How can we help students speak and learn grammar at the same time? Susan Earle-Carlin, author of Q: Skills for Success Listening and Speaking 5, provides tips for helping students use good grammar in their speaking.
Speaking, like writing, requires good grammar in order to communicate a message clearly. I sometimes use an analogy with my students to compare readers and listeners with passengers on a tour bus. Too many grammar mistakes, like too many bumps and detours in the road, will turn their attention away from what’s important towards how uncomfortable they feel and whether they will ever reach the end. So the question is, how can we help students use good grammar while not inhibiting them while they are speaking?
Control the grammar output
Make activities appropriate for the grammar level of the students. Ask beginners to describe the food in their home country, but have advanced students compare their class in English with one in another field.
Direct the students to target a certain grammar point in speaking. For example, ask students to talk about the objects in the classroom (singular/plural nouns and determiners), explain what is going on in their school at the moment (present progressive), or describe a scene using three adjectives and three adverbs (word form). Review the grammar first to optimize success and follow-up with some global comments on that grammar point, not singling out any particular student.
Give students lots of opportunities to speak in small groups without teacher intervention. However, remind listeners to ask questions if they don’t understand something the speaker says.
Allow students to practice a presentation with peers to help reduce the stress most ELLs have about speaking in front of the class. Less nervousness usually results in better grammar.
Encourage students to record and listen to their presentations for practice. Tell them to write down a sentence they have grammar questions on and give them the opportunity to ask you or the class for advice before presentation day.
Interrupting students who are speaking to provide feedback is too negative. Instead, record their small group discussions or presentations. Listen to the recordings in conferences with individual students to discuss problems and suggest ways to improve grammar.
If students can have access to the recordings, assign a transcript for homework and tell students to circle and correct their grammar errors. Check them over and make suggestions on grammar areas to review.
Elaine Hirsch takes a look at the changing level of proficiency standards in the United States school system.
English proficiency has steadily improved among U.S. students over the last 30 years, thanks to a collective emphasis on language skills in American schools. As immigration numbers increase on an annual basis, the U.S. Department of Education (DOE) faces new challenges to ensure America’s children are able to communicate effectively with their peers. Luckily many experts believe impressive annual growth indicates an optimistic outlook for American English-speaking students.
Significant improvement has been recorded among children who learn English as a second language (ESL), says the Institute of Education Sciences (IES), a branch of the U.S. Department of Education’s National Center for Educational Statistics (NCES). In 2010, IES reported that the number of school-age children (5 to 17 years old) who primarily spoke languages other than English in their homes rose from 4.7 million to 11.2 million between 1980 and 2009. As this number rose, so did the level of English proficiency among ESL students. IES reported that roughly 41 percent of these children struggled with English in 1980; by 2009, this figure had reduced to 24 percent.
Age has shown to be a critical factor when it comes to effectively learning English. Seven percent of 5- to 9-year-olds spoke a non-English language at home and struggled with English in school, compared to four percent of children between the ages of 10 and 17. This figure can be largely attributed to the increased amount of programs for English Language Learners (ELLs) in the nation’s schools. The National Council of Teachers of English (NCTE) reported that ELLs attending grades 7-12 increased by more than 70 percent since 1992, and K-12 enrollments for ELLs rose by 5 percent since 1990. A resource for accredited online graduate courses explains that as the number of children and young adults enrolling in ESL classes continues to grow, so does the need for teachers. Thus it’s not a bad idea for students interested in education to consider taking classes, or enrolling, in ESL or English for Speakers of Other Languages (ESOL) programs.
Race and ethnicity also play a statistical role in English proficiency. Sixteen percent of both Asian and Hispanic children who did not speak English at home ultimately struggle as ELLs, compared to six percent of Pacific Islanders, three percent of Native Americans and less than one percent among Caucasians and African-Americans. These figures are problematic, since Asians and Hispanics constitute the largest influx of legal U.S. immigrants.
Fortunately, according to No Child Left Behind (NCLB) statistics, the English proficiency of even struggling demographics improves as students get older. Roughly 25 to 45 percent of immigrated Asian and Hispanic children qualified as “limited English proficient (LEP).” Of these students, many lived in “isolated households,” or residences in which no one older than 14 speaks English very well. However, percentages of students in these two categories decreased between 6th and 12th grades, and by as much as 50 percent for children from countries like Vietnam, South Korea, Mexico, Dominican Republic and El Salvador. Furthermore, The New York Times reported in 2007 that 88 percent of second-generation members of Latino immigrant families were strong English speakers, compared to 23 percent of their first-generation relatives. This would indicate the children of immigrants are effectively learning to speak English by the time they reach adulthood.
According to NCES, American students overall improved English proficiency last year. In its 2011 National Assessment of Educational Progress (NAEP), English reading scores among American 4th and 8th grade students increased among children of higher- and lower-income families. Additionally, nationwide schools are undergoing major changes that potentially impact ELLs in a very positive way. Earlier this year, the Obama Administration announced plans to dismantle NCLB and transfer the responsibility from federal to state level. This move will conceivably allow each state DOE to customize the curricula taught in its schools. ELLs and other students with special English language needs will play a major role in states with a large immigrant population, including California, Texas, New York and Florida—the four most populous states.
As annual U.S. immigration numbers continue to soar, numbers show more new citizens are learning English than ever before. Their children are grasping the new language early in their education, and are able to hone this skill as they reach adulthood. As our schools evolve to meet the needs of ELLs, experts believe these figures will only improve.