ERIC EJ847924: Guidelines for the Selection of Topical Content in ESL Programs

2004·0.98 MB·English

by  ERIC

Guidelines for the Selection of Topical
Content in ESL Programs
Glenn Deckert
The author contends that the topical contentofESL lesson materials in schools
and universities is ofethical significance. Based on an established model for
ethicaljudgment in social services,five guidelinesfor ethical selection oflesson
topics are proposed and illustrated. Lesson topics must help ESL students: (a)
adjust to local surroundings, (b) appreciate unfamiliar learning strategies, (c)
exploregenuineinterests,(d)embraceinstitutionalstandardsofconduct,and(e)
fostermutualacceptanceinthefaceofconflictingperspectives.Afterhighlighting
thebenefitsofapplyingtheseguidelines, thearticlecallsforfurther refinementof
thissetofguidelines.
L'auteuraffirmeque Ie contenu thematiquedes le~ons enALSdans les ecoleset
les universitesrenferme unesignificationethique. Ens'appuyantsurun modele
eprouveportant sur Ie jugementethiquedans les sciences sociales, il propose et
explique cinq principes directeurs pourguider la selection ethique de sujets de
le~ons. Les sujets des le~ons doivent appuyer les eleves en ALS dans leur: (a)
adaptation au contexte local, (b) appreciation des strategies d'apprentissage in
connues,(c)explorationd'interetsauthentiques,(d)adoptiondesnormesinstitu
tionnelles du comportement et (e) consideration positive de perspectives
contradictoires. Apres avoirfait valoir les avantages d'appliquer ces principes
directeurs, ['auteurencouragela miseaupointdecetensemble.
Inretrospect,IrecalledthatmyoneMiddleEasternstudenthadtendedtosit
fartothesideoftheclassandmostlykeephisthoughtstohimself.Onlyafter
hehad missed three consecutiveclassesand Ihad beentold he wasseeking
transfer to another section of this required ESL course did I realize that
somethinghad goneverywrong. Tolearnthathe was tooupsettotalkwith
me personally was even more disturbing. Eventually, I learned from the
program administrator and the department head the full measure of his
resentment. Whatwastheproblem?
Piece by piece, the picture came together for me. In an earlier class my
demonstration on how to give a two-minute news summary from minimal
noteshadmarkedmeashispoliticaladversary.Inmysamplepresentation,I
had unknowingly chosen what was for him an emotionally charged news
reportaboutafatal Palestinian-Israelishootout.Thataccountcameacross to
him as a piece of biased and slanderous reporting. Further, on another
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occasion,my reply to an Asianclassmate's question on the meaningof"the
evileye,"anexpressionfrom ourreadingpassage,wasperceivedasridicule
ofhis own religious faith. Sodespite my ownpastyearsofresidence in this
student's region of the world, now in North America I had blundered and
ignitedflamesofantagonismandreducedmyclasssizebyone.Althoughthe
testimony of an African Muslim classmate later seemed to exonerate me, I
learned with much regret something about more judicious use of subject
matterwithmyESLstudents.Evenmoresonow,aftertheeventsofSeptem
ber11,2001,andtheramificationsofensuingwaroninternationalterrorism,
Ishould anticipate at least some students' sensitivity toward many topics I
mightbringtomyESLclassroom.
