290. Part 1
Subject: Re: Question about Esol, research for a case study.
Hello, I found your site on the
internet and thought you could help me. I'm a student at USC Upstate working on
a certification in ESOL. I have been trying to
find information for my case study assignment that is due soon.
I want to find
research on teaching sequencing using - first, last, next, then, finally.
I taught my student the lessons that were in the textbook- "Lifeprints".
I did sequencing with a story, telling the steps in making coffee. and
etc. Has there ever been any research articles written
on how to help students? My student is an adult.
tried searching on the internet and through ERIC. Please e-mail me back.
you for your time.
Thanks for visiting my Web
Sites!!! Hope my answer helps you!!!!!
the idea of teaching vocabulary with the words grouped into MEANING categories
is fully supported by research. You selected a category having to do with TIME
sequence and taught the words within the context of a story with a sequence of
events -- GREAT!!!!!
not specifically for the category you mention, but for the general topic of
"CATEGORIES" with words grouped by MEANING, there is plenty of information.
students, do exactly what you did: Introduce the category --the vocabulary
words associated by having in common the KEY feature in the category, that is,
TIME sequence. Pictures of the coffee-making sequence of events with the words
you listed in your category BEFORE each picture will work rather well to do a
"story board" that helps students use the TIME sequence words in your lesson
You have done a GREAT job
organizing a simple but very important speaking/writing lesson!!!
Thank you so much for your reply.
student could tell me how to make a cup of coffee. We made a necklace with a
pattern. My husband and I adopted two children
from Estonia seven years ago. The boy is ADHD. We adopted him when he was almost
three. He is now in second grade.
He has a hard time in spelling. He can't
understand the sounds. He is in resource.
He didn't speak any English when he
came to this country. He didn't speak any Estonian when
he came to this country. Could his problems in spelling be due to English being
his second language?
THANKS for your very insightful details
in the question! AND . . . .
You are absolutely RIGHT!!!
I have NO idea when will teachers
understand that there is very little correlation between sounds and symbols
in English spelling. AND that for non-English-speaking students, there is
a lot of difficulty "hearing" sounds in a language they simply cannot
Try to imagine yourself "hearing" the
sounds of Urdu. (Unless you know Urdu, of course. In that case, imagine
yourself "hearing" the sounds of Hopi. And I hope you do not know Hopi).
The point is that it is VERY DIFFICULT "hearing" the sounds of a language
that you do not understand. . . . . and EVEN AFTER you may understand some
or a lot, there are many sounds that you simply cannot "hear" nor can you
say correctly!!!!! Remember Henry Kissinger? Well HE --with all his
knowledge and education-- could NOT pronounce some English sounds -- still
cannot do so!!!!! How come? Non-English speakers have a LOT of
difficulty "hearing" sounds they do not know as sounds of their NATIVE or
Your child did not know Estonian. But he
had "an ear" for it since he did understand Estonian -- I suppose. Now,
your child is being taught AS IF HE SPOKE ENGLISH FROM BIRTH!!!!!! That is
Some teachers think that if it works for
English speakers it MUST work for everyone else; anyway, "they" are all kids
and "they" all learn the same way!!!!
Spelling in English is, almost 99%, total
memorization of complete words:
(1) Because "English" --Anglo-Saxon or
whatever, really-- was written down by LATIN-speaking scribes --the only
people who knew how to put something down on paper when "English" (Anglo
Saxon) was FIRST "heard" by Roman soldiers and the scribes that accompanied
(2) because the Roman soldiers and the
Roman settlers who moved into "England" (or whatever it was called around 46
AD) brought so many, many, many inventions, technologies, laws, knowledge,
(3) "English" (or Anglo-Saxon) acquired a
huge vocabulary of Latin words which the Anglo-Saxons mispronounced BUT that
were written down following LATIN spelling patterns.
There is literally NO rhyme or reason for
English spelling!!!!! It is ALL tradition!!!! It was spelled like that in
46 AD, it is still spelled like that in 2005!!!!
The day most teachers will accept that
English spelling in particular (maybe not Estonian spelling, nor Spanish
spelling, or Urdu spelling) takes a lot, a lot --lots and lots-- of
memorization (and thus, computers could be very helpful with
"spell-checks"), that day children will be a lot happier and a lot less in
parents were Russian. He was in an orphanage from the time he was a baby till we
adopted him at age 2. So how do we solve his spelling problem request at his IEP
meeting Friday that he gets served in an Esol program? I would like to take
your e-mail where you answered me to his IEP meeting Friday April 22.I look
forward to your reply.
Anrei needs to be served in an ESOL class
and in all of his classes. He may need ESOL -- but he may ALSO need a
teacher who is qualified to provide the kind of English Language Development
Program that will help your child -- ANYWHERE, in ALL his classes.
If the problem is SPELLING ONLY -- Then, as
I mentioned, there may be a need for additional sound-recognition in
English, HOWEVER, please, DO REMEMBER -- ENGLISH SPELLING (except for a
very FEW MONOSYLLABIC words and even fewer "INITIAL WORD SOUNDS") is more a
matter of TRADITION that anything else.
So, Anrei may need a lot of VISUAL
stimulation as he sees, sees again, sees many, many times the words he MUST
REMEMBER how to spell. He MAY HEAR adequately but he may not remember well
the visual configuration of words.
If he can RECOGNIZE words when reading and
has little or no problems reading in a smooth and fluid manner, then the
spelling problem may be due to just visual perception + motor coordination
to spell correctly. That is why I suggested "Spell Check" which is
available in any computer.
Once he misspells a word, using "Spell
Check" will display a list of possible correctly spelled words. THEN he
can choose the one he wants --to convey the meaning he needs-- to
communicate accurately his own thoughts.
You need to think about the EXACT NATURE of
the problem of misspelling. Then, a solution can be found. BUT HEARING
the sounds correctly MAY BE part of the problem, but not THE ONLY reason for
Hope this helps.
BEST WISHES for a very successful IEP!!!!
FINAL COMMENT --
I showed the IEP team the e-mail you sent
me. The principal said that he couldn't get help through ESL because he
has been over here 7 years. I found out from a resource teacher that I
work with that a student can need ESOL and be in resource. I showed the
team the wilson reading program which is what we use in the
self-contained class that I work with. The students in the class are MR
or have a learning disability.
I am glad that I found you through my
internet search for information. I can learn so much from you. My first
certification is in art. I taught for 16 years at the elementary level
and 2 years at the community college level.
Thanks for all your insight. Andrei will
have additional time in resource for math and language arts. He reads
For more in-depth information, classroom demonstrations, and
"coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK
- Training VIDEOS on the following topic:
1. Cognitive - Academic Language and Vocabulary
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
- Training programs relating to E.S.L. instruction:
Web Site Programs for Teachers: Numbers 1, 5,
7, 8, and 9.
Web Site Programs for Paraprofessionals:
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
- Question-&-Answer Technical Assistance Service:
Write and e-mail any additional questions you
may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a
Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your
questions promptly and to your satisfaction.
For information and credentials please click on the link below or
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching
Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605