ESOL Tutoring Project

1. ESOL Tutoring Project Elizabeth Cole (elizabeth.cole3@pcc.edu) Nancy Winbigler (winbigler@gmail.com) )

2. What is this project? • Students from Spanish and low-level writing and reading at PCC courses tutor ESOL students at PCC

3. Issues targeted through this project • Large class sizes and often demanding work and family life limit ESOL students’ opportunities to practice English and connect with proficient speakers. • Spanish students often don’t continue the course sequence • Low-level reading and writing students lack confidence and personal connections

4. Who are the ESOL students in Levels 1 – 3? • Many work full-time to support families • Service industry, manual labor, construction, and janitorial services • Come from many different countries: • Mexico, Somalia, Viet Nam, Russia, the Ukraine, and Iran • Are different ages, from 18-74 • Most are between 26-40 • Different levels of education • Often limited previous education • Many have low-literacy in their native language • Different financial status • Often low-income • Came to the US for different reasons • War or political or religious persecution in home country • Economic reasons

5. Issues ESOL students face • Taking classes • Lack of control over work schedules • Childcare and transportation problems • Not understanding the system • Not feeling connected or part of PCC • Frustration over learning process • Needs not being met • Other problems • Trauma • Difficulties adapting to new culture • Marginalized within society • Few chances to interact meaningfully with native or near-native English speakers

6. Who are thestudents in Low-levelreading and writingclasses? • first generation or reentering students with interrupted educational backgrounds • often lacking in confidence to succeed academically • working and supporting families, therefore have little time to dedicate to study and to campus activities • disconnected from PCC and their peers 80.5% are between 16-30 years old 2007-2008 English Department enrollment:

7. Beginning-levelSpanishstudents • PCC offersfirst and secondyearSpanishclasses. • Completion of thesecond-yearcoursesequenceis a general educationrequirementfor a BA. Statisticsfromthe ’07-’08 school year: • 1,039 studentsenrolled in Spanishclasses at PCC • 35% earned a “C” orlower (orwithdrewaltogether). • 20% from minority backgrounds • 52% under age 25 • Only 50% are full-time students (taking 12+ credits) • 85% indicate that they are seeking degrees which highlights the importance of building strong college skills now

8. Challenges in beginning Spanish classes • Often lack language learning skills (especially for the immersion teaching method) • Often lack personal contact with native Spanish-speakers • Only 22% of the 1,039 Spanish students took 2nd year courses • Often lack overall academic confidence • Often unable to study abroad or travel

9. The solution… In-class tutoring!

10. Why In-class Tutoring? • Students’ busy schedules can make it difficult for them to coordinate a time to meet • Language barriers can create misunderstandings • Low-level ESOL students may not have enough language for extended unstructured conversations • Volunteer tutors can lack training and experience • Can be difficult to recruit enough volunteer tutors • Managing volunteer tutors is time-consuming • Eliminates confusion of meeting and place. • The instructor is always present to help in the moment. • Activities are structured by the instructor. • The instructor plans activities and supervises tutors. • Only 10-15 tutors are needed for entire class of ESOL students. Working with Reading, Writing, and Language instructors to offer incentives to students helps recruit students. • Managing this project takes work, but the pay-off is huge. Conversation Partners / Language Exchange In-class Tutoring

11. What Is Service-Learning? An intentional pedagogical method that: Combines service with academic instruction and assessment Improves student learning outcomes Focuses on critical, reflective thinking and civic engagement Empowers students to address authentic community needs

12. Benefits of S-L for Students Increases relevance of academic knowledge Accommodates different learning styles Increases self-efficacy, self-confidence & self-esteem Promotes ethical & moral development Integrates personal, academic & professional values Promotes understanding of diversity Prepares student for career world

13. How this service-learning project works • Instructors offer service learning project option to students • Current classes participating: three Spanish classes, a WR 122 class, a WR 115 class, a RD 90 and a RD 115 class, an Intercultural Communication class • Project leaders train the tutors in an orientation session • ESOL Instructors prepare lessons for tutors • Tutors come to ESOL classes weekly for 1 hr • Tutors work with ESOL students on speaking, pronunciation, reading, and writing. Both learn about the other’s culture • ESOL instructors supervise the tutoring sessions • Tutors complete a reflection or presentation on experience

