The Melting Pot - oebv.at · In the next lesson, I brought in the car materials, the story of transforming a beat-up VW Golf into a hot rod. Barbara and I were both nervous. The language

“Hapy Boisdy”: Teaching English in the 3rd Stream Melting Pot by Tanja Westfall, September 2005, www.etg4me.com 1 of 7

��: Teaching English in the 3rd Stream Melting Pot

I recently taught three English lessons in a 3rd -stream 3rd form. The teacher, Barbara Giesinger, had invited me. There were 18 pupils, of whom were two pupils with developmental disorders (ASO-Schüler) and about one-fourth immigrants or refugees. There were seven girls and eleven boys. The girls sat together, whispering and exchanging meaningful looks, letting the boys steal the show. The boys wore statement-making t-shirts and were quick to express their opinion on everything. They all seemed “normal” to me.

I had brought materials I wanted to test from volume 3 of English to go, a cycle on fashion (which I was confident about) and a cycle on cars (which I wasn’t so sure about). We spent the first lesson getting to know one another. The learners helped me to complete phrase builders on the board and we used them to practice speaking. By the end of the lesson, they had all experienced being understood and understanding in English. I was impressed.

In the next lesson, I brought in the car materials, the story of transforming a beat-up VW Golf into a hot rod. Barbara and I were both nervous. The language looked difficult: specific “technical” vocabulary, plus passive voice in a task about the restoration process. Neither Barbara nor I are mechanics, and I only superficially understood the content.

Perhaps I was lucky. Three of the boys in the group wanted to become auto mechanics, so the material was right up their alley; their enthusiasm was contagious. The girls were fascinated by the transformation of an old beater into a shiny, sexy car. They were all engaged in the lesson. And some learners could actually apply the information in real life. They understood more than I did.

I admit it takes more than a good topic to make a lesson work. Barbara and I both teach with a “Yes, you can!” stance and the materials were designed with specific criteria in mind (see Figure 4). A to-do list oriented us throughout the lesson. Specific, “difficult” vocabulary was translated at the bottom of the text, supported by a diagram of a car with the parts labeled. The tasks were focused and specific. The text was concrete, direct and clear, with before and after photos of the car, so learners could connect the information to their own knowledge and experience, allowing them to scaffold the content to meet their own needs.

I left the lesson with positive feelings about the learners and mixed feelings about the system. Although I have experience in placing learners in ability groups, I could not detect a homogeneous level. I learned that one particularly bright pupil was in the group because he had a personality conflict with another teacher. And I was sure that some of the boys’ knowledge about cars would have helped classmates of higher ability to understand.

I left with questions I wanted to answer. How has streaming led to this melting pot? Who are these learners? Why does the 3rd stream represent such a problem?


The search for answers

One reason the 3rd stream is such an issue is because it affects so many of us. According to the recent estimates I could find, 25 – 33% of all middle school (HS) pupils are in the 3rd stream, i.e. 16 – 22% of all lower secondary pupils in Austria. I was shocked. Can it be that so many Austrian children require remediation? With the sheer numbers, combined with the PISA panic and proposed standards, it is no wonder that “slow learners” have become an issue. To make matters worse, there are significant regional differences. Formal placement methods are not standardized and informal criteria abound, so the constellation of 3rd streams can vary dramatically. It is practically impossible to offer a single solution that will work for all.

Could it be that some learners don’t even belong in this group? As I began to ask questions, it occurred to me that this melting pot phenomenon is due in part to vague language for describing 3rd stream learners, “lernschwach” or “leistungsschwach” are common politically correct catch-alls, roughly comparable to auto mechanics using “thing-a-ma-jig” instead of properly naming auto parts. Why this vague language? Colleagues have told me they do not want to label learners, which I understand. None of us wants to stigmatize. The sad truth, though, is that by streaming we are doing it anyway and a vicious cycle – low self-esteem leading to low performance leading to lower self-esteem – is evident in the behavior of the learners and, I would argue, of the adults involved. What Richard Lavoie calls FAT (frustration, anxiety, tension) affects everyone; teachers burn out, administrators feel helpless, and parents give up hope.

