• Chapter 1, “An Introduction to Grammar for English Language Learners (ELLs).
  • Section 1, “What do you already know about ELL grammar?” (pp. 2–9)
    
    Take the pretests in this section to assess your current knowledge of typical ELL grammar errors. This will serve as a baseline for what you currently know about your students’ language proficiency. As you complete the pretests, jot down those mistakes commonly made by your students and the explanations you can now give them.
     
  • Section 2, “Approaches to Teaching ELL Grammar: The Role of Student, Setting, Course, and Teaching Situation” (pp. 16–30)
    
    This section introduces the complexity and diversity of both ELLs and the programs and schools in which they are educated. As you read, consider your own students and how their language learning might be affected by the following variables: first language (L1), age, length of time in U.S. schools, and the amount of education they have received in their L1.
     

Nieto, S. (2010). Language, diversity, and learning: Lessons for education in the 21st century. Retrieved from  http://www.cal.org/resources/digest/language-diversity-and-learning.html

Nieto offers a brief history of language diversity in the U.S. education system along with recommendations for honoring a student’s L1 as a resource. As you read, think about your own classroom and school settings. How are other language backgrounds used as a resource in these settings? What are some of the challenges involved with implementing Nieto’s recommendations in your school?

Malnig, A. (2009, April 26). Generation 1.5: Do the kids in the middle get the short end of the stick? An interview with Mark Roberge. Retrieved from http://www.eslfocus.com/articles/generation_15_do_the_kids_in_the_middle_get_the_short_end_of_the_stick-415.html

This interview with Mark Roberge adds more context to the discussion of Generation 1.5 learners, briefly presented in Chapter 1 of the Folse text. As you read, consider the implications of “ear learning” on becoming proficient with the forms and grammar of academic English.