Susan, in another thread we have been having a lively discussion on the pros and cons of English Only in comparison to Bilingual methods of teaching Begninners (and others) and it occurred to me that one issue is that many people simply do not know much about the topic. Many people mistakenly believe that the only way to teach a foreign language is by immersion and that there should not be any other language used in the class or instruction. But in my opinion the opposite is true.
Also people think that if the students come from different liguistic backgrounds that it is obligatory to speak or teach only in English. But this is not true either.
So I would like to invite people to express their views on the subect and I will reply with my own opinions and perhaps we all can become a little more educated about an issue which at times is a "raging battle in the world of adult ESL
What do you think?.
Comments
One way to start a discussion on bilingual methods is by reading Elsa Auerbach's thesis contained in Reexamining English Only:
https://onlinelibrary.wiley.com/doi/abs/10.2307/3586949
AbstractDespite widespread opposition to the English Only movement, support for bilingual education, and advocacy for language rights, many U.S. ESL educators continue to uphold the notion that English is the only acceptable medium of communication within the confines of the ESL classroom.
Although the exclusive use of English in teaching ESL has come to be seen as a natural and commonsense practice which can be justified on pedagogical grounds, this article argues that it is rooted in a particular ideological perspective, rests on unexamined assumptions, and serves to reinforce inequities in the broader social order.
Evidence from research and practice is presented which suggests that the rationale used to justify English only in the classroom is neither conclusive nor pedagogically sound.
Further, the article details a growing body of evidence indicating that L1 and/or bilingual options are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students' linguistic resources can be beneficial at all levels of ESL.
Accounts from a number of projects, including two with which the author has been involved, document a range of uses for the native language in both initial literacy and ESL instruction for adults.
Finally, because the issue of language choice is so intimately linked with issues of power, the article calls for reconceptualizing the notion of expertise to legitimate the knowledge and experience of nontraditional experts from the communities of the learners.
Hello Paul and all, Thank you for linking us to Elsa Auerbach's seminal piece from 1993. Since I've been in the field such a long time, I have long been familiar with this article and have always valued Auerbach's perspective. I'm pleased that TESOL is allowing the sharing of this important article especially for those who are not familiar with Auerbach's work.
I just posted a message about the value of promoting bi-/multilingualism and linked to a great article by Claude Goldenberg and Kirstin Wagner published in 2015 in the American Educator in the other thread that you refer to here, Paul. We can continue this valuable discussion either here or in the previous thread-- or in both!
Cheers, Susan Finn Miller
Moderator, English Language Acquisition CoP
Susan...this discussion is definitely timely and should be very useful. Apart from Theory we also need to examine methods and materials. So for those interested in my program there are two websites - pumarosa.com and inglesconprofepablo.com, and I also can send CDs and DVDs free of charge to anyone who has Spanish speaking students. Just email me at the address below.
Paul Rogers....pumarosa21@yahoo.com
Thanks for your generosity, Paul!