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Chapter 1

The document discusses organizing and managing a remedial English language program. It covers assessing students, basing instruction on research, providing opportunities for practice and independence, and modifying speech when teaching second language learners.

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Johanna Patricio
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16 views3 pages

Chapter 1

The document discusses organizing and managing a remedial English language program. It covers assessing students, basing instruction on research, providing opportunities for practice and independence, and modifying speech when teaching second language learners.

Uploaded by

Johanna Patricio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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REMEDIAL INSTRUCTION IN ENGLISH

A remedial program helps students address language skills deficits by helping them
acquire self-confidence to face their own weakness and overcome these through the
acquisition of self-help strategies. A thorough assessment must be conducted before
organizing a remedial program, while consistent monitoring is imperative in managing the
program.

Instruction is systematic when it is planned, deliberate in application, and proceeds


in an orderly manner. This does not mean a rigid progression of one-size-fits-all-teaching.

Intensive instruction on any particular skill or strategy should be based on need.


Thus, intensity will vary both with individuals and groups.

There is no substitute for ongoing documentation and monitoring of learning to


determine the order in which skills should be addressed and the level of intensity required
to help a child or group of children succeed in a particular area.

To track specific goals and objectives within an integrated language-arts framework,


teachers must know the instructional objectives their curriculum requires at the grade or
year level they teach.

A. Organization

In organizing a remedial program, one must consider the following factors:

1. Curriculum

a. Base goals and standards for language learning on theory and research.

b. Relate teacher beliefs and knowledge about instruction to research.

c. Organize the curriculum framework so that it is usable.

d. Select materials that facilitate accomplishment of school goals.

2. Instruction

a. The program must identify instructional strategies and activities for learners.

b. Instruction must be based upon what we know about the effective teaching of
language skills.

c. Those involved in designing or selecting instructional activities need to consider


the variables that contribute to success in language learning given its interactive and
constructive nature.

d. Time must be provided in the classroom for practice.

e. Composing should be an integral part of the program.


f. Students should be given opportunities to become independent and to self-
monitor their progress.

g. The climate in a school must be conducive to the development of students.

h. The school must develop an organizational structure that meets individual needs
of students.

i. The program must provide for coordination among all language programs offered
in the school.

3. Assessment

a. Use assessment to guide instruction.

b. Develop scoring guides and rubrics.

c. Seek alignment among various layers of assessment.

B. Management

School-based remedial sessions tend to involve 3 to 10 learners, and typically last


between 30 to 50 minutes, depending on whether they are in the elementary or secondary
level. A plan to maximize the utilization of that time should be a high priority. To ensure that
the program is effective, one must consider the six components of an ideal remedial
program (Manzo & Manzo, 1993). These principles may also be applicable in remediation for
other skills aside from reading.

1. The orientation component. The orientation component provides continuity and focus to
the remedial session. It may be an engaging question or statement related to local or
national news, or even school life. It must focus on structured routines, materials,
equipment, venue, people involved and the objective of the program.

2. Direct Instruction Component. This is the instructional heart of the remedial session. It
should be traded away, even for one period, without some compelling reason.

3. Reinforcement and Extension Component. This period of time ideally should build on the
direct instructional period and be spent in empowered reading, writing, and discussion of
what was read. Writing activities may vary from simply listing key words to summarizing and
reacting.

C. The Use of Accuracy-based Activities

Accuracy precedes fluency. Form-focused activities prepare students for communicative


tasks. These activities have a high degree of control and focuses on specific language
components. To strike a balance, Hedge (2000) describes how to make accuracy-based
activities meaningful.

1. Contextualized practice. This aims to establish the link between form and function. The
activity should highlight the situation where the form is commonly used.
2. Personalizing language. Personalized practice encourages learners to express their ideas,
feelings, and opinions. These activities help learners to use language in interpersonal
interactions. A variety of gambits or useful expressions should be provided.

3. Building awareness of the social use of language. This involves understanding social
conventions in interaction. Communication strategies are directly taught and practiced
through contextualized activities.

4. Building confidence. The key is to create a positive climate in classroom where learners
are encouraged to take risks and engage in activities.

D. Talking to Second Language Learners in the beginning level. Cary (1997) suggest that
teachers need to make speech modifications as a form of instructional support when
teaching with second language learners.

1. Speak at standard speech. This means providing more and slightly longer pauses to give
students more time to make sense of the utterances.

2. Use more gestures, movement, and facial expressions. These provide emphasis on words
and give learners extra clues as they search for meaning.

3. Be careful with fused forms. Language compressions or reduces eliminating them


together.

4. Use shorter, simpler sentences

5. Use specific names instead of pronouns.

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