Running head: ESL OBSERVATIONS

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ESL Teacher and Student Observations

Elisabeth Clapp
EDU 653: Second Language Acquisition
Professor Marisa Gambardella

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Introduction

An adult education ESL classroom was observed several times over the course of four
weeks. Mr. Nathan Moger is the director of adult education for the Ypsilanti Public School
District and has been teaching level I and level IV adult ESL learners for the past two years. A
student in the classroom, twenty-year-old Marcos, arrived in the United States from Ecuador, less
than a year ago. The teachers approach and methods were observed independent of the student
and also in relation to the student with consideration to factors affecting the students ability to
acquire a second language.
Teacher
Adult English as a Second Language (ESL) programs serve learners whose first, or native
language is not English. Adult ESL students attend classes to learn basic skills needed to
improve their literacy levels and to help them achieve other goals related to job, family, or
further education. ESL teachers personal characteristics, such as educational background,
experience, and knowledge of other languages can vary greatly. According to Baleghizadeh and
Mozaheb (2011), characteristics of an effective language teacher include managerial skills,
patience, enthusiasm, flexibility, and intelligence. Mr. Moger possesses all of these traits and
several others.
After completing his student teaching, Mr. Moger was intrigued with language
acquisition and in becoming an ESL instructor. The first half of his student teaching experience
was in a special education resource room and the second half, a Spanish immersion classroom.
Even though his bachelors degree is in special education, with certification in learning
disabilities, it was in the immersion program he became interested in teaching ESL.

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Comprised of students from the Congo, Ivory Coast, Somalia, Ecuador, Haiti, and
Mexico, Mr. Moger commences level I instruction speaking English. He frequently provides
instruction and correction to students while speaking Spanish or using Google Translator for
those students whose native language is French or Arabic. His ability to speak a second
language is indispensable. It allows him to communicate effectively with native Spanish
speaking students and to understand and intervene for those students whose native language he
does not speak. Understanding the characteristics of an adult ESL teacher and the contexts in
which he teaches, allowed for an insightful classroom observation with applicable information
obtained.
Analysis
Approach
Brown (2000) describes an approach as theoretical positions and beliefs about the nature
of language, the nature of language learning, and the applicability of both to pedagogical
settings (p. 171). In other words, an approach refers to principles that influence the teaching
process but does not necessarily lead to specific steps for instruction. Approaches and methods
used in second language instruction are important considerations when designing learning
material, as the approach employed by the educator will often determine whether the educator
will be able to use the developed material successfully.
Krashens theory of second language acquisition. Mr. Moger referenced Stephen
Krashens Monitor Model when asked to identify a theory he applies to his classroom teaching.
He explained that language acquisition occurs only when comprehension of real messages occurs
and students are challenged beyond their current level (personal communication, February 12,

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2015). Language learners cannot acquire a language unless they receive input. Krashen's theory
of second language acquisition consists of five hypotheses:
The acquisition learning hypothesis. Krashen saw acquisition as a passive subconscious
process and learning as a conscious process, and claimed that language ability is dependent upon
acquisition and not on learning.
The monitor hypothesis. The monitor hypothesis explains that consciously learned
language is for the purpose of monitoring language output. The learner can correct and edit what
they produce in the learned language.
The natural order hypothesis. According to Krashen, the acquisition of grammatical
structures follows a predictable order. This order of acquisition cannot be influenced by explicit
instruction of what the learner is not ready to acquire.
The comprehensible input hypothesis. Language is only acquired through exposure to it
and when it is comprehensible to the learner. Krashen suggests that comprehensible input should
be one step beyond the learners current language ability.
The affective filter hypothesis. According to Krashen, an individuals emotions can
directly interfere or assist in the learning of a second language. A filter prevents input from
reaching the language acquisition part of the brain. The affective filter can be prompted by many
different variables including anxiety, self-confidence, motivation and stress (Lightbown &
Spada, 2013; Ramos & Krashen, 2013; & Zafar, 2009).
Method
Brown (2000) describes a method as a a generalized, prescribed set of classroom
specifications for accomplishing linguistic objectives (p. 171). An effective teacher considers

