Getting Started: Defining Expectations

A non-English speaking student clearly cannot perform on a par with his English speaking peers in most academic areas. Nor can the classroom teacher spend too much time with the student one-to-one. In setting reasonable expectations for yourself and the child, it might be helpful to keep the following points in mind:

• Anything the child can do that helps him learn anything can be used.
• The primary goal at first should be to facilitate adjustment and learning oral language--not to teach or test subject matter. Visual or experiential illustrations of subject matter should be used as much as possible, of course, but real understanding will come gradually. Comparing the non-English speaking student's progress with that of others can only lead to feelings of failure for teacher and child.
• Set short-term attainable objectives and measure progress toward them graphically to prevent both teacher and student from feeling overwhelmed.

What Can Be Expected from Students?

• Since listening to a foreign language all day can be extremely tiring, students might appear attentive one moment and dazed the next. This is normal and will probably continue until good listening comprehension is achieved. Permit students to withdraw from class activities to rest or listen to classical or instrumental music on occasion.
• Students, even if they can write, may not spell correctly or use capitalization or punctuation. In some languages, there is no capitalization! Until those skills have been taught and mastered, it is best to ignore such errors. Focus on the positive.
• Even though students have studied certain structures and vocabulary, they may not be able to apply what they know in conversation. All opportunities to hear and speak using the structures they have studied are very beneficial.
• Misbehavior may result from frustration, boredom, or the need to be recognized by peers. Avoid "special treatment" and provide plenty of work within the student's ability to partially prevent this. Also, be sensitive to the child's unique social problems and help him find ways to fill his needs in an acceptable way.
• Just because a child can express himself effectively and fluently in conversation doesn't mean he "knows" English well enough to do grade level work. It will probably be at least two years before even the most adept foreign student will be able to do grade level work with comprehension and success. Learning a new language is a large undertaking. Be patient.
• Often, limited English speaking students can decode and manipulate English structures well enough to answer "comprehension" questions in writing without really comprehending. It is a credit to them, in a way, that they can develop these "survival" skills on their own, but don't assume they truly understand what has been taught.
• There is no moment when a once non-English speaking student suddenly "knows" English. Acquisition of a second language is progressive and gradual. It continues for a lifetime, as does growth in a native language. Whatever a teacher can do to encourage students to independently and assertively pursue mastery of English is of tremendous value.