Myunfortunateexperiencewithonestudentawakened metomyprofes
sionaldutyandethicalresponsibilityinbothpremeditatedandspontaneous
use of topical content in ESL classrooms. Over the past decades, we in the
field ofTESOL have gained a heightened sense of ethical responsibility on
manyfronts ofthe ESL/EFLenterprise. Wehave gained ethical perspective
on representation of what an ESL program might deliver, the treatment of
part-time ESL instructors, the making and use of tests, and the use and
protectionofhumansubjectsinresearch. TheissueoftopicalcontentinESL
lessonmaterials,however, isseldomviewedintermsofethicalresponsibili
ty.Johnson's(2003)recentdiscussionofvaluesandmoraldecisionsinawide
range of language teaching activities makes clear the need for thoughtful
reflection on all aspects of ESL endeavor. Certainly the topical content of
lesson material is oneof those aspects. Textbookauthors and publishers, in
somesense,havedemonstrated a measureofethical awareness inESL text
book content. They have rid publications of much ethnocentrism and
stereotypical imagery. More self-criticism on content may be needed. For
example, Heiman (1994) has questioned the appropriateness of assuming
WesternmaterialisticvaluesinESLtextbooks.Speakingtoinstructorsthem
selves,Silva(1997)hascalledforethicalsensitivityindeterminingthetopics
ofwritingassignments. HecautionsagainstimposingWesternthemestothe
neglect of topics the students prefer to explore. Nevertheless, a broader
statement of professional and ethical standards in the selection and use of
topicsinESLteachingmaterialshasnotyetemerged.
The Purpose ofThis Discussion
Inthe lightof theneed for ethical awareness in determining topical content
for ESL courses, I first examine the growing need for guidance in this area
and thenpresentonelegitimatemodelforconceptualizingethicalguidance.
Then, drawing on the model, I propose five guidelines for the selection of
topicalcontentforESLlearnerswhoenterNorthAmericanclassroomsfrom
a wide range of diverse sociocultural and educational backgrounds. The
explicationofthese guidelines is accompanied byspecific examplesoftheir
74 GLENNDECKERT
application. Finally, Isuggestsourcesofinputfor further understandingon
responsible determination of topical content used for mediating language
lessonsinschoolsand universities.
A Timely SourceofGuidance
Ethical awareness in the selection of ESL topical material is particularly
relevant in that ESL instructors now commonly use authentic materials of
their own choosing to supplement or even constitute the larger portion of
teaching materials. That is, following the tenets of the communicative ap
proach in their teaching, instructors are less inclined to adhere to predeter
mined linguistic syllabi, mere notional-functional categories, or set topical
outlines in their routine teaching.This holds true inbothcourses thatfocus
onoralskillsandthosethatemphasizereadingandwriting.Theinstructor's
freedominintroducinghisorherownmaterials,itcanbeassumed,increases
withthe rising levelofstudentproficiency. Atalltimes, the instructor's aim
is to select high-interest topics and create related tasks that wholly engage
andchallengethelearnersattheirleveloflanguageproficiency.Thustopical
contentin ESL courses has become an increasingly manipulable variable in
the hands ofthe instructor. Subjectmatter is constrained only by students'
proficiency level, their cognitive maturity, practical accessibility to the
desired materials,and theconsentofbothstudentsand instructor.
As instructors increasingly exercise freedom to select and incorporate
theirown materials into the course curriculum, there is sound rationale for
their adopting authentic materials, that is, materials that have emerged as
real-life messagesinsociety, and notwithany intentionofteachinga target
language. They are viewed as authentic both in their making and in their
communicativepurpose.Thesematerialsare,insubstance,exactlywhatESL
learnersencounteroncetheystepoutsidethe languageclassroomand try to
make their way in the surrounding society. Nunan (1988) includes in his
sample of authentic materials "videoclips, recordings of authentic interac
tions,extractsfromtelevision,radioandnewspapers,signs,mapsandcharts,
photographsandpictures,timetablesandschedules"(pp.99-100).Certainly,
downloaded Web site material can be added to the list. Although Dunkel
(1995)recognizedatrendamongESLmaterialwriterstoincorporateauthen
tic materialsintocommercialESLtextbooks, there isa dailyinfluxofusable
new, authentic materials for instructors to consider in making their selec
tions. Some may feel compelled to edit or gloss these materials, especially
whentheyaretobeusedwithbeginnerorlow-intermediatelearners,butthe
contents and basic structures remain intact. The sheer vastness of these
available materials callsnotonly for pedagogicalawareness,but, in lightof
thetopicstheyembody,sensitivityand ethicaldiscernmentaswell.
