Topic: ESL students and writing centers
Main Research questions: Should tutors of students with language differences receive specialized training? ...or ...Is overall effectiveness of tutoring sessions decreased by language differences?...more specific to students learning ESL
Sub questions include:
What are the needs of WC students who are NNS?
What methods are used by tutors to increase effectiveness of sessions?
Do language differences affect the outcome of tutoring sessions?
How can session efficacy be measured?
Are tutors of ESL students more likely to switch between NL and NNL For greater understanding? If so, why?
Do writing tutors for students with language differences need specialized training; or is the overall effectiveness of sessions dependent on tutor ability?
Data collected-Observations
Sample size-5
5 sessions were observed where an NS tutored a non-native speaker. In my observations, I noticed there appears to be a different level of engagement by tutor and student. This is usually initiated by the tutor as they generally complete a line by line dissection of the paper-assessing and evaluating material while looking for accurate use of vocabulary and ensuring articulation of intended concepts.
During this process, I thought it was important to gauge the needs of second language students and weigh the implications against those of a writing center.
The chosen goal of each tutor is to create better writers; however, that target cannot be reached without measuring what those needs are, then see if those needs can be provided for.
Written data collected-
Thus far, all collected data indicates the needs of second language learners in Writing Centers differ from native speaking students by way of tutoring approaches and terminology.
Language used for tutoring and how that language is conveyed can make sessions more or less effective. For instance, when assisting NNS students in the writing center or in an academic setting, slower speech and emphasis is generally required for greater understanding of writing content. Also because values differ greatly, jokes and slang may not be used during the sessions as this can potentially confuse students.
Additional research data to be collected:
More information on specialized training for WC tutors assisting students with language differences
Should tutoring be a prerequisite for TESOL graduate or certification program students
More to follow.....
Sunday, November 22, 2009
Monday, November 16, 2009
Blog # 17
The purpose of my research is to differentiate the shifts in tutoring styles between non-bilingual vs. bilingual tutors.
The dynamics I will focus on are:
The shift between NL and NNL by the tutor
The vocabulary issues faced by NNS
The shift of approaches used by each tutor in the sessions
The overall effectiveness of each session based on the methods used (i.e. directive approach, collaborative approach, minimalist approach, editor /client, teacher/student)
My research question is
Do language differences make tutoring sessions any less effective?
Data Collection
My observations thus far have illustrated the directive approach is the effective when working with NNS.
Some of the students have had major vocabulary issues in terms of word order and comprehension.
Students who are NNS require a much more intense focus on LOC and vocabulary than
NS.
Tutoring session 11/14/09
In this session, I had to shift between the collaborative approach and the directive approach. As we worked on paraphrasing, the best approach was collaborative. I had to get the student’s buy in because the words needed to be hers. With this student, I think the best approach is to give her ideas and let her articulate her own thoughts. She likes to take complete ownership of the written material.
During the part of the session where we were worked on the essay, I used the teacher/student approach.
The student still had development issues with the paper as she knew what needed to changed and what data needed to be gathered, however; she did not complete the research to add more information to the essay. I old her to make an outline of the data she wanted to use, and to create a list of all of her ideas. As she worked through her notes, she would come up with an outline and a clear list of points she needed to collaborate on to make the work a successful piece of written material.
Some sources include:
"Success with ELLs" by S. Adams
" The ESL experience in the Writing Center" by Hagen, Kim, Sweets, and Yeom.
" A Writing Center without Walls: Community Gardens as a site for Teaching English Language Learning" By Kodacker and Seibler
" Meeting English language needs in Teacher Education: a flexible support model non-English speaking background students" by Cruikshank, Newell and Cole
" Help Non-Native English Speakers Understand Your Lectures" By Peters and Davis
The dynamics I will focus on are:
The shift between NL and NNL by the tutor
The vocabulary issues faced by NNS
The shift of approaches used by each tutor in the sessions
The overall effectiveness of each session based on the methods used (i.e. directive approach, collaborative approach, minimalist approach, editor /client, teacher/student)
My research question is
Do language differences make tutoring sessions any less effective?
Data Collection
My observations thus far have illustrated the directive approach is the effective when working with NNS.
Some of the students have had major vocabulary issues in terms of word order and comprehension.
Students who are NNS require a much more intense focus on LOC and vocabulary than
NS.
Tutoring session 11/14/09
In this session, I had to shift between the collaborative approach and the directive approach. As we worked on paraphrasing, the best approach was collaborative. I had to get the student’s buy in because the words needed to be hers. With this student, I think the best approach is to give her ideas and let her articulate her own thoughts. She likes to take complete ownership of the written material.