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students needs and then chooses the best methods (Seifoori, Mozaheb & Beigi, 2012, p. 113).
With consideration to his students, Mr. Moger follows specific steps and actions in the classroom
that are a reflection of his approach, the Monitor Model.
Krashens theory of second language acquisition. Providing guidance in ESL
classroom teaching, Krashens input hypothesis allows Mr. Moger to establish a student-centered
atmosphere. Mr. Moger advises his students to focus more on the meaning rather than on the
form when learning a second language by challenging them with input slightly beyond their
current level. Krashen called this level of input "i+1" where "i" is the language input and "+1" is
the next stage of language acquisition (Lightbown & Spada, 2013, p. 106; Zafar, 2009, p. 144).
Following are descriptions of how Mr. Moger practices this approach in his classroom:
The acquisition learning hypothesis. According to this theory, acquiring a language is
through natural communication. Mr. Moger creates situations in the classroom and uses the
language in order to fulfill authentic purposes. An example of this is evident in numerous
classroom discussions on such topics as zip codes, writing e-mails and personal checks and
shopping for clothing with consideration to the method of payment and value of a currency.
These types of lessons help students to acquire the language instead of simply learning it.
The monitor hypothesis. It is challenging for an ESL teacher to find a balance or
communicative competency between accuracy and fluency in their students. This balance
depends on the language level of the students. Typically a more advanced student will edit their
output. Marcos, in particular, pays close attention to his work, requesting feedback and
correction continually, drawing attention to items he believes to be incorrect. This behavior is not

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observable in other students in the class. Instead, Mr. Moger circles the room providing positive
feedback and corrective guidance assisting students with their acquisition of language.
The natural order hypothesis. When implementing this hypothesis, teachers need to be
aware that certain structures of a language are easier to acquire than others. Therefore, language
structures should be taught in a sequence that is conducive to learning. Mr. Moger begins class,
by introducing language concepts that are relatively easy for learners to acquire and then uses
scaffolding to introduce more complex concepts. He does this in several ways. One way is to
demonstrate his expectations of the students. Another way is to ask students to share their
previous experiences or prior knowledge in a class discussion and then pair with other students
in structured discussions. Mr. Moger is also attentive to vocabulary and spends time discussing
words contained in the reading or handout and asking students if they have questions. By
projecting internet images from his laptop onto a classroom screen, Mr. Moger uses pictures as a
scaffolding tool to help students grasp concepts such as cause and effect. Lastly, while reading a
selection of text, Mr. Moger frequently pauses, asks questions, pauses and reviews the material
with the students. Pausing is a way to use scaffolding to determine if the student understands the
passage being read.
The comprehensible input hypothesis. According to Scheffler (2008), only carefully
selected comprehensible input enables students to repair their errors, as in the monitor
hypothesis. The goal of the ESL classroom is for the students to be able to communicate
effectively. Comprehensible input highlights using the target language in the classroom. Mr.
Moger provides as much comprehensible input as possible. He provides background and context
for vocabulary words with an explanation and re-wording of unclear content. When necessary,

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he will either translate or provide a translation of the material to the students L1 as an effective
technique to provide the student with greater understanding.
The affective filter hypothesis. It is always important to create a safe, welcoming
environment in which students can learn. In language acquisition, this may be especially
important since, in order to produce language, learners need to feel that they can make mistakes
and take risks. Mr. Moger relates the environment of his classroom and the ESL program
directly to Krashens hypothesis of the affective filter. Students entering the classroom are
warmly greeted by Mr. Moger and also by the other students present. The office staff greets
students in a similar fashion. Mr. Moger will admit to the students if he does not know
something, like, for instance, the spelling of a particular word. Feedback and correction are
representative of Weis learner-centered correction (2008, p. 29). In a level I classroom this is
not always possible, but it is preferable to Mr. Moger. His feedback and correction are always
presented in a positive manner as he attempts to direct students in locating and identifying their
mistakes, as a way of keeping them comfortable and at ease in the classroom. As Zafar (2009)
notes, pointing out errors could negatively affect the motivation, self-confidence, and anxiety of
the students (Zafar, 2009).
Insights
Characteristics. Characteristics of an effective language teacher are managerial skills,
patience, enthusiasm, flexibility, and intelligence (Baleghizadeh and Mozaheb, 2011). Mr.
Moger teaches two levels of ESL and is also the adult education program director for the school
district. With numerous responsibilities, he can create and manage a program while supervising
a staff and patiently addressing the needs of each student. In the level I classroom, Seydou

