ESL in Corrections
Molly Wilkinson, Ph.D.
Dona Ana Branch Community College
Kenneth Mentor, J.D., Ph.D.
University Of North Carolina Pembroke
This
is a draft of a submission included in the
Encyclopedia of Corrections, edited
by Mary Bosworth
English as a Second Language (ESL) is the term used to describe English
language instruction for nonnative English speakers. Another term used
to describe the non-proficient English speaker is Limited English Proficiency
(LEP). All prisoners in the U.S. should be able to demonstrate proficiency
in English. If not, they must enroll in ESL or LEP instruction. In addition
to providing language skills needed in the institution, corrections-based
ESL and LEP instruction seeks to provide the learner with the basic language
skills necessary to perform adequately in general education classes.
Of the 1.4 million inmates in federal or state prisons, 8% are non-US
citizens. The number of inmates with limited English speaking ability
is much higher. According to the Federal Bureau of Prisons, 31.7% of
inmates held in federal facilities are classified as Hispanic, 1.6% as
Native American, and 1.8% as Asian. These numbers vary greatly by state.
For example, 53% of New Mexico inmates are Hispanic. New York has the
second highest percentage of Hispanic inmates with over 32%. Five other
states have Hispanic prison populations of over 25%. Although Spanish
is the most common non-English language in prison, the ethnic background
of inmates is changing in ways that reflect recent trends in immigration.
As a result, we can expect an even wider range of languages in state
and federal prisons. Due of a growing number of illegal immigrants, in
some cases entire facilities are being filled with non-English speakers.
In this case the language needs are so complex that ESL instruction is
being supplemented, or replaced, with electronic translation technologies.
Assessing and Teaching
The National Assessment of Adult Literacy (1992) reports that on a scale
of one (low) to five (high), over half of nonnative speakers consistently
scored below Level 3. Level 2 was the average level for Hispanics born
in the United States, while level 1 was the average for immigrants from
Hispanic countries. Level 3 was the average for Asian-Pacific Islander
born in the United States, compared to Level 2 for immigrants from Asia
and the Pacific Islands.
Several standardized and commercial
tests are used to determine the proficiency level of a potential ESL
student. Among these are Test of Adult Basic Education (TABE), Adult
Basic Learning Exam (ABLE), Basic English Skills Test (BEST), CASAS
ESL Appraisal, and the Henderson-Moriarty ESL Placement (HELP). Some
of these tests measure the proficiency of the learner in his or her
native language to provide a comparison with the learner's aptitude
in English. Other tests measure oral abilities such as listening and
speaking (the first two levels of English acquisition), while others
measure writing and reading as well (the upper levels of English acquisition).
The results of most tests need to be interpreted in order properly
to classify the learner by level. Training on interpretation is required
for best results, yet, due to expenses, such training is often not
provided to the instructor. As a result, in many cases the learner
is not properly classified before enrolling in ESL classes.
Several curricula are available to the nonnative
speaker. Some of these, provided by general education material providers,
include student workbooks,
learning tapes, and instructor manuals. Two other curricula commonly
used and available for correctional facilities are "Crossroads Cafe" and "I
Can Read." These programs include videos that the student can use without
support from an instructor or tutor. The videos show the learner the
written target word, pronounce the word, and connect the word to phrases
or objects.
Challenges
Regardless of the curricula chosen, language mastery depends in part
on the ability of the learner to interact with others to practice new
vocabulary and speech patterns. This is not an easy task for the incarcerated
student. Procedural policies of many facilities do not provide for adequate
interaction, slowing down the acquisition process. Funding issues in
correctional facilities create another problem. Corrections education
programs typically have limited educational funds for materials. Administrators
are forced to prioritize their expenditures. As a result, materials purchased
for use in correctional education programs are concentrated on English-proficient
students. This leaves the limited English proficient inmate without adequate
resources to improve his or her language skills.
On average, it takes 5-7 years for a nonnative speaker of English to
become accomplished at most communication tasks. The minimum requirement
for a person literate in their native language is 750-1000 hours of skills
development to satisfy basic needs and to have limited social interaction
in English. Due to the nature of correctional facilities, many inmates
are transferred or released before that time period has elapsed. As a
result, it may be difficult for prisoners to complete their ESL education
in a correctional facility. However, even if basic language skills are
not fully developed, one of the goals
of the ESL educator is to help the individual acquire language skills
necessary for survival in the prison society. This can be accomplished
in a relatively short period of time.
