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Advanced ESL for American Students of Other Cultures

Learning Module

Abstract

New Americans and their children can struggle to advance their English skills beyond the point of fluency in formal speech. While there are classes that can teach the basics and formal structures of the language, few are designed to assist learners through the advance and culturally fluent stage of language learning. The goal of this module is to provide such a structure which introduces contemporary American English to a segment of the student body which can benefit from not only the advanced grammar, but the cultural context as well. By providing a cultural component, students are offered engaging and realistic context to advance study of the language.

Keywords

English, ESL, immigrant, food, politics, government, media, TV, film, music, holidays, festivals, literature

Among educational programs designed for students of English as a second language (ESL), the evaluation process should include assessments that determine individual needs and accomplishments. Often, such programs focus on proficiency for the sake of placement, rather than guidance. “Language assessment is important; however, knowing how students are progressing in content knowledge is equally important and may be neglected or measured solely with standardized tests used for all students” (Carl & Rosen, 1994, p. 1). Standardized tests often cannot determine how well ESL learners are acquiring and understanding the language. The instruments used to score these tests may provide false comparisons between learners and may lead teachers to overlook the objectives of ESL programs. While standardized measures are used to assess student progress, they should be complemented with other indicators that show how an ESL student is learning, including alternative assessments. Alternative assessments include anything other than standardized, multiple choice questions. Potential types of performance assessment, include essays, stories, interviews, observations, work samples and group projects (Carl & Rosen, 1994, p. 1).

Course Overview

In order to reach an advanced level, English learners need to step away from the current model of language learning – classes taught in the traditional method, with test scores and competitive placement as the primary objective. By infusing an alternative program within established courses, second language learners can finally be reached. The traditional teaching method requires rote familiarization of textbooks and hard-lined evaluation based on summative assessments. As an alternative program, utilizing free online services, such as Google products, and formative assessment, student progress is evaluated based on individual growth and self-direction. By adding this component, ESL learners at the advanced level are provided an opportunity to grow in their comprehension not by continuing to study grammatical formulas and isolated vocabulary terms, but by exploring the language in the four key areas of reading, writing, speaking, and listening. Each unit of this program is designed to engage the learners through interesting topics as a means to improve and exercise their English skills. Furthermore, by exploring these topics, students are provided with a road map to continue learning about the language and culture beyond the conclusion of each unit and the course itself.

Krashen (1982): “The case against the grammatical syllabus is … very similar to [that] presented against giving the child finely-tuned input: (1) All students may not be at the same stage. The "structure of the day" may not be i + 1 for many of the students. With natural communicative input, on the other hand, some i + 1 or other will be provided for everyone. (2) With a grammatical syllabus, each structure is presented only once. If a student misses it, is absent, is not paying attention, or if there simply has not been enough practice (input), the student may have to wait until next year, when all structures are reviewed! On the other hand, roughly-tuned comprehensible input allows for natural review. (3) A grammatical syllabus assumes we know the order of acquisition. No such assumption is necessary when we rely on comprehensible input, on roughlytuned natural communication. 25 (4) Finally, a grammatical syllabus, and the resulting grammatical focus, places serious constraints on what can be discussed. Too often, it is difficult, if not impossible, to discuss or read anything of real interest if our underlying motive is to practice a particular structure. In other words, a grammatical focus will usually prevent real communication using the second language.”

Riasati, Allahyar, & Tan (2012): “The advent of technology and development in the field of education has accelerated a shift from teacher-centered to learner-centered approaches in language learning and teaching. To meet the needs of digitally grown-up learners, teachers need to adopt a different role. They need to be facilitators, rather than the traditional bench-bound instructors, and they need to support and guide students’ learning. Learning technologies support this important shift for the benefit of the learner.”

Gas & Varonis (1994): “What we claim is that interactional input provides a forum for learners to readily detect a discrepancy between their learner language and the target language and that the awareness of the mismatch serves the function of triggering a modification of existing second language knowledge, the results of which may show up at some later point in time. Destabilization, then, is crucial if learning is to progress to higher.”

Isiguzel (2014): “The blended learning environment enriched with face to face and online activities offers students a wide variety of discussion, exploring and cooperation opportunities in their learning experiences. As to provide these stated opportunities, the blended learning environment and its activities have to be designed in the eye of blended learning supplements and constraints, and the instructor and the learner have to carry through their tasks and responsibilities.”