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receives separate instruction to address native language (L1) illiteracy while providing additional
feedback for Marcos to address his level III ability, but his level I chosen placement. Mr.
Mogers credentials demonstrate his intelligence and diversity as an educator, but it is his ability
to communicate with his students in a second language (L2) that sets him apart as an exemplary
educator. According to Baleghizadeh and Mozaheb (2011) in addition to characteristics, a
teacher must have knowledge of their students L1.
Language. Azar states, if a teacher does not know anything about the languages of their
students, they are not qualified to teach them (Azargrammar, 2012, min. 29:50). Mr. Moger
described his usage of L2 in the classroom as both positive and negative. It concerned him that
Spanish L1 speaking students might rely on his L2 and not challenge themselves to comprehend
language input that is slightly more advanced than their current level. Mr. Moger adhered to this
approach by first attempting to communicate in the target language English, using visual
examples, or negotiating meaning, before using his L2. However, students benefit by his SLA,
especially at level I and can follow the instruction and complete classroom assignments.
Balance. Brown (2000) states that language teaching is not easily categorized into
methods and trends (p. 14). In this regard, he suggests that each teacher should develop an
overall approach to various language learning situations. Mr. Moger references and
demonstrates his approach to align with Krashens Monitor Model. Azar (2012) refers to the
blending of approaches and methods as a hybrid that works (min. 18:57). Cook (2008)
emphasizes that there is not a single idea that fits all students and teachers (p. 236).
Mr. Moger is similar to the teachers observed in Riazi, Lessard-Clouston and Cumming
(1996) study that identifies five routines common to ESL instructors. Even though Mr. Moger

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presents each lesson in a similar manner, instruction is varied depending on which students are in
attendance and what questions they may have. Riazi et al., (1996) assert that the instruction
varies according to the needs and abilities of the students and the curriculum requirements for the
class. The challenge for Mr. Moger is to find the balance between meaning based and formbased activities in a level I classroom. Also, in finding the right balance according to the
different characteristics of the students.
Student
In 2012, Ecuadorians represented the ninth largest Hispanic origin group residing in
the United States (Motel & Patten, 2012). An estimation of two to three million Ecuadorians live
abroad, and over time; many emigrants will return to Ecuador (CIA, 2014, People and
Society). Young and uninhibited, twenty-year-old Marcos plans to return to Ecuador as a
physical education teacher, after earning his teaching credentials in the United States. Marcos
left his parents, brothers and extended family in Cuenca, Ecuador nine months ago, to live with
his sister and her family in Pennsylvania. Family dynamics made this living arrangement
difficult. Marcos left Pennsylvania two months ago and resides with a friend in Michigan, where
he attends a level I, Adult Education, English as a Second Language (ESL) course, in the public
school system.
Marcos has traveled extensively in South America and has experience in working
construction with his older brother. He is also familiar with what he describes as a retirement
community for affluent Americans. It seems he may have worked there or had some affiliation
with the community. Marcos mentions working with an attorney in Ecuador, to arrange for his
immigration to the United States. Only Marcos, his sister, and her family are in the United

