essay in office 2000

8/8/2019 Essay in Office 2000

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The Multi-Language Classroom: The Challenge in Further Education

Index

1 Index Page

2 Abstract

3 Rationale

4 5 1.1 Introduction to the discussion

6 - 8 2.1 What difficulties do students face when learning in their second language?

9 2.2 Qualities of Students What makes an effective L2 Learner?

2.2.1 Intelligence

10 2.2.2 Aptitude

11 2.2.3 Personality

2.2.3.1 Extroversion / Introversion

12 2.2.3.2 Inhibition

2.2.3.3 Self-confidence

13 2.2.4 Motivation

15 2.2.5 Learning Style

16 2.2.6 Age Differences

17 2.2.7 Gender Differences

19 2.3 Effective Teaching in the Classroom

2.3.1 Question and Answer

20 2.3.2 Overhead Transparencies

2.3.3 Feedback

21 2.3.4 One-to-one tutorials

22 2.3.5 Evaluation of Effective Teaching Strategies

23 3.1 Evaluation of the Assignment

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Rationale

With an increase in ESOL provision throughout the UK and with numbers growing, the

multi-lingual classroom is an issue that faces teachers and lecturers across the age range

and throughout the United Kingdom. David Blunkett has also called for Further

Education to widen its participation and accommodate a wider spectrum of student.

With both pressing issues, it is an area that is difficult yet important.

Although literature is somewhat abound circulating TEFL and effective learning, there

remains little with regard how lecturers can help to develop their students characteristics.

Whilst this essay is by no means conclusive, it hopes to bring to the fore the ever

pressing issue and offer support for all parties. If lecturers within Further Education are

going to widen participation, should there be practical teaching advice and guidance on

how best to teach this varied, interesting group?

Reading through the books available on the issue, there is a resounding lack of titles that offer

a complete, if not comprehensive, overview of the effective characteristics of L2

learners. For this account, I have tried to piece together these varied issues, coupled with

personal experiences in to an in-depth photo of an effective second language learner.

It would appear that coalition between Government bodies is weak, and whilst complete is

spread across numerous reports (Moser, Learning to Succeed, Breaking the Language

Barriers, to name but a few) and there is a real need to link these together for the benefit

of the lecturer and student.

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1.1 Introduction

With extended work culminating from the Moser Report (1999? NEED TO CHECK A

Fresh Start) it would seem that ESOL is at the forefront of education issues today. With

some 375 million native speakers of English, a further 375 million second-language

speakers and a staggering one billion learners of the English language (R. McCrum, 1999)

Further Education Lecturers are faced by a growing number of ESOL students (Stewart

2000). One of the major challenges we face is recognising the individual learner knowing

their individual background, ability, skills and limitations.

Throughout the essay, I will classify any student whose mother tongue is not English as an

ESOL student. This will help in restricting and using the many loose terms that are around

today second language learner, TEFL student, EAL to name but a few. Of course, ESOL

speakers can vary enormously. Some may have been speaking English for over 10 years,

others a matter of months, some may have practised English in a classroom in their home

nation. It would be somewhat blas to choose one type of student, but impractical to cover

every learner. It would be helpful, therefore, to describe each student when there is a

particular need to do so.

1995-96 1996-97 1997-98

ESOL Funded 60,000 73,000 116,000

ESOL Unfunded 7,000 9,000 17,000

EFL Funded 39,000 47,000 46,000

EFL Unfunded 6,000 8,000 14,000

Total 112,000 137,000 193,000

The overall number of Council-Funded EFL and ESOL student enrolments has increased by

88% over the years from 1995-96 to 1997-98.

(English as a Foreign Language Review, 2000)

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Organisation %

FE Sector College 59

Training Organisation 1.7

LEA 29.3

Voluntary Organisation .5

Employer .06

Prisons 5.2

Other 4.25

(p12, Breaking The Language Barriers)

Both tables and the text illustrate the growing interest by students in ESOL courses with

growth in every area. With council-funded interest also growing, there is a specific need to

increase the quality of teaching supplied to guarantee real value and, hopefully, continued

interest and funding by Government.

But, how does the growing number of ESOL students affect lecturers in Further Education?

