Communicating Effectively with NonNative English Speakers

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Communicating Effectively with Non-Native English
Speakers

• Presented by Karin M. Abell,
• Program Director, ESL

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Communication on Campus

• Many people on our campus
• struggle to communicate in English.
• In the ESL program, we had 1472 students fall
  semester 2006. Many students are interested in
  branching out and learning about other programs.

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Non-native speakers may vary in ability

• Some students speak well but have very basic
  reading. You cant assume these students will
  just read it if you hand them information.
• Other students have low oral communication skills
  but have decent reading ability. Dont assume
  that someone struggling to talk cant read.

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Handling student questions

• ESL students respond well to a willingness to
  help.
• They appreciate good intent during communication.
• Do your best, be patient, and try to make sure
  people leave your office with some helpful
  information.

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The words dont have to be perfect

• In oral communication, most of the time you (and
  they) will not remember the exact words used.
• But they will remember how they felt talking to
  you and whether you tried to help.
• Even if you dont know the students language,
  you OFTEN can still communicate in some way.

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ESL Office Strategies

• Simplify your questions. Consider the difference
  
• --Are you interested in taking the morning
  classes or the evening classes in the ESL
  program?
• vs.
• --Do you want ESL classes? Morning or night?

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Short and simple!

• Since a long question is hard to follow, try to
  break it up into 2 very short questions.
• In some cases, questions that are only one or two
  words can be effective.
• Morning classes? Night classes?
• Morning? Night?

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Visual support

• Use pictures, photos, and charts.
• Just as we have to use pictures and visual
  support when we have a beginning-level classwe
  use the same things in our office.

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More ESL office strategies
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Directing Students

• At all times, we have a stack of over 100 campus
  maps. Since we have ESL classes in nearly every
  building, we circle things, add information, and
  draw errors to make things clear for students.
• Pointing and gesturing also help!

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Going the Extra Mile

• We often will walk with a student to a location,
  or will walk partway until they can see their
  actual destination. It takes a little extra time,
  but its better than watching someone walk
  aimlesslyand better than having them come back
  two minutes later!

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Give Information on Paper

• Printing information about other programs from
  the Durham Tech web site
• The student may have a friend or family member
  who can help read/understand it.
• Printing off the web site ensures that
  international students are getting the same
  information as others.
• Some students will keep these papers for a long
  time (until ready to use it).
• Printed program information is useful, but its
  not a substitute for meeting someone from the
  actual program. You know your own programs best.

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What are the FAQs in your office?

• Is there a way to use pictures, photos, maps, or
  diagrams to help students understand pertinent
  information?
• Are you using signs effectively?
• Do students have helpful information in hand when
  they leave your office?

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Office as Classroom

• In both the office and the classroom, you need to
  read the persons facial expression Am I being
  understood?
• In both the classroom and the office, visuals can
  help make meaning clearer.

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Teaching Advice

• Three handouts
• --The one-page handout (mine)
• --The five-page handout
• (Baruch College)
• --The extended handout (Simmons)
• Choose one that matches your level of interestor
  use all!

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General Advice

• Speak clearly.
• Repeat important points.
• Use visual support.
• Help students follow the lesson (and get back on
  track after questions or digressions).
• Give students processing time before asking them
  to speak.

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Write down important terms

• Several reasons
• --So that students know the information is
  important
• --So that students write the words correctly in
  their notes
• --To avoid misunderstandings with words that
  sound alike (sulphate, sulphide, sulphite)
  (formal, former).

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Speech Rate and Pauses matter!

• Many people have a tendency to speed up when they
  have something important to say. Its almost as
  if they have so much to say that the words cant
  come out quickly enough.
• Do you do this in your teaching? Watch yourself
  and see.

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Slow down when sharing important info!

• Everyone will understand you better.
• People taking notes will have more of a chance to
  write down what you say.
• Pausing before and after something important will
  help you slow down.
• Pausing will also give people a chance to
  interrupt.

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Use phrases to indicate important information

• If theres one thing I want you to remember,
  its _________.
• The most important thing to understand is
  _______.
• BUT be careful A non-native speaker might not
  understand a phrase like, The bottom line is
  ____________.

