ESL Literacy Experience in the USA: A Case Study of a Korean Middle School Student
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Recently, there has been a lot of criticism that ESL programs designed to help language minority students are often not beneficial. In some ESL classrooms, students are isolated by space and curriculum, and tracked into lower level classes without appropriate instruction and assistance. As the class materials of ESL are not challenging, it becomes much harder for the students to move forward academically. The experience of a Korean middle school student in this study demonstrates that some schools in the United States provide ESL students with tasks that hamper their academic progress. When the student was placed into ESL classes at an American school, he found that his new school set very low expectations for him. In this paper, the researcher describes how the student suffered through issues of identity and curricular materials irrelevant to his needs and interests, and examines what might be the source of all the troubles. Then, the researcher proposes some suggestions that may benefit Korean ESL students in their struggles to learn English in American classrooms. The researcher hopes this study can help ESL teachers to see their students with more understanding about their cultural backgrounds and literacy experiences.
Abstract
Recently, there has been a lot of criticism that ESL programs designed to help language minority students are often not beneficial. In some ESL classrooms, students are isolated by space and curriculum, and tracked into lower level classes without appropriate instruction and assistance. As the class materials of ESL are not challenging, it becomes much harder for the students to move forward academically. The experience of a Korean middle school student in this study demonstrates that some schools in the United States provide ESL students with tasks that hamper their academic progress. When the student was placed into ESL classes at an American school, he found that his new school set very low expectations for him. In this paper, the researcher describes how the student suffered through issues of identity and curricular materials irrelevant to his needs and interests, and examines what might be the source of all the troubles. Then, the researcher proposes some suggestions that may benefit Korean ESL students in their struggles to learn English in American classrooms. The researcher hopes this study can help ESL teachers to see their students with more understanding about their cultural backgrounds and literacy experiences.
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