Ethical Considerations in Addressing Values in the ESL Classroom. (Paper #3332).

Two developments in language teaching have heightened the need for college-level English-as-a-Second-Language (ESL) teachers to be aware of ethical issues in selecting course content. First, prevalence of the communicative approach to language teaching broadens the scope of possible classroom topics. Second, the student-centered approach allows students a more active role in content selection. Bias relating to social and moral values appears in both commercial and authentic materials. The following are proposed guidelines that may help the ESL instructor avoid bias in the classroom: (1) address ESL students' needs for personal adjustment to their new social context; (2) select content that addresses students' stated purposes in learning English; (3) acquaint students with the moral and ethical foundations of the university; (4) consider students' comfort level with controversial, value-oriented social issues; and (5) respect students' choice in the realm of personal values. A survey of 105 students enrolled in one university's ESL writing courses explored preferences for classroom topics with either moral or practical orientation. Results indicate a preference for practical and informational topics, less attraction to the more controversial ethical and moral topics in contemporary American society, and some differences in topic appeal by sex. The student survey form and a summary of results are appended. Contains 11 references. (MSE)