Chapter Three




	ESE504 : The Class : Advanced CD : Chapter Three

Methods for Helping Students who are Bilingual

or have Limited English Proficiency

To complete this assignment successfully, you should:

Read and study Chapters Three and Six in the Wood text.
Familiarize yourself with the Systematic Approach for Adapting the Learning Environment (SAALE) model (pp. 134-140).

Browse the net, or utilize some of the following resources to deepen your understanding of issues surrounding learning needs for students who are bilingual or who have limited English proficiency.

Language or Nationality	Net location
Native American	http://www.saddleback.cc.ca.us/AP/la/neh/esl.htm
Indigenous Languages	http://jan.ucc.nau.edu/~jar/TIL.html http://jan.ucc.nau.edu/~jar/links.html
Hispanic or Latino	http://www.librosdericardo.com/resource.html http://www-bcf.usc.edu/~cmmr/BEResources.html http://goldmine.cde.ca.gov/el/ http://info.lanic.utexas.edu/la/region/k-12
Bilingual; Spanish, French, German. . .	http://www.ed.gov/offices/OCR/ELL/ http://www.ieslanguages.org http://members.tripod.com/~ozpk/biled.html
Informational	http://www.nea.org/issues/bilingual/overview.html http://clnet.ucr.edu/community/nlcc/channel.html http://ourworld.compuserve.com/homepages/JWCRAWFORD /greene.htm http://www.sitesforteachers.com/

Read the introductory article, Some basics of indigenous language revitalization by Jon Reynher. It gives a general overview of our current knowledge about indigenous languages. It is posted at http://jan.ucc.nau.edu/~jar/RIL_Intro.html
Also read The place of writing in preserving an oral language by Bennett, Mattz, Jackson and Campbell. It is posted at http://jan.ucc.nau.edu/~jar/RIL_7.html .[This book is also available from Virginia Bender, Office Specialist, Center for Excellence in Education, P.O. Box 5774, Northern Arizona University, Flagstaff, Arizona 86011-5774. Phone 520 523 4710; FAX 520 523 1929. E-mail Virginia.Bender@nau.edu].
Finally, review some of the educational guidelines and ethical statements set up by the Council for Exceptional Children policy.

Ready for a chuckle about language? This was recently making its rounds in internet email --These are nominees for the Chevy Nova Award, named in Honor of the GM's fiasco in trying to market this car in Central and South America. "Nova" means, of course, in Spanish, "it doesn't go."

1. The Coca-Cola name in China was first read as "Kekoukela", meaning "Bite the wax tadpole" or "female horse stuffed with wax", depending on the dialect. Coke then researched 40,000 characters to find a phonetic equivalent "kokou kole", translating into "happiness in the mouth."

2. Clairol introduced the "Mist Stick," a curling iron, into Germany only to find out that "mist" is slang for manure.

3. When Gerber started selling baby food in Africa, they used the same packaging as in the US, with the smiling baby on the label. Later they learned that in Africa, companies routinely put pictures on the labels of what's inside, since many people can't read.

4. Colgate introduced a toothpaste in France called Cue, the name of a notorious porno magazine.

5. An American T-shirt maker in Miami printed shirts for the Spanish market which promoted the Pope's visit Instead of "I Saw the Pope" (el Papa), the shirts read "I Saw the Potato" (la papa).

6. Pepsi's "Come Alive With the Pepsi Generation" translated into "Pepsi Brings Your Ancestors Back From the Grave" in Chinese.

7. Scandinavian vacuum manufacturer Electrolux used the following in an American campaign: "Nothing sucks like an Electrolux."

8. When American Airlines wanted to advertise its new leather first class seats in the Mexican market, it translated its "Fly In Leather" campaign literally, which meant "Fly Naked" (vuela en cuero) in Spanish.

Choose one of the following to reinforce your readings:

1. Write a one minute essay response to the following: In order to personalize the issues surrounding second language acquisition, assume that you lived with your grandparents during your formative years. You grew up speaking a little known dialect when you interacted with them. Your favorite childhood stories, lullabies and sayings are not in English. Your grandparents are no longer around and you do not hear anyone speaking this language. You do not remember enough of it to actively share the language, songs and stories with your children [25 pts].

2. You have a non English speaking student in your class who is not working on assignments. It is now the second week in the classroom. No one is spending time with the youth and the kid's behaviors are worsening. Using the rubber band theory (Wood, pp. 144-5) write out a modification, an accommodation and an intervention to help the student make progress in your classroom: [50 pts.]

3. Fill out the Student Linguistic Profile (Wood pp. 66-69) on a student in your class [100 pts].

For grading purposes, please provide the following information:

Your Name:
Your Email address:

Once you have filled in the areas above, click the Send button below to send your response to the instructor.

E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu
Course developed by J'Anne Ellsworth