Current Programs and Issues in ESL Training
Many different ESL programs are utilized in correctional facilities.
Several states
provide ESL training as part of their adult basic education programming.
Since correctional educational literacy programs vary from facility to
facility, it is difficult to discover what services are provided to inmates.
Each state, and in some cases each facility, feel different pressures
to develop and administer ESL and LEP programs. Varying levels of integration
with other corrections education programs can also lead to problems with
information sharing that could lead to increased standardization of delivery.
Since funding for ESL programs does not typically fall into state mandated
education budgets, ESL specific programs must compete with state funds
allocated to general education within the corrections departments. As
a result, many facilities rely on outside volunteers or contractors to
provide ESL instruction. Community volunteers and school agencies, such
as community colleges, offer the majority of ESL programs to the general
population. In addition, Laubach International and Literacy Volunteers
of America have historically offered special training for low-language
proficiency learners and currently offer materials and guidelines for
instruction in corrections-based ESL services.
Most ESL students are grouped with English-proficient students in general
classrooms. Many of these students drop out of correctional education
for the same reasons they do so in general public facilities' education.
Common reasons include problems related to grasping the language vocabulary,
understanding the sub-culture expressed through language, and learning
the conversational patterns used in normal speaking. Since speech patterns
vary among ethnic groups, and these vary from Standard English speech
patterns, students are likely to make several mistakes speaking English
as a Second language. In addition to the inherent difficulty of learning
a new language, pedagogical approaches on the part of educators may diminish
their effectiveness as teachers to non-English speakers. Many of these
problems can be addressed through the development of ESL specific programs
or by encouraging educators to work to participate in opportunities for
ESL training.
Conclusion
Data indicate that corrections education is an
effective tool in the effort to reduce recidivism. Less evidence is
available regarding a link
between ESL programs and crime reduction. We know that correctional institutions
function better when prisoners are encouraged to live together and follow
the rules. As with other forms of corrections education, ESL and LEP
programs provide opportunities for prisoners to learn to "do their time" in
a productive way.
Many benefits of ESL instruction are difficult to assess. For example,
it is hard to measure large scale improvement in the ability to effectively
function within correctional facilities. Corrections education is consistently
shown to be very effective in efforts to reduce recidivism and improve
employability after prison. Although the relationship of ESL instruction
and crime control has not been clearly demonstrated, there is no reason
to believe that ESL instruction does not have the same potential. In
many cases the incarcerated individual will not be able to fully participate
in corrections education without first learning to speak English. As
such, the benefits of education are denied to those with limited English
skills.
The corrections industry, like the justice system as a whole, relies
on established procedures, policies, and laws. The incarcerated individual,
and the institutions in which individuals are incarcerated, each benefit
from efforts to assure that policies and procedures are effectively communicated.
These policies and practices are often intended to protect the rights
of those who interact with the system. Those who do not speak the dominant
language of this system are at a distinct disadvantage. Although general
impacts are difficult to assess, ESL instruction has the potential to
reduce this disadvantage and minimize the loss of rights that may occur
when an individual is unable to actively participate in processes that
have serious implications.
Further Reading
Bureau of Justice Statistics (2003). "Key crime and justice facts at
a glance." U.S. Department of Justice. http://www.ojp.usdoj.gov/bjs/glance.htm
Burt, M. and Keenan, F. (1995). "Adult ESL Learner Assessment: purposes
and tools." National Center for ESL Literacy Education. ERIC Digest No.
EDO-LE-95-08.
Fillmore, L.W. and Snow, C.E. (2000). "What teachers need to know about
language." U.S. Department of Education: Educational Research and Improvement.
ERIC Digest No. ED-99-CO-0008
Haigler, K. O.; Harlow, C.; O'Connor, P.; and Campbell, A. (1994). Literacy
Behind Prison Walls. Washington,
DC: National Center for Education Statistics.
Heilman, K. and Lawson, K.M. (2000). "Facilitating
communication with limited- and non-english-speaking offenders." Corrections Today,
Dec. 2000.
Office of Science and Technology of the National
Institute of Justice (2000). "Do You Speak English?" Corrections Today, Dec. 2000.
Richiusa, G. (1997). "Language barriers: Teaching
ESL in the Corrections System." American Language Review, Nov/Dec 1997, 1, (5).
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