Language Program Venn Diagram. Chris Giblin ESL 503. University of Phoenix

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1 Language Program 1 Running head: LANGUAGE PROGRAM Language Program Venn Diagram Chris Giblin ESL 503 University of Phoenix

2 Language Program 2 INTRODUCTION There are many ways to effectively and efficiently teach English as a second language to L2 (second language) learners. There are three methods that stand out in particular as being unique, innovative, and even a little controversial. They are: foreign language programs in the forms of language villages/immersion programs, two-way bilingual programs, and ESL (English as a second language) programs, in the forms of IEP (Intensive English Program) and AEP (Academic English Program). For the most part, each of these programs are unique onto themselves, however there are some commonalities between them. See the accompanying (separate PDF document) Venn diagram for a visual representation of the differences and similarities between all three programs. FOREIGN LANAUGE PROGRAMS Perhaps the most innovative and different from the group, foreign language programs offer students to learn English by total immersion. Most often, these immersion programs take place in the forms of English villages. The villages offer students a micro community where only English is spoken and written. However, in case of an emergency situation, a student can speak his or her first language. One of the largest networks of villages is in Minnesota, through Concordia College. The word network is used because Concordia College offers a variety of language villages, not just an English village. In the villages, students have access to everything they may need. For example, there are: dinning halls, sleeping quarters, libraries, clinics, athletic fields, banks, bookstores, and etc. The main goal of the villages is to link English learning with learning American culture as well as applying English skills to real-world applications. There is less teaching in this

3 Language Program 3 program, and more facilitating students through hands-on experiences. Although, there are tremendous benefits to this program, the one drawback is the cost. These programs are expensive, as a comprehensive staff, of deans, teachers, nurses, sports directors, administrators, is needed to run the village. Plus, special villages need to be constructed to meet the needs of students from around the world. TWO-WAY BILINGUAL PROGRAMS Similar to foreign language programs, two-way bilingual programs also must have a comprehensive staff. Although, not quite as large of a staff as an English village, they must have: research specialists, community coordinators, teachers proficient in the minority students first language, standard classroom teachers, and etc. Another similarity is that they both focus on learning a language in conjunction with learning the culture that goes along with it. What s unique about these programs is that both the minority students and the majority students have the opportunity to learn a second language together. Certain elements of the curriculum are taught separately in the student s first language until they become proficient enough to attend class together in a setting where the teacher teaches the core subjects half in each language. This is the most controversial of the programs as some people are led to believe that these programs lesson the importance of learning English among immigrants. In actuality, this type of program builds unity among the two student groups by having students learn about each other group s cultures, music, food, dances, traditions, and etc. One of the major problems of this program is finding qualified teachers who are fluent in both of the student group s languages. Another factor to consider is These programs are most easily implemented in districts with a large number of students from the same language

4 Language Program 4 background (Rennie, p. 1). In other words, if there were more than one minority group of students, it simply wouldn t work. ESL PROGRAMS Similar to two-way bilingual programs, ESL programs also create cultural awareness and bond majority and minority students. This is important because learning about the culture that accompanies the language gives students a sense of real-world purpose and insight into the language itself. Another similarity is that teachers involved in both programs must collaborate with each other in the forms of staff development meetings. Ideally, that helps with keeping the entire staff up to date on what s being taught, which areas need more attention, students placement, and etc. Additionally, differing from foreign language villages, teachers in two-way bilingual programs and ESL programs, must be certified teachers. This program is essentially tailored for minority groups of various academic and English language levels. Also ESL programs (rather than bilingual programs) are likely to be used in districts where the language minority population is very diverse and represents many different languages (Rennie, p. 1). This is the simplest form of ESL instruction, and also the least expensive approach. Aside from learning English through both separate English classes as well as the standard core classes, minority students also have access to reading labs, listening labs, oral communications skills classes, as well as special topics classes. These labs/extra classes are specially made to help get ESL students up to speed with their emerging English skills.

5 Language Program 5 CONCLUSION In conclusion, foreign language, two-way bilingual, and ESL programs are all good options for helping a L2 student learn English. However, the potential of each program is maximized if the minority student variables are taken into consideration (minority English levels, number of minority groups, sizes of the minority groups, and etc.). Obviously, one of the best options is to place a L2 student in an English village where he or she is completely immersed in the English language and English culture. But, as stated earlier, that is also the most expensive option to take. Two-way bilingual programs, while controversial to some, do allow both the minority and majority groups to equally develop bilingualism simultaneously. In this day and age, that can give both groups of students a real competitive advantage later in life. Finally, ESL programs are a good option to take in a standard educational setting. It s one of the easiest programs to set up as it doesn t require the comprehensive faculty as foreign language and bilingual programs do. It also is a good option if the goal is to efficiently integrate low-level L2 students into the standard core classes.

6 Language Program 6 References Rennie, J. (1993). ESL and Bilingual Program Models. Center for Applied Linguistics. Retrieved May 15 th from Richard-Amato, P. (2003). Making It Happen: From Interactive to Participatory Language Teaching, 3e. White Plains: Pearson Education, Inc.

7 Figure. 1 Foreign Language Programs (Village & Immersion Programs) a. Linking education and cultural communities, learning American culture, real-world English applications b. Teaching English through being fully immersed in US culture c. Requires, deans, councilors, teachers, facilitators, nurses, and maintenance people. d. Authentic materials, recipes, maps, plays, cartoons, & sports e. Less teaching, more learning through the students own handson experiences, total immersion KEY a. Language goal b. Consideration of culture c. Faculty/staff needs d. Materials e. Instructional techniques Bilingual Programs (2 way) a. focuses on leaning both language & culture. c. Requires a comprehensive staff a. Helping expedite students L2 development a. Promotes general/ everyday spoken language and academic elements ESL Programs (IEP/AEP) a. All students to become bilingual experts, also learn both: cultures, music, food, etc. b. Build stronger bond between both communities. c. Requires a resource specialist, community coordinator, and one classroom teacher at each level. d. Bilingual, real: reading, writing, speaking, and listening materials. e. Taught from a team of teachers. d. Real-world materials/ scenarios used. b. Create cultural awareness, bond minority and majority groups, make friends. c. Teachers hold staff development meetings. Must have teaching degree a. General and Academic. Serves as bridge to academic coursework. b. Gain cultural appreciation c. Must have undergraduate/graduate degree, special program training. d. Reading, theme-based materials, films e. Students participate in core classes as well as receive special separate ESL instruction Venn Diagram of Foreign Language, Bilingual, and ESL Programs