Differentiated instruction requires differentiated thinking

In trying to understand the 3rd stream melting pot, I could not avoid the specific, concrete terminology presented here in Figure 1. Some of these terms, such as IQ, are controversial; some, such as “abnormal,” can be loaded. They are all, however, accepted by educators in the English-speaking world as professional terminology for addressing learning issues. Why are they taboo here? In short, I believe we must differentiate in order to provide differentiated instruction, no matter how we personally respond to a word.

In this article, I would like to focus on learning disorders and “slow learners”. In the US, many educators differentiate between these two issues by using IQ as a criteria. Despite the controversial nature of IQ testing, this approach does shed light on some of the issues. “Slow learners” are those whose achievement is low and who have a below-average IQ (70-85) and no learning disorder. Learning disabled children are defined by law as having at least an average IQ (85 +) but their achievement is low because of a learning disorder. Albert Einstein is an example – a genius denied entrance into a US university because he could not pass the English exam.

Fig. 1: Pupils in the 3rd stream are learners with: • learning differences

(preferences) • learning disorders (abnormal

brain function) • low IQ • psychological disorders • emotional problems due to

abuse or trauma • Attention Hyperactivity Deficit

Disorder (insufficient metabolism of brain chemicals)

• behavioral problems • lack of social skills • language and cultural

differences (immigrants, refugees)

• physical disabilities and developmental disorders (special needs, ASO)


Learning disorders and their impact on teaching and learning

It is estimated that 7 – 10% of the US population has a learning disorder. According to the ÖBVL (Österreichischer Bundesverband Legasthenie), one out of seven (ca. 14%) in Austria has a learning disability. If we apply the more conservative US statistics to Austria and assume that most LD children are in the 3rd stream, then it is likely that up to half of the learners in the 3rd stream have an LD.

But what is LD? Differentiation is also important here. A learning disorder is defined as abnormal brain functioning which interferes with one or more of the steps in learning (Fig. 2). People are born with LD, it is not something that develops later. There are over sixty identifiable learning disorders, which fall under the following general categories:

Academic skills disorders • Reading disorders (dyslexia) • Math disorders (dyscalculia) • Written expression disorders (dysgraphia) Speech and language disorders • Difficulty articulating • Difficulty expressing ideas/info • Difficulty understanding Others • Fine motor skills (dyspraxia) • Nonverbal Learning Disorder

To understand the impact of a learning disorder on learners, Canadian psychiatrist Dr. James Chandler frames disorders within the learning process. For example, a person with dyslexia will have difficulty in Step 2, perceiving, whereas a person with dysgraphia will have difficulty with Step 5, output, in writing (but no problems with speaking or applying). In other words, a person with dyslexia has a distinct disadvantage in dealing with information through reading, although they have no problems perceiving, integrating, and remembering information presented orally. A person with dysgraphia has a distinct disadvantage in written assignments and tests, which are often the primary factors in evaluation. Both may do poorly on a test.

Learning disorders are not to be confused with learning differences. We all have learning preferences (learning styles, multiple intelligences) which have developed over time; only a minority are born with a learning disorder. Low achievement may also be caused by other factors such as Attention Deficit Hyperactivity Disorder, hearing or vision problems, emotional trauma, anxiety, depression, home environment, or a mismatch between a learner’s personal learning style and that of the teacher.

In other words, it is important to distinguish between leistungsschwach (low achievement) and lernschwach (slow learners). Low achievement is a signal that there is a problem, not necessarily a criteria for streaming. And streaming in and of itself is not an adequate solution for learners with learning disabilities.

Having an LD is a hurdle, but it is not a dead end. Winston Churchill, Bill Clinton and Tom Cruise are all examples of high achievers born with an LD. Nor does LD have to lead to stigmatization, provided that a constructive, professional stance is present. As a pupil, I knew some of my classmates had an LD but I did not perceive them as inferior. For example, I understood at the age of 8 (3rd grade) that my classmate

Fig. 2: Steps in learning 1. Pay attention 2. Perceive

• Use the senses: see, hear, feel, taste, smell

• Process: filter out & focus

3. Integrate • Sequence: put in the

right order • Abstract: understand

the context • Organize: connect

with other knowledge 4. Remember

• Short-term • Long-term

5. Output • Write it • Say it • Apply it


David had something called dyslexia and that meant he had problems with reading. Twice a week he worked with a different teacher on reading while the rest of us worked together with our regular teacher. Not once was David teased or singled out by his classmates. His special instruction was handled professionally, so it was simply normal. David was, however, singled out by our regular teacher on occasion. After one particularly humiliating episode, when she forced him to sit on her lap during a lesson, our sympathies went out to him. The teacher lost our respect, but David did not. What can we do as regular teachers?

