English as a Second Language:

Transcription

1 English as a Second Language: Rewards and Challenges A Study Prepared by the Educational Issues Committee of the Edmonton Public Teachers Local 37 February 2005

2 Contents A Study of ESL Students in Edmonton Public Schools 1 Challenges Divisions I and II 2 Challenges Divisions III and IV 3 Challenges Administration 3 Rewards 4 Recommendations for Action 5 Recommendations for Actions District & School Administration 7 Appendix I The Educational Issues Committee wishes to thank the following people for making this project possible: the teachers of Edmonton Public Schools; the Local office staff; Karen Virag, editor; Paula Wintink, design and layout; and committee members Gloria Nordin (chair), Marg Blondheim, Alifeyah Gulamhusein, Patrick Johner, Audrey Martyn, Wendy McKenzie and Barry Onishenko. Copyright Edmonton Public Teachers Local 37

3 A Study of ESL Students in Edmonton Public Schools In the spring of 2004, Edmonton Public Teachers Local 37 of the Alberta Teachers Association, undertook a study of its members in response to the following observation made by Alberta s Commission on Learning: With increasing numbers of people coming to Alberta from other parts of the world, Alberta also is home to people with a wide range of cultural traditions, religions and languages. For schools, this means a rich diversity of children in school and increasing challenges to help children learn English and adapt to their school and community at the same time as they are trying to learn what s expected in the curriculum. The Educational Issues Committee study asked educators, in light of the Commission s comments, to describe both the challenges and rewards of having ESL students in the classroom. The aim was to investigate how educators are coping with the large diversity of students in Alberta s schools and to make recommendations for better serving the needs of those students. Response The most responses (over three quarters) came from Divisions I and II classroom teachers. About one-tenth of the responses came from Divisions III and IV, and one-tenth from administrators. Although the response rate was not as high as anticipated, the committee realizes that ESL issues do not affect all teachers in the Local. In addition, the time of year coupled with teachers overwhelming workloads (compounded by the loss of 450 teaching positions during the year) detracted from the time teachers had to respond to an in-depth, open-ended study. Nevertheless, the committee is pleased with the 81 responses and contends that the findings of the study are important for formulating ESL educational policy. 1

4 Qualitative Responses The study was qualitative in nature and based on an open-ended survey that asked respondents to provide their own written responses (as opposed to selecting from among predefined responses). The survey instrument is attached as Appendix I. Challenges Divisions I and II By far, teachers in Divisions I and II identified insufficient resources and materials as their biggest challenge. Another significant challenge noted by teachers was the importance of one-on-one interaction with ESL students yet said that they had limited time for such interaction. This leads to another observation made by at least one in five teachers classes are too large to allow for much attention to be given to the needs of individuals. A number of teachers identified the initial assessment of a student s language proficiency as a challenge and well over one in ten noted the need for a standard curriculum, adding that regular classroom teachers do not have the time to create separate pull-out programs for ESL students. Again, almost one in five teachers noted the difficulty of dealing with families that might be unable to speak English, be unfamiliar with Canadian cultural values, have unrealistic expectations of both the student and teacher, or hold different ideas about such things as discipline and gender roles. Almost all the respondents expressed concern for students being placed into a classroom unprepared either linguistically or culturally. Need for standard curriculum Communication with families Not enough time for one-to-one interaction Classes too large Students not prepared for classroom situation 13% 17% 17% 17% 20% 100% 100% Challenges identified by Divisions I and II 2

5 Opinions were divided concerning the merits of providing special ESL classes as compared to mainstreaming ESL students: about one-tenth of respondents called for special ESL classes, at least for core subjects, to bring students closer to grade level before allowing them to enter mainstream classrooms. They expressed concern over the stress students experience when they are unable to communicate or perform as their classmates do. However, a comparable number expressed the opposite view and felt strongly that integration, not segregation, is necessary to avoid stigmatizing and ghettoizing of ESL students. One teacher, who identified herself as having a masters degree in second languages and literacy, suggested immersion combined with small, homogenous groups for grammar study. In addition, several teachers called for more training in ESL issues for regular classroom teachers. Challenges Divisions III and IV As with the Divisions I and II teachers, half of the respondents at this level called for additional support in the form of resources and materials. Onefifth identified initial assessment as a problem; one-tenth identified cultural issues as potential problems, citing as examples the different roles and status of females in different cultures. Challenges identified by Divisions III and IV Challenges Administration Two-thirds of administrators expressed concern over teacher burnout. Noting that teachers already have very large classes, administrators observed that the addition of ESL students with limited language skills who require individual attention increases teacher stress enormously. Other issues identified included insufficient funding for translators. In addition, slightly over one-fifth of the administrators remarked on the challenges of dealing with immigrant parents. 3