Oneviablesourceforestablishingtheethicalityoftopicalcontentisfound
in Kitchener's (1984) ethical model composed offive ethical principles. She
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maintains thatthese principles, withsomevariation, are widely recognized
in a range of service professions. Although they are clearly embedded in
Judaic-Christian teaching, she recognizes parallel teachings in the tenets of
Buddhism,Hinduism,and earlyGreekthinkers.Drawingontheexplication
oftheseprinciplesinthefield ofbiomedicine,Kitchener(1984,2000)applies
themtopractitionersinthefield ofpsychology,andWelfel(1990)appliesthe
samein thefield ofstudentservices.Thefiveprinciplesenablepractitioners,
and here ESL professionals, to assess the ethical dimension in services or
situationswhenestablishedcodesproveinsufficient.Kitchener's(1984)prin
ciplesaresummarizedas follows.
Autonomy.Acourseofaction mustrespectandencouragepersons'free
choiceandself-ruletotheextentthatthereisnoinfringementofthe
rightsofothers.Thisappliesevenwhenthepractitionerseestheother's
freechoicesasilladvised.
Nonmaleficence. Acourseofactionmustavoidcausingintentionalharm
ordiscomforttoothers.Itmustnotviolateanother'swell-beingor
interests.
Beneficence.Acourseofactionmustfoster thehealth,well-being,and
interestsofothers.Atthesametime,mindfulnessofthe accompanying
principleofautonomyminimizes the riskofpaternalisminthepursuit
ofbeneficence,thatis,inseekingthegoodofothers.
Justice. Acourseofactionmustdistributeresources andapplystandards
toallpersonsequally.Theassumptionis thatallpersonsareequaland
aretobetreatedassuchunless thereissomerelevantunequal
characteristicjustifyingunequaltreatment.Ethicaltheoristshave
identifiedjusticeinthebroadsensewithfairness.
Fidelity. Acourseofactionmustrepresentadherencetomutual
agreements,promises,and truthfulness.Itreferstofaithfulness and
honesty,qualitiesthatundergirdsatisfyinghumanrelationships.
Kitchener (1984) maintains that the ethical principles are grounded in
more abstractethical theory. She recognizes that other principles exist and
addsthattheseprinciplesarenotabsolute.Twoprinciplesmaybeintension
witheachotherinagivensituation,requiringonetogivewaytotheotherin
seeking the greater good for all relevant parties. Yet all five commonly
contribute to the determination of ethical conduct or resolution. Here, I
maintain, they are highly relevant to the ethical determination and use of
appropriatetopicsinESLlessonmaterial.Theproposedfiveprinciplesareto
be kept in view when preparing ESL lessons, sometimes in the face of
challenges from existing textbooks, unenlightened administrative practices,
contrarystudentinclinations,andthepersonalbiasesofinstructors.
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Applyingthe Standards to ESL Lesson Content
With the aboveethicalprinciples in view, Ihave formulated five guidelines
forevaluatingtopicsthatinstructorsandpublishersmayadoptfortheirESL
lessonmaterial.Thesefive donotcorrelatewith thefive ethicalprinciplesin
a one-to-one fashion. Rather, each guideline attains ethical significance by
virtue of its relevance to one or more of the stated ethical principles. The
guidelines have in view the ESL students' safe passage through the experi
ences ofcultureshocktoward satisfyingadaptation intoanewcommunity,
whether it be a public school or an institution of higher education. The
implementation of each guideline is illustrated, sometimes by reference to
specific available material, to show the practical application of a given
guidelineandtheethicalprinciplesitrepresents.Thefirstthreeguidelinesto
follow areaboutfacilitating ESLstudents'adjustmenttotheirschoolornew
learningenvironment,whereas thelasttwoaimtohelpstudentsthemselves
adoptappropriatebehaviorandprofessionalstandards.