In our role as “regular” teachers, we can only detect problems by watching for signals. Diagnosis of a learning disability is beyond the realm of our expertise. Ideally, if we suspect an LD, we can refer learners to specialists (learning specialists, psychologists, medical professionals) who can confirm or rule out an LD and, if necessary, create an individualized education plan based on the learner’s strengths and weaknesses. Unfortunately, this seems to rarely occur in day-to-day practice. As an American, I am shocked by these lack of resources in the school system. What if a family can not afford diagnosis and special instruction? Or worse, is in denial that their child could have an LD?

The good news is that we can help learners who might have a learning disability by adapting our teaching methodology to their needs. The methodology is no different than what we would normally use in our classrooms, but not using a particular strategy can make a much bigger difference for learners with LD. By selecting appropriate methodology, we are striving to meet the fundamental goal of teaching: to create a learning environment in which learners can succeed. As we know, the 3rd-stream melting pot comprises a broad range of learning problems, which may or may not be related to learning disability. The following table and suggestions are alternatives for meeting these learners’ complex needs, but there is no single solution or foolproof recipe. Problem area Criteria for tasks and instruction

Difficulty with abstraction clear structure, step-by-step tasks, concrete contexts, content related to real life

Difficulty with generalizing and transfer clear learning goals, concrete contexts, systematic instruction, consistent prompts and anchors

Poor memory regular repetition and recycling, learner-friendly over-learning tasks (e.g. echo, meaningful drill, computer-based learning)

Reading problems concrete contexts, whole language approaches, pre-reading strategies, response skills

Lack of automatized skills tasks to support automatizing (e.g. timed tasks such as freespeak, freewrite, speed reading)

Limited sensory channels multisensory input and prompts (illustrations, color-coding, audio and musical elements, movement)

Lack of learning strategies targeted instruction in learning strategies, regular use of strategies

Low self-esteem, poor self-management skills learner autonomy through learning strategies, self-assessment with focus on “I can”, positive reenforcement, learning portfolios

In the following section, some general good practice principles and the related methodology are presented in more detail.


Good practice 1: Be explicit. In general, it is essential to be explicit in every step of teaching. Sometimes being explicit seems monotonous and laborious, but it can be very important for slow learners and those who must compensate for a disorder by thinking consciously about each step in learning. Whereas slow learners can automate these skills over time, learners with LD must always consciously structure their work to cope with it. ��Elaborate to ensure learners see what you see. (Let’s read the letter. It begins with the date. Then the

writer starts with “Dear…”.) ��Show learners what to ignore and what to focus

on. (Let’s skip page 21. Look at page 22. It is the first page of unit 4. Look at the title at the top. It is important.)

��Explain why things happen. (“Joe sees a dog.” Let’s look at the verb. The letter S is important. Can you see it? Can you hear it? We need S because it is about Joe. Joe sees a dog. He sees a dog.)

��Link what is new to what the learners already know. (“Jen likes cats.” Can you remember the last sentence? “Joe sees a dog.” Jen likes cats. She likes cats.)

Good practice 2: Choose learner-friendly texts.

Learners with reading problems can be supported by selecting texts which are direct, concrete, clearly organized, personalized, eye-catching, and logically ordered. The closer to real-life these texts are, the better. A teacher who piloted a reading task for the development of English standards was surprised to discover that most of her 3rd stream managed a “difficult” text well. It was full of new vocabulary, but the topic was real life (Alicia Keyes), there was a photo of the pop star, difficult words were translated at the bottom of the text, it was a familiar age-appropriate genre (from a magazine), and the information was structured clearly.

Good practice 3: Teach reading strategies.

In addition to working with the right texts, learners also benefit from instruction in reading strategies.

��Help them to attend to meaningful chunks to break the word-by-word reading pattern.

��Teach pre-reading skills to prepare them for reading.

