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WVABE

Instructor

Handbook

2013

14

Section

14

Teaching

English

as

a

Second

Language

(ESL)

in

West

Virginia

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The West Virginia Adult Basic Education (WVABE) Program is funded by the Adult Education and Family Literacy Act, enacted August 7, 1998 as Title II of the Workforce Investment Act of 1998.

WVABE is administered through the West Virginia Department of Education Office of Adult Education and Workforce Development, Building 6, Room 230, 1900 Kanawha Boulevard, East, Charleston, West Virginia 25305-0330.

The WVABE Instructor Handbook is produced by the WVABE Professional

Development Program, whose fiscal agent is the Regional Education Service Agency (RESA) 3, 501 22nd Street, Dunbar, West Virginia 25064-1711.

For questions or concerns related to the content of the WVABE Instructor Handbook, contact Cathy Shank at the WV Adult Education Hotline, 1-800-642-2670, or via email at cshank@access.k12.wv.us.

RESA 3 does not discriminate on the basis of race, color, religion, sex, national origin, age,

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14

 

 

Teaching

 

English

 

as

 

a

 

Second

 

Language

 

(ESL)

 

in

 

West

 

Virginia

 

INTRODUCTION TO TEACHING ENGLISH AS A SECOND LANGUAGE (ESL) ... 1 

WHAT IS THE ENGLISH LITERACY AND CIVICS (EL/CIVICS) PROGRAM? ... 2 

INTAKE FORMS ... 3 

DO YOU NEED TO ASK IF THE ESL APPLICANT IS LEGAL? ... 3 

ARE THERE ANY FOREIGNERS WHOM YOU CANNOT SERVE IN WVABE PROGRAMS? ... 3 

DO ESL STUDENTS NEED TO COMPLETE THE ABE 400 STUDENT PROFILE FORM? ... 4 

DO ESL STUDENTS NEED A SOCIAL SECURITY NUMBER (SSN)? ... 4 

DO ESL STUDENTS NEED TO SIGN A RELEASE OF INFORMATION? ... 5 

NEEDS ASSESSMENT AND SCREENING ... 6 

NEEDS ASSESSMENT AT INTAKE ... 6 

FACTORS THAT MAY AFFECT LANGUAGE LEARNING ... 6 

CLASSROOM NEEDS ASSESSMENT ... 8 

LEARNING STYLES ASSESSMENT ... 8 

BARRIER IDENTIFICATION AND SPECIAL LEARNING NEEDS SCREENING ... 9 

STANDARDIZED SKILLS ASSESSMENT ... 10 

READING/WRITING CORRELATIONS ... 10 

LISTENING/SPEAKING CORRELATIONS ... 11 

ASSESSING STUDENTS PREPARING FOR U.S. CITIZENSHIP ... 11 

CURRICULUM ... 12 

CURRICULA FROM OTHER STATES ... 12 

DISTANCE EDUCATION CURRICULA FOR ESL STUDENTS ... 13 

ESL MATERIALS ... 14 

ESL BEGINNING LITERACY (FFL 7) LEVEL TEXTS ... 14 

ESL LOW AND HIGH BEGINNING LEVELS (FFL 8‐9) TEXTS ... 15 

ESL LOW AND HIGH INTERMEDIATE LEVELS (FFL 10‐11) TEXTS ... 16 

ESL ADVANCED LEVEL TEXTS (FFL 12) ... 16 

VIDEO SERIES ... 17 

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INTERNET RESOURCES ... 18 

STARTING UP AN ESL PROGRAM – RECRUITMENT ... 18 

CULTURAL CONSIDERATIONS ... 19 

THE STUDENT/TEACHER RELATIONSHIP ... 19 

CULTURE SHOCK ... 21 

SOME SYMPTOMS OF CULTURE SHOCK (FROM SURVIVAL KIT FOR OVERSEAS LIVING BY L. ROBERT KOHLS) .... 22 

FURTHER READING ON CROSS‐CULTURAL ISSUES ... 22 

APPENDIX ... 25 

JOB DESCRIPTION: ADULT BASIC EDUCATION INSTRUCTOR ENGLISH FOR SPEAKERS OF OTHER LANGUAGES ... 27 

WVABE ESL ... 29 

REGISTRATION/ BACKGROUND INTERVIEW ... 29 

ENGLISH AS A SECOND LANGUAGE NEEDS ASSESSMENT ... 33 

ESL STUDENT SELF‐ASSESSMENT ... 36 

ESL LEARNING STYLES QUESTIONNAIRE ... 37 

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I N TROD UCTI ON TO TEACH I N G EN GLI SH AS A

SECON D LAN GUAGE ( ESL)

The English as a Second Language (ESL) program is the specialized part of West Virginia Adult Basic Education (WVABE) that addresses the needs of adult English Language Learners (ELLs) including immigrants, temporary residents, and citizens of the U.S. whose native language is not English. The ESL program offers

instruction in English for Speakers of Other Languages (ESOL) that encompasses instruction in pre-literacy skills, reading, writing, listening, speaking, grammar, U.S. citizenship, civic participation, cultural literacy, and test preparation for the TOEFL (Test of English as Foreign Language) and other college entrance examinations.

The main concern of the ESL program is to help adult ELLs to communicate in American English in order to enter the American mainstream. Some adults want to study English to get a job or get promoted; to help their children with schoolwork; to communicate with acquaintances and coworkers; to enter vocational and higher education programs; or to pass the Citizenship Exam and become a U.S. citizen. Some students have post-graduate degrees in their own languages while others are not even literate in their native language. Some want only survival competence, while others want to have advanced linguistic competence. Some speak and understand English quite well but do not read or write it. Others have the reverse abilities.

The ESL program must take into account all of these factors. The ESL program should also address difficulty caused by the difference between the sound systems and alphabetic systems of English and the first language. Last but not least, a good ESL program considers cultural adjustment difficulties that can be a major barrier to integration.

