ESL Versus Popular Classes
The school of New Jersey
In the article, ESL versus Mainstream Classes: Different L2 Learning Environments (TESOL Quarterly, Vol. 28, Number 2, summer season 1994). Hermosa Harklau explores the differences among ESL and mainstream classes. The article is a result of an ethnographic study of new comer pupils in a San francisco area high school. Harklau felt that in order for ESOL students to successfully transition into popular classes the differences in instruction in the two styles of classes must be referred to as well while the advantages and drawbacks of equally learning conditions. Harklau conducted her examine over a three or more ВЅ 12 months period. The topics were newbies to the Bay area Bat location and were all Chinese ethnic college students. She chose these pupils for the sample group because they represented the predominant group in the ESL program. Her study consisted of 315 hours of classroom observations, types of homework, samples of schoolwork, institution records, and 38 formal interviews. What Harklau discovered was that there are two significant ways in which the instructions differed. First was the organization and goals of instruction and second was your contrast in the types of social interactions that occurred in each environment. Organization and goals of instruction refers to how and written and spoken vocabulary was used, just how teacher's goals affected content, and how and to what level feedback was handed. Harklau identified that while the mainstream classes offered a lot of opportunity to obtain meaningful input and provided many options for relationships in writing, there was very little opportunity for students to interact orally in the classroom. The classroom had been structured very traditionally (in rows) and consisted of the traditional teacher spiel format. Inside the ESL, classroom Harklau found quite the opposite...