Materials should include topics thatfurther students' adjustment to the local
community. This is especially necessary for ESL students in secondary or
highereducationclasseswhohavejustarrivedfromanothercountry.Young
adultsnewtoaWesternEnglish-speakingsettinginevitablyencountersome
degree of culture shock and need for adjustment. Although many of the
immediatesurvivalneedsofthesestudents are routinelyaddressed by spe
cialoffices ofeachinstitution, itis the ESLinstructorwho isbest positioned
to detect continuing needs for cultural adjustment. It would hardly be ex
pected thatthese needsbeas apparenttothe instructorofalarge physicsor
economics class, especially when the class is composed primarily ofnative
speakers in which mainstreamed second-language users often retreat to
silent observation. The ESL instructor, on the other hand, by virtue of a
usually smaller class and probably a keen familiarity with the needs of
immigrants or international students is more able to incorporate relevant
topics that address issues of social adjustment without sacrificing course
aims. Inadditiontopracticalmatterssuchasshopping,housing,and health
care, discussion can address safe avenues of contact and friendship with
native speakers of English both in and outside the educational setting. Just
the topic of communicative gestures can spare students blundering and
embarrassment. For example, intermediate level learners, especially adults
concerned about employment, could read and discuss excerpts from a text
like Kiss, Bowar Shake Hands: How to do Business in 60 Countries (Morrison,
Conaway,& Borden,1994).
Duff's (2001) ethnographic study of ESL students' roles in Canadian
secondaryschoolspointstoaneedforincludinginthecurriculumsourcesof
popular culture to facilitate learners' exchanges with native speakers. She
concludesfromherstudythatstudents,
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besidesneedingliteracyskillstoread thefrontpagesofnewspapersor
academictextsand thelisteningcomprehensiontoextracthighlights
from radio,television,and teachers'accountsofthenews,students
neededamoregeneralpop-cultureliteracy,contained inmassmedia
suchas magazines (e.g.,forgirls,Teen,People,Seventeen;and forboys,
magazinesaboutcars,sports,ormusic),certainyouth-oriented radiosta
tionsand othermedia. (p.117)
As ESLstudents digestsomething of the themes, personalities, symbols,
and idiom of these popular materials, they become more prepared to gain
entranceinto the mainstream societyoftheirnativespeakingpeers.This,in
tum,givesthemgroundsforconfidencetoparticipatein"highlyintertextual
orhybrid oral texts" (Duff,2002, p. 486) oftheirpeers,bothoutside theESL
classroomandeventuallyintheclassroomswheretheyneed toassumeroles
withnativespeakersofEnglish.
ESL students, especially in Canada, can find encouragement and ex
posure to the popular idiom from columnist Varadi (2004) whose Toronto
Star column has addressed them directly: "Find people to practice your
Englishwith,watchTV,watchmovies,listentomusicandsingalong"(p.3).
Herreadable textfurther includes testimoniesofminoritystudents like that
of12-year-oldMichelle:
I'mfromTrinidad.IspeakadifferenttypeofEnglishcalledCreole.It
wasbad becauseIcamefromhotsunand intotheopposite.Icame
around Novemberand itwascold.AfterIcameintheschool,thechild
renneverreallyspoketomeand madefun ofmebecauseIspeakdif
ferent. Someweeksafter, peoplebegantalkingtomesoIfeltbetter.It
getsbetterbutittakes time. (p.3)
In introducing students to the communicative customs of the local cul
ture, theinstructorupholdstheethicalprincipleofbeneficenceinpromoting
students'facilityandwell-beinginsocialrelationsoutsidetheclassroomand
eventually for classroom participationwithnativespeakers.Silenceonsuch
matterswouldbetantamounttoviolatingtheprincipleofnonmaleficenceas
learnersare left to learn through awkward exchanges and sometimescostly
blunders. In effect, the guideline fosters the learners' autonomy, that is,
equippingthemforexpandedself-rule.