The ESL program in West Virginia is offered in various formats:

Individualized or small group instruction – for individuals or very small groups enrolled in general ABE classes or literacy programs seeking ESOL instruction

ESL classes – groups of ELLs enrolled in classes specifically focused on ESL instruction and organized according to the participants’ language

proficiency level, on topics of interest, or on workplace or family literacy needs  English Literacy/Civics – classes that focus on improving English language

skills, encouraging civic participation, improving knowledge of U.S. history and government, and/or preparing participants for the U.S. citizenship process

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W h a t is t h e En glish Lit e r a cy a n d Civics ( EL/ Civics) Pr ogr a m ?

The English Literacy and Civics (EL/Civics) program is a set aside grant from the U.S. Department of Education. It is authorized by the Adult Education and Family Literacy Act, Title II of the Workforce Investment Act (WIA). Federal legislation provides EL/Civics funding for these purposes:

 Promote the development of integrated programs of services that incorporate both English literacy (academic English) and civics education.

 Help students acquire the skills and knowledge to become active and informed parents, workers, and community members.

 Equip students with the skills and knowledge needed to participate effectively in the education, work, and civic opportunities of this country.

 Provide contextualized instruction in:

o Rights and responsibilities of citizenship

o Naturalization procedures – how to gain U.S. citizenship o U.S. history, government, and culture, including diversity and

multiculturalism

o Civic participation – becoming active participants in the community

Instructors that work in programs that receive EL/Civics funding are responsible for more than academic instruction that is focused on reading, writing, listening, and speaking skills. Contextualized instruction means these skills are taught in the context of U.S. history and government and of civic participation in the local

community. Civic participation means that immigrant students learn to interact with social, political, and educational structures (lib n\

raries, banks, schools, etc.) in their communities. In addition, students that want to prepare for U.S. citizenship are provided with appropriate resources.

For further study on civics and citizenship:

Citizenship Resource Center

www.uscis.gov/citizenship

This site provides learners, instructors, and organizations with a one-stop resource for locating citizenship preparation materials and activities.

Civics and Citizenship Toolkit

www.citizenshiptoolkit.gov

This site offers a collection of citizenship preparation materials, resources, and information.

EL/Civic Online

http://www.elcivicsonline.org/

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I N TAKE FORM S

Personal contact at the outset is vital to establishing rapport with English Language Learners (ELLs). Therefore, it is a good idea to welcome program applicants and explain the intake and placement process. ESL instructors should follow the

standard intake procedures detailed in Section 4. A few items may be a bit different as indicated below.

D o you n e e d t o a sk if t h e ESL a pplica n t is le ga l?

In the K-12 system, it is illegal to ask students to show proof of their immigration status as a condition of offering educational services. National adult education legislation does not specify the need to prove legal status nor forbid a legal status requirement. WVABE does not requireadult students to present passports, visas, work permits, or social security cards to prove legal status.

Ar e t h e r e a n y for e ign e r s w h om you ca n n ot se r ve in W VABE pr ogr a m s?

Federal rules prohibit ABE/ESL programs from serving individuals who have come to the United States for the purpose of studying full-time in a university or a private language school. A particular type of visa is issued to full-time foreign students studying in the U.S. Students with thisF-1 Visa status may not be servedby ABE/ESL programs. You may serve the spouses and family members of these foreign students because they are assigned a different visa classification. So, be sure to always ask enrollees if they are currently attending a college,

university, or private language school. If so, then ask them if they have an F-1 Visa.

In summary, your program MAY NOT:

 Assist a foreigner in obtaining an F-1 Visa by issuing an I-20

 Allow a foreign student with an F-1 Visa to transfer to the ABE/ESL program from a university or private language school

 Serve a foreign university student with an F-1 Visa who wants to supplement his or her education by attending your program

Most ABE/ESL programs have never issued an I-20 or served ELLs with F-1Visas.

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D o ESL st u de n t s n e e d t o com ple t e t h e ABE 4 0 0 St u de n t Pr ofile For m ?

The ABE 400 Student Profile Form (Section 4 Appendix) is a complicated document even for a native English speaker. ESL students should never be asked to complete that form without assistance.

You will need to obtain the information for the ABE 400 Student Profile Form yourself by gathering information from the student and then either entering the data into the management system (AEMIS) yourself or transferring the information to the

ABE 400 Form to be entered by your data manager.

You may want to use the Registration/BackgroundInterview (Section 14 Appendix) to collect the basic information needed for the ABE 400 Form from the learner at intake. It is recommended that you conduct an oral interview in order to get the most accurate information. Often a new applicant is accompanied by a friend or family member who speaks English better than the individual and may be able to act as a translator in helping to get complete information. Former students may also be enlisted as translators.

D o ESL st u de n t s n e e d a Socia l Se cu r it y N u m be r ( SSN ) ?

Legally, the ABE/ESL program may not require any student to provide a Social Security Number (SSN). The reason for having the SSN on the ABE 400A Student Profile Form is for matching data relating to job placement, high school equivalency completion, or entry into other educational institutions, etc. If an ESL student does not have a SSN, leave that section blank on the forms. Do not enter “made up” or partial numbers, or a Taxpayer Identification Number (TIN).

It is important to encourage students who have a SSN to provide that

information. Otherwise, it is not possible to do ‘data-matching’ that verifies that a student whose goal is to get a job, pass the high school equivalency test, or enter a post-secondary institution has accomplished that goal. If no SSN is available, your program cannot get credit for certain core indicator achievements.

Please Note: Even without a Social Security Number (SSN), your program CAN receive credit for educational achievements (i.e., completed FFL, moved to higher FFL). However, for students whose goals involve employment, high school

equivalency test, or post-secondary education, you MUST have the SSN.

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the IRS) and receive a TIN configured in the same way as the SSN, which can be used in most places in lieu of the SSN. However, for the ABE 400A Student Profile Form, please do not use a TIN in place of the SSN.

D o ESL st u de n t s n e e d t o sign a Re le a se of I n for m a t ion ?