As an English teacher in a Honduran bilingual school, I followed the traditional pedagogical mandates of the national Ministry of Education. However, as an independent language learner, I’ve listened to and read the theses of linguists and foreign language teachers, and made note of how to incorporate their findings into my lesson plans. I designed this course based on the successes I experienced and what I wish I could have included in my curriculum. Utilizing my experience teaching English at the high school level, and the information I’ve gathered from peer-cited linguists and professional language teachers, I crafted this program to fill a language learning niche that is often overlooked in favor of easier and more standardized, traditional language courses.

Learning Outcomes

For the student

You will provide your own materials for the necessary units. Otherwise, services such as those provided by Google can offer a digital space where you can exercise your knowledge of the topic. The teacher will observe and grade your progress and comprehension in the four key areas mentioned above according to the European Union's CEFR scale. The scale is included as a rubric for each unit and is intended to serve as a meter in determining your proficiency in each of the four areas and in measuring your progress over the length of the course. Prompts are to be done orally with enough time reserved for peer comments, and in writing through online forum posts after class to retain new vocabulary, practice writing skills, and to serve as a “transcript” for your classmates (although corrections and alterations are allowed). The alternative structure of this course provides for an atmosphere where those who are having an easier time understanding the material can assist the teacher in helping their classmates who may struggle. This not only ensures that all of you advance in comprehension of the language but provides those who are more proficient with the opportunity to practice their English in a different fashion than usual, as they will likely be using different vocabulary and syntax in teacher-assistant roles.

Required materials:

  • A reliable internet connection
  • A Google account (unless another platform is determined in advance by the instructor)
  • Pen/pencil and paper (hand-written notes are retained better than those typed on a device)
  • Look ahead to the last class for ingredients to purchase in our close-out potluck.

For the teacher

This ESL program is designed for students of all ages (but primarily those at the high school level) who are struggling to advance further in order to effectively function in a predominately English-speaking society, and already have the basics required for conversing and studying the language formally.

The program has four main objectives:

  • Develop oral and written skills in informal and professional contexts
  • Increase academic and vernacular vocabulary
  • Improve command of English syntax
  • Provide the tools for independent learning outside of the classroom setting.

This program is organized into six modules. In each module, participants practice their oral and written production skills through the analysis and discussion of texts of different genres (informational, scientific, literary, etc.) which, in turn, contribute to the development of vocabulary and grammar. As an advanced-level program, English is the sole method of communication between teachers and students. However, teachers should be aware not only of the general challenges of the English language, but the challenges typically found among the speakers of particular languages. For example, even among my fluent students, there were occasions when they struggled to differentiate between “in” and “on” – concepts expressed by the “en” in Spanish. The program invites participants to reflect on the role of the language we speak and the contexts in which we use it (personal, social, and professional).

Each module is taught once a week in both the fall and spring semesters, and twice a week if summer school options are available, with each module comprising two class days. Classes are approximately one hour in length, depending on class period length. This time frame can also be replicated for adult ESL programs.

Pre-Assessment Survey

Complete this Google Forms survey to provide pre-course data to help determine
your growth in the language and the effectiveness of the course:

ESL Pre-assessment Survey

Peer-reviewed Project

For the student

Students will evaluate the events of Edgar Allen Poe’s The Tell-Tale Heart and in small groups perform a mock trial in front of the class. This project focuses on reading comprehension and analyzing differing points of view and plot lines. The mock trial activity encourages students to perform and debate over the mental and criminal actions of the narrator – was he guilty or innocent by reason of insanity? Over the course of this assignment, learners develop key language skills. “They reinvest understanding of the text as they select and organize relevant information from the short story to prepare the mock trial and develop analytical, critical thinking, and public speaking skills” (ESL in the Spotlight, 2020). Not only are these skills challenging in their own right, but language learners must have excellent control of the grammar and diction when delivering their arguments.

When students are not performing in the mock trials, they will serve as the jury and will deliberate on the narrator’s fate.

Image 1: Scene from The Tell-Tale Heart (Rivieccio, 2018)

 

For the teacher

Organize students into small groups for the mock trials and record the plea for the narrator’s “legal team” in each group. Guide the students as they research legal precedent and formal speech. Grading will be based on the CEFR scale according to C1 and C2 expectations as well as demonstrated understanding of the subject material. Extra credit will also be provided to the students in each winning team as an additional incentive.

Click on the link ("Complete the evaluation here") at the end of each lesson in the module for the CEFR assessment rubric.

Unit 1: Politics and Government

For the student

Day 1: Study the structure of the American government:

  •  Structure of the national government
  • Structure of the state and territorial governments
  • Characteristics of the states and regions of the United States

Prompt: What are regional characteristics that you have noted (food, dialect, festivals, etc.) between and within states?