6 Challenges identified by administrators Rewards Almost all of the respondents, across all levels and divisions, remarked that having ESL students in the classroom promotes interest in other cultures, increases empathy (especially for students from war-ravaged places), increases appreciation for cultural diversity and engenders tolerance. There is however one caveat, a few respondents noted that students from the same culture who speak a common language tend to form small cliques and talk almost exclusively to each other in their own language. When this happens, the students English skills do not improve. Further, non-esl students sometimes display hostility towards these cliques. Teachers also noted that ESL students tend to be extremely hard-working and, as a consequence, model good work habits and are often a joy to teach. Many teachers remarked on the strong desire many ESL students show to continually improve. 4

7 Recommendations for Action by the District Based upon the study and additional consultation with ESL teachers, the committee has identified challenges and proposed solutions in a number of areas. Helping Teachers Teach The lack of adequate preparation time and PD opportunities undermine and dishearten teaching staff. Solutions include providing opportunities for in-school professional development on ESL issues; access to affordable and timely consulting services; time for one-on-one work with ESL students; and information for teachers about students cultural backgrounds. Helping Students Learn and Adjust to Their New Lives Fair assessment and placement as well as communication barriers challenge teachers and students. Teachers note that ESL students face extra academic pressures, socialization challenges and self-esteem concerns. Possible solutions include providing time for ESL students to work on English skills; culturally appropriate exams and accommodations made for ESL students; pull-out time for one-on-one consultation, learning and engagement; personal and career counselling; and school and community orientation for the student and their family. 5

8 Overcoming Cultural Barriers and Helping Families Though respondents felt overwhelmingly positive about the benefits brought by ESL students, everyone involved (students, teachers, families and the community) faces cultural barriers and communication challenges that, coupled with socio-economic difficulties, can affect student success. Suggestions for solutions include organizing a centralized welcome centre to help orient, socialize and assess the needs of the ESL student and their families; ongoing social events for ESL students and families sponsored by the school board and community agencies; access to affordable and timely translation services for teachers to communicate with families; and an orientation and welcome package that includes information on external immigration aid agencies. Improving Resources As was clear from the study results, appropriate district standards, accessible age-appropriate resources for each curriculum area and support staff are often lacking. Possible solutions include the creation of district-wide ESL distinct standards and curriculum; online access to ESL resources; and appropriate support staff in the classroom. 6

9 Recommendations for Action District and School Administration The Educational Issues Committee report on ESL students identified the rewards and the challenges posed by mainstreaming ESL students into classrooms and proposed potential responses to the challenges. The following recommendations for action are directed to school and District administrators for implementation. Helping Teachers Teach The lack of adequate preparation time and PD opportunities undermine teacher effectiveness and dishearten teaching staff. District and school administration could ensure that teachers have time to meet with each other to discuss ESL issues; time to collectively complete IPPs; and smaller classes. Helping Students Learn and Adjust to Their New Lives Fair assessment and placement as well as communication barriers challenge teachers and students. Teachers note that ESL students face extra academic pressures, socialization challenges and self-esteem concerns. District and school administration could consider facilitating personal and career counselling for students; school and community orientation activities; a buddy system for ESL students; and appropriate assessments and assessment policies particularly with respect to Provincial Achievement Exams. 7

10 Overcoming Cultural Barriers and Helping Families To help teachers and students respond to cultural barriers, District and school administrators could provide information about students cultural background and the area of the world from which they have come; ensure that teachers have access to consultants; invite parents to the school for part of the day to help with school activities; and host social events in conjunction with the board and local social agencies for ESL students and their families. Improving Resources As was clear from the study results, appropriate District standards, accessible age-appropriate resources for each curriculum area and support staff are often lacking. To alleviate these problems, school and District administrators could provide ESL teachers with enough time to prepare materials; ensure online access to ESL resources; and ensure the provision of inservicing to ESL teachers. Conclusion The Committee s findings clearly indicate from the viewpoints of both teachers and school administrators, a lack of funding to properly address the needs of ESL students and their teachers. The responsibility for appropriate funding lies directly with the Provincial Government. As the number of new Canadians from different cultures is rising dramatically in our cities, the need to address this problem will consequently become more dire. A possible route to a solution could be the striking of a Committee of the Joint Stakeholders including members of the ATA, the Board, and representatives of the ESL community. 8