Materials shouldfacilitate students' adjustment to classroom methodology. A
largenumberofESLstudentshave previouslystudied English,primarilyin
teacher-centered, form-focused classes that emphasize mastery of discrete
grammarpointsand vocabularyitemsdivorcedfrom meaningfulcommuni
cation. This previous educational experience constitutes whatCortazzi and
Jin (1999) term students' culture of learning, that is, their notions of "what
kinds of interaction are appropriate in class" (p. 196). Accordingly, some
entertheirnew language learningcontextsupposingthat language instruc-
78 GLENNDECKERT
tion is nothing other than teacher-centered instruction. Consequently, the
ESL instructorusinga communicative approach musthelp students under
stand the rationale behind using this approach and the benefits to them of
doing so. If, in fact, the communicative approach is more promising, it is
incumbentonthe instructortohelplearnersseethatthedifferentclassroom
atmosphere is not a matter of an instructor's relaxed style or disinterest in
languageaccuracy,butasoundstrategyfordevelopingcommunicativeskill
inEnglish.
This different understanding of how a second language is most readily
acquired can be mediated orally to the students by the instructor or
presented to more advanced students through carefully selected journal
articlesaboutteachingtechniquesandwaysoflearning.Students'ownjour
nal entries on their ongoing language learning experiences, with their con
sent, can make for interesting class-wide reading and discussion. For
example, one ofmyChinese learners onceconcluded ajournalentryonher
experiencein readingcomprehensionasfollows.
IcandescribeabookclearlyinChinese,butIcannotdothatinEnglish.
Iseemtohavetwobrains:Chineseand English.In"Chinesebrain"I
havealotofthoughts, ideas,and words. In"Englishbrain"Ihavenoth
ingbutwords.
Classreactiontosuchanexcerptfromaclassmatecanopennewunderstand
ingofstruggles,styles,andstrategiesoflearning.Anothersourceofmaterial
for helping students adjust to the communicative approach to learning is
Brown's (2002) volume Strategies for Success: A Practical Guide to Learning
English, a text featuring "strategy-based instruction." This supplementary
textbook, designed for intermediate level students, aims to help students
discovertheirown preferredwayoflearning. Further, extractsfrom profes
sionalnewslettersorjournalscanbeparaphrasedorcirculatedforreadingto
helpstudentsunderstandcurrentmethodologyandlearnerstrategiestogain
themostfrom theirclassroomexperience.
Thecommunicative approach to teachingthatmajors onstudentsspeak
ingupinclassreadilyclasheswithmanystudents'ingrainedclassroomhabit
of mere attentive listening. Thus the ESL instructor must not only ease
studentsintoanewclassroomrole,butrealizesomethingoftheinnerstrug
gle that this entails for the students. Watson (1999) among ESL students in
Australiareportswhytheyoftenhesitated tospeakupinclass.Forexample,
inquiry found thatstudents fear thatclassmates would consider theirques
tioning a waste of class time. In Canada, Duff (2002) observed that main
streamed students were uncomfortable asking for explanations in class
becausedoingsoputthematriskofridiculeandmadethemappeardifferent
from others. In response to these and other student perceptions, a class can
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engageinits ownbrainstonningon reasons fornon-participation and ways
ofovercomingthehesitations.
While guidingstudents into new ways oflearning, instructors mustnot
assume that the communicative approach necessitates the dismissal of
students'ownpastwaysoflearning.ManyESLstudentshavedemonstrated
remarkably high levels of English proficiency acquired in large measure
through traditional drill and memorization in their home country EFL set
tings. Students can be encouraged to continue using techniques and
strategies they themselves have found helpful whilegraduallygainingcon
fidence in new ways oflearning, now in an English-speakingenvironment.