Image 2: Structure of the US federal government (US Embassy Denmark, n.d.)
Image 3: Map of US states and territories (List of states and territories of the United States, 2021)

Day 2: Analyze American politics

  • The Founding Fathers and the Constitution
  • Birth and Evolution of the Main Parties
  • Effects of the Cold War
  • The state of American politics today

Prompt: How do you see the global role of the American government today? Based on what you have learned, what do you think will be the next trend in American politics?

Image 4: "Join, or Die" political cartoon in support of independence (Armitage, 2021)
Image 5: Political cartoon by Thomas Nast (Armitage, 2021)

Complete the evaluation here!

For the teacher

American identity is often found in the overt pride displayed through national, state, and local association. Exploring the similarities and differences with peers provides a better, and mutual, understanding of the intricacies of the American identity.

Learning about politics and following political dialogue, re-exposes learners to formal speech, including the nuances that exist in a language without formal pronouns.

Independent study suggestions: American news available on YouTube, online radio, and TV; Congressional debates available on the Senate and House YouTube channels and through CSPAN.

Day 1: Provide an overview of how the American government is structured – including the branches of government, Congressional constituencies, and the role of different departmental offices. Discuss the powers of the state governments and how they are divided. Briefly summarize the characteristics and history of the 50 states, federal district, and the five inhabited territories.

Day 2: Discuss the political development of the United States, from the independence to today. Objectively review the current major parties and their roles in the national government, including major political figures. Students will then watch segments from a recent presidential address to Congress.

Image 6: CEFR Assessment Rubric (PDFprof.com, n.d.)

 

Unit 2: Stage, TV, and Film

For the student

Day 3: Study American theater

  • Broadway
  • Vaudeville and improv
Media embedded March 14, 2022

Video 1: An introduction to Vaudeville (Y1MT, 2011)

Media embedded March 21, 2022

Video 2: "America" in West Side Story (DisneyMusicVEVO, 2022)

Prompt: Analyze the influence of staged performances on their filmed counterparts.

Day 4: American TV and film today

  • Hollywood
  • Oscars and the Emmys
Image 7: Emmy and Oscar (The Film Chair, 2014)

Prompt: Analyze a movie or TV series (the entire series isn't necessary, one episode is fine), focusing on the usage and delivery of the English dialogue. What differences did you notice, and how did the character's syntax affect your perception of them?

Complete the evaluation here!

For the teacher

Television shows and movies provide students with significant time to exercise their listening capabilities in an entertaining format. The historical overview develops an appreciation for the medium from a cultural point of view and introduces its modern form. By discussing and analyzing movies and TV shows, students can feel more comfortable exploring content in the language.

Students are exposed to more varieties of the language as they hear Americans and other English speakers from different regions and develop a better understanding of how the language is spoken in more realistic situations than what is often found in textbooks.

Day 3: Discuss the role of the theater in American history. Emphasize the effect of early staged performances on the television and movie industry.

Day 4: Describe contemporary American television and film. Highlight noteworthy titles from various award ceremonies.

Image 6: CEFR Assessment Rubric (PDFprof.com, n.d.)

 

Unit 3: Music

For the student

Day 5: American folk music

  • Folk music genres (Country, Bluegrass, Jazz, Blues, etc.)
  • Folk artists (Bob Dylan)
  • Common instruments (fiddle, banjo, harmonica, etc.)
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Video 3: The Times They are a-Changin' (Bob Dylan, 2019)

Media embedded March 21, 2022

Video 4: Rolling Stone (MuddyWatersVEVO, 2014)

Prompt: How familiar are you with these artists and genres? Is there a connection or similarity to music from your culture?

Day 6: Popular American music

  • Popular artists
  • Popular genres
  • Global influence
Media embedded March 14, 2022

Video 5: Is Blues the Mother of All Modern Music? (Sound Field, 2019)

Video 6: Thriller (Michael Jackson, 2009)

Prompt: Listen to two songs from different genres. How is the language used in each song to convey the artist's message?

Complete the evaluation here!

For the teacher

Much like television and film in the previous unit, music is an entertaining medium for language learning. The advantage of music, however, is that its brevity allows listeners to listen repeatedly, and the rhyme scheme of the lyrics allows for easier comprehension.

The same benefits exist with music, plus students are exposed to more informal expressions and to the cadence of the language. Understanding the cadence of the language not only teaches students its rhythmic nature, but also how to distinguish words (i.e., between homophones and homographs).

Day 5: Discuss the role and history of folk music. Emphasize the effect of folk music on today’s mainstream genres and artists. Play and discuss popular folk songs and folk music.

Day 6: Describe contemporary American music and its evolution. Highlight noteworthy artists and songs, and provide a small compilation of hit songs from across genres and time periods.

