ESOL Instruction, Part 6

Question 1: Discuss the separated-simulated-integrated approach to achieving high literacy in English programs.

Answer 1: Many schools consistently produce highly literate students by teaching English using the separated-simulated-integrated method. Teachers discovered that learning is most effective when students acquire the skills which they need, retain that knowledge, and are able to apply the information outside the language arts classroom. This approach works for every skill from grammar and syntax usage to learning vocabulary and individual facts to organizing a writing assignment. (It is also effective in other classes.) Students study a single item (separate), memorize its meaning, and record the data in a notebook. The second step is to use the information (simulate) within a limited area in the subject under study. Finally, students are required to use the new knowledge to complete a task that is related to the subject but extends beyond the original item (integrate). This approach teaches critical thinking and enhances the ability to apply concepts instead of simply memorizing isolated bits of data.

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Question 2: List some separated-simulated-integrated activities which work and some which do not.

Answer 2: The objective of using separated-simulated-integrated activities is to enable students to become better readers, writers, and thinkers. Using only one or two does not help students retain and apply the lessons learned; using all three appropriately does. For example, the teacher assigns separated and simulated activities related to the topic to small groups (five or less) and requires each group to present its findings to the entire class. The teacher uses this data to generate a class discussion, pose a complex problem, or assign individual written reports (in most situations, using all three works best); the work product must use most of the information supplied by the groups. This approach teaches effective note-taking and communication skills and requires the ability to speak, listen, analyze, and evaluate data and integrate new information. Keeping a written compilation of new words, ideas, and concepts generated from these activities is an excellent way to create a reference guide and study tool.

Question 3: Discuss the importance of making connections to other parts of the students’ lives.

Answer 3: One of education’s primary functions is to prepare students to be productive members of society. In order to do that effectively, the knowledge gained in school needs be meaningful and make sense to the students. Therefore, it is imperative that teachers consciously make connections between information learned and skills acquired in one class to their application in other disciplines. Connected data can be used to understand new facts, integrate new information, and apply lessons learned in one area to problems posed in another. The ability to see the relationship between seemingly unrelated topics and events requires critical thinking and advanced reasoning skills. When teachers encourage students to explore the relationship between activities and attitudes in school, at home, and in the neighborhood, students gradually begin to understand that individual actions have far-reaching consequences beyond the immediate environment. Making that critical connection is a major milestone in an adolescent’s maturation process.

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