14. ESOL Instructor and room view

15. How the ESOL students benefit • Feel more confident in their speaking abilities • Make a connection with regularly admitted PCC students • Increased understanding of PCC academic system • Connection with American or more acculturated resident • Increased sense of self-worth • Increased sense of worth of culture

16. Comments from Spanish students about the ESOL students • “I have developed deep compassion and admiration for our ESOL students through this experience.” -Tamatha • “I didn’t really know anything about ESOL students. To me it was just an obscure acronym for a program that I didn’t know about or wasn’t involved in. Everything is new to me and I really enjoyed the experience. I got to meet people from all over the world and not only talk to them, but be a part of their new experience in this country. It is kind of a neat feeling. I love that every ESOL student I speak to has a look of hope to them, even if they are nervous.” -Kara • “I had no idea how many different languages and nationalities were served by the ESOL department. I was also unaware that people of different origins would learn English together.” –Rich • “ESOL students have helped me gain a deeper understanding of many of the challenges faced by recent immigrants.” -Rich

17. How the low-level reading/writing students benefit • Increased confidence. The tutors receive the empowering message that PCC believes in their capacity to help and teach other students. • Formation of personal relationship with a fellow PCC students from other countries with whom they otherwise may never interact • Experience in intercultural communication. • Some reinforcement of concepts covered in their writing/ reading classes • Insights into the English language from the perspective of a language learner.

18. How the Spanish students benefit • Personal connections with international peers at PCC. • Confidence boost in the empowering role of tutor • Connect with native Spanish speakers • Gain insights into the language learning process “Before I started tutoring, I had little to no exposure to individuals that did not speak English as a first language. I was great to be exposed to the Spanish-speaking people of my community and learn more about their daily challenges and struggles.” –Holly

19. Spanish students gained insights into language learning strategies! • “This experience helped me recognize mistakes I make in the [Spanish] classroom when I saw ESOL students make those same mistakes, such as not speaking or not speaking loudly.” –Maria • “I learned that I’m not the only one that gets nervous, that has trouble with words, or just kind of clams up when they don’t know what to say. But, I think that the students showed me that it is possible to do it.” -Kara “I feel that I have learned to not be scared (to speak), if all of these students that I tutored can come into our country and try to speak our languages, why should I be afraid to come into [Spanish] class and speak in front of a bunch of students who are learning like me?” -Kristina

20. How we did it • Get support from administration • Identify which programs would make a good match for project • Recruit faculty from these programs • Each faculty develops a reflection assignment to correspond with this project • Each faculty recruits tutors from their classes • Look at class schedules to determine optimal tutoring time • Conduct a mandatory tutor orientation • The ESOL instructor creates class assignments/activities that can be done in small groups with the tutors. • On the days of the weekly tutoring, take attendance and quickly explain to the tutors what the ESOL students are working on. Help the ESOL instructor form the small groups and oversee the tutoring.

21. Pitfalls/ tips • Tutor and ESOL student absences and tardiness • Spanish students assuming they will get to practice their Spanish. • Extra work for ESOL faculty in creating materials for the tutoring sessions • Extra work for the Writing/Reading and Spanish faculty in creating corresponding assignments. Challenge of making them relevant to the original course • Extra classroom management challenges (class size doubles). Space limitations. • Tutors may lack skills and need coaching

22. We can help you set this up! Handouts available (or via email: sarah.bentley@pcc.edu) • Student recruitment letter (with photo) • Tutoring tips sheet (to be given at orientation) • “Bad tutor” role play (to be done by coordinators at the orientation) • Mid-term feedback sheet for tutors • Tutor information sheet (to be filled out at orientation) • Sample tutor activities conducted in Levels 1 & 3

23. Tips for Organizing and Using a Large Group of Tutors in your Classroom • Groupings • Activities

24. Groupings • Decide the basis of your preferred groups or pairs. • The day of the tutoring session, list students in attendance and put them in groups (in writing). If you have more or fewer tutors than you expect, you can adjust. Just make sure each group has at least one fairly verbal, outgoing student. • Walk around and observe how groups are working.

25. Activities • Conversation • Information gap activities • Pronunciation work • Games • Reading and discussion • Short structured writing activities • Role plays • What doesn't work so well