It is unfortunate but true that many misconceptions exist regarding teaching English to non-English speakers. Just as one who can read is not by that criterion alone capable of teaching reading, knowing a particular language does not ensure that one can effectively teach it. It is an error to assume that common sense can guide one in ths regard. True common sense is simply not as common as many may believe. What may appear a sensible thing to do in teaching ESOL, may in fact (as one who reads the book will see) prove counter-productive and in turn detrimental to the learning process.
This book focuses on subject matter which includes the question of what language actually is (its components, skills, and traits), the mystery of the orgin of language, the history of the English language, past and current ESOL teaching techniques and culture as a factor in language learning. The book is designed to be of value to ESOL teachers and administrators, students preparing to teach ESOL, volunteers in need of learning more about the field and individuals who may simply be interested in the history of the Enlish language and/or ESOL methodology. The books information is expected to increase the knowledge of readers as well as to help some strengthen and others develop a solid foundation upon which to rely in whatever approach they choose to teach ESOL.
O autorze
A distinguished career in the field of teaching and administration began in 1959. When attending Oswego State Teachers’ College in Oswego, New York, the author chose to do his student teaching at the Onondaga Indian Reservation in Nedrow, New York. The culture of the Native Americans which he experienced first hand had an important impact on his future professional choices. He went on to obtain a Master of Science degree in education from Hunter College in New York City and later a doctorate degree in Education and Administration from Yeshiva University.
He served as an elementary and junior high school teacher in New York City public schools, where he worked extensively with minority ESOL (English for Students of Other Languages) students from many different countries and cultures. As a result of his successful innovative work with multiethnic children during the daytime, he was offered an additional evening position as an ESOL teacher of adults. This led to his appointment as supervisor of instruction, and later as assistant director of the citywide federally funded adult education program.
In addition, Dr. Goldstein worked closely with Jim Hall, President of York College in N.Y.C., teaching, training staff and developing the college’s ESOL program. In the 1970s he was appointed coordinator of the Jersey City College Right to Read Program. Besides supervising the program’s instructional activities, volunteer training, and maintaining ongoing contact with community groups and service agencies, he gave special attention to adults in the community who were in need of English language instruction. Later, at the urging of Rabbi Morris Sherer, he accepted the position of Education Director of Project COPE (Career Opportunities and Preparation for Employment), a division of Agudath Israel of America. Many hundreds of Russian immigrants were serviced in the area of ESOL under his supervision. Dr. Goldstein had a marked impact on ESOL instruction while building and improving the programs.
His other activities included serving as a member of New York State’s Commissioner of Education Gordon Ambach’s Bilingual Education and Adult Learning Services Councils. Besides that, he was instrumental in establishing the Council of American Immigrant Agencies (a consortium of multiple ethnic agencies in New York City), and serving as a consultant to the New York City Board of Education’s Instructional Management Program
The current work was written by Dr. Goldstein in clear understandable English to share his experience and knowledge of ESOL methodology and related matters with teachers and lay people everywhere who are interested in the field.
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