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States, leaving behind both parents, two older brothers, one younger brother and extended family
including sister-in-laws, nieces, and nephews. Marcos expressed that coming to the US was the
only way he would be able to further his education.
Analysis
Psychological Factors
Age. Marcos, whose native language is Spanish, began receiving instruction in English
as a foreign language (EFL) at an early age in an elementary school in Ecuador, by a native
Spanish speaking instructor. Upon completion of elementary school, as a teenager he was
provided continued instruction by a British University professor. According to Hagen (2008),
language acquisition is an age-sensitive cognitive process (p. 45). Marcos notes slight
difficulty in learning English as he has matured but determined the cause to be the differences
among the L1 of the instructors. Differences between standard American English and British
English in pronunciation, vocabulary, and grammar is one factor. Faruji (2011) states, learning a
second language may entail using an entirely different area of the brain than that of the native
language. According to Faruji (2012), research suggests that age is a variable in determining loci
of grammatical processing in the brain, but less in determining semantic processing (p. 38-39).
Marcos age has affected his ability to learn English. As an adult, he is motivated more than as a
child and has made English a priority in his daily life.
Critical period hypothesis (CPH). Hagen (2008) and Lightbown and Spada (2012) both
state that there is a limited period when language acquisition can occur. Hagen (2008) claims
this period is approximately from the age of one, through adolescence, when a child becomes
fluent in their L1 (p. 45). Marcos, is literate in his L1, unlike some others in the class. Seydou,

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from Congo, is illiterate in his L1 French and struggles by comparison to Marcos in L2

acquisition. Marcos transfers knowledge from L1 to L2 when completing classroom activities,
unlike Seydou, who does not have this same advantage. According to Hagen (2008), As one
approaches adolescence the acquisition of native- like fluency becomes increasingly
problematic (p. 45). Lightbown and Spada (2013) state motivation in second language learning
is a complex phenomenon (p. 87). According to Saville-Troike (2012), even older learners
may overcome the odds (p. 92). Therefore, one can expect that despite his illiterate
background, Seydou might still acquire another language.
Individual differences
Motivation. Marcos arrived in the United States for the purpose of entering an American
university to earn a bachelor's degree enabling him to return to Ecuador as a physical education
teacher. According to Hagen (2008), highly motivated adults make better learners than
unmotivated adults (p. 49). According to Saville-Troike (2012) specific areas in the brain
respond to stimulus and provided a motivational response (p. 92). Marcos is both intrinsically
and extrinsically motivated. He genuinely enjoys learning and speaking English, but he also
intends to obtain an education and begin a career. It is also apparent that his interest in soccer is
a motivating factor; increasing his desire to become a physical education teacher.
Aptitude. According to Shah, Yusof, Hamid, Ghafar, Hashim, Abdullah and Sabri
(2010), Chomsky states the distinction between competency and proficiency is the ability to use
the language (p. 8). As stated by the instructor of the ESL class, Marcos demonstrates a high
degree of intelligence and aptitude resulting in a level III placement. However, Marcos lacks
confidence in his proficiency and has chosen the level I class as his placement. Marcos also

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demonstrates academic proficiency in other areas of study. Unfortunately, his academic

transcript from Ecuador is not complete or transferable to the United States. To remedy this,
Marcos must complete a level IV ESL class prior to completing the general education
development (GED) class before he can enroll in a college level program.
Linguistic Factors
Universal Grammar (UG). The notion of Universal Grammar (UG) by Chomsky
implies that L2 learners could find the pattern of a language grammar, even without L2
instruction (Saville-Troike, 2012). Slabakova (2006) suggests that the principals of UG have
different age-related cut-off points than CPH, for language acquisition, which effect linguist
factors such as phonology, syntax, and lexicon differently. (p. 303). Marcos does not display any
difficulty determining the language pattern of English. According to Lardiere (2009) one
explanation for this may be a parameter framework characterizing the differences among
grammatical properties between English and Spanish (p. 177).
Parameter framework. According to Saville-Troike (2012), every phrase in every
language has the same elements (p. 50). The parameter is in determining the direction of the
noun, verb, or prepositions head, whether it be head-initial or head-final (p. 303). Marcos
demonstrates proficiency in his acquisition of both English and Spanish, in his ability to read and
write in both languages. The phonological system of English is significantly different from that
of Spanish. These differences present serious obstacles for Marcos when classroom instruction
is only ten hours per week and his access to native English speakers is limited outside of class.
Socio-Cultural Factors