With David Blunkett calling for a larger slice of the six billion post-16 budget to be spent on

widening participation, can lecturers be expected to cater for the wider ranging audience? Of

course, speculation offers little but guidance, but awareness must be paid to the diverse

culture and language you can expect in a College classroom. It is not unlikely in an inner

London classroom to be faced by 20 students, with almost as many different mother

tongues. Will their difficulties and abilities be alike? Will every home language supply a

new challenge? Can we support every language in a similar way? Hopefully this essay will

cover most, if not all of these questions. Moreover, it is written as an insight to the challenge

we face in the multilingual classroom and, briefly, methods that can be implemented to

resolve these difficulties. I will label students mother tongue as L1, and their second

language as L2 students throughout the essay.

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2.1 What difficulties do students face when learning in their second

language?

The four language skills: reading, writing, listening and speaking are at the forefront of

difficulties and are often listed solely as the area for expansion. (p6, Breaking the Language

Barriers) But, the report did not look into what makes an effective learner, nor did it mention

disaffected learners or methods to reverse the behaviour thereof. It is the intention of this

essay to look into the two areas aforementioned and hopefully arrive at a bulleted plan for

these learner groups.

Although mastering literacy (writing and reading) and commanding oracy (speaking and

listening) are important, for many these are near, but not at the forefront of their concerns.

They may face uncertain futures, external pressures, economic inactivity, disabilities or

health problems, single parents. In essence, they will face similar difficulties as any other

students, but alongside the pressing language skills. It is important to iterate this section

discusses students difficulties and not qualities of students that we shall be discussing later

for example, aptitude or motivation.

The Youth Cohort Study (2000) discusses thirteen key factors omnipresent in those Not

being in education, training or employment:

Need more qualifications or skills

Looking after home / children / family

Poor health or disability

Housing situation

Family situation

Transport problems

Would be worse off in work / on a course

Drugs / alcohol problems

Criminal record

There are no decent jobs or courses available

Have not decided what sort of job to do

Having a break from study

Other reasons

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(Youth Cohort Study, p9, 2000)

The Youth Cohort Study manages to summarise the reasons for not being actively in

employment or education for 16 18 year olds as:

there are a number of social, economic and personal factors that are associated with being

NEET (Not in education, employment or training). These factors mainly relate to the

respondents living arrangements, qualifications, school attendance records and parental

backgrounds.

(p2, Youth Cohort Study, 2000)

These reasons for choosing not to enter education or employment activity also relate to ESOL

students and are a good guide to many of the difficulties L2 learners face. Other externalities

may include:

Difficulty in communicating in everyday scenarios

Fear factor of entering the College for the first time

Lack of self-belief in learning the language

Unattractive or unapproachable learning environment

Not enough money to study

However, lecturers in FE should recognise the complex nature of many of the factors and

should direct learners to appropriate bodies for assistance. Although a longer section of the

discussion could be leant towards these factors, it is not the target for extensive research.

Moreover, I will target the qualities of students and the disaffected learner, and how one can

heighten or in some cases create these personal characteristics.

Breaking the Language Barriers (2000) offers insight into practical difficulties for those

without fluency in English.

Lack of fluency in English is likely to affect individuals ability to secure employment or

advancement in the workplace, to gain benefit from further education, to access community

and social services and to participate in community life.

(p10, Breaking the Language Barriers, 2000)

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Moreover, and somewhat more pressing to essential public services in need of staff:

There is also a significant national waste of potential in failing to make the best use of

people with professional qualifications and experience, for example in areas of skill shortage

like the medical professions, who are cut off by from employment by their lack of fluency in

English.

(p11, Breaking the Language Barriers, 2000

This section of the work and been written with the hope of introducing the classroom issues

of a multilingual classroom whilst supplying background information on the scenario. It

gives a solid base on which to investigate personal traits whilst keeping their personal lives at

the fore.

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2.2 Qualities of Students What makes an effective L2 learner?

In this section, I will discuss what makes an effective L2 learner, and how lecturers can help

in developing these skills to both the learner with the skill and the learner without the

particular skill. The main areas will be: intelligence, aptitude, personality, motivation,

learning style, maturity and gender differences. Although guidance for the teacher will be

limited, it is worthwhile highlighting the key aspects of effective development of these traits.

To solely discuss the effective learner would be somewhat limited and could be seen in

numerous education literature.