Data on the ABE 400A Student Profile Form (Section 4 Appendix) may be transmitted to RESAs and to the WV Department of Education without a formal release of information. However, in order for our state to do ‘data-matching’ to verify some federal core indicator goals (employment, high school equivalency completion, and post-secondary education), a Release of Information must be obtained and kept on file.

Regular ABE students are asked to sign the WVABE General Release of Information

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N EED S ASSESSM EN T AN D SCREEN I N G

Assessing the abilities, needs, interests, goals, and past experiences of English Language Learners (ELLs) should be an integral part of your intake. To gather this information and help learners define and reach their educational goals, your program will need to use a variety of assessment instruments. Try to make the process for collecting this information as non-threatening as possible.

ESL instructors must administer instruments for learning styles identification, barrier identification, and special learning needs screening as described in Section 5.

However, the assessment and screening instruments for ESL students may be quite different than those used by other ABE students. You may also need to gather additional information through a needs assessment process that is not required for other ABE students.

N e e ds Asse ssm e n t a t I n t a k e

You need to understand learners’ backgrounds, reasons for wanting to study and expectations, if you hope to meet their needs or expect to retain them in a program. ELLs have widely varying backgrounds, abilities, and aspirations. In order to adapt course work to the needs and expectations of learners in your program, you should find out as much as possible about each individual.

Needs assessment instruments can take a wide variety of forms, from survey

questionnaires, to learner-compiled inventories, to discussions, to dialogue journals. Adult education instructors, especially those who have very limited experience with ELLs, are often at a loss as to how and where to begin. One example of a needs assessment instrument that can be used with any level ESL student is the English as a Second Language Needs Assessment (Section 14 Appendix).

Fa ct or s Th a t M a y Affe ct La n gu a ge Le a r n in g

The length of time it takes to become proficient in English depends on such factors as age, language and educational background, native language literacy,

opportunities to practice, etc. For most adults, it takes up to two years to progress beyond basic survival English and five to seven years to understand and speak English well.

The Registration/Background Interview (Section 14 Appendix) will go a long way in helping you to gather some important information about the following factors in order to address these issues in the classroom.

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often more consistent in their class attendance, and are often more comfortable in slower-paced, non-threatening learning situations.

Native Language or Language of Education – Learners who are proficient in “romance” languages that are closely related to English (Spanish, Italian, French, etc.) can often make use of language cognates (words that are similar in both languages) to speed their second language acquisition. Those who use languages written in a Non-Roman alphabet (e.g., Russian, Arabic, Chinese, etc.) may need extra practice in English reading and writing skills.

Years of Education – Learners with more formal education are likely to prefer traditional classroom routines and learning strategies. Previous study of their own language structure will assist them in understanding the grammar of the new language. Learners with more formal education will not have to learn reading and study strategies; these basic academic skills will transfer to the new language. In contrast, those with less formal education often have fewer basic literacy skills and thus may need explanations that are more concrete or extra practice in reading and writing. Some adults have had almost no schooling and very minimal exposure to print of any kind. They will need to understand the relationship between print and spoken language before textbooks can be useful to them.

Previous Second Language Learning Experience – Learners who have previously studied and/or acquired more than one language already have some understanding of language structure which may transfer to learning English. In addition, they may have developed language-learning strategies that could be shared with other students.

Length of Time in an English-speaking Country – Learners entering an ESL class for the first time who have been in the country a short time are likely to progress rapidly in the beginning, but they will need much assistance in getting around the community. Those who have already lived in the country for quite some time without learning much English may have a good deal of experience with the local community to share with classmates, but they may also have “fossilized” pronunciation or grammar habits which are hard to break. They may progress much more slowly than the new arrivals.

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students to interview native English speakers may push them to practice their language skills in the workplace.

Learning Differences – Learners who seem to rely heavily on only one mode of learning may make slower progress for no other apparent reason. Like the general population, a certain percentage of ELLs have specific learning disabilities that affect the way they take in and process language, and their ability to produce written or spoken language. Using materials that move at a slower pace and include a great deal of multi-sensory input is advisable for these learners.

Cla ssr oom N e e ds Asse ssm e n t

A classroom needs assessment is a survey of students that is undertaken by the instructor in order to determine the groups’ educational needs and goals as well as something about what skills they have already mastered.

Each group of learners is different and the range of skills, interests, and goals within a class may vary widely from individual to individual and from group to group. The instructor, the individual learners, and the class as a whole need to be aware of these differences. The instructor needs to adapt the course to the particular group of individuals.

Effective programs also include ways for learners to assess their own progress. Often learners have a good sense of the progress they are making. Thus, it makes sense to ask them to stop and reflect on their progress from time to time. One tool for getting this type of information from the student is the ESL Student

Self-Assessment (Section 14 Appendix).

Le a r n in g St yle s Asse ssm e n t

Learning styles inventories (Section 5 Appendix)used by most ABE programs may not be appropriate for English language learners because the difficulty of the vocabulary interferes with getting accurate results.

The “MY CLASS” section of the ESL Student Self-Assessment (Section 14

Appendix) may be used to assess learning styles of ELLs. However, this instrument is designed for use mid-course or end-of-unit, not for initial assessment.

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Ba r r ie r I de n t ifica t ion a n d Spe cia l Le a r n in g N e e ds Scr e e n in g

Special learning needs screening questions (including the required three questions) are included as part of the Language/Education section of the

Registration/Background Interview (Section 14 Appendix). Barrier identification questions are within the Personal/Family Information section. If you use this

interview, it is not necessary to use any additional screening instruments for special learning needs or barriers.

For further study on needs assessment:

Beginning to Work with Adult English Language Learners: Some Considerations

http://www.cal.org/caela/esl_resources/digests/beginQA.html

This webpage deals with some of the things that teachers of ESL need to know when working with adult learners. This Q&A format discusses recommendations in four areas: application of principles of adult learning in ESL contexts, second

language acquisition, culture and working with multicultural groups, and instructional approaches that support language development in adults.

Learner Goal Setting

http://futureenglishforresults.com/materials/Author%20Articles/RMagy_Monograph.pdf

This document offers a clear and succinct set of recommendations for ESOL students regarding how to set and monitor goals.