Image 6: CEFR Assessment Rubric (PDFprof.com, n.d.)

 

Unit 4: Literature

For the student

Day 7: Early American literature

  • Prose: Herman Melville, James Fenimore Cooper, and Mark Twain
  • Verse: Phyllis Wheatley, Edgar Allen Poe, and Walt Whitman
  • Poetry slam, day 1
Image 7: Leaves of Grass inside cover (O'Reilly, 2009)
Image 8: Mark Twain and Huckleberry Finn (Ragsdale, 2015)

Prompt: Choose a work of literature from the 19th century and analyze how it reflected the status of American society in that time period?

Day 8: Modern literature

  • Prose: Ernest Hemingway, F. Scott Fitzgerald, John Steinbeck, and Steven King
  • Verse: T. S. Eliot, Gwendolyn Brooks, and Maya Angelou
  • Poetry slam, day 2
Media embedded March 14, 2022

Video 7: Still I Rise (Literature Today - and Yesterday..., 2014)

Media embedded March 21, 2022

Video 8: Poetry slam recital (Get Lit - Words Ignite, 2019)

Prompt: How has American literature evolved? What do you believe to be the causes for these shifts?

Complete the evaluation here!

For the teacher

Reading has been noted as the best way to advance in a language, and it gives readers an insight into the culture of the authors. As students read select excerpts, they are able to ruminate over the syntax of the language and how the structure was chosen by the author to best convey their message.

Independent study suggestions: Provide a reading list based on Pulitzer and Man Booker Prize winners and runners-up.

Day 7: Discuss American literature of the 19th century. Provide excerpts for students to read which suit their level. Connect these works to the societal context and historical events occurring in the country at the time of publication. Set time aside for half the class to perform poems they have written which underscore their command of the language in verse.

Day 8: Compare modern literary works to those from the previous class. Highlight important 20th century writers and current authors whose works have influenced American culture and politics. Discuss how American literature has been affected by and affects the literature of other countries. Continue with day 2 of the poetry slam with recitations from the other half of the class.

Image 6: CEFR Assessment Rubric (PDFprof.com, n.d.)

 

Unit 5: Holidays and Festivals

For the student

Day 9: Official holidays

Learn about the origins and traditions involved in national and state holidays.

Prompt: Compare and contrast the significance of these holidays: national vs state, cultural vs political.

Image 9: Holidays (Described and Captioned Media Program, n.d.)

Day 10: Unofficial holidays

Discuss the cultural impact of these holidays in the US and abroad

Prompt: Do these holidays, or similar ones, exist in your country of origin? Compare and contrast them (e.g. Halloween vs Dia de los Muertos).

Complete the evaluation here!

For the teacher

This exercise provides a fun and relatable cultural experience through which students can improve their conversation skills in English.

Days 9 and 10: Guide students as they explore these popular American holidays. Discuss the traditions in the holiday festivities. Host a small celebration of a select holiday for each day of the students’ choice.

Image 6: CEFR Assessment Rubric (PDFprof.com, n.d.)

 

Unit 6: Food

For the student

Day 11: Traditional food in the United States

  • Learn about American eating and culinary habits.
  • Understand the regional differences for culinary terms (pop vs soda, sub vs hoagie, “carmel” vs “caramel”)
  • Discover a little about the culinary diversity of the country, from Southern barbecue to Northeast seafood.
Media embedded March 14, 2022

Video 9: Differences in American English (The Atlantic, 2013)

Media embedded March 14, 2022

Video 10: Favorite Food in Each State (Food Insider, 2020)

Prompt: Compare these traditions with those of your culture. What are the similarities and differences?

Day 12: Potluck day

  • Each student brings to class a dish (enough for everyone) and describes the recipe and preparation.
  • If there’s a cultural significance, that should also be discussed.
  • As the final class in this program, free discussion is encouraged for the remainder of the class period.

No prompt for this class!

Complete the evaluation here!

For the teacher

Learning a language through food can be not only fun but instantly rewarding. Food is a key element in any culture and an excellent way to advance your vocabulary, as there are always visual aids to accompany the instructions. With the tools and experience provided via this lesson and the course in general, encourage students to practice their English in public venues such as local restaurants.

Day 11: Take students on a tour of the typical American meals of the day. Provide an overview of the variations of American English. Discuss how culinary traditions differ within the country.

Day 12: Students will present their dishes and briefly describe how to prepare them. The remainder of the class is open for casual conversations in English. Bon appétit!

Image 6: CEFR Assessment Rubric (PDFprof.com, n.d.)