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Microsocial factors. Microsocial factors include how varieties of language, input and
interaction effect SLA. Marcos indicated the variations of English used by the British professor
in Ecuador and the American ESL instructor in Michigan. Marcos noted several linguistic
differences, such as vocabulary, as not being a problem for him. However, the differences
between the British and American phonology did cause Marcos to make the sounds of certain
words and syllables incorrectly. Language input to the learner is absolutely necessary for either
L1 or L2 learning to take place (Saville-Troike (2012) p. 112). Marcos often attempts to
engage in conversations with native English speakers outside of class, but has limited
opportunities to do so. Marcos fears his pronunciation of the English language suffers, as a
result. Verbal interaction is crucial to language learning and helps to make aspects of the second
language prominent to the learner (Jang & Jimenez, 2011, p. 142).
Scaffolding. According to Saville-Troike (2012) scaffolding is Vygotskys notion that
learning occurs in communities when a more knowledgeable peer or teacher assists a less
capable one (p. 119-120). Vygotsky refers to this level as the learners Zone of Proximal
Development (ZPD) (Saville-troike, 2012, p. 119). A more experienced learner would help
Marcos develop SLA within his ZPD through scaffolding, where Marcos would be able to
attempt tasks that he would not have been able to alone.
Macrosocial factors. The macrosocial factors include the effect political, cultural and
educational environments have on SLA (Saville-Troike, 2012, p. 201). Niroomands (2012)
article describes politeness strategies that might vary across culture, gender, and power
relations (p. 180). Marcos appears uninhibited in the classroom when speaking with the
instructor and the classroom observer. However, he does not approach anyone speaking an L1

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other than Spanish or English. He will converse in Spanish with women a great deal older than
himself that he sits near. He also will speak both English and Spanish with a man from Ecuador
he is close in age. Culture appears to be a barrier in the classroom but does not appear to be
affecting SLA. Quite possibly, the diversity of the classroom could be used to enhance SLA if
the classroom dynamics were more responsive to the different cultures and encouraged students
to interact with one another. The instructor and staff seat students according to their L1.
Recommendations
Level I. Allow Marcos to follow the progression of classroom levels and complete level
IV at the end of his fourth year. Assuming Marcos successfully completes each level, he then
will be eligible to enroll in the GED class. This recommendation would provide Marcos with a
comfortable pace for SLA but will take the greatest amount of time to accomplish.
Level III. According to Marcos teacher, a more accurate placement for Marcos is the
level III ESL classroom. The level III class meets the same days and times as the level I class
that Marcos currently attends. There would not be a time conflict with Marcos other
responsibilities or the issue of transportation.
Scaffolding. Marcos attends the level III classroom and a more knowledgeable peer
assists Marcos at his level of development (ZPD) and enables and encourages him to become
more proficient in his English language usage. The level I instructor Marcos is familiar with
could provide scaffolding for a limited amount of time either before or after class if another
student were not available.

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Marcos attitude, intelligence, age, and aptitude all allow him to acquire the English
language at a faster rate than he currently is. The sooner he attains a level IV and earns a GED
the sooner he can obtain the goals he has set for himself.

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Conclusion
An adult education ESL classroom was observed several times over the course of
four weeks. Mr. Nathan Moger is the director of the adult education program for the Ypsilanti
Public School District and has been teaching level I and level IV adult ESL learners for the past
two years. Marcos, a twenty-year-old student in the classroom, arrived in the United States from
Ecuador, less than a year ago. Mr. Mogers approach and method using Krashens Monitor
Model were observed independent of Marcos and also in relation to factors affecting Marcos
ability to acquire a second language.
Mr. Moger exhibits characteristics, defined by Baleghizadeh and Mozaheb (2011) necessary to
be an effective second language teacher. In fact, Mr. Moger is an exemplary teacher
demonstrating abilities beyond the traits identified by the authors, including his ability to
communicate fluently in Spanish. Riazi et al., (1996) assert that the instruction varies according
to the needs and abilities of the students and the curriculum requirements for the class. Mr.
Mogers class has two students with very different abilities and needs. Marcos SLA places him
in a level III classroom, whereas Seydou is illiterate in his L1 French. The challenge for Mr.
Moger is to find the right balance according to the different characteristics of these two students
and all of those whose abilities fall in between (Lightbown & Spada, 2013, p. 197). Apparent in