Needs Assessment for Adult ESL Learners

http://www.cal.org/caela/esl_resources/digests/Needas.html

This digest focuses on ways to determine what learners want or believe they need to learn. Many of the activities described can also include or lead to assessment of proficiencies.

Practitioner Toolkit: Working With Adult English Language Learners

http://www.cal.org/caela/tools/program_development/CombinedFiles1.pdf This toolkit is designed to give guidance and information to ESL practitioners.

Teaching Multilevel Adult ESL Classes

http://www.cal.org/caela/esl_resources/digests/SHANK.html

In multilevel adult English as a second language (ESL) classes, teachers are challenged to use a variety of materials, activities, and techniques to engage the interest of the learners and assist them in their educational goals. This digest

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St a n da r dize d Sk ills Asse ssm e n t

Skill assessment of ESL students is distinct from that of regular ABE students. For ESL learners, grade levels have no bearing. ESL students are not usually assessed for math skills, but rather for reading/writing and listening/speaking skills.

ESL programs may use the BEST Literacy, BEST Plus, or CASAS as standardized assessment instruments for pre- and post-testing. For more information on these instruments and their use, see the Assessment Procedures for the National Reporting System (Section 6).

Assessment scores are recorded on the ABE 400B Student Profile Form (Section 4

Appendix) for entry, interim, and final assessments. The following charts translate assessment scores into Federal Functioning Levels (FFLs).

Re a din g/ W r it in g Cor r e la t ion s

Federal Functioning Level (FFL)

BEST Literacy Form B Raw Score or Scale Score Form C or

D

CASAS ECS or Life and Work Reading; or Citizenship Tests

Scale Score

7. Beginning ESL Literacy 0-20

151-180

8. Low Beginning ESL 21-52 181-190

9. High Beginning ESL 53-63 191-200

10. Low Intermediate ESL 64-67 201-210

11. High Intermediate ESL 68-75 211-220

12. 1Advanced ESL 76-78 221-235

Program Exit (cannot be shown in AEMIS) No Exit 236+

1

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List e n in g/ Spe a k in g Cor r e la t ion s

Federal Functioning Level (FFL) BEST Plus

CASASECS or Life Skills Listening, or

CIT Scale Score

7. Beginning ESL Literacy 0-400 171-180

8. Low Beginning ESL 401-417 181-190

9. High Beginning ESL 418-438 191-200

10. Low Intermediate ESL 439-472 201-210

11. High Intermediate ESL 473-506 211-220

12.1 Advanced ESL 507-540 221-235

Program Exit (cannot be shown in AEMIS) 541+ 236+

Asse ssing St u de n t s Pr e pa r in g for U.S. Cit iz e n sh ip

Students whose goal is to prepare for the Immigration and Naturalization Service (INS) U.S. Citizenship exam should be tested using CASAS citizenship assessment instruments (Section 6). They should be classified as ESL students.

1

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CURRI CULUM

WVABE does not have an established ESL curriculum. We do, however, have ESL Skills Checklists (found at

http://wvde.state.wv.us/abe/file-cabinet/index.html#skillschecklists) for each Federal Functioning Level (FFL). These will help you to know what skills need to be addressed at each level. There are two sets of checklists for each FFL: Reading/Writing (R/W) and Oral Communication (OC).

Reading/Writing includes:  Phonemic awareness

 Vocabulary, comprehension  Accuracy/legibility

 Organization/composition  Spelling/dictation

 Capitalization/punctuation

 Grammatical concepts/sentence structure/verb tenses

After students have been assessed to determine their FFL, use the ESL Skills Checklists for the subject area(s) and levels appropriate for the student. The checklists will help you to identify which skills the student may be having difficulty with and may need to review. Some students like to keep track of their progress by checking off skills they have mastered. Mastery of all items on a Skills Checklist

level may also be used to show readiness to take a standardized post-test if an

Assessment Waiver is required (see Section 6 Appendix).

Cu r r icu la fr om Ot h e r St a t e s

The Arlington Adult Learning System (AALS) Curriculum: A transitional ESL Curriculum for Adults

http://www.eric.ed.gov/PDFS/ED382058.pdf

This report details the ESL curriculum of the Arlington (Virginia) Adult Learning System.

Fairfax County Family Literacy Curriculum

http://valrc.org/content/esol/famlitcurric/

This curriculum is designed to be used in a multi-level adult ESOL family literacy class.

Fairfax County High Intermediate and Advanced EL Civics Curriculum

http://valrc.org/content/esol/ELCivics/index.htm

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North Carolina ESL Curriculum Guide

http://www.nc-net.info/ESL/guide.php

These lessons provide instructors with a range of design elements, from simple to advanced. The lessons are not leveled.

Pima College Adult Education: The Splendid ESOL Web–Resources for Teaching English to Speakers of Other Languages

http://cc.pima.edu/~slundquist/

This web site has everything needed to teach the functions of the Arizona Content Standards in the ESOL classroom with complementary computer activities.

REEP ESL Curriculum for Adults

http://www.apsva.us/cms/lib2/VA01000586/Centricity/Domain/74/reepcurricul um/index.html

The curriculum addresses nine proficiency levels ranging from Low Beginning to Advanced. Each level is designed for 120 to 180 hours of instruction, but the Needs Assessment component allows teachers to customize the

curriculum.

D ist a n ce Edu ca t ion Cu r r icu la for ESL St u de n t s

The following curricula may be used for distance learning opportunities for ESL students. For more information on distance education, see Section 13 of this

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ESL M ATERI ALS

The Center for Adult English Language Acquisition (CAELA) has complied and annotated a list of publishers of books and other materials related to ESL literacy and instruction for adults and out-of-school youth (see

www.cal.org/caela/esl%5Fresources/publishers.html). This list is provided as a reference and does not imply specific endorsement of the publishers or products listed.

WVABE has composed a short list of text, video, and software resources favored by our seasoned instructors.