2.2.1 Intelligence

Although the link between intelligence and second language learning can be illustrated

without evidence:

There are links between intelligence and aptitude in classrooms as might be expected

(Cook, p115, 1995)

Further investigation into the topic limits the valid claim. Lightbrown discusses a further link

between intelligence and second language learning of specific areas, limiting the value of

intelligence for certain areas, but mentioning significant gains in others:

Similar findings have been reported in other studies where intelligence was highly related to

performance on reading, dictation, and writing tasks, but not on listening comprehension and

free oral production tasks. These findings suggest that intelligence is more related to those

second language skills which are used in the formal study of language (i.e reading, language

analysis, writing and vocabulary study) but that intelligence is much less likely to influence

the way in which oral communication skills are developed.

(Cook, p37, 1995)

Here we have an interesting scenario. On the one hand, we have to develop all skills in

students whose intelligence is at a lower level than the rest of the class. However, we cannot

neglect those with a higher intelligence as they also need support and development.Therefore, as lecturers in Further Education we need to develop individual learner plans that

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targets their weaknesses. We do however, have the opportunity for offering stratified work

for the whole class at the same time. For example, offer an exercise that aims to develop

listening comprehension, and with the assistance of prior knowledge of ability, either hand

out different worksheets or target the harder questions to the more able.

2.2.2 Aptitude

Current literature is abound in the issue of aptitude as a benefit to second language learning.

Described as:

the ability to learn their second language in an academic classroom

(Cook, p100, 1991)

It is often defined in terms of the tests that have been used to measure it (Ellis, 1985). The

tests aim to measure learners ability to understand and decipher the meaningful sounds of a

language, putting together sounds with written symbols and, lastly, in identifying the

grammatical regularities of a language. Ellis is, however, quick to limit how lecturers can

identify these abilities with the major difficulty being how best to define aptitude.

There are several problems in establishing whether any effects can be traced to their

influence and, if so, what the effects are. The main problem is one of definition. Is

intelligence distant from aptitude?

(Ellis, p114, 1985)

If writers on the topic are perplexed, then how can lecturers whose subject is not specialist

ESOL teaching recognise and in time, develop these attributes? We need to keep realisticgoals, and try not to achieve the impossible. Moreover, the best that we can do is to offer

developing and challenging worksheets that aim to enhance speakers of other languages

ability and confidence in speaking their second language. Furthermore, there are numerous

tests available to measure students aptitude. Dulay (1982) offers three tests common in every

textbook on the issue. The Modern Language Aptitude Test (MLAT) and the Language

Aptitude Battery (LAB) both measure aptitude. Dulay suggests:

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There are three major components of modern aptitude tests. The first, phonetic coding

ability, is the ability to store new language sounds in memorythe other two components,

grammatical sensitivity and inductive ability.

(Dulay, p68, 1982)

Without wishing to over complicate the subject, it is again illustrative of the complex nature

of students aptitude. Therefore, to summarise aptitude ability, lecturers in Further Education

could offer students language tests aforementioned to gain an understanding of their learner

group. By doing so, they will be able to target ability to questions in the classroom and

challenge those of a higher ability.

2.2.3 Personality

Personality has been discussed as the personal traits of an individual (Ellis). Various writers

offer numerous personality traits, of which I will look enter a couple further: extroversion /

introversion, inhibition, and self-confidence. However, it is important to take the writers own

limitations of belief that a link exists between personal traits and language learning (Ellis et

al). Even if a strong link does not exist between the two, lecturers will have to consider

personal traits in L2 learners.

2.2.3.1 Extroversion / Introversion

Dulay offers firm reassurance of the benefits of an extrovert learner:

One of the intuitively appealing hypothesis that has been investigated is that extrovertedlearners learn more rapidly and are more succesful than introverted learners.

(Dulay, p112, 1982)

At first, few would argue against such a stance. However, the question lies at how best we

can create a learning environment that encourages learners to become extrovert or, how we

can create a learning environment that discourages introversion. Lecturers need to offer

praise and, in equal measure, become somewhat tactful when correction is needed. By doing

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so, learners will not be so worried when testing new grammar, or when they are put in a new

learning environment.

2.2.3.2 Inhibition

Inhibition involves the learners reluctance to try something new, without worrying about

being corrected for mistakes. Lecturers praise those who try, but, whose fault is it when a

learning environment is created in which students feel inhibited? There are strong links

between inhibition and introversion, although further analysis is not required here, is worth

note. Tests from Guiora (1972) induced tests involving alcohol in an attempt to forge a link.

