WORKING WITH NON-NATIVE SPEAKERS/ESL STUDENTS IN YOUR CLASSES

1. WORKING WITH NON-NATIVE SPEAKERS/ESL STUDENTS IN YOUR CLASSES Nancy Herzfeld-Pipkin ESL Faculty/Cal-PASS Council Chair/Basic Skills ESL Rep Professional Development January 18, 2011

2. GOALS/OBJECTIVES •understand the diversity of the non-native speaker populations at Grossmont College •discuss specific scenarios/situations and how to deal with them •learn tips, techniques, and resources to help students achieve success •explore best practices •tie all of the above to Protecting the “Higher” in Higher Education

3. Who are we? We are adiversegroupfrom manydifferent countries andbackgrounds. Some of us are residents who live here. Others are visiting students.

4. Characteristics of Each Group Residents International Students Non-residents-pay non-resident fees ($190+ per unit) Required to have an F-1 (student) visa and to carry 12 units per semester (otherwise “out of status”) Not eligible for any financial aid and not allowed to work Must show statement of financial resources Must show proof of English ability through a TOEFL score • California residents – pay resident fees ($26 per unit) • Eligible for all services, such as financial aid, EOPS, etc. • Required to carry 12 units per semester if receiving financial aid • Mostly immigrants and refugees • Anyone over 18 may apply to enroll (some may need to show ability to benefit) • May have gone to high school in this country (Gen 1.5)

5. Educational Background Residents International Students •High school graduates •Some had difficulty getting into college, so they came here •Some are college students experiencing US education •College graduates (some preparing for advanced degrees) •All have previous English skills as demonstrated on the TOEFL --some studied English in native country only --others studied in IEP’s here Huge Range: •little education -may have stopped in 5th grade -may have lived in refugee camps for years •may not be literate in native language •attended/graduated high school -here or in native country •attended/graduated college •advanced degrees – doctors, lawyers, etc.

6. DIAGNOSTIC/PRETEST • Approximately how many students take classes in Grossmont’s ESL Program each semester? Answer: between 800 – 900 students • Approximately how many new students test/assess into the ESL Program each semester? Answer: Fall: 360-625 Spring: 200-300 3. Approximately how many countries do these students come from? Answer: about 80

7. DIAGNOSTIC/PRETEST • Which countries do most non-native speakers come from? Answer: Residents: Iraq, Vietnam, Russia (and other former Soviet Union countries), Afghanistan, Iran, Mexico, Somalia International: So. Korea, Japan, China, Vietnam, Brazil, Saudi Arabia & Gulf States • Are all/most non-native speakers of English required to take ESL classes? Answer: No requirement Residents self place into English/ESL. • What are the goals of these students? Answer: They come for many different reasons – certificates/degrees/transfer/improve job skills/experience US schools…

8. ESL ASSESSMENT NUMBERS Fall 2007: R – 213 I – 146 Total: 359 Fall 2008: R – 168 I – 267 Total: 435 Fall 2009: R – 307 I – 194 Total: 501 Fall 2010: R – 438 I – 187 Total: 625

10. 1st Generation Adult immigrants Foreign-born Foreign-educated L1-dominant Generation 1.5 Childhood immigrants Foreign-born Partially foreign-educated Partially US-educatedL1- or English-dominant 2nd Generation Children of immigrants US-born US-educated English-dominant Generation 1.5 Immigrants (Roberge-Responding to the Needs of Generation 1.5 Immigrant Students in a Two-Track College Writing Program)

11. Characteristics of Gen 1.5 Students •Still learning the language, but they are not typical ESL learners •Oral/aural proficiency •May have been influenced by dialects •Language may be fossilized in some ways •May have second language literacy without first language literacy •High school experience with ESL may be varied according to programs at their schools

12. Language ProficiencyBICS VS. CALPHow much time does each take? BasicInterpersonal Communicative Skills --social language –playground English **(1-2 years) Cognitive Academic Language Proficiency --formal academic language – necessary for school **(5-7 years)

13. GROSSMONT’S ESL PROGRAM PROGRAM OVERVIEW - CORE CLASSES • 8096 100 103106 119 intro beginning intermediate advanced *(99% of students in levels 70-100 are residents. Most international students place into 103 and above.) At what level are students usually concurrently enrolled in classes in other departments? **(In the past most students enrolled only in ESL classes in levels 100 and below. With recent budget cuts and closed classes, many students are taking classes in other departments at all levels of ESL proficiency.)

14. What English/ESL Classes are Students Taking? Students may take either the English or ESL assessment tests. Many residents choose to take the English test and never take ESL classes. We cannot force them to assess into ESL. RESULT: Many students are taking English classes when they might be better served by ESL classes. (See next slide for comparison of sequence of classes) Due to fewer class offerings and enrollment of many more resident non-native speakers in the last few years: • Some students are taking English 52 (1 unit) as their only English class. • Some students are taking no English or ESL classes but taking 12 units in other departments.

15. ENGLISH CLASSESESL CLASSES ENGLISH • 90 (basic skills) • 98 (basic skills) --------------------- • 110 --------------------- • 120 * 51/52 classes supplement ESL 70 – 80 – 96 (basic skills) •100 •103 •106 •119 ----------------- * 51/52 classes supplement

16. First Week of Classes •Find out who is in your class Are students in the right place? --Questionnaires—information sheets --Short diagnostics - writing sample - response to short reading •Syllabus – clear and explicit expectations and guidelines – consequences for cheating •Discuss level and demands of the class •Be aware of issues for some students regarding being seen as ESL students.