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the classroom observations and according to remarks made by Marcos, this is a challenge Mr.
Moger has met and surpassed.

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References
AzarGrammar. (2012, Oct 30). Teaching grammar in todays classroom - part 1. [Video file].
Retrieved from https://www.youtube.com/watch?v=YJwbnQOguEk
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Journal of Language Teaching and Research, 2(2), pp. 364-369. http://dx.doi.org/
10.4304/jltr.2.2.364-369
Brown, H. 2000. Principles of language learning and teaching (4th Ed.). New York:
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Cook, V. (2008). Second language learning and language teaching. London: Hodder
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Faruji, L. F. (2011). Neurolinguistics aspects of second language acquisition. BRAIN: Broad
Research In Artificial Intelligence & Neuroscience, 2(4), 36-40. Retrieved from
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Hagen, L. K. (2008). The bilingual brain: Human evolution and second language acquisition.
Evolutionary Psychology, 6(1), 43-63. Retrieved from https://post.blackboard.com/
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www.banglajol.info/index.php/DUJL/article/download/6903/5484

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Appendix A
Teacher Interview Questions
Name: Nathan Moger

1.

What types of assessment methods do you use to assess students in your classroom?
The students do not turn in any assignments or perform on any tests other than an initial
inventory assessment to determine which level the student should be placed. The levels
or categories of levels vary according to the classroom setting.

2.

Is there a curriculum for the program or a syllabus for the class?

In the beginning class you've visited, there isn't really a syllabus/progression. I just want
to hit speaking, listening, reading, writing, vocabulary, and pronunciation every day. The
students are low enough that I don't say "week one-- prepositions, week two-adverbs,
week three-irregular verbs." There is more emphasis on using skills daily than on hitting
any specific goal (for example, we must finish chapter three by week six).
In the level 4 class, there is a much more straightforward progression. We work through
certain grammar chapters in order, we have a set reading schedule, a set writing schedule,
etc. Their skills are advanced enough that I can plan longer term. The beginners needs
need to be planned for on a much smaller timeline.

3.

What kinds of difficulties or problems do you encounter in the classroom?

What concerns me the most are the students that are not attending class. Those enrolled
need this class for various reasons. They are confronted with numerous issues as adult
immigrants, legal and illegal, and if they are not present in class I can only wonder what
is occurring in their life. The students want to be in class, so if they are absent,
something is keeping them away. It could be work related, transportation or a sick child.

4.

What is your background or education?

My degree is in special education, with a certification in learning disabilities. When I did
my student teaching, I was in a resource room for students with special needs for half the
year and in a Spanish immersion classroom for the other half. In the Spanish immersion
class the students were native speakers of English, and all the content was taught in

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Spanish. I liked the immersion program and the language acquisition focus, which got me
interested in ESL. That's what motivated me to come here.
5.

How many years have you been an ESL teacher?

Two years as an ESL teacher.

6.

Do you speak a second language and for how long? Do you believe it is necessary for an
instructor to speak a second language other than English?
I spend seven or eight years studying Spanish in high school and college. I dont believe
an instructor necessarily has to speak a foreign language, but it is necessary to understand
the structure of the students native languages. I sometimes find it to be a handicap that I
speak Spanish. Spanish speaking students feel overly comfortable with me and their
ability to communicate with me. It concerns me that this may hold them back from
progressing into other classrooms where the teacher may not speak Spanish.

7.