They designed an experiment aimed at studying the affects of pronunciation of a reduction

in inhibition brought about by administering small doses of alcohol. The results were

positive. Those subject who received the alcohol treatment did better on pronunciation tests

than those who did not.

(Ellis, p121, 1985)

It is not suggested, nor shall it be in this essay, that alcohol is given to learners to improve

their academic level. However, we should create an active learning environment in which

students do not feel inhibited. Doing so may prove harder than acknowledging the link.

However, by knowing the difficulty is the first barrier to creating the right environment.

2.2.3.3 Self-confidence

Many argue that self-confidence is the key factor for successful second language acquisition.

Like the other effects of personality, it would appear that it is imperative to create a learningenvironment that offers an open atmosphere in which students do not feel inhibited or

threatened through fear of being corrected:

Nearly all the available literature suggests that self-confidence is very much related to

second language development. All things being equal, the self-confident, secure person is a

more successful language learner.

(Dulay, p75, 1982)

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In conclusion to the area of personality as an effective personal trait for learning in a second

language, it is evident that both literature and support exists throughout the issue. An essay

could have been written devoted to personality and its interaction to learning. However, it is

not the sole purpose of this essay. It is imperative for lecturers in a multi-language classroom

to ensure students are not intimidated when practising any aspect of their English language.

Although it could be argued that every element of effective learners could be classified under

personality, I feel that there are distinct differences between personality, and for example,

motivation.

2.2.4 Motivation

When thinking about motivation involved in second language learning, we can quickly

acknowledge that learners reasons for learning in a second language will have an impact on

their ability to succeed. Before looking into examples of motivation, a clear definition is

needed:

Motivation in second language acquisition may be thought of as the incentive, the need, or

the desire that the learner feels to learns the second language.

(Dulay, p47, 1982)

Furthermore,

It is not always clear in second language acquisition what the distinction is between attitudes

and motivationGardner and Lambert (1972) define motivation in terms of the second

language learners overall goal or orientation, and attitude as the persistence shown by thelearner in striving for a goal.

(Ellis, p116, 1985)

Two examples may help us to inspect further the effects of motivation.

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(Both case studies have been taken from Breaking the Language Barriers, p7, 2000)

In the first case study, Zs motivation to learn English is to enable her to contact such

institutes as the health services and potential schools for her children. In the second case, A

already has a command of English, but needs continue help to start her own business. Her

motivation is to start her own business and hopefully to make a successful living with her

English ability. Cook offers interesting and clear descriptions of the varying types of

motivation that exist when learning in a second language, while Dulay offers a detailed

explanation of each:

Integrative motivation: learning the language to take part in the culture of its people.

Instrumental motivation: learning the language for a career reason or other practical reason.

(Ellis, p 72, 1985)

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Case 1

Z. from Bangladesh has lived in England for 7 years but never attended an

English class. She has a little spoken English but cannot read and write any

English. She has 1 year old child and 2 children who attend primary schools but

has very little contact with agencies such as the school and the health services

because of her lack of English. She recently started to attend classes at the local

adult education centre after encouragement from a Bangladeshi community

worker.

Case study 2

A. is from Ethiopia. She came to England as a refugee with her four children.

She didnt have any education in her country and as a result was not literate in

her first language. She joined a part-time class with crche provision but found

she did not make a lot of progress. She was worried about her family in

Ethiopia and found the reading and writing very difficult. When her youngest

child was at school she joined an intensive course. She now speaks fluently and

wants to start her own business but still needs a lot of support with literacy.


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Integrative motivation may be defined as the desire to achieve proficiency in a new language

in order to participate in the life of the community that speaks the language. It reflects a

sincere and personal interest in the people and culture represented by the language

Instrumental motivation, on the other hand, may be defined as the desire to achieve

proficiency in a new language for utilitarian reasons, such as getting a job.

(Dulay, p47, 1982)

2.2.5 Learning Style

Although literature is abound with interest focusing on particular learning style, the essay is

not to state which method or style is best. Moreover, the aim of this area of interest is to

acknowledge that individuals preferred learning style is unique and that lecturers should

support and not try to influence or change the learners attitude. However, it would be

somewhat nave not to look at some of the styles of learning. Of course, the preferred

learning style of a classroom should influence how you plan your lesson. Honey and

Mumford published their views on learning styles and created four distinct areas of learner.

