Language and Esl Methodology: A Unique Perspective

By Irwin Goldstein

It is unfortunate but true that many misconceptions exist regarding teaching English to non-English speakers. Just as one who can read is not by that criterion alone capable of teaching reading, knowing a particular language does not ensure that one can effectively teach it. It is an error to assume that “common sense” can guide one in this regard. True “common sense” is simply not as common as many may believe. What may appear a sensible thing to do in teaching ESL, may in fact (as one who reads the book will see) prove counter-productive and in turn detrimental to the learning process.

This book focuses on subject matter which includes the question of what language actually is (it’s components, skills, and traits), the mystery of the origin of language, the history of the English language, an in-dept view of the Audio-Lingual (ALM) teaching method (its philosophy, approaches and one time long standing popularity) as well as its decline as a foundation course, ESL testing (with an emphasis on measuring one’s oral ability and progress) along with a complete aural-oral testing instrument, culture as a significant factor in language learning, and a question and answer section for clarifying items of interest of those involved in the field of ESL. The book is designed to be of value to ESL teachers and administrators, students preparing to teach ESL, volunteers in need of learning more about the field and individuals who may simply be interested in the history of the language (especially English) and/or ESL methodology. The book’s information is expected to increase the knowledge of readers as well as to help some strengthen and others develop a solid foundation upon which to rely in whatever approach they choose to teach ESL.

• Language: English
• Publisher: Partridge Publishing Singapore
• Release date: Sep 23, 2020
• ISBN: 9781543758870

Irwin Goldstein

Dr. Goldstein has had a distinguished career as an educator, teacher-trainer and administrator with multi-ethic children and adults. His credentials include a BS Degree from Oswego State Teachers College (NYS), a Masters Degree from Hunter College (CUNY) and a Doctorate Degree (Ed.D) from Yeshiva University. His creativity and outstanding effectiveness in the field of ESL brought him to the attention of the Educational Commissioner of New York State. As a result he was appointed to the State’s Adult Learning Services and Bilingual Education Advisory Councils. Through the years Dr. Goldstein’s innovative approach to all aspects of ESL has impacted and continues to impact the lives of thousands of individuals.

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Copyright © 2020 by Irwin Goldstein.

All rights reserved. No part of this book may be used or reproduced by any means, graphic, electronic, or mechanical, including photocopying, recording, taping or by any information storage retrieval system without the written permission of the author except in the case of brief quotations embodied in critical articles and reviews.

Scripture quotations marked KJV are from the Holy Bible, King James Version (Authorized Version). First published in 1611. Quoted from the KJV Classic Reference Bible, Copyright © 1983 by The Zondervan Corporation.

Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

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CONTENTS

About the Author

Preface

Chapter 1 What Is Language?

Elements of Language and Their Components

The Skills Areas of Language

Some Shared Traits of Language

Chapter 2 The Mystery of the Origin of Language

A Biblical Perspective

An Alternative Approach

Chapter 3 The Development of the English Language

Chapter 4 Approaches Used in Teaching English to Non-English Speakers

Chapter 5 The Audio-lingual Method

A. The Audio-lingual Method or ALM Philosophy on Language Acquisition

B. The ALM View on Presenting the Basic Language Skills

C. ALM Outlook on Teaching a New Language

D. ALM Suggestions on Working with Students

E. Language Skills for Presentation to ALM Students on Different Levels

F. ALM Suggestions for Planning a Sound ESL Lesson

G. ALM Suggestions for the Use of Practice Patterns

Samples of Some ALM Practice Patterns (Drills)

H. ALM Suggestion for Introducing New Vocabulary

I. ALM Criteria for Evaluating Commercial ESL Materials for Adults

J. Identifying Speaking Errors of Advanced ESL Students

Contrastive Analysis Usage

Minimal Pairs

List of Priority Phonemes

Chapter 6 The Demise of the Audio-lingual Method as the Foundation of a Course

Chapter 7 Post ALM Instruction

Chapter 8 ESL Testing

A. The Native Language Reading Screening Test

B. The University of Michigan Tests

C.Informal Individual ESL Placement Questions

D.The John Test

E.The GOSIKA English Language Oral Proficiency Examination

Chapter 9 Culture: a Significant Factor in Language Learning

Chapter 10 Related Questions and Answers

Bibliography

ABOUT THE AUTHOR

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Dr. Irwin Goldstein

A distinguished career in the field of teaching and administration began in 1959. When attending Oswego State Teachers’ College in Oswego, New York, the author chose to do his student teaching at the Onondaga Indian Reservation in Nedrow, New York. The culture of the Native Americans which he experienced first hand had an important impact on his future professional choices. He went on to obtain a Master of Science degree in education from Hunter College in New York City and later a doctorate degree in Education and Administration from Yeshiva University.

He served as an elementary and junior high school teacher in New York City public schools, where he worked extensively with minority ESL students from many different countries and cultures. As a result of his successful innovative work with multiethnic children during the daytime, he was offered an additional evening position as an ESL teacher of adults. This led to his appointment as supervisor of instruction, and later as assistant director of the citywide federally funded adult education program.