In tenns ofKitchener's (1984) ethical framework, this is investmenttoward
the leamer's autonomy orself-rule in learning. This emphasis also furthers
the leamer's well-being upholding the principle ofbeneficence and simul
taneously honoring the principle of fidelity as the institution delivers the
servicesandfacilitates thelearningforwhichthestudenthasenrolled.
Materials shouldfeature topics that relate to students' shared interests. Most
students in ESL classes, especially in tuition-based higher education, are
highly purpose-driven. In most language programs beyond those based in
public schools, ESL learners pay tuition for instruction even though some
would prefertobypass thisinfavorofso-calledcontentclassesforacademic
credit. Accordingly, ESL administrators and instructors must keep in view
the students' foremost academic or practical interests in learning. Itis now
well established that learners are able to gain knowledge of the world and
many academic subjects through the avenue of ESL content instruction.
Providinglanguageinstructionthroughtopicsofsharedinterestiscompara
tivelyeasyforhomogeneous classes. Forthis, thereexistsa growingsupply
ofESL textbooks with a content-based orientation for high school subjects,
occupational needs, or various university-level disciplines. In actual fact,
however, most ESL classes, especially in higher education, consist of stu
dents who represent a wide range of disciplinary interests. Thus following
topics related to students' personal and pedagogical adjustment, topics of
material should be chosen as much as possible to satisfy the prevailing
common interests ofthe class. Wereone toselect topics that concentrate on
the disciplinary interests ofsomestudents in a classwhileignoring those of
others,onewouldbeoverlookingtheprincipleofjusticeorfairness.
Conducting a systematic survey of interests among cohorts of students
enablesan instructororprogramdirectortodiscovercommonintereststhat
areonlymarginally related to any disciplinary track. Myownsurveyof170
ESL students in a university ESL program illustrates students' preferences.
Enrolled ESLstudentswere asked tochoose up to 10topics from a listof20
toindicatethosetheywouldfind mostsatisfyingforclassdiscussion.Forthe
sampleas awhole, themostpreferredtopicswere: (a)equalopportunityfor
womenineducationandemployment,(b)thepowerofcommercialadvertis-
80 GLENNDECKERT
ing, and (c) marriage and family customs. Differentiation by sex became
apparent. Among the 102female respondents in the sample, the same three
topics prevailed,butamong the 68 males, the top threechoices were (a) the
power of commercial advertising, (b) the increase of violence in American
cities, and (c) the use ofdrugs among young people. Certainly texts can be
foundontheWebforclassreadingsorteacher-guideddiscussiononallthese
topics. In respect to the widelyshared interestin opportunities for women,
feature articlesinnewspapersonemploymenttrends inNorthAmericaand
elsewhere have been well received as lesson material by the surveyed stu
dentsand theirsuccessorswhenmaterialsmatched theproficiencylevels.
Whetherbymeansofaninstructor'sformalresearchovertimeorthrough
immediate class discussion to determine majority opinion, students them
selves welcomehavingamajor role inselectingthetopicsofmaterials tobe
used. In respect to the five ethical principles adopted by Kitchener (1984),
this attentiontoshared subjectinterestsofparticipatingstudents fulfills the
principleofbeneficenceas wellas thatoffairness.
Materialsshouldaddresstheethicalexpectationsofanacademiccommunity.Itis
atthispointthatthe proposedguidelinesimplicatetheethicalobligationsof
not only the instructors, but the ESL students themselves. Although many
areasofethicalexpectationintheuniversitycommunitymaybeencountered
inhandbooksandorientationsessions,itisinanESLclassroomthatstudents
mayhavetheirfirstresponsibilitytodemonstratethesestandardsconscious
ly. Here they must learn prevailing Western notions such as of plagiarism,
copyright, discriminatory expression, and personal privacy. These may be
presented by means of both printed materials and teacher modeling. A
furtherquality ofprofessionalism,ifnotethical obligation,iscollegiality, or
willingnesstoassistothersinthepursuitofknowledgeandskill.FortheESL
student, time spent in group work offering other students ideas toward
improvingcontentorstructurein theiressaysmaybeafirststepinlearning
toinvestinthesuccessofclassmates.
