Bannatyne Reading, Writing, Spelling and Language Program

Third Edition

ENGLISH LANGUAGE LEARNERS (ELL)

ENGLISH AS A SECOND LANGUAGE (ESL)

The following study is the longer version of the one reported in the section TESTIMONIALS and STUDIES. My reason for inserting the longer version here, is because I prefer the detailed evidence for the very successful outcomes of using the Bannatyne Program be reported by the actual teachers (like Gale) who use it. 

HIGH SCHOOL, COACHELLA VALLEY SCHOOL DISTRICT, CALIFORNIA -- OCTOBER 1979

Gale Evans (Specialist Reading Teacher)

I began using the Bannatyne Reading, Writing, Spelling and Language Program in the Spring of 1979. I am teaching at a High School (continuation) in the Coachella Valley School District where the student population consists of 95% Mexican, 3% White American and 2% American Indian. The majority of Mexican students are migrants, so they still predominantly speak Spanish. The total percentage of non-readers is approximately 12%.

Out of a total school population of 85 at the time I began to use the Bannatyne Program, the following students were enrolled in remedial reading.

TEST RESULTS FOR FOUR MONTHS INTERVAL USING THE BANNATYNE PROGRAM BETWEEN TEST DATES

Pre and Post tests used were:  Nelson Form B and Schnell Word Test

These students began in the Bannatyne Program in February 1979 and were retested on June 4, 1979. They all started in the Jewel Series. Because of embarrassment, the students would not work as a group, so I began an individual tutor approach. The only thing I eliminated completely from the program were the points and rewards. They were replaced with an incentive-based goal of completion of one Workbook, one credit toward graduation. It caught on like wildfire.

The students each went along at their own pace. Some remained in the same book for as long as six weeks, working twice a week. Others were finished with a book in three days. I did notice that the retention of the students who finished quickly was for the most part as good or even better than the ones who took six weeks to get through.

On the basis of [further] evaluation, I passed a check sheet around to the other teachers each student had, listing the areas I felt everyone would notice in improvement. 

The areas were: carry-over value, willingness to read other material, self-expression, increase in writing ability, work completed, oral vocabulary, and self-concept. 

Each and every student using the Bannatyne Program "came out of the closet." For example, one girl who had been a non-reader, after only one month went out for cheerleading, began socializing with other students, laughed, kidded with the teachers, where she had hidden from people and conversation before; an amazing amount of progress in her self-image. All of the students were motivated to a noticeable degree in all the areas listed.

Follow-up comments [by Gale], September, 1980

After having been exposed to the Bannatyne Program through the Workshop [that I gave to the staff] on September 4 and 5, I have made use of all the teachers on staff to act as tutors on an individual basis to the non-readers and low-grade readers. This year everyone tested and enrolled in the individualized educational program will start with the Jewel Series and progress accordingly. Again, this is to be incentive-based for credit. They will review what they know rapidly, and progress into new material with a feeling of success.

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MORE INFORMATION ON ELL/ESL STUDENTS

Even though the high school students in the above study by Gale Evans were in grades 8-12 the Bannatyne Program can be successfully used with English Language Learners [ELL] and English as a Second Language [ESL] students of all ages and ability levels in grades K-12.

I would also make the following observations about using the Bannatyne Reading, Writing, Spelling and Language Program with teenage ELL/ESL students.

Embarrassment: The best way to defuse any student embarrassment about not being able to read English competently (and perhaps about not even speaking it well) is to turn the class or group of students involved into a mutual support group. Embarrassment is caused by a fear of criticism and even ridicule for not meeting the standards of achievement imposed by one's peers, or even by unthinking adults who are deluded that shame will motivate failing students to do better. This fear of embarrassment that some ELL/ESL students may have, causes them to (metaphorically) "hide in the closet" as Gale put it. Such students tend to be depressed, avoid peer relations, steer clear of English conversations, and even pretend they can read well (silently) by faking it. The wise way for the teacher to approach this embarrassment, is  to get the group "out of the closet" right at the outset by openly discussing it with them. Get the students to discuss their own ideas about how they can support each other by befriending each other, and by uncovering individual talents that other students in the community may not possess. Almost everyone usually has some non-academic, non-verbal skill they can do better than most others -- such as arm-wrestling, dancing (cheer-leading), running, artwork, hair-dressing, cooking, swimming, football, baseball, skate-boarding, etc. Also explain to the group that they can help each other learn to read and spell quickly by praising each other and clapping and cheering whenever one the them does a good piece of work or finishes a Section in a Workbook. The teacher should read the Website Section on MOTIVATION for many more ideas along these lines.

Grouping Students into Competency Groups: When using the Bannatyne Program in a ELL/ESL class of any size, it is recommended that the teacher group the students into three groups. One group should be comprised of those who can already read quite well on the Bannatyne Program Quick Placement Test who will begin in the Galleon Book of the Ships Series. Those students who are non-readers of English will form another group which should begin in the Pearl Workbook of the Jewel Series and progress together right through all 13 Workbooks. The third and largest group will be those students who fall in-between the other two groups, and they should ALL begin in the Pearl Workbook of the Jewel Series OR in the Galleon Workbook of the Ships Series depending on their placement score on the Quick Placement Test. See more on this topic on classroom groups in the Website Section WHO CAN USE THE PROGRAM under Learning Environments.

The Bannatyne Reading Program is a comprehensive, integrated reading program, writing program, spelling program, language program, and reading comprehension training program. The Bannatyne Reading Program is unlike any other reading programs currently available. This means you will find many features which are only in the Bannatyne Reading Program. The Bannatyne Reading Program can be used very successfully with ELL/ESL students of all kinds and grade levels. In some Commonwealth countries the program may be referred to as: Bannatyne Programme, or Bannatyne Reading Programme. 

Bannatyne Reading, Writing, Spelling and Language Program -- Copyright © 2003 Alexander Bannatyne, PhD