zone of proximal development,
and scaffolding) accessible even to a novice
in SLA. Although most of the book is devoted
to the writing process, reading literature, and
reading across the curriculum, there is cover-
age of oral language development in the SLA
chapter. This new book is the best I’ve come
across. High school teachers may feel left
out, but it even has much to offer them (per-
haps supplemented with content-specific
chapters from Richard-Amato and Snow).
I hope these suggestions will prove useful
to TJ readers seeking resources to help their
mainstream counterparts.
Kitty Barnhouse Purgason
Department of TESOL and Applied Linguistics
Biola University
La Mirada, California USA
40 TESOL Journal
Post Script
The following letter (abridged here) was
received in response to our Winter 1993/1994
issue.
Dear TJ:
In your Winter 1993/1994 issue (Ask the
TJ p. 44) TESOL Journal published a letter
from North Cyprus, Turkey. Why does the
TESOL Journal accept letters and publish
them from the so-called country of North
Cyprus, which is only recognized by Turkey?
I really believe that the intention of TESOL
Journal is to promote education and that
TESOL Journal, with its stature and interna-
tional circulation, should promote the truth as
far as ethnic and national matters. Cyprus, an
independent country since 1959, was invaded
by Turkey in 1974. The fact is that Cyprus
was divided and two thirds of it is occupied
by 40,000 Turkish troops, who are there
despite world pressure and despite United
Nations resolutions. I hope that in the future
more care will be taken to avoid such mis-
leading information.
George A. Karachristos
Pyrgos, Greece
The Editor Responds: The United Nations
does indeed recognize the sovereignty of the
nation of Cyprus. TESOL Journal regrets hav-
ing associated North Cyprus with Turkey and
apologizes for the error.
Questions,
responses, and
suggestions for
Ask the TJ should
be sent to:
Nancy Cloud
Editor, Ask the TJ,
TESOL Journal
Department of Curriculum &
Teaching
243 Gallon Wing, Mason Hall
113 Hofstra University
Hempstead, NY 11550 USA
Note: TESOL Journal reserves the right to edit
submissions.
A question to
you, the
readers of
TESOL Journal
I’m an experienced ESL teacher, and
I’ve read a lot about action research.
I’m particularly interested in conduct-
ing investigations in real-life settings to
answer instructional questions (e.g.,
Does use of cooperative groups in
instruction promote L2 development
better than teacher-centered instruc-
tion? Do teacher-developed materials
work as effectively as commercially
available materials?). I’d like to pursue
action research with my ESL students
and myself as researchers. How can we
get started? What resource books or
contacts can your readers suggest?
We want your questions as well as your
responses. Do you have any questions that
you would like to ask your fellow TESOL
professionals? Ask the TJ is an open forum
for giving and getting advice from profession-
als around the world.
Books for a Small Planet:
A Multicultural/Intercultural
Bibliography for Young English
Language Learners
by Dorothy S. Brown
This new bibliog-
raphy of books
with diverse eth-
nic settings and
characters is a
boon to the ESOL
and mainstream
teacher from
preschool through
high school.
Contact TESOL for ordering information:
TESOL Publications
1600 Cameron Street, Suite 300
Alexandria, Virginia 22314
Tel. 703-836-0774 Fax 703-518-2535
fool.
3,No.3 spring1994

TESOL
JOURNA Ajournal
ofteaching
andclassroom
research
fromTeachers
ofEnglish
to Speakers
ofOtherLanguages,
Inc.
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