Atthesametime, instructorscanhardlyrepresenttheschooloruniversi
ty community as a consistent model of exemplary professional demeanor.
Thus students must notonly getacquainted with the standards, butrealize
thatunfortunateexceptionstotheidealdoexist.Russy (2003), trusteemem
berofamajoruniversityandformerprofessor,pointsouttheunhappytruth
ofreportedethicaldisregard intheacademiccommunity. Referring tofacul
ty members,sherecognizes thefactof
latenessforclass,useofvulgarityinscholarly forums, showing
favoritism amongstudents, improperuseofcampusfunds, plagiarism,
sexualliaisonswithstudents, failure toperformadministrativeduties,
and mostbasic,unwillingness toupholdthevalueoftruthinteaching
and research. (p. B20)
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Consequently,studentsneed to gainclaritynot onlyonthenatureofthe
standards, but also on the capacity to distinguish between acceptable and
unacceptable patterns ofbehavior among those who are expected to model
thestandards.Thesestandardsand attitudesareallofcriticalimportanceon
everylevelinthefunctioningofagenuineacademiccommunity.Violationof
the standards weakens the academic community, and all members of the
community,includingtheESLstudents,mustunderstandthis.FormostESL
students, the ESL classroom is their learning laboratory for observing and
workingtowardattainingtheethicalstandards.Heretheinstructorcanhelp
toinstillthestandardsthroughexample,selectedreadings,and opendiscus
sion.
Of all the standards to be instilled or underscored in the minds of ESL
students, the avoidance of plagiarism is often the most immediate and
problematic, especially in classes that require extensive writing. Indeed,
reportsofthespreadofplagiarismandtheeaseofaccessibilitytotermpaper
mills in universities at large are undeniable. Schmidt(2004), writing for the
National Post (Canada), reports aCanadian nationalsurvey thatfound "one
in threeundergraduatestudents admitted tocommittingplagiarism at least
once in their academiccareers" (p. A20). ESLstudents,however, frequently
produce texts that feature a special shortcoming often questionably iden
tified as plagiarism. When an instructor simply has students summarize a
text,heorsheissuretofind stringsofunalteredlanguagereappearinginthe
students'supposedsummaries.TheEnglishlearnerswhocopystringsoftext
as their own in this manner are usually simply respecting the original
writer'ssuperiorcommandofEnglish,concedingtheirownlinguisticlimita
tions and not wanting to misrepresent the original writer's thought. Many
arealsodisplayingawritinghabitthatwaslargelyacceptedintheirpastEFL
schooling. Thus the ESL class must notonly learn the essential conventions
ofform inwriting, buthowtoavoidunacceptablecopyingfrom sourcesand
the charge ofplagiarism. Onehelpful site among many on the World Wide
Web is entitled Avoiding Plagiarism. Provided by the Sir Wilfrid Laurier
SecondarySchool inOntario,Canada,itoffersstudentspracticein recogniz
ing acceptable and unacceptable renderings of a sample text (www.swil.
ocdsb.edu.on.ca/-swUibraryIplagiarism.html). Similar Web site material
or clippings from either campus or community newspapers may lead to
classroom discussion on plagiarism and other professional standards or
requiredschoolbehaviors.
Expectationsbeyondtheavoidanceofplagiarismaremany.Ethicalissues
in student-instructor relations are addressed in a readable article by Mes
serschmitt, Hafernik, and Vandrick (1997) who point out institutional con
straints on students' giving gifts and favors to instructors. The meaning of
confidentiality,normsofpoliteness, and expectationsofpunctualitymaybe
presentedbywayofprint,graphics,ordiscussion. AlthoughESLinstructors
82 GLENNDECKERT