ESL Education for Academic/Cognitive Development

Abstract

The present study examined and interpreted classroom life in a 3rd grade ESL class in terms of its relation to the children's academic/cognitive development. Focus was on how an awareness of ESL children's academic/cognitive development guided classroom instruction and interaction and how those involved perceived the process. Methods of data collection included five-months of classroom observation, audio- and video-recordings of classroom lessons, fieldnotes, and interviews with teachers, children, and parents. Data analysis revealed that the ESL class served as a place where academic content was integrated into language instruction. Efforts were made to make the content comprehensible to the children through visual aids or physical activities. The ESL class served as an extension of mainstream classes, not simply as an isolated language laboratory. Data analysis also revealed that the ESL class functioned as a help center for the children. This study points out that addressing academic/cognitive development can take place not as an add-on feature but in an integrated manner.