��Practice text search skills to find answers quickly: skimming skills to get the gist of a text and scanning to find specific information.

��Foster response skills to help learners interact with the text and make it meaningful.


Good practice 4: Explain what reading and writing are like.

It might seem strange to explain how you read and write, but it can help learners tremendously. It is the master-apprentice principle: the master demonstrates and explains to the masters-in-becoming how to best do a task.

��Explain that reading is a process of making meaning, in which we link small pieces of text together to get the message and we link new information to what we already know.

��Point out that we use sound, sight, and context clues to understand a text.

��Point out the patterns that writers use (letters start with Dear…, and end with Sincerely, / Important information in articles is normally in the first and last paragraphs).

��Make learners aware of how we read in different ways depending on the kind of text and the purpose (newspapers for information, stories for pleasure, manuals for instructions).

Good practice 5: Teach learning strategies.

It is also essential for learners to be taught consciously and systematically how to learn.

��Color aids and highlighting can be useful. (Highlight the verb phrases in yellow: Bullies pick on other kids. They make up stories about others.)

��Dictionary skills should also be trained, and they can be integrated with vocabulary practice. (Put these words in alphabetical order: horse, dog, cat, zebra, hamster.)

��Integrate vocabulary learning techniques regularly in lessons. Examples: mapping, phrase builders, flash cards, listing, word fields.)

��Slow learners also benefit from using graphic organizers such as KLC charts and Venn diagrams. (For more information about graphic organizers, download the background reading about learning journals at www.etg4me.com or do an internet search.)

Good practice 6: Link meaning to sounds.

Learners with auditory processing problems can be helped if we teach structure rules to consciously link meaning to sounds, e.g. prefix, suffix, root words, plurals. They need these rules because letter combinations by sound are not meaningful. Teachers also help learners with auditory processing problems when they:

��Pre-teach the sound of new chunks before reading a text.


��Use dramatization and mime, play Simon Says.

��Use flash cards for sight words that can not be sounded out.

��Work with spelling lists and quizzes.Note the shape of difficult-to-remember words.

��Use picture words.Use graphic organizers. Good practice 7: Teach spelling tricks.

Another area that is difficult for all learners of English, including native speakers, is spelling. English is not easy to spell and phonetics are only useful to a limited extent. It is impossible to teach and learn all of the spelling rules and their exceptions, but learners who have difficulty remembering spellings can benefit from several teaching tricks and mental hooks which are used with native speakers:

��Teach word families with emphasis on sounds. (Example: deVELop, deVELopMENT).

��Use sounds to remember spellings. (Example: Pronounce the c in the sc blend as in sCissors, or the k in the kn blend as in Know).

��Use spelling tricks to scaffold new spellings PrejudICE is not nICE. What? – The hat. W + hat. / Where? – Here. W + here. When? – Then. W + hen

��Teach general rules “When two vowels go out walking, the first one does the talking:” read, boat, coat... “I before E except after C:” receive, believe,… “Silent E makes a long vowel sound:” A mat for my mate. A cap and a cape. Not a note. … “Drop the silent E:” bike – biking, make – making, … “Y to I:” easy – easier, happy – happiest, baby – babies “Double the consonant:” sit – sitting, map - mapping

��Teach irregular spellings of parts of words (-tion, -able/-ible, -cian, -cial, etc.).

��Teach letter blends (wh, ch, sh, oo, ll, etc.). This can be particularly useful in helping learners to remember the questions words (wh).

��Use rhyme and rhythm to help predict the sounds and words (“Jack & Jill went up the hill.”).

��Point out sight words such as was, were and use flash cards to practice them.

Postscript A few months ago, I received a packet of texts in the mail, sent to me by Barbara Giesinger’s 3rd streamers who had taught me about cars. They had done a writing project and half of the texts were about cars and car stereos. I was amazed by the quality and shared them enthusiastically with my husband, who is a hobby mechanic. His response: “But this is technical English!” I agreed.

A general rule of thumb: Do not have learners read aloud until they know the language well! It is an invitation to fail. Learners need to hear a competent reader read to them while they read along, particularly in the first two years of learning English.

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The Melting Pot - oebv.at · In the next lesson, I brought in the car materials, the story of transforming a beat-up VW Golf into a hot rod. Barbara and I were both nervous. The language