During the part of the session where we were worked on the essay, I used the teacher/student approach.
The student still had development issues with the paper as she knew what needed to changed and what data needed to be gathered, however; she did not complete the research to add more information to the essay. I old her to make an outline of the data she wanted to use, and to create a list of all of her ideas. As she worked through her notes, she would come up with an outline and a clear list of points she needed to collaborate on to make the work a successful piece of written material.
Some sources include:
"Success with ELLs" by S. Adams
" The ESL experience in the Writing Center" by Hagen, Kim, Sweets, and Yeom.
" A Writing Center without Walls: Community Gardens as a site for Teaching English Language Learning" By Kodacker and Seibler
" Meeting English language needs in Teacher Education: a flexible support model non-English speaking background students" by Cruikshank, Newell and Cole
" Help Non-Native English Speakers Understand Your Lectures" By Peters and Davis
Tuesday, November 10, 2009
Blog#16.....
Something I am really focused on in my observations is how language differences affect students in the writing center, and how the tutors can effectively fill that gap.
Since research is still being conducted on writing center methods for L2 students, I thought it made more sense to merge both of my previous ideas to create a more effective paper. Now I can not only focus on methods, but I can also focus on the difference between what ESL students learn to communicate in English (language functionality), and what is necessary to successfully write in an academic setting....
The data I will continue to collect will be tutor methods used for NNS, linguistic ideas and terms, and how students generally translate the spoken language learned in ESL courses to written material.
To be continued.......
Since research is still being conducted on writing center methods for L2 students, I thought it made more sense to merge both of my previous ideas to create a more effective paper. Now I can not only focus on methods, but I can also focus on the difference between what ESL students learn to communicate in English (language functionality), and what is necessary to successfully write in an academic setting....
The data I will continue to collect will be tutor methods used for NNS, linguistic ideas and terms, and how students generally translate the spoken language learned in ESL courses to written material.
To be continued.......
Sunday, November 8, 2009
Blog #15-Notes Continued......
In the last class, we discussed getting more focused on L2 tutees and the most effective tutoring methods for them. We also discussed finding more suitable sources for a research paper that would focus on tutoring students with language differences.
In my last observation, the student seemed very confident in her wrtten ideas, but she wasn't sure of alittle of the vocabulary.
She felt the need to read line by line and ensure not only the written material made sense, but also was cohesive.
The tutee seemed a little nervous initally, but that was vey quickly overcome as she seemed very focused on completing the task of thoroughly dissecting her paper looking for errors. She seemed to have an extensive vocabulary and a total understanding of the native English speaker. From my perspective, that particular session was no less effective than a session with a bilingual tutor.
This session differed slightly from the traditional ESL based session in that it wasn't competely a directive approach. This session actually seemed more like peer tutoring; there were two people collaborating to make a paper more effective.
Lastly, I read the Writing Center and Second Language Writers by Jessica Williams and Carol Servino. Some of my concerns were confirmed by this article, the same approached cannot be used on non native speakers as those used on native speakers; there unfortunately is not a great deal of research on the difference in learning and writing center approaches for NS vs NNS and whether or not the two are equally effective.
Something I found interesting was the discussion of specific curriculm for those students who face strong language differences in the writing centers to make tutoring sessions more efficient
In my last observation, the student seemed very confident in her wrtten ideas, but she wasn't sure of alittle of the vocabulary.
She felt the need to read line by line and ensure not only the written material made sense, but also was cohesive.
The tutee seemed a little nervous initally, but that was vey quickly overcome as she seemed very focused on completing the task of thoroughly dissecting her paper looking for errors. She seemed to have an extensive vocabulary and a total understanding of the native English speaker. From my perspective, that particular session was no less effective than a session with a bilingual tutor.
This session differed slightly from the traditional ESL based session in that it wasn't competely a directive approach. This session actually seemed more like peer tutoring; there were two people collaborating to make a paper more effective.
Lastly, I read the Writing Center and Second Language Writers by Jessica Williams and Carol Servino. Some of my concerns were confirmed by this article, the same approached cannot be used on non native speakers as those used on native speakers; there unfortunately is not a great deal of research on the difference in learning and writing center approaches for NS vs NNS and whether or not the two are equally effective.
Something I found interesting was the discussion of specific curriculm for those students who face strong language differences in the writing centers to make tutoring sessions more efficient
Wednesday, November 4, 2009
Blog 14
A tentative focus for me is the implications of students with language barriers on writing centers.