Do you ever encounter students from your level I course in your level IV course?
Yes. There have been a number of students from my level I class progress on to my level
IV class. Some even go on to the universities or community colleges. Not all students
have the same needs. A number of adult students I have taught in the past only needed
the class to help them academically with research or for their particular job.

8. What theories or methods do you believe best aligns with your teaching methods?
I guess my guiding principle is to give student "comprehensible input" which basically
means you say things and provide texts that students can mostly or partially understand.
You really focus on using and building on students' existing background knowledge
(instead of jumping into a totally new idea without showing connections between what
they already know).[Directed to link: https://en.wikipedia.org/wiki/
Input_hypothesis#Applications_in_language_teaching]
9. What languages and countries are represented by your current level I classroom?
Rihan is from Somalia and speaks Arabic. She lived in Dubai for three years and now
lives in the US for her husbands job.

Yuni (Juni), Brissa, Rogelio and Raul are from Mexico and speaks Spanish.

Sixto is from Ecuador and speaks Spanish.

Seydou came from the Congo and speaks French.

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Fatoumata is from the Ivory Coast and also speaks French.

Katuscia, I am not certain where she is from, but she does speak French.
Claudette is from Haiti and speaks French.
Veronica is from Mexico and speaks Spanish.
Valerie is from the Congo and speaks French. She is newly divorced, has a 23 year old
daughter and has only been in the United States for two months.
10. Do you believe the lessons are more difficult for some students than others?
I typically use the same format each day. For example, the lesson today contained a prereading with a discussion question, followed by definitions. I will read the text first, then
together, and finally as a class. I will read it again to the class then ask the class to read it
silently and notate any words that they do not know the meaning of. I then walk around
the room and check on each student and answer any questions. Many times students will
be able to identify their own mistakes. I provide further clarification, in their L1 if
needed, either spoke in Spanish by myself, or through the use of google translator.
One student, Marcos, could be in the level III class, but has chosen to stay in level I to
build his confidence. Seydou is illiterate in his native language French. He would not be
able to attempt the handout and goes to the lab frequently for audio-lingual instruction
on the computer.
Observation Notes
The instructor stresses that there needs to be a period at the end of of a sentence.
Handouts are either already pertaining to life skills or the teacher directs them for that purpose.
One handout was in using zip codes and the teacher related the information to the use of credit
cards and how it is important to know your zip code. Another handout was addressing types of
clothing,which provided practical knowledge for the student to apply while shopping for clothes.
Another was regarding the handling of money and writing checks. A prior week provided the
students with a handout on terminology describing computers and basic instructions. Many
handouts have dual-functions in teaching English and providing practical knowledge, such as
how to compose an e-mail and days of the week.
Discussions typically follow handouts (one on one) and discuss questions like: What are you
wearing? What color are your pants? How is your family? How many children or
siblings do you have?
The students as a whole are not at a level to make metalinguistic observations regarding the
English language. The more advanced student does appear to discuss English as an object and
will negotiation for meaning. Grammar is discussed and emphasized. Handouts have covered

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nouns, adjectives, verbs (to be), prepositions and contractions. Singular and plural forms are
also discussed in the handouts. This information is provided on the handout, but it is not
emphasized to the student.
Students do not have assigned seats and sit in the same seat each day, near the same people,
which share in common their L1. At different points in the class, students are given an
assignment to discuss with a partner, but there is no stipulation when choosing a partner.
However, students are asked to talk to three other students in the room using English.
Grammar appears to be 50% of the instruction. It is difficult to determine how much the students
are retaining. The more advanced students appear to respond to grammar instruction, while
others may not understand this concept.
Feedback is only verbal and as the teacher walks around the room. There are no assignments to
actually complete and turn in. Handouts are completed as a class and the teacher offers positive
feedback leading the student to discover the correct answer. Often, the teacher translates in order
to communicate with the student about the corrections.