 

References

Armitage, H. (2021, June 17). The most influential political cartoons of all time. Culture Trip. https://theculturetrip.com/north-america/usa/articles/the-15-most-influential-political-cartoons-of-all-time/

Bob Dylan [Screen name]. (2019, March 11). Bob Dylan - The times they are a-changin' (Official audio) [Video file]. https://www.youtube.com/watch?v=90WD_ats6eE

Carl, K., & Rosen, M. (1994, September). Using alternative assessment with English language learners: References and resources. National Clearinghouse for English Language Acquisition. https://ncela.ed.gov/files/rcd/BE022815/Using_Alternative_Assessment.pdf

Described and Captioned Media Program. (n.d.). All about the holidays. https://dcmp.org/series/437-all-about-the-holidays 

DisneyMusicVEVO [Screen name]. (2022, March 1). West side story – Cast 2021 - America (From "west side story") [Video file]. https://www.youtube.com/watch?v=hoQEddtFN3Q

ESL in the Spotlight. (2020, October 25). 5 Authentic Project Ideas for ESL Learners. https://www.versatileteachertoolkit.com/post/5-authentic-assignments-for-esl-learners

Food Insider [Screen name]. (2020, July 4). The most iconic food in every state - 50 state favorites [Video file]. https://www.youtube.com/watch?v=Wxdj970RM7M

Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in Second Language Acquisition, 16(3), 283–302. http://www.jstor.org/stable/44487745

Get Lit - Words Ignite [Screen name]. (2019, August 16). Maia Mayor - "I want to be" - Classic slam 2019 [Video file]. https://www.youtube.com/watch?v=KBAig-QT46Q

Isiguzek, B. (2014). The blended learning environment on the foreign language learning process: A balance for motivation and achievement. Turkish Online Journal of Distance Education, 15(3), 108-121.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition (pp. 25-26). Pergamon Press, Inc.

List of states and territories of the United States. (2021, November 14). In Wikipedia. https://en.wikipedia.org/wiki/List_of_states_and_territories_of_the_United_States

Literature Today - and Yesterday... [Screen name]. (2014, June 10). 'Still I rise' by Maya Angelou (Live performance) [Video file]. https://www.youtube.com/watch?v=qviM_GnJbOM&t=1s

MuddyWatersVEVO [Screen name]. (2014, September 26). Muddy Waters - Rolling stone(Catfish blues) (Live) [Video file]. https://www.youtube.com/watch?v=bnsw4sySaxw

Michael Jackson [Screen name]. (2009, October 3). Michael Jackson - Thriller (Official video) [Video file]. https://www.youtube.com/watch?v=sOnqjkJTMaA&t=2s

O'Reilly, N. (2009). Imagined America: Walt Whitman’s nationalism in the first edition of leaves of grass. Irish Journal of American Studies. http://ijas.iaas.ie/imagined-america-walt-whitmans-nationalism-in-the-first-edition-of-leaves-of-grass/

PDFprof.com. (n.d.). Télécharger CEFR levels checklist gratuit: Introductory guide to the common European [PDF]. Retrieved March 14, 2022 from https://pdfprof.com/PDF_Doc_Telecharger_Gratuits.php?q=-28PDF66513-cefr+levels+checklist

Riasati, M.J., Allahyar, N., & Tan, K. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25-30.

Ragsdale, M. (2015, December 15). Mark Twain’s adventures of Huckleberry Finn removed from school curriculum. Electric Lit. https://electricliterature.com/mark-twains-adventures-of-huckleberry-finn-removed-from-school-curriculum/

Rivieccio, G. (2018, October 31). Emotional death blows in the tell-tale heart. The Opiate. https://theopiatemagazine.com/2018/10/31/emotional-death-blows-in-the-tell-tale-heart/

Schneider, G., & North, B. (2000). Fremdsprachen können – was heisst das? Swiss National Science Foundation. Rüegger.

Sound Field [Screen name]. (2019, November 7). Is blues the mother of all modern music? [Video file]. https://www.youtube.com/watch?v=HYy-6ltraVQ

The Atlantic [Screen name]. (2013, November 25). Mapping how Americans talk - Soda vs. pop vs. Coke [Video file]. https://www.youtube.com/watch?v=4HLYe31MBrg

The Film Chair. (2014, March 18). Could Emmy be bigger than Oscar? https://www.thefilmchair.com/emmy-bigger-oscar/

US Embassy Denmark. (n.d.). The political system in the U.S. – Structure. https://dk.usembassy.gov/da/youth-education-da/the-american-political-system/the-political-system-in-the-u-s-structure/

Y1MT [Screen name]. (2011, August 28). An introduction to vaudeville [Video file]. https://www.youtube.com/watch?v=4ZyApc37lw4