In addition, Dr. Goldstein worked closely with Jim Hall, President of York College in N.Y.C., teaching, training staff and developing the college’s ESL program. In the 1970s he was appointed coordinator of the Jersey City College Right to Read Program. Besides supervising the program’s instructional activities, volunteer training, and maintaining ongoing contact with community groups and service agencies, he gave special attention to adults in the community who were in need of English language instruction. Later, at the urging of Rabbi Morris Sherer, he accepted the position of Education Director of Project COPE (Career Opportunities and Preparation for Employment), a division of Agudath Israel of America. Many hundreds of Russian immigrants were serviced in the area of ESL under his supervision. Dr. Goldstein had a marked impact on ESL instruction while building and improving the programs.

His other activities included serving as a member of New York State’s Commissioner of Education Gordon Ambach’s Bilingual Education and Adult Learning Services Councils. Besides that, he was instrumental in establishing the Council of American Immigrant Agencies (a consortium of multiple ethnic agencies in New York City), and serving as a consultant to the New York City Board of Education’s Instructional Management Program.

The current work was written by Dr. Goldstein to share his experience and knowledge of ESL methodology and related matters which include:

- The definition of what language actually is

- The origin of all languages

- How the English Language developed, grew and continues to change

- Key methods utilized to instruct ESL students

- An in-dept view of the Audio-Lingual (ALM) teaching method (its philosophy, approaches, one time outstanding popularity, as well its decline from mainstream usage as a foundation course)

- ESL testing (with an emphasis on measuring one’s oral ability and progress)

- Culture as a significant factor in new language learning and

- Questions and answers related to ESL teaching

The current publication includes information which can be particularly beneficial to professional teachers of ESL, individuals preparing to become ESL teachers, people who wish to adequately assist an acquaintance in need of ESL instruction and folks who are simply interested in matters pertaining to language and/or second language acquisition.

PREFACE

T hrough the years in discussions with numerous well-meaning individuals, I have found that many misconceptions exist regarding teaching English to non-English speakers. For example, just because one can read one is not by that criterion alone capable of teaching reading. In the same way, knowing a particular language well does not ensure the adequate teaching of it. It is an error to assume that common sense alone can guide one to teach a language such as English to others. What some may consider common sense may in actuality not be. Common sense is simply not as common as might be believed. In ESL teaching what may appear as a sensible thing to do may in fact (as the material in the text will show) prove counter-productive and, in turn, detrimental to the learning process.

Another factor to consider is the narrow focus some instructors bring to the teaching process. This often results from their training in a particular ESL teaching method and their reluctance to acknowledge the value of other approaches. Failure to see beyond one’s own artificial horizon limits an educator’s ability to be eclectic and maximally effective. Clichés such as There are no bad students, only bad teachers arise from instructor inflexibility. It is important that an ESL teacher grow at least somewhat familiar with varied methods and philosophies, rather than relying on only one. In ESL teaching, one size does not fit all. An approach or method which works well with some students may have to be greatly modified or even replaced to teach others effectively.

Consider for example viewing a work of art such as Leonardo Di Vinci’s Mona Lisa. It is generally known that it is her smile which brings mystique to the work. If, however, the viewer focuses only upon the smile and neglects all other aspects of the painting, the indubitable magnitude of the work will be missed. One will not be aware the artist utilized a pyramid design in which he placed the model. What would also not be noticed are the geometry of circles and spheres on the painting’s surfaces. The viewer will miss inspecting the landscape in the background which some contend was influenced by Chinese paintings. The armrest on the chair in which the Mona Lisa sits, which serves as an element of division between her and the viewer, as well as the model’s erect posture, her folded arms, and her gaze which appears fixed on the viewer will pass the looker by. In addition, one will not see the model in a comprehensive way. One will, therefore, not be inclined to ask such questions as, Was the woman who posed for Leonardo’s painting chosen because she was beautiful? Were her looks perceived as beauty in the 15th century? Could it have been that she was not considered beautiful at all, but that the artist chose to paint her in a realistic way, not as a beauty but as she was?

Both a broad as well as a circumscribed view which converge to produce a suitably harmonious understanding of what is seen is what one should strive for. My writing is therefore designed to reflect a broad outlook, as well as a detailed examination of certain aspects of language and ESL methodology. As a result a panoramic view of language in general and of ESL teaching approaches is included in the current work. Of course each ESL teaching method has its own emphasis and way of application. It is not unusual to find an ESL instructor favoring one teaching method over all the others. This is understandable since most ESL teachers were likely to have been trained in a single method and have therefore come to believe it superior to the others. However, one must be aware that ESL research indicates no modern ESL teaching method is superior to other currently applied methods. In addition, no single ESL method can be said to be best for every student. Although a capsulated description of various ESL teaching methodologies will be presented in the current publication, it is not the purpose of this work to delineate in detail every aspect of each method. The focus in the current writing instead, will be a detailed description of one teaching method (the Audio-Lingual or ALM -aural-oral approach). This method has had a particularly strong impact on ESL teaching far longer than any other. For a time many advocates of this approach (including some who formally opined drawing from several methods was necessary to effectively transmit English) concluded the ALM system was superior to all the others. As a result of its superiority they held, it was the only method needed to attain desired results. Rather than enhance ESL learning, co-mingling ALM teaching with other instructional techniques of different philosophies, would in the thinking of some ALM enthusiasts, prove counterproductive. It was not unusual then, for many proponents of ALM to maintain a single extraordinary ‘’one size fits all’’ method had now been discovered and no other approach need be substituted or utilized in conjunction with it. The contention that ALM methodology bested all other language teaching techniques and should be utilized exclusively in teaching ESL