Basic Philosophy of ESL Instruction by Susie Dubois

ESL instruction is comprised of many components, including a recognition and celebration of multiculturalism. In the ESL classroom, culturally and linguistically diverse (CLD) students, or English language learners (ELLs), are viewed as assets rather than liabilities to the classroom because they bring with them multilingualism, familiarity with different cultures and ethnicities, and many other unique gifts and experiences. According to Herrera & Murry (2005), when these “differences are appropriately accommodated and classroom instruction is purposefully differentiated for diversity, these students not only match the academic performance of their native-English-speaking peers, but also their academic gains may actually exceed those of their grade-level contemporaries” (p. 11).

There are four interdependent developmental components considered to be crucial for second language acquisition in the school setting: sociocultural, academic, cognitive, and linguistic. They must all be focused upon and nurtured for CLD students to succeed academically, and “it is crucial that educators provide a socioculturally supportive school environment that allows natural language, academic, and cognitive development to flourish in both L1 [first language] and L2 [second language]” (Ovando, Combs, & Collier, 2006, p. 126). CLD students not only face challenges in the area of language learning, they are also often adjusting to cultural differences and acculturation as well as psychosocial factors such as developing self-esteem and forming a cultural identity. These students deal with many of the same issues that native English speaking students do, but are also trying to balance a difference in languages and cultures between home and school while trying to succeed academically and fit in with their peers. It is crucial for ESL instructors to talk with their students, inform themselves about their native cultures, and if possible to form a rapport with parents and/or other family members in order to provide a supportive environment that fosters learning and communication.

According to Brown (2007), two distinct and vital aspects of second language acquisition that should always be considered in ESL instruction are communicative and linguistic competence (p. 219). Many students have basic interpersonal communication skills, or BICS, which refer to a student’s ability to participate in a normal, everyday conversation. Proficiency in these skills can be deceiving to instructors and peers because the ELL may come across as being quite fluent in English. However, there is also cognitive academic language proficiency, or CALP, to consider. Basically, this refers to a student’s ability to comprehend the more difficult academic language that is encountered in the classroom (vocabulary terms, etcetera). CALP requires more comprehensive, sometimes explicit, instruction and takes years longer to develop than BICS.

English language learners need to be involved in active, inquiry-based learning experiences that provide ample opportunities for cooperative learning. According to Ovando, Combs, & Collier (2006), in this type of learning environment, “students learn content, develop conceptual knowledge, and acquire language through a discovery-oriented approach to learning… additionally, integration of the student’s home, community, and culture are key elements of the active learning approach”  (p. 93). Research has shown that cooperative learning in the ESL classroom “increase[s] the frequency and variety of second language practice through different types of interaction [and] provide[s] opportunities to integrate language with content instruction” (p. 97).  It is also important that this classroom connects to and activates students’ prior knowledge: “learning in a diverse classroom incorporates the rich linguistic and cultural life experiences that each students brings to the classroom” (p. 96).  Classroom environments such as these provide ample opportunity for students to engage in authentic learning activities that are meaningful to them while fostering development in both BICS and CALP.