WORKING WITH ESL STUDENTS

1. WORKING WITH ESL STUDENTS Nancy Herzfeld-Pipkin ESL Department Grossmont College

2. Who are we? We are adiversegroupfrom manydifferent countries andbackgrounds.

3. Grossmont ESL students come from over 80 countries. Some of us are residents who now live here. And some of us are visiting students.

4. What difficulties do ESL students have in their classes? LANGUAGE ISSUES •Vocabulary – Academic Word List/idioms/collocations/dictionaries & paraphrase issues •Reading – native speaker “authentic” texts vs. adapted ESL •Writing – problems with translating too much (making writing difficult to understand)/organization and grammar issues/lack of proofreading •Listening/Speaking – difficulties with native speaker speech/background in English may hinder abilities

5. OTHER DIFFICULTIES •Cultural --different background and expectations --previous educational experiences (or lack of) --lack of familiarity with the system •Other --PTSD/PTSS --DSPS

6. What can instructors do to help? First week of class •Syllabus – clear and explicit expectations and guidelines •Informal assessment --Is the student in the right place? --Questionnaires—information sheets --Short diagnostics - writing sample - response to short reading •Discuss level and demands of the class •Be aware of issues for some students regarding being seen as ESL students.

7. General Methodology • Provide goals for each class • Use a variety of teaching methods – promote active learning as much as possible • Print when writing on board and papers • Consider allowing tape recording of lessons • Encourage buddies or study groups • Don’t lower standards – challenge/critical thinking • Make office hours and availability clear -Allow time to answer questions individually after class • Monitor progress – i.e. midterm or near withdraw deadline

8. General Methodology (cont’d.) • Preview material • Identify key terms • Note taking --encourage native speakers to share --provide charts and outlines – partially filled • Be explicit when giving assignments • Define terms such as discuss, evaluate, critique • Review and recycle whenever possible

9. Lecturing/Presenting Lessons • Use visuals when possible • Use examples and analogies --context/anecdotes when possible • Explain in more than one way • Check for comprehension - ask for questions regularly • When possible provide outlines/study guides of readings or other materials (graphic organizers)

10. 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.

11. ESL Students and Class Participation • Let them know if they are required to speak and 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, especially 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 preceding class discussions of a topic – journal writing does not require correction (just responding is fine)

12. 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 --work with people who speak a different language --when possible pair with “sensitive” classmates • May want to participate only in pairs or small groups but not with the class as a whole --think- pair-share • Welcome them to share about their culture/country but be aware of sensitive issues or depending on them as experts (Don’t put them on the spot)

13. 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 (count to 10 if necessary) • 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

14. Issues about Culture • When possible learn about students’ culture and backgrounds • Be aware of sensitive issues • Make sure class atmosphere retains respect for all cultures represented • Be explicit about expected cultural behaviors • Explain why these behaviors are necessary for success --Clarify about possible consequences

15. 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

16. More Information •Jerome Bruner – (inductive) learning -Toward a Theory of Instruction •Averil Coxhead – Academic Word List •James Cummins – BICS/CALP •Kate Kinsella – Cooperative Learning/Multicultural Classroom •Stephen Krashen – input (i+1) hypothesis/affective filter •Mark Roberge – Generation 1.5 students •Basic Skills as a Foundation for Student Success in California Community Colleges pages 38-75 (www.cccbsi.org/publications)