ESL Be gin n in g Lit e r a cy ( FFL 7 ) Le ve l Te x t s

 Action English Pictures: Activities for Total Physical Response

 The Card Book: Interactive Games and Activities for Language Learners

 Look Again Pictures: For Language Development and Lifeskills

 Sounds Easy! Phonics, Spelling, and Pronunciation Practice

Alta Book Center http://www.altaesl.com

 Grab Bag Series Canadian Resources for ESL

www.eslresources.com

 Chalk Talks: Free Oral Expression Through Quick and Easy Symbols  Pre-Reading Resource Book

Linmore Publishing

http://linmorepublishing.com/

 Basic Vocabulary Builder  Practical Vocabulary Builder

McGraw-Hill

www.mheonline.com

 The Basic Oxford Basic Picture Dictionary

 Crossroads 1 Multi-Level Activity and Resource Package

Oxford University Press www.us.oup.com/us/

 All New Very Easy True Stories: A Picture-Based First Reader

 Longman ESL Literacy

 Picture Stories: Language and Literacy Activities for Beginners

 More Picture Stories

 Survival English: English Through Conversation

Pearson/Longman

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 Very Easy True Stories: A Picture-Based First Reader

 Action English Pictures: Activities for Total Physical Response

 The Card Book: Interactive Games and Activities for Language Learners

 Look Again Pictures: For Language Development and Lifeskills

 Sounds Easy! Phonics, Spelling, and Pronunciation Practice

 Zero Prep for Beginners: Ready-To-Go Activities for the Language Classroom

Alta Book Center http://www.altaesl.com

 Grab Bag Series Canadian Resources for ESL

www.eslresources.com

 Amazing Stories 1

 Getting Together: An ESL Conversation Book

Heinle ELT

http://elt.heinle.com

 Personal Stories, Books 1-2 Linmore Publishing

http://linmorepublishing.com/

 Everyday Situations for Communicating in English Grammar Form and Function 1

McGraw-Hill

www.mheonline.com

 The Basic Oxford Picture Dictionary  Basic Oxford Picture Dictionary Workbook

Oxford University Press www.us.oup.com/us/

 A Conversation Book: English in Everyday Life, Book 1  All New Easy True Stories: A Picture-Based Beginning

Reader

 Easy True Stories: A Picture-Based Beginning Reader  Grammarwork, Book 1

 Picture This: The Fast Way To Fluency

 Side By Side: English Grammar Through Guided Conversation, Book 1-2

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ESL Low a n d H igh I n t e r m e dia t e Le ve ls ( FFL 1 0 - 1 1 ) Te x t s

 Out & About: An interactive course in beginning English  Zero Prep: Ready-to-go activities for the language

classroom

Alta Book Center http://www.altaesl.com

 Grab Bag Series Canadian Resources for ESL

www.eslresources.com

 Our Lives: Authentic student stories for developing reading and writing skills

 Stories from the Heart

Linmore Publishing

http://linmorepublishing.com/

 The Basic Oxford Picture Dictionary Oxford University Press www.oup.com/us

 American Lives

 New Land, New Language

New Readers Press

http://www.newreaderspress.com

 A Conversation Book: English in everyday life, Book 2  Basic English Grammar

 Beyond True Stories: A high intermediate reader  Even More True Stories: An intermediate reader  GrammarWork, Books 2 and 3

 Side by Side: English grammar through guided conversation, Book 3-4  Exploring Through Writing: a process approach to ESL

composition

 Non-Stop Discussion Workbook

Heinle ELT

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 American Lives 3

 New Land, New Language

New Readers Press

http://www.newreaderspress.com  Focus on Grammar

 Longman Dictionary of Contemporary English and Workbook

 Fundamentals of English Grammar

 Understanding and Using English Grammar

Pearson/Longman

 Listening Dictation University of Michigan Press

www.press.umich.edu/esl

Vide o Se r ie s

 Connect With English Annenberg/CPB

www.learner.org/catalog/

 The New Americans (7 part video with lesson plan material)

Independent Lens

www.pbs.org/independentlens

Soft w a r e

 Road to Citizenship New Readers Press www.newreaderspress.com

 New Oxford Picture Dictionary  Oxford Picture Dictionary Interactive

Oxford University Press www.oup.com/us

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I N TERN ET RESOURCES

West Virginia ESL personnel have compiled a collection of ESL resources that have been organized in an online binder known as LiveBinder. These resources have been divided into topics such as Citizenship/Civics, Grammar, Lesson Planning,

Listening/Speaking, Vocabulary, etc. for ease in finding appropriate resources. This online resource binder is located at http://www.livebinders.com/play/play?id=610922.

STARTI N G UP AN ESL PROGRAM – RECRUI TM EN T

Getting a new ESOL class started may be a very difficult task because most established programs get new students by word of mouth. In starting up a class, try to determine which community programs, agencies, or businesses in your community offer services or employment to immigrants. Entities that may work with immigrants include: churches, public schools, lawyers, immigration offices, health clinics, migrant services, etc. Certain businesses may employ newly arrived immigrants: restaurants, hotels, construction companies, farms, factories, etc. Ask a representative to get you a list of potential participants or ask them to post a sign-up sheet or pass out a survey for you.

Also, you may try some flyers advertising ESL services, and a number to call. It is best if you can do the flyers in the native language of the participants (of course, you may need a person who speaks the language to answer the phone).

In the Section 14 Appendix, you will find some samples that may help you. The Do You Need to Study English? survey can be modified to be given to parents of children in schools that serve ESL students, or to businesses that have a large number of non-native English-speaking employees. This will help you to plan where to have a class, what time, and to identify the needs of the population. After doing a survey, you can send a follow-up letter saying the actual time and location of the class.

For further study:

Practitioner Toolkit: Working With Adult English Language Learners

http://www.cal.org/caela/tools/program_development/CombinedFiles1.pdf Talk Time Handbook

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CULTURAL CON SI D ERATI ON S

Prepared by: Cheryl Rowan, Retired ESL Instructor

Th e St u de n t / Te a ch e r Re la t ion sh ip

Adult Education as practiced in West Virginia espouses tenets unlike any other

educational offering in the state. The law does not hold our students in our classrooms until a certain age; we give no grades; we award no credit hours. We believe that the ideal teaching/learning situation is the adult/adult relationship. This is such a unique concept that adult students are often surprised with the freedom as well as

responsibilities of such an idea. It takes some time to adjust one’s viewpoint. On top of that, adult ESL students are faced with a myriad of other adjustments—among them, classroom and cultural presuppositions.

