nting ESL instruction focuses on the development of academic, cognition, and linguistic skills simultaneously around socio-cultural processes. This structured idea is called the Prism Model, which flows around nine standards directed toward three goal (Department of Defense Education Activity, 2000). The first goal, to demonstrate English-speaking skills through interpersonal communications, breaks down into social interactions, reading, writing, and speaking English, and using learning strategies. Progress indicators include: using verbal and non-verbal communication to engage a listener, reading simple greeting cards, poems, or magazines, using a journal to express feelings and emotions, recommending a preferred game, videotape, or event, describing social and cultural traditions, writing notes for language development, and using written resources or native language to check understanding of information. Goal two is to demonstrate English-speaking skills in classroom interactions of different school subjects, by processing spoken and written subject matter, and by construction and application of knowledge through learning strategies. This is indicated by negotiating with peers, requesting assistance to complete a task, classifying objects by physical characteristics, summarizing books or articles, edit own writing assignments, and supply supporting evidence for a debate position. The third goal focuses on using English in correct social and cultural ways by verbal and non-verbal communication, using learning strategies to increase knowledge, and participation in American activities. Some indicators of these standards are by public speaking for a variety of audiences, using sarcasm, irony, and humor appropriately demonstrating an understanding of U.S. heritage, compare military and civilian communities, and by modeling other’s language use or gestures in unfamiliar settings. In the ESL classroom, Arzu will primarily work...
