Bringing Language Learning Awareness into Library Instruction for ESL Students

1. Bringing Language Learning Awareness into Library Instruction for ESL Students Karen Bordonaro ACRL Interest Group Panel: Addressing Global Diversity American Library Association 2012 Anaheim, California

2. My Personal Background • Liaisonlibrarian at Brock University for Intensive English Language Program, Applied Linguistics, Modern Languages • Part time ESLinstructor

3. My Library Work with ESL Students • Intensive English Language Program (IELP) • Research essay assignment for writing classes • Oral report assignment for speaking classes • Extensive reading assignments for reading classes • Academic English as a Subsequent Language (AESL) • Library review workshops: focus on services • Applied Linguistics/TESL classes • For graduate students who want to become ESL teachers: focus on research

4. Canadian Backdrop • Mosaic, not Melting Pot • The Canadian Mosaic (1938), The Vertical Mosaic (1965) • Multiculturalism • Canada was first country in the world to officially implement a legislative framework for multiculturalism (Multiculturalism Policy of Canada, 1971) • Bilingualism • Officially bilingual country, French spoken in more than Quebec Canadian Encyclopedia http://thecanadianencyclopedia.com

5. However...

6. What is Language Learning Awareness? • In this context: • Becoming conscious of how we use English when speaking to non-native speakers of English • Remembering to check for comprehension • Encouraging the students to use English

7. Why is it Important in Library Instruction? • Learning library content depends on understanding each other: • Comprehension – the students understanding us • Comprehensibility – us understanding the students • It sets the groundwork for learning more about library resources and services. • It paves the way for future positive contact.

8. How Might it be Accomplished? • Self awareness • Knowledge of language learning • Observation • Comprehension checks

9. Self Awareness • How many of you have had positive experiences learning another language? Negative experiences? • How many of you speak more than one language? • Have any of you studied abroad? • Have any of you lived or worked abroad?

10. Knowledge of Language Learning • We are all language learners, whether we are monolingual, bilingual, or multilingual. • Native speakers constantly engage in continuous language learning – reading the newspaper, doing crossword puzzles, listening to the radio, etc. • Our own beliefs about language learning can shape our interactions with ESL students in our libraries.

11. Common Assumptions about Language Learning(we will consider each) • Languages are learned through imitation. • Mistakes should be corrected. • Mistakes are reinforced when non-native speakers speak to each other in English. • Students learn what they are taught.

12. Languages are learned mainly through imitation. • Imitation (mimicry) plays a role - but - • Language learners also use hypotheses (Famous example: What parent teaches their child the phrase, “I hate you”?) • Librarian tip: Do not focus only on rote learning (do exactly what I do), but also give them chances to explore.

13. Mistakes should be corrected. • Making mistakes is a necessary part of language learning. • Correcting mistakes discourages people from speaking. • Librarian tip: Listen for meaning, not grammatical form.

14. Mistakes are reinforced when non-native speakers speak to each other in English. • Speaking English with other non-native speakers can increase fluency in a non-threatening environment. • Students are already getting native or near native input from the instructor. • Librarian tip: Give them opportunities to speak English with each other.

15. Students learn what they are taught. • Two faculty members see each other as the fall term begins, and the first one says, ``I taught my dog French over the summer.'' The other is astounded and replies, ``Wow, that is incredible! How well can he speak?'' The first responds, ``I said I taught it to him; I didn't say he learned it.'' Snavely, L. (2000). The learning library. Research Strategies 17 (2-3), p. 79.

16. Observation • Watch students perform a task or speak with each other. • Note any difficulties that may arise. Use them as opportunities for clarification. • Have a peer librarian observe your interaction with students. • Librarian tip: Observe ESL instructors to get a feel for how they conduct classes.

17. Promoting Effective Communication • Establish good rapport • Smile • Show that you are interested • Be respectful • Wait time – much longer for Asian students than North Americans • Avoid “teacher talk”

18. Furthering Learning • Reinforce library learning by giving students different ways to learn. • Employ the four different language skills in your library instruction: • Speaking - explain to each other • Listening – listen to a video • Reading – read an abstract • Writing – write steps in a process

19. Practices to Avoid • Speaking louder • this does not increase comprehension • this may serve to embarrass a student • Changing your tone of voice • do not speak down to students • Assuming that your English is the correct English • we all speak our own versions of English • we all have accents • native speakers make mistakes too

20. Comprehension Checks • Ask “Does this make sense to you?” rather than “Do you understand?” • Put emphasis on you explaining something rather than on them interpreting what you might have meant • Aid comprehension • Practice active listening – listen for content, not form • Write things down • Slow your rate of speech • Give multiple explanations, use synonyms

21. Summary • Become aware of your own language learning beliefs when working with ESL students. • Set a positive tone for interaction. • Use comprehension checks. • Give students many ways to learn – listening, speaking, reading, writing

22. Contact Information Karen Bordonaro James A. Gibson Library Brock University St. Catharines, Ontario Canada L2S 3A1 email: kbordonaro@brocku.ca office: Schmon Tower 1128 phone: (905) 688-5550 extension 4423 thank you!