Sometimes, because we neglect to examine our own assumptions, we take for granted that others share ours. This leads down the road of culture bumps. The culture bump is one of the least recognized, yet widely experienced phenomena that humans

experience. It is a misunderstanding in which each party fails to recognize that there is a misunderstanding, being certain that each has understood the other perfectly. We

experience culture bumps with other Americans in an environment where we generally share the same language, the same fundamental education, and the same cultural icons. Imagine the possibilities with someone with whom we do not!

When two people from different cultures think that they have the same understanding of a value or an event, culture bumps can happen. Each person expects that the other person’s cultural assumptions are the same or very similar to his or her own, but they are not. Each person is expecting what is normal for his or her own culture, but gets what is normal in the other’s culture.

Culture bumps occur almost continuously when a person is with another person from a different culture. This is because each person assumes that the other knows how to behave correctly in any given situation, but the assumption is not accurate.

Very few of us can be of a culture and observe ourselves within that culture

simultaneously, and when we do, we seem only to be able to sustain the act for a short period of time. We do not even know that we know basic assumptions of our culture. It takes uncommon scrutiny to uncover what is so basic as to have been imbedded in our value system. ESL students in general do not recognize the basic assumptions of their cultures, either.

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distance is just about right. But that may not necessarily be the case with reasonable people everywhere.

Most people initially meet others with a certain spirit of goodwill. Only after bad

experiences with another do we learn that the spirit has been damaged. If the spirit of goodwill is to be restored, both parties must exert enormous effort to overcome any real or imagined injury. If the bump is not addressed, it can become a roadblock, or worse, a culture clash.

Culture bumps are almost always a surprise. Sometimes they are good surprises, and sometimes they are not. Most people react to and remember the bad surprises more clearly than the good ones. You will not be able to avoid culture bumps. But you can learn from them. And what you learn will be valuable to you for the rest of your life no matter where you live.

As adult educators, we recognize characteristics of adult programs: the need for larger print and more light in the classroom; the student passing judgment on our programs by voting with his feet; etc. But we must also recognize that learning the English language is not the only thing going on in our classrooms. Finding and maintaining the delicate balance between how we perceive ourselves and how our students perceive us is an ongoing task.

Friendliness can be mistaken for friendship, the assumption of what constitutes friendship being one of culture. Professionalism can be mistaken for rigidity, because behavior is culture driven. ESL students may exhibit physical gestures that confuse us. They are not “cute” because they exhibit gestures as adults that our culture sees as childlike. Our gestures can confuse them, too.

In professional circles ESL teachers often say, “Our students are not stupid; they just don’t know English.” And this is true as far as it goes, but it is not merely English language. They may not know what the American “cultural norm” is. They may have different cultural assumptions. Or perhaps, even knowing intellectually what the

American system expects, they may choose differently. This is what adults sometimes do. It behooves us to respect that, while at the same time, helping the student to be aware of the possible consequences of his choices. Participating in an ESL classroom can be a very intense experience, both for the teachers and the learners. The concepts of the instructor considering the student’s preferred learning style, the use of a need’s assessment and student participation in the curricula and materials choices of their education are unique to American adult education. They can make students feel disoriented since “this is not the way school is” in their experience.

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Cu lt u r e Sh ock

People enter the United States from hundreds of different places every year; each person with his or her own ideas and expectations of what the experience will be like. Some come to spend a few weeks, some come to study for four to six years and then go back home, and some come with the intention of staying and making this their home. No matter what the reason, it is an exciting experience.

Research had found that many people react to entering a new place and culture in much the same way. Generally speaking, newcomers are excited about the new place (in this case the U.S.) and are very interested in everything.

After a period of time, newcomers get lonely for some familiar surroundings and may become sad. There is too much new for them to be comfortable; they seek people who are like themselves. If they have embraced America completely and whole-heartedly in their first excitement, these newcomers may have tried to become “more American than Americans” by denying their foreignness. When they come to the time when they try to seek familiar surroundings, they may find that they do not feel welcome. They may feel confused and guilty.

After another period of time, if the newcomer can adjust, they begin to understand the expectations and to adjust them to the reality of what they actually find in the U.S. But it is quite common for many people to have not one, but two, sad times before they begin to feel satisfied that they are doing the right thing in their lives. Some people do not feel that this adjustment is worth its eventual rewards, and they decide to go to another place or back to their original homes. But since they have not been participating in that culture’s small but continuing changes, they must readjust to what was at one time familiar. There is excitement of entering or reentering a culture and a predictable sad time afterward. But eventually, if successful adjustment is made, a feeling that things are normal arrives.

What is interesting about all of this is that almost everyone experiences these feelings to some degree, and that the duration of these feelings depends on the length of time that person expects to stay in the foreign place. The intensity of these feelings depends a lot on the individual. It is also very true that it is a rare person, indeed, who can

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Som e Sym pt om s of Cu lt u r e Sh ock ( fr om Su r viva l Kit for Ove r se a s Livin g by L. Robe r t Koh ls)

 Deeply felt homesickness  Boredom

 Withdrawal (for example: spending large amounts of time reading, only seeing people from your own culture, avoiding Americans)

 Need for excessive amounts of sleep  Compulsive eating or drinking

 Irritability

 Exaggerated cleanliness

 Marital stress

 Family tension and conflict  Chauvinistic excesses  Stereotyping of host nationals  Hostility toward host nationals  Loss of ability to work or study

effectively

 Unexplainable fits of weeping  Physical ailments (psychosomatic

illnesses)

Fu r t h e r Re a din g on Cr oss- cu lt u r a l I ssu e s

American Cultural Patterns: A Cross-Cultural Perspective. Edward C. Stewart and

Milton J. Bennett, ISBN 1-877864-01-3, 1991.