17. First-Day Questionnaire

18. ResourcesRefer students ASAP •Tutoring: Tech Mall English Writing Center and upstairs tutoring Cynthia Koether - Lucy Price •51/52 class – EWC .5 and 1 unit options •CSL options: peer tutoring classroom aide •Assess ESL •PDC Classes

19. What difficulties do ESL students have in their classes? LANGUAGE ISSUES •Vocabulary (*Academic Word List – need academic vocabulary - see resources section of handout) •Reading (*Students may be reading at far below college level.) •Writing (*Not just language/editing issues) •Listening/Speaking (*Students may have little experience with these skills.)

20. OTHER ISSUES •Cultural --different background and expectations --previous educational experiences (or lack of) --lack of familiarity with the system •PTSD •DSPS

21. General Methodology • Don’t lower standards for certain students • Be explicit; don’t assume they understand -student responsibilities -how to complete assignments/tests • Make office hours/availability clear -allow time for questions after class 4. Monitor progress (i.e., midterm or near withdraw deadline)

22. General Methodology (cont’d.) 5. Provide goals for each class • Print when writing on board/papers 7. Consider allowing tape recording of lessons 8. Encourage buddies/study groups 9. Note taking tips for students -encourage native speakers to share -provide charts/outlines/ graphic organizers (blank or partially filled) • *(See last page of handout for more about graphic organizers)

23. General Methodology (cont’d.) 10. Use a variety of teaching methods/activities --Preview material – activate schemata --Promote active learning --Encourage critical thinking 11. Identify key terms --Define terms such as discuss, evaluate, critique 12. Review and recycle whenever possible

24. Lecturing/Presenting Lessons • Use visuals when possible • Exemplify and analogize -context/anecdotes when possible • Explain in more than one way if necessary • Check for comprehension - ask for questions regularly • When possible provide outlines/study guides of readings or other materials

25. Speaking • Speak a bit more slowly (but naturally) • Enunciate clearly • Minimize use of idiomatic expressions, slang, initials (JFK/LBJ), and acronyms • Pause now and then to allow time for processing • Use body language – facial expressions, gestures, etc.

26. ESL Students and Class Participation • Let them know if they are required to speak/will be called upon – impact on grade (if any) -If this is a problem, students need to speak to you • Need a supportive environment – may feel intimidated by impatience and intolerance of others • May not participate when others dominate • May benefit from getting topics in advance in order to prepare for class discussions • Journal writing might precede class discussions of a topic

27. Class participation (cont’d) • May need time to formulate answers in their heads before speaking (wait 5-10 seconds) • Group work may be unfamiliar – structure groups so that each member is included • May want to participate only in pairs or small groups but not with the class as a whole • When possible pair with “sensitive” classmates • Welcome them to share about their culture/country but be aware of sensitive issues or depending on them as experts

28. Feedback for ESL Students • If calling on a specific student, pose the question, wait and possibly restate. It’s better not to paraphrase or ask follow up questions immediately. • Give the student enough time to think and formulate an answer before continuing • Provide positive feedback as much as possible to encourage more participation • Make corrections indirectly – repeat answer in correct English • Avoid focusing on difficulties understanding --Ask to repeat once and/or ask for paraphrase -- If those don’t work, suggest talking after class

29. Issues about Culture • When possible learn about students’ culture and backgrounds • Be aware of sensitive issues • Class atmosphere must retain respect for all cultures represented • Be explicit about expected cultural behaviors • Explain why these behaviors are necessary for success/clarify about possible consequences

30. Testing/Grading • Decide what language skills you expect and make those expectations clear • Decide what allowances (if any) you are comfortable making (i.e. dictionaries) • Take measures to prevent cheating and plagiarizing • Make consequences for cheating and plagiarizing clear

31. New and Exciting Possibilities •CSL --tutoring in all disciplines --aides in the classroom --language exchange Workshop-Wed. 11:00am Rm. 524 •ESL FIG–Faculty Interest Group •Content Based Instruction: consider linking with ESL 119

32. Who(m) You Gonna Call?(Resources on Campus) •Counseling/outside activities -Residents - establish a counselor -International: Drew Massicot/Anne Nelson/ NargesHeidari International Student Specialist: Barbara Clark •EOPS •ESL Program – Chuck Passentino •DSPS

33. SITUATIONS/SCENARIOSWhat to do??? Situation 1: You are grading an exam and one non-native speaker’s answers are difficult to assess because the English is so poor. You read the answers several times and think s/he understands, but you are not sure. How do you grade this exam-information only or for English as well? Situation 2: You have several NNS in your class who speak the same native language. During class they often talk to each other in their native language or translate for each other. What will you say or do? Situation 3: One student has been turning in excellent homework and assignments for several weeks. However, after giving an in-class assignment, you see this student’s work is barely understandable and realize the out-of-class work has been completely different. What to do? Situation 4: A NNS in your class attends every class, completes all the work, and always tries to participate in class. However, this student has not been passing exams or graded assignments, and it is clear to you that his/her lack of English is hindering his/her ability to succeed. The student asks you how s/he can pass the class. What will you say?