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From: Paul Rogers <ingleshoy@juno.com>
To: Multiple recipients of list <nifl-esl@literacy.nifl.gov>
Subject: [NIFL-ESL:5308] curriculum and texts
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I am an "independent" ESL teacher - in the sense that I do not teach
in an adult ed setting or with a school system. I teach Spanish speaking
adults in a home study setting, using texts and a curriculum which I
developed over a ten year period.
I wrote my own books and made my own cassettes because I was
dissatisfied with what I found. In the process, I have also arrived at
the following as a guide to establishing a curriculum:
1. Bilingual texts and classes work best with working adults who know
little or no English - in the beginning stages. Graduating to English
Only takes careful planning and timing.
For those whose classes consist of students who speak 2 or 3
languages, all that is necessary is to translate the basic texts into
those languages.
I also believe that it is extremely productive for ESL teachers to
learn other languages.
2. Problems with pronunciation of English can hinder learning.
Concentrating on pronunciation until the students are comfortable also
speeds up learning.
3. Pride of ownership is essential. Students must have their own texts.
It is almost impossible to acquire a vocabulary without reading books
or newspapers and using a bilingual dictionary.
4. Stages of learning;
I teach in the following order:
a. Basic vocabulary plus pronunciation drills. Basic vocabulary is
defined as -
the alphabet, numbers, parts of the body, days of the week, food, asking
questions, directions, cognates, etc. Pronunciation drills include
exercises on TH, for example.
length of time = about 10 to 20 classes
b. Reading out loud - using graded readers
and c. Grammar rules
b & c together - length of time = 10 to 20 classes.
d. then - skits, poetry and songs, to be translated and read or sung out
loud.
e. More advanced students need to read books by good authors such as Jack
London, or plays.
My approach is effective and inexpensive (even free!). For those
interested in this approach, I can send a description of my texts plus a
sample. Some of you may already have this information, which I sent out
several months ago.
Paul Rogers
>I appreciate Melanie's inquiry and look forward to seeing some
>responses.
>
>It brings to mind another question that has been nagging me for years:
>can someone give me a good practical definition of curriculum?
>something tells me that curriculum is NOT the same thing as a text,
>yet many of us seem
>to use the two terms "curriculum" and "texts" interchangeably, or
>almost.
>In developing a curriculum, what are you doing that is different from
>deciding which, if
>any, text to use?
>And, then, what is the difference between that, and developing the
>syllabus?
>
>I work in an adult ed. community-based program; that is my particular
>perspective. We
>don't have the resources to develop huge, multimedia types of learning
>activities.
>
>Thanks for responding,
>sissy kegley
>takoma park, md
>
>Melanie Da
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