American Ways: A Guide of Foreigners. Gary Althen, ISBN 0-33662-68-8, 1988.

Breaking the Language Barrier. Douglas Brown, ISBN 0-933662-91-2, 1991.

Encountering the Chinese: A Guide for Americans. Hu Wenzhong and Cornelius L.

Grove, ISBN 0-933662-95-5, 1991.

From Nyet to DA: Understanding the Russians. Yale Richmond, ISBN 1-877864-08-0.

Good Neighbors: Communicating with the Mexicans. John C. Condon, ISBN 0-933662-

60-2.

Living in the U.S.A. Alison Lanier, ISBN 0-933662-69-6.

The Art of Crossing Cultures. Craig Storti, ISBN 0-933662-85-8.

Transcending Stereotypes: Discovering Japanese Culture and Education. Edited by

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Understanding Arabs: A Guide for Westerners. Margaret Nydell, ISBN 0-933662-65-3.

Understanding Cultural Differences: Germans, French & Americans. Edward Hall and

Mildred Hall, ISBN 1-877864-07-2.

All of these resources are available from:

Nicholas Brealey Publishing

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APPENDI X

Sect ion 14

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JOB DESCRIPTION: ADULT BASIC EDUCATION INSTRUCTOR

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES

 Bachelors or higher degree (TESOL, Linguistics, or English preferred).

 Professional teaching certificate (preferred) or eligible for an adult license for Adult Basic Education (four year college degree – minimum of 2.5 GPA in original course work; a minimum of 3.0 in course work used in maintenance of certificate or adult license).

 Knowledge of the characteristics of adult learners and prior experience in working with adult learners is preferred.

 Knowledge of the process of second language acquisition and prior experience in working with non-native English speakers is preferred.

 Experience in living outside the U.S., learning a foreign language, and/or adapting to a different culture is preferred.

 Experience in working with computers and using educational software is preferred.  ABE Pre-service training with an approved peer trainer completed prior to the start

of any instructional activity.

REPORTS TO:

TERMS OF EMPLOYMENT: As needed for the length of the class. Student enrollment, contact hours, and funding may affect the length of employment.

SALARY:

PROFESSIONAL AND INSTRUCTIONAL RESPONSIBILITIES:

 Provide information regarding entry into classes and orientation to the ABE/ESL program to potential students upon request.

 Administer appropriate instruments for registration, oral/written placement and needs assessment to determine skill levels and learner goals.

 Conduct personal interviews with new students to set reasonable goals and plan and implement an appropriate course of instruction.

 Manage multilevel classroom activities and provide instruction in a variety of ways (individual, pair-work, whole group, small group, computer-aided, tutorial, guest speakers, field trips, etc.) according to the learners’ needs.

 Structure appropriate activities that develop basic skills in English (listening, speaking, reading, writing, pronunciation, and grammar) and in other academic areas (American history, citizenship, math, science, test-taking, etc.) according to the learner’s identified needs.

 Assist learners in developing and refining appropriate vocabulary and idioms for use in a variety of settings (academic, workplace, children’s school, shopping, the

telephone, filling out forms, etc.) according to learners’ needs.

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 Monitor and document learners’ progress in relation to identified goals using a variety of evaluation techniques (oral/written tests, formal/informal evaluations, portfolios, etc.).

 Maintain and submit records and reports in a timely manner as required by county/state policy.

 Work with the county ABE coordinator to promote the ABE/ESL program as a whole and collaborate with various agencies including the community-based organizations, business and industry, and educational and governmental institutions.

 Provide information to learners about community services and educational/job opportunities.

 Maintain a professional relationship with students, administrators, and all others who are encountered through professional duties.

 Select and recommend the purchase of proper educational materials, supplies, and/or equipment for the class site(s).

 Participate in at least the minimum required Core and Elective professional development sessions per year depending on the number of hours per week of employment:

Up to 12 hours/week:

Each program year, 6 hours of Core In-service Selections (until Core requirements are completed)

13 hours/week or more; hourly/not full-time:

Each program year, 6 hours of Core In-service Selection (until Core requirements are completed) and 3 hours of Approved Elective In-service Selections

Full-time:

Each program year, 6 hours of Core In-service Selections (until Core requirements are completed) and 6 hours of Approved Elective In-Service Selections

Substitutes:

Each program year, 3 hours of Core or Elective In-service Selections A teacher hired after March 1 of a given year will not have to comply with this In-service requirement until the following year.

 Plan for assigned class(es) and show evidence of preparation upon request.  Be punctual and regular in attendance at assigned locations(s).

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Office Use Only

RESA: Grantee: Class Site: AEMI S Class # :

 Release signed  Documented Disability  Online Learner

WVABE ESL

Home Telephone Other Telephone

For Emergency Call:

What is your race? (Check all that apply)

 American Indian or Alaskan Native  Asian

 Black or African American  Native Hawaiian or Other Pacific Islander

 White  Hispanic/Latino

Student Type

Are you enrolled or planning to enroll in any of these special programs? (Check all that apply)

 ESL  EL/Civics

 Career Exploration  Career Technical (CTE) or Higher Education

 College Preparation  Computer Literacy Only

 Family Literacy  SPOKES

Personal/Family Information

1. Do you receive money or other help from the US government (public assistance)?  Yes  No

What type(s) of help? (Check all that apply)

 TANF (Temporary Assistance for Needy Families)

 Food Stamps  Medicaid

 Home Energy Assistance  Refugee Cash Assistance

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Name of School Grade Level

 I have a subsidized job (CWEP, sheltered workshop, courtesy patrol, etc.).

No. I do not plan to get a job right now (I am not in the labor force).

1. Native Country/Place of Birth: Native Language:

2. What other languages do you understand and speak?

3. What languages do you read and write?

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5. How many years of school have you completed?

(Circle last year completed): 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

6. Did you attend school in the USA?  Yes  No

7. Did you complete high school (secondary school) and receive a diploma?  Yes  No 8. What other training or certification have you completed?