Activists enjoy the present, like the immediate experience and respond to short term issues.

Reflectors prefer to think about things and explore all aspects before coming to a conclusion.

Theorists like principles, theories, models and systems. Logic rules! Pragmatists look for

new ideas and are keen to experiment.

(Reece, p140, 2000)

Looking into each of these styles further may help in our investigation. However, it is not the

intention to discuss extensively how they relate to ESOL students, but a brief explanation will

suffice. Firstly activists need to be given feedback on how they are doing there and then.They need to be involved there for the present and may not see the long-term benefits. ESOL

students will need immediate feedback, whether they are pronouncing words correctly,

grammatical errors and, quite possibly, correction on their social behaviour. ESOL students

who are reflectors who may work alongside activists, will need a different scheme of

attention. They may not appreciate the immediate feedback, and would need a longer time to

consider their actions. The personal trait can be linked to the aforementioned introversion

and inhibition characteristics. Again, the correct approach must be taken to ensure that they

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are not overwhelmed by the attention, as although they may not be the first to raise their

hand, it does not mean in any way they do not understand.

Theorists prefer subjects that make sense. They need systematic principles from which they

can form their knowledge. ESOL students who are theorists will probably thrive on the

grammar area of work, wishing to understand the theory behind the fact. When faced by

students who are theorists, lecturers need to fully understand and have a strong command of

the subject they are teaching. The theorist will ask if unsure and will not be brushed aside

with second rate answers. Pragmatists have strong links to the personal traits looked at

earlier. They are more likely to be an extrovert, with little inhibition and high in self-

confidence. Their eagerness to learn may become overbearing and dominate the class. A

fine line will need to be tread between limiting their learning activity inhibiting how they

learn. Although tentative links have only been established in this essay between second

language classrooms and learning styles, I am not the only writer who has acknowledged the

distinct lack of literature on the subject. Lightbrown (1995) offers:

There is very little research on the interaction between different learning styles and success

in second language acquisition. Nevertheless, the researchtells us that when learners

express a preference for seeing something written, or want to memorize materialwe should

not assume that their ways of working are wrong. Instead, we should encourage them to use

all means available.

(Lightbrown, p41, 1995)

2.2.6 Age Differences

We can all except that age will play a factor in the learning of a student in their second

language. However, it would appear that there are differing views on when it is best to learn.

Whilst it is an easier characteristic of an individual to classify than say, aptitude, it becomes

no clearer as to the best age for acquiring a second language, and therefore, holding the

ability to learn in it thereof.

Literature supports in the discussion of the best age to gain a second language, each with

differing views:

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Children are thought to be superior language learners, because they are not as inhibited as

older learners.

(McLaughlin, p29, 1987)

Whereas:

Rate and success of SLA appear to be strongly influenced by the age of the learner. Where

rate is concerned, there is evidence to suggest that older learners are better.

(Ellis, p105, 1985)

However, whilst views vary on the rate of acquisition, they all agree that younger learners

ability in the long-term to speak with native-like efficiency is unparalleled. Whilst it has

been important to look into age as a personal characteristic in second language learning, the

varying views makes evaluation complex and somewhat difficult. However, I am a strong

believer that early teenagers progress at a better rate than both younger and older individuals.

Whilst in Further Education lecturers may not be involved with individuals under 16 years of

age, they may be affected by individuals with no command of English, those who have had

dismantled English, and those who are advanced for L2 learners. The difficulty for the

teacher is to stratify their approach to offer active learning opportunities for each individual.

The best method for lecturers to achieve an understanding of the pupils ability is to offer

regular assessment opportunities and keep a record of their performance. For example:

reading aloud in class, speaking in class, regular written homework and question and answer

sessions. By doing these the teacher will begin to gain an understanding into the ability of

the class and, more importantly, an insight into individuals abilities and limitations and areasin need of attention.

2.2.7 Gender Differences

Although in England we are attacked yearly by examination results proclaiming Girls on

topagain or Boys catching up divide, literature involving ESOL and L2 learners ability

according to their gender is somewhat limited. Cook offers a brief explanation of why

females might be both better at acquisition and implementation of a second language:

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In my experience of talking with lecturers it is true in every country that second languages

are more popular school subjects among girls.