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Appendix B
Student Interview Questions
Name: Marcos (Israel) Guamam
Age: Twenty
Gender: M
Years learning English: approx. ten
Mother tongue (L1): Spanish

Interview Questions/Discussions (occurring over the course of three weeks):

1. How old are you?
Twenty years old

2. Which school do you study in?

Elementary School in Cuenca, Ecuador.
3. Overall, how do you see yourself as a language learner?
I am good, but I have difficulty with pronunciation.
4. How many years have you learned English?
I was eight or ten when in elementary school. I finished elementary school, and a British
university professor taught me English. Maybe for six or eight hours a week.

5. Do you have anyone help you to study English at home?

Yes. She is ten years old, but she is busy. She says she will help me, but she is busy.
6. Do you often watch English TV programs?
No. We do not have a TV. I did see Into the Woods at the movie theater.
7. Do you often read English books?
There are some books at my house, but not too many. I will read some on the internet with my
cell phone.

8. Do you speak English outside of class?

In Ecuador, I worked at a Spa where Americans would retire. I would speak English there.
Here, it is hard for people to take time to talk to me. Always busy.
9. Whom do you speak English?

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I try and talk English to the 10-year-old girl at my house. She says she will, but she forgets.

10. What do you do when you do not know how to express yourself in English?
I will ask for help.

11. What do you do when you do not understand them?

People I talk to help me to understand. Sometimes we will draw pictures. I can look at the
translator on my phone.

12. Are you active in class?

I ask questions and talk to the other students near me. I usually speak Spanish with them.

13. How many English classes have you each week at school?
This is my first class in America. I come every day.

14. Do you have many opportunities to speak English in class?

I read with the teacher and talk with a partner. It is difficult to speak English to people. Other
students do not know how to speak English.

15. Have you lived/studied in an English speaking country? If yes, how long?
I first lived my sister and her husband in Pennsylvania. I was there for seven months and here
[Michigan] for two months. This [ESL classroom] is my first school.

16. How do you think when you start speaking or writing in English?
I first think in Spanish and then English

17. What do your parents do?

My mother does not work. My father works building. My brothers also work building houses.
When I come to the United States, I worked in construction.

18. What is your full name?

My name is Marcos Guamam. My parents name me Israel, but my brothers say no and call me
Marcos.

19. When is your birthday?

My birthday is August 12, 1994.

20. Where were you born?

I am from Ecuador. My family lives in Cuenca, Ecuador.

21. Where have you traveled?

I travel all over South America. It is short distance to take a car or bus to Brazil.

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22. How many brothers and sisters do you have?

I have three brothers and one sister. I first came to Pennsylvania to live with my sister. It did not
work with her husband, so I left. I now live with a friends uncle.

23. How long have you been in the United States?

I lived in Pennsylvania for seven months and came to Michigan for two months.
24. Why did you come to the United States?
In Ecuador, I cannot receive an education like I can in the United States. I want to be a teacher.
A physical education teacher.

25. When did you begin learning English?

In school a long time. I was ten or eight years old and for short time learn English most days.

26. Did you finish school?

School is not like here. I like this class. In Ecuador, only short time in school and cannot go to
University. A man. A British man professor at university taught me English. I receive awards in
school. Doesnt matter here. I must learn English. Difficult to learn English different. British
professor speak different from here.

27. [Using a paper to demonstrate print and cursive.] Can you write in cursive?
Marcos uses the pen and writes the Spanish words letra suelta and manuscrita next to the
words printed and written in cursive. Only doctors write manuscrita. I do not know manuscrita.
The letters are the same but different.
28. How is your family?
Marcos loads Facebook on his cell phone and shows pictures of his family and points out his
younger brother Jonnathan who is thirteen years old. My mother and father stay in Ecuador.
My brothers and their families stay in Ecuador. One brother has a ten-year-old girl I think and an
eight-year-old boy.
29. Do you have a job?
I work not in winter. I work construction cement with my brother in Ecuador. I work
construction when it is not winter.

30. Can you drive a car?

No, no. I do not have car.

31. Do you want to go back to Ecuador?

Yes. I want to get education to be teacher. Physical education teacher. My family will show you
Ecuador if you visit there.

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