 GED®/High School Equivalency  EDP Other: 9. Did you attend a college or university?  Yes  No

10. Did you complete a college or university degree?  Yes  No

What degree?

11. In your country, was school difficult for you?  Yes  No What gave you problems?

12. In the US, is it difficult for you to learn new information or new skills?  Yes  No What is difficult to learn?

13. Do you have problems with your vision (eyes)?  Yes  No 14. Do you have problems with yourhearing (ears)? Yes  No

15. How long have you lived in the USA (or other English-speaking country)?

Years/Months

16. Have you studied English before?  Yes  No Where?

17. Do you study at a training program, college, university, or private school now?  Yes  No

Where? What do you study?

18. Are you planning to enter a training program, college, university, or other school in the coming year?  Yes  No

What will you study?

19. Describe your ability in English: (Check the best description)

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Goals

At the doctor’s office or hospital

I understand that information on this registration form and from my class record may be shared with the Regional Education Service Agency (RESA), the WV Department of Education (WVDE) or with the Adult Basic Education (ABE) personnel for the purpose of compiling and reporting information within the Adult Education Management Information System (AEMIS) as required by the Adult Education and Family Literacy Act.

I authorize the program to release the following types of information:

 Directory information (name, address, telephone, social security number, etc.)

 Record of attendance

 Educational goals and achievements

 Assessment scores

 Statistical information (gender, ethnicity, employment status, education, disability status, etc.)

I understand that information about completing my goals may be verified by some other private or government agency. This information may include:

 Getting or keeping a job

 Enrolling in a college, university or other training program

 Passing the GED® test or getting a high school diploma

 Removal from TANF program or reduction in public assistance

The following agencies may use my social security number to verify completion of the above goals: Bureau of Employment Programs (BEP), WV Higher Education Policy Commission, WORKFORCE WV,

WV Department of Education (WVDE), Oklahoma (GED®) Scoring Service, and the WV Department of

Health and Human Resources (DHHR).

I understand that my social security number is needed to collect this information. I understand that giving my social security number is voluntary. The social security number may be used only to match

information. It will not be used to make decisions about me or any other person.

No personal information about me will be published. If I do not give my social security number, I will not lose any rights or services as a student.

I understand that this permission is valid for two years from the date of my signature or until it is revoked in writing by me, whichever occurs first.

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English as a Second Language Needs Assessment

Name ___________________

Date

________________

Please

check all situations in which you need to use English.

 I want to get a job.

 I want to read menus in restaurants.

 I want to read English.

 I want to write letters in English.

 I want to talk with a doctor or nurse.

 I want to learn to use computers.

 I want to get a driver’s license.

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 I want to talk with Americans.

 I want to read and understand signs.

 I want to understand weather reports.

 I want more education.

 I want to become a U.S. citizen.

 I want to speak and understand on the telephone.

 I want to understand and talk with

my children’s teachers.

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 I want to understand emergency information.

 I want to learn English grammar.

 I want to learn pronunciation.

 I want to understand and use

English words for my religion.

 I want to understand songs in English.

 I want to understand television and movies.

 I want to understand American sports.

Created by: Cheryl Rowan, Garnet Adult Learning Center, 2001 Revised by: Cathy Shank, 2003

/ƒ/ /ð/ /æ/

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ESL Student Self-Assessment

Student Name: _______________________ Date: ___________________

Teacher Name: _______________________

MY EFFORT: Check One:

I come to class ...

always

often

sometimes

never

I use English at home ...

always

often

sometimes

never

I use English at school ...

always

often

sometimes

never

I use English at

always

often

sometimes

never

MY PROGRESS: Check One:

My listening improved...

a lot

some

a little

not at all

My speaking improved...

a lot

some

a little

not at all

My reading improved...

a lot

some

a little

not at all

My writing improved...

a lot

some

a little

not at all

My grammar improved...

a lot

some

a little

not at all

My pronunciation improved...

a lot

some

a little

not at all

I still need more work in ______________________________________________

MY CLASS: Check One:

In class, I like working ...

Alone

With a Partner

With a Small Group

With the Whole Class

With the Teacher

Other: ______________________________________

I learn best by using ...

Textbooks

Teacher Hand-outs

Cassette Tapes

Videos

Computers

Dictionary

Other: ______________________________________

I learn most by practicing...

Conversation

Pronunciation

Listening

Reading

Writing

Grammar

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ESL LEARNING STYLES QUESTIONNAIRE

In constructing the ESL Learning Styles Questionnaire (see next page), every attempt was made to depict clearly and distinctly each of the commonly identified preferred styles of learning.

The silhouettes are meant to represent generic people (without reference to age, race,

nationality, gender, or ethnic background) with expressions that all cultures have in common. Below each silhouette is a caption describing the activity associated with the learning

preference.

English language directionality has been incorporated in the questionnaire by having the student begin with the silhouette at the top, left-hand section of the page, and work to the right and down the page.

The degree to which the student likes using the method depicted, ranges:

 from not liking it at all

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English as a Second Language Learning Styles Questionnaire

Name ______________________ Date ______________________

Circle the face that best describes how much you like learning using each activity.

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Use a computer program.

Watch an English language video.

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English for Speakers of Other Languages

Do You Need To Study English?

Please complete this form.

Name: ________________________________________________________ Address: ______________________________________________________ Telephone: _________________ Native Language: ____________________ 1. Do you want to study in a free Adult English class?

yes no

2. Where is a good place for you to study English? {List here the possible sites in your community}

3. What time can you come to class? Check [] every day you can come to class.

{List here only the possible times available}

Monday Tuesday Wednesday Thursday Friday Morning:

9:00 a.m.-Noon Afternoon: 1:00 - 3:00 p.m. Evening:

6:00 - 9:00 p.m.

4. What do you need to study? (Check [] one or more.)

Listening/Understanding Speaking/Conversation Grammar Pronunciation Reading Writing

Other: ________________________________________________________ 5. What do you need to help you attend? (Check [] one or more.)

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