Response to all:

I am beginning to use children's chapter books with my intermediate ESL students for much the same reason you are.  I believe language in context is more useful than the sporadic and piecemeal approach that I find in books for workplace ESL learners (my population).  Right now I am feeling my way along while we read as a whole group, with individuals taking turns.  I can pinpoint many pronunciation and language processing difficulties this way since I do not coach my students beforehand.  This is much like having to read things in the outside world, except this is a friendly, non-critical atmosphere where students are free to make mistakes - we all learn from each other.

I am beginning to couple this with requiring them to answer questions in writing (to the best of their ability.) After taking the National Writing Project's Summer Institute last summer, I believe that the way I grew into my reading comprehension as a child was to keep reading real books.My comprehension grew from exposure to new words and connections. As I improve my delivery of this format, I will have all of my students in my classes do some form of reading and reflective writing practice.

One of my classes is held in a room down the hall from a public library branch and they are the ones who choose what to read based entirely on their own interest and reading level. This self-select process is also an experiment as I see how best to manage it for my group which consists of both intermediate ESL and a mixed ability native English group from fairly basic to GED level. I am working on getting them to read as a normal part of their daily lives. Test scores will follow the upward trend as their comprehension grows, and I find that they usually read at a higher level than their initial CASAS or TABE tests show.

For my native low level English speakers, I am working on supplying them with flash fiction and short story readings coupled with reflective writing and class discussion.  Not so much this semester, but next semester I will begin assigning more of this while I move their practice into keeping regular writing logs of what they think about what they read. They appreciate the discussion part because they get to express their views, something that is rarely done in the urban schooling context.


Wm. Peter MacMonagle, M.Ed. 
Central Piedmont Community College 
Community Development/Workplace Basic Skills 
West Campus 2219 
704-330-4668 


"I meant," said Ipslore bitterly, "what is there in this world 
that truly makes living worthwhile?"
Death thought about it.
"Cats," he said eventually. "Cats are nice." 
Terry Pratchett, Sourcery



-----Original Message-----
From: englishlanguage-bounces at nifl.gov on behalf of ginabina2u at verizon.net
Sent: Sat 12/9/2006 10:21 AM
To: englishlanguage at nifl.gov
Subject: [EnglishLanguage 867]  using literature in adult ESL classrooms
 
Since I'm new to this discussion board, I'll first introduce myself: I'm a graduate student in the TESOL program at UMCP, with the goal of teaching English to adult immigrants.  I'm very interested in using literature (poetry, novellas, plays, folktales, myths, novels...) in teaching adult ELLs.  And, I'm currently writing a paper on the topic.

I have several "burning" questions for anyone who's had experience with this approach, and would greatly appreciate any insights you might have.

Here's some background: I'm interested in using literature aesthetically (rather than efferently) in teaching ESL adults.  In other words, I want to share my passion for literature with my students -- to engage them in the literary process (interacting with the literature, and thinking about how it applies to their own life experiences) -- not use it merely to teach grammar.  It's important to me that literature be used appropriately in the classroom... the way the authors intended it to be used.  I'm also very interested in how culture plays a (huge) role in literature... and how a teacher can take advantage of this and use literature to not only teach English, but also to promote cultural awareness (of different cultures, as well as those of the students) and sensitivity in the classroom.

As part of my research paper, I'm required to interview a teacher who has (or has had) experience with teaching literature to adult ESL students.  You may have taught literature aesthetically or efferently, or both.  That's fine.  I'd like to hear about your experiences.  Below are my questions:

1) What has worked for you in using literature to teach ESL adults?  What hasn't?  Why?

2) Have you had any difficulty motivating and engaging adults in learning English through literature?

3) Is a certain level of English language proficiency necessary before using literature in the adult classroom?  Is it possible to use literature with low level students?  

4) If you've used literature with low level adult students, what has worked and what hasn't?

5) Do you have any literature lesson plan ideas for adults (at any level) that have especially worked for you?

6) In your opinion, are there any circumstances in which using literature for ESL adults isn't recommended?

7) How would you respond to the criticism that teaching literature is impractical for adults?  (Common gripes: "ESL adults need to learn English to survive... literature is 'fluff' and useless...   adults are too busy to sit around and discuss literature... in the time they *do* have, they should be learning practical English.")

A lot of questions, I know.  If you haven't the time to answer all of them, I'm *most* interested in questions 2, 5, 6, and 7.  

I look forward to reading your comments!

Thanks so much,

Gina Verbrugge
Graduate Student
University of Maryland, College Park
ginabina2u at verizon.net


 
     
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