(Cook, p115, 1997)

With so little comment on the link between the learners gender and their ability, I would feel

unqualified to add anything further. However, lecturers in Further Education should think

about their group as individuals and put aside the gender of their pupils when assessing if any

further language help is required for the individual. It would be nave to assume that every

boy in the class needs extra language help or that every girl is at the same level as both of

these statements tarnish every learner with the same brush. It is imperative that learners are

seen as individuals with individual learning needs. This is probably the most important

aspect of gender differences that lecturers are teaching individuals. Lecturers in Further

Education may have the opportunity to label every male, or female, learner the same,

especially when it is a small learner group.

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2.3 Effective Teaching in the Classroom

The interest now turns to how lecturers can create an effective learning environment for

students to acquire both a further understanding of the particular subject and develop their

language ability. In some cases, the methods adopted will only develop one of the two

objectives, whereas in others, it is aimed to develop both areas. For each method discussed, I

will make it clear which area most benefits from the choice. There are four main areas of

interest: question and answer, OHTs, Feedback and, one-to-one tutorials. I will also

culminate other areas into other effective methods and link in personal experiences before

summarising the methods highlighted. Whilst literature is somewhat limited in tackling

multilingual classrooms, textbooks on TEFL and general teaching books offer advice.

2.3.1 Question and Answer

Question and answer can both be teacher and student led. It could involve the teacher

opening up a question to the whole class on a particular topic. Perhaps a topic that has

already been covered in another class, or could have been covered in another subject area.

Or, the student may ask a question to the teacher about a specific area that they are finding

difficult to understand. In this scenario, the teacher has two options. Firstly, then can tackle

the question and hopefully give a concise and accurate answer. Alternatively, they can offer

to open the question to the class and allow other individuals in the class to answer. Both

methods have their benefits and limitations.

When asking a question to a multi-lingual class, it is imperative for the teacher not to use

simplified English throughout. Moreover, it is beneficial to ask in examination English

terms that they could expect when sitting GCSEs or A-Levels. It will provide them with

experience of tackling difficult questions before the exam, and also develop their level of

English. If they do not understand fully the first time, still do not offer a simplified answer.

Ask them what part or word of the question they dont understand. If they still cannot answer

or even understand the question, then tell them in simplified, but not pigeon, English.

The benefits for so doing are three fold.

Firstly, the teacher will gain an invaluable insight into the reading age of the individual. Ifthere is one pupil they are concerned about, try to target questions towards them, even if

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others are keen to translate the question. It may be a case of shyness, in which case practise

will help, or genuine misunderstanding, so that further guidance is required. Secondly, pupils

will develop skills for answering the harder questions and will not be so worried if confronted

by a tricky question in an exam. Thirdly, with practice, they will acknowledge a learning

environment where it is okay to make mistakes and ask questions. In which case they are

becoming less inhibited which is a personal trait with have seen to aid language acquisition.

2.3.2 Overhead Transparencies

From my own experience of TEFL and teaching Business to an ESOL class, I have found

overhead transparencies to be an effective teaching tool. For not only do they offer students

an easy method of copying notes, they also assist the teacher if they are prepared correctly.

OHTs should not show the whole picture, they should not provide students with the definitive

answer to the question. Moreover, they should be an introduction to what is being taught

questions should be open so that complete answers can either be written on the OHT or, if

projected onto a whiteboard, on the board.

Copies of the OHT can be given to the student easily if a program like Microsoft PowerPoint

is correctly used. By talking through each point raised on the OHT, students will hopefully

remember more of what is taught as it is up to them to copy down and translate what it is they

have learnt. If the teacher is suitably experienced and knowledgeable about the class, then

the pace can be altered from slide to slide perhaps spending a longer period on a tricky

concept or a topic that they have struggled with before.

The OHT is such an effective tool when used correctly, but lecturers must be wary of both

overuse and its limitations as a teaching tool. However, with sufficient practice, both partiesin the classroom will succeed from its many benefits.

2.3.3 Feedback

It is said that students require feedback as soon as possible with their work so they can

understand fully how they are progressing. This is ever more pressing when we look at

second language learners both with their written and verbal work. If lecturers do notcorrect their language inadequacies, then they will continue to use the form that they

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recognise and know, which is not necessarily correct. For example, they might pronounce

hospital as huspitail, and until told the correct form, will continue to do so.

