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Enhancing ELL Tutoring with Effective Feedback Strategies

Explore the challenges & solutions of providing feedback to English Language Learners. Learn effective tutoring techniques & strategies for diverse learners.

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Enhancing ELL Tutoring with Effective Feedback Strategies

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  1. Focused Writing Centers for English Language Learners: Advancing ELLs and English-Fluent Tutors’ Academic Skills Charis Elliott & Mailinh Nguyen LEAP Intensive English Program Wright State University

  2. How Do You Give Feedback? • A student needs help with his/her homework. What kind of help would you give? • Individually • Read the student’s writing. • What kind of feedback would you give? How? • In small groups • Discuss the feedback you would give. • Discuss how you would prepare a tutor (non-instructor) to give good feedback. • Share your small group’s thoughts with the large group.

  3. Giving Feedback

  4. Wright State University’s Problems & Solutions • The University Writing Center’s difficulties • IEP – a lot of demand for language acquisition help (vs. university-level writing help) • UWC workers did not feel adequately trained to help them. • The UWC’s funding is for university students. IEP students are not part of the university yet. • The LEAP Learning Center • LEAP – our IEP (Learning English for Academic Purposes) • Started as the LEAP Writing Center & expanded with the “expertise” of our tutors (aka consultants) • A place for our IEP students to get one-on-one help with their assignments • One-time appointments (not typical tutoring) • Fall 2012, Spring 2013, Fall 2013 so far

  5. Initial Model: University Writing Center • Teach; don’t tell. • Help them find the answer and learn; don’tjust give them answers. • Ask questions to help them see their mistakes. • Help them learn how to correct mistakes on their own, if possible. • Address errors. • Global to local • Patterns • Avoid editing. • Maintain student ownership. • Write on scrap paper (that they can’t take with them). • Encourage them to take their own notes. • Display small power distance. • Encourage them about what they’re doing well. • Sit right beside the student (instead of opposite).

  6. Research • UWC practices for native speakers don’t quite fit ELLs’ needs because... • tutors are discouraged from addressing grammar or addressing issues line-by-line. • cultural differences between tutors and NS students aren’t as big of an issue. • What different things do ELLs need from a tutoring session? • “Tutors should be comfortable using a directive approach, especially with local concerns such as grammar, punctuation, idioms, and word usage. “ (Barnett & Blumner, 2001) • Tutors to help them overcome cultural differences in communication style (Bruce & Rafoth, 2004) • Tutors’ expertise as an English speaker, experience in academic settings, and understanding of American culture • Tutors to listen carefully as miscommunication is common • Your additions?

  7. Source of Tutors: Integration with University Classes • Collaboration with TESOL professors and their courses • Getting volunteers from English Honors courses, Education majors, etc.

  8. Tutor Training • Go to tutors’ classrooms for about 30 minutes at the beginning of the semester before sessions start • Provide a training PowerPoint ahead of time for them to read • Answer questions they have about procedures • Demonstrate a bit of a session (role-play) • Make ourselves available for questions throughout the term • email, office hours, etc. • Provide reference materials for them during sessions

  9. The “Paperwork” • Google Drive • Forms for students to bring to their session • Instructors’ assignments • Collection of common problems & solutions from instructors

  10. Tutor Sign-up Doc • Tutors are given a deadline of when to finish signing up for all their times.

  11. LEAP Student Sign-up Doc • Instructors are the only ones who have access to this document. • Instructors are the only ones who can sign up the students.

  12. LLC Student Session Form

  13. Nuts & Bolts • 3 days a week, 2 hours a day (four 30-minute sessions), Weeks 4-14 • Tutors sign up for their time slots on a Google doc before sessions begin for the term. • Number of tutors may vary with LEAP classes’ demand (projects). • LEAP faculty on hand as supervisors to take attendance, answer questions, & make resources available to tutors • Ideally we’d have one room with computers; we take what we can get.

  14. Tutors’ Comments • Fears • I don’t feel like an expert in grammar. I’m afraid I’ll say something wrong. • Academic Benefits: • “I learned better methods of teaching grammar.” • “Know more common questions ELLs have” • Able to apply what tutors were learning in their classes • Personal/Cultural Benefits: • “I made friends.” • “Exposure to ESL students” • “Felt good to help others; feels right to teach” • “Gained insight into different cultures; enhanced worldview” • “It has made me feel like a much more rounded student, given me five new friends, and has helped me with my English grammar and peer editing skills."

  15. Students’ Comments • “Some people [tutors] are good, but some people are not good.” • Be careful that tutors come from classes that should know English teaching well. • Supervisor more vigilant to stave off wrong information • “In my opinion, writing center can not help me to develop my ideas . However, I found them very helpful to correct the grammatical errors.” • This is one student’s experience. Other participants have directly mentioned help given with the earlier parts of the writing process. • Make sure tutors and students keep their roles in mind – students should be attaining skills to correct their own mistakes. • “They help me to recognize the grammatical errors by my self. And that was very helpful for me.” • “Learn how to write a Amercan essay better"

  16. Results & Changes We’ve Made • “Going green” • Electronic schedule • Electronic sign-up • Space • Appointments unfilled & dealing with no-shows • More efficient training • FAQ Documents • Still working: • Faster contact method in case of emergency absence (tutor) • Students should have a better understanding of what they need when they arrive. • Making sure students come completely prepared

  17. Application Activity (time permitting) • Discuss in a small group: • Is there a need for something like this in your program? • What similarities and differences does your program have to a college-level IEP? • How would those similarities & differences affect your application of this model to your context?

  18. QUESTIONS?

  19. Resources & Feedback • Our documents: http://ohiotesolmoodle.org/2013/handouts/session_c.html • Individual session feedback: http://www.surveymonkey.com/s/otesol13s • Overall conference feedback: http://www.surveymonkey.com/s/otesol13 . In order to receive a certificate of attendance we ask that you fill out this survey.  • Ohio University’s OPIE Writing Lab: http://www.ohio.edu/linguistics/opie/writing_lab.html • Feel free to email Charis (charis.elliott@wright.edu) if you have any questions in your own endeavors to set up a learning center!

  20. References • Barnett, R. W., & Blumner, J. S. (2001). The Allyn & Bacon guide to writing center: Theory and practice. Boston, MA: Allyn and Bacon. • Bruce, S., & Rafoth, B. A. (Eds.). (2004). ESL writers: A guide for writing center tutors. Portsmouth, NH: Boynton/Cook Publishers.

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