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Language Errors

• Some reasons for errors
• --Not knowing correct forms
• --Learning incorrect forms in the past
• --Misapplying grammar rules
• --Interference with first language
• --Performance errors (where the student
• knows the correct forms but has trouble
  producing these forms spontaneously)

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Errors and Correction

• Instructors are often afraid to correct errors
  for fear of hurting students feelings.
• However, many students DO want to be corrected.
• Theyll even ask, Why havent you corrected me
  before (when I made that mistake)?

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Prioritize Error Correction

• Spoken errors
• --Even if you wanted to, you couldnt correct
  every spoken error. Speech happens too quickly.
• --Good errors to correct are
• - confusing word choice
• (date vs. appointment)
• - confusing pronunciation

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Correcting Pronunciation

• Try repeat after me with all students.
• Try repeating without looking at the word.
• Help students accent the correct syllables.
• If repeating doesnt work, try backward buildup
  (starting from the end of the word and adding one
  syllable at a time).
• Suggest alternate words as well. (If Ive worked
  with a student on the pronunciation of threat
  and its still confusing for the listener, give
  other words the student can use.)

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Class Presentations

• Instructors have more time to jot down spoken
  errors during presentations.
• -Unlike a conversation, youre not as focused
  on what you will say next.
• Instructors can expect more because students
  should have planned and practiced.
• Students may want to model themselves on a fluent
  and proficient speaker.

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Error Correction in Writing

• --There are more opportunities for correction
  because you can read and then re-read.
• --Students need to realize that all writers get
  pages full of correctionsnot just them! (Ever
  had Wanda Winslow read anything you wrote?)
• --We know from the Red Ink study that students
  appreciate corrections.
• --When is it too much?

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Suggested Approaches to Written Errors

• Choosing what to correct
• --Is it just a surface error?
• --Is it a recurring error?
• --Is the student ready to tackle the error?
• Be clear in your corrections.
• --Use fewer corrections with more detail.
• --Provide typed feedback if necessary.

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Issues with Content and Organization in Writing

• Students often benefit from seeing model essays
  or assignments.
• This helps them figure out what their papers
  should look like.
• Clear instructions also help a lot.
• Be sure to include an introduction and a
  conclusion.

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Some Quicker Fixes

• --Using transitions.
• Example But vs. However
• And vs. In addition
• --Breaking up long sentences into shorter,
  clearer sentences.
• --Adding headings in longer papers.

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Positive Feedback

• Students will appreciate knowing whats good
  about their writing.
• If a student writes mostly short, choppy
  sentences, provide encouragement when more
  complex forms are attempted.
• Risk-taking is important for learning!

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Durham Tech Library Resources for Students

• These books have grammar exercises and full
  answer keys (great for self-study)
• Murphy, Raymond. Grammar In Use Intermediate
  (with answers).
• Folse, Keith. Clear Grammar 3 Activities for
  Spoken and Written Communication.
• Folse, Keith et al. Clear Grammar 4 Activities
  for Spoken and Written Communication.
• See also PE 1128 (lower level) for more grammar
  books.

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Durham Tech Library Resources Related to this
Presentation

• Ferris, Dana R. (2002). Treatment of Error in
  Second Language Student Writing. University of
  Michigan Press.
• Leki, Ilona. (1992). Understanding ESL Writers A
  Guide for Teachers. Heinemann Press.
• Swan, Michael and Smith, Bernard. (2001). Learner
  English A teachers guide to interference and
  other problems. Cambridge University Press.

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Web Resources Consulted

• University Of Minnesota Center for Writing
  Teaching Non-native speakers and writers, Best
  practices
• http//writing.umn.edu/tww/nonnative/nonnative_ind
  ex.htm
• Ways to Help Your Students who use English as a
  Second Languagefrom University of Toronto
• http//www.utoronto.ca/writing/facesl.html
• Faculty Resource Kit from Simmons College
• http//my.simmons.edu/academics/asc/pdf/resource-k
  it.pdf
• Baruch College Faculty Handbook info on Teaching
  Non-Native Speakers
• http//www.baruch.cuny.edu/facultyhandbook/teachin
  g_nonnative_speakers.htm
• University of Colorado Diversity and Language
  ESL Students in the University Classroom
• http//www.colorado.edu/ftep/diversity/div11.html