When marking the written work, it is perhaps wise not to be so critical and offer constructive

feedback for they are more likely to have received feedback on written work in their home

language in previous education. It is imperative to correct every word that is wrong in their

writing but also try to acknowledge their difficulty and help where necessary. Perhaps group

sessions on writing effective essays could be of use, or short exercises that require quick note

taking. Both forms of assessment will help the second language learner.

NEED A QUOTE IN HERE FOR FEEDBACK

2.3.4 One-to-one tutorials

Offering students one-to-one tutorials help both the teacher and the student, particularly more

noticeably for second language learners. They should be arranged in a non-formal context

and, although some direction is needed, no set goals or targets should be set. When running

one-to-one tutorials in the past, I have put a time limit of 15 minutes purely so that all

members of the class can see me at least once a fortnight. However, students are not

discouraged from trying to organise further meetings whenever possible. Topics can cover

both academic and social problems, although the primary aim of organising these are to gain

an insight into how best the students learn and give them suitable feedback wherever

necessary on work issues. I have worked with asylum seekers in the past at a Further

Education College and many of their questions relate to housing, getting a job, part-time

work and far more day-to-day issues than home students. However, it is important to

realise when you need to forward their problems onto a suitably qualified specialist. It wouldbe unwise to try and give advice on housing benefit if you are uncertain in any way about the

issues. For the students will take what you say practically, which can be far less beneficial

than if you said nothing at all.

Finally, the one-to-one tutorials can be as beneficial to you as they are for the students. If

correctly managed and filed, they provide an invaluable record of the student as a learner.

You can ask probing questions that will help you in designing your lessons: How best do

you learn? In a group? Or on your own? Other then the subject, what other areas do you

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need help on? Essay writing skills? Applying for a job? What do you see yourself getting

out of this job? Collectively from the group, you can measure what is the most popular

method of learning and design your lessons thereof. However, do not always design for the

masses. Remember to involve every member of the class, and try to design a lesson around

the minority as well, as the method of learning may be an area that others need development

on.

2.3.5 Evaluation of Effective Teaching Strategies

What has been apparent throughout assessing effective teaching has been the desire to create

an active learning environment: an environment where learners are encouraged to express

their difficulties and feel relaxed to learn. The challenge lies not in accepting the theory but

putting into action systems that encourage the universal goal.

After reading thoroughly the literature regarding multi-cultural learning environments, it has

been evident that two areas emerge as independent although linked together through the

classroom: developing students qualities and effective teaching. The former is considered

harder to develop whereas the latter the area that lecturers are in sole control of. It is

therefore up to the professional competence and responsibility of the further education

lecturer to assess their proficiencies and deficiencies and continually develop. They must

also keep abreast of educational development in the form of: teaching strategies, teaching

materials, ICT, syllabus modification and group development. By doing so, half the

ingredients to forge a successful learning environment have been installed and it is now up to

the teacher to help develop students personal qualities to complete the learning cycle, which

is so important to learn effectively.

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3.1 Evaluation of the assignment

Through reading literature and investigating the area of a mutli-language classroom, there

remains a clear focus for lecturers involved in a similar environment. A need to create an

active learning environment where students are made to feel relaxed and confident to practice

their language. It is up to the lecturer to set-up systems to record how students are

developing as individuals and support them thoroughly.

With growing numbers of ESOL speakers (see 1.1) we are faced by the challenge of further

numbers attending classes, and it should be the obligation of lecturers to evaluate themselves

as effective lecturers to a diverse class. Although I have highlighted what qualities make an

effective student, I have also recognised how limited lecturers are when trying to modify

student characteristics. However, I have tried to emphasise how important it is to have

effective teaching staff correctly using classroom and teaching methods to facilitate an active

learning environment: an environment that makes learning enjoyable and profitable.

Any further work surrounding the issue will have a strong emphasise on Effective Teaching

in the Classroom as I feel this area has a lot of scope for future investigation. Although I

have only touched upon the area, I felt the need to give comprehensive background

information surrounding student qualities for effective learning. To write an assignment

focusing purely on the teaching would both be unsupported and unvalued.

essay in office 2000

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