One possible thesis question is-Are bilingual tutors more effective than non bilingual tutors?
Some things I will look for are the connection between non bilingual students with non native English speakers.
Overall effectiveness of each session, and if the language disparity has any effect at all on students.
I will also observe the strategies used by tutors to ensure the goal of the session is reached. From what I've observed thus far-the students seem to visit the writing center after their papers have been written, and they need to revise them. There was one observation however that was based on the actual assignment before the completed product was submitted for grading. That was the bilingual student. In that case the directive approach was used very effectively. I think
when students with language barriers are involved, the directive approach most frequently used as extra authoritative instruction is required.
More to follow...........
One possible thesis question is-Are bilingual tutors more effective than non bilingual tutors?
Some things I will look for are the connection between non bilingual students with non native English speakers.
Overall effectiveness of each session, and if the language disparity has any effect at all on students.
I will also observe the strategies used by tutors to ensure the goal of the session is reached. From what I've observed thus far-the students seem to visit the writing center after their papers have been written, and they need to revise them. There was one observation however that was based on the actual assignment before the completed product was submitted for grading. That was the bilingual student. In that case the directive approach was used very effectively. I think
when students with language barriers are involved, the directive approach most frequently used as extra authoritative instruction is required.
More to follow...........
Monday, November 2, 2009
Blog# 12 Observations and notes
Several things I've observed are tutoring strategies, the need of the student, and body language.
The Students
In my first observation, the student had a language barrier and the directive approached was used. There were vocabulary issues, where the student could not effectively communicate in English.
In my next solo observation, the student was not clear on the focus. In each paragraph, the student had issues tying in the key concepts from each paragraph to the actual thesis of the paper. The paper was written already, but she needed support to articulate her ideas on paper. The student was visibly uneasy initially, then as the session progressed-she clearly became more comfortable.
The Tutors
The tutor in my initial session was very comfortable using the directive approach. It was as if there was a commonality between the student and the writer which helped them both progress.
The tutor in this case helped the student find the right vocabulary, as well as punctuation and grammar.
In my next observation, the tutor was insecure at the beginning of the session, but she became much more comfortable as the session progressed. She used the teacher/student relationship model to draw the information out of the student. The student also read back data for the tutor to elaborate on, then give her opinion as they went along.
The tutor here also had the student read her paper, paragraph by paragraph, then the tutor asked her if she actually communicated the proper ideas. Most the time the student said no, then they went about collaborating and rephrasing.
Some things I though about focusing on for my paper:
Language barriers in the writing center
Tutoring across all disciplines
Tutoring students with language barriers in subjects other than English.
Most of my interest lies on students with language barriers, but I still haven't narrowed it down.
http://projects.uwc.utexas.edu/praxis/?q=node/260
http://projects.uwc.utexas.edu/praxis/?q=node/255
http://projects.uwc.utexas.edu/praxis/?q=node/24
http://projects.uwc.utexas.edu/praxis/?q=node/91
The Students
In my first observation, the student had a language barrier and the directive approached was used. There were vocabulary issues, where the student could not effectively communicate in English.
In my next solo observation, the student was not clear on the focus. In each paragraph, the student had issues tying in the key concepts from each paragraph to the actual thesis of the paper. The paper was written already, but she needed support to articulate her ideas on paper. The student was visibly uneasy initially, then as the session progressed-she clearly became more comfortable.
The Tutors
The tutor in my initial session was very comfortable using the directive approach. It was as if there was a commonality between the student and the writer which helped them both progress.
The tutor in this case helped the student find the right vocabulary, as well as punctuation and grammar.
In my next observation, the tutor was insecure at the beginning of the session, but she became much more comfortable as the session progressed. She used the teacher/student relationship model to draw the information out of the student. The student also read back data for the tutor to elaborate on, then give her opinion as they went along.
The tutor here also had the student read her paper, paragraph by paragraph, then the tutor asked her if she actually communicated the proper ideas. Most the time the student said no, then they went about collaborating and rephrasing.
Some things I though about focusing on for my paper:
Language barriers in the writing center
Tutoring across all disciplines
Tutoring students with language barriers in subjects other than English.
Most of my interest lies on students with language barriers, but I still haven't narrowed it down.
http://projects.uwc.utexas.edu/praxis/?q=node/260
http://projects.uwc.utexas.edu/praxis/?q=node/255
http://projects.uwc.utexas.edu/praxis/?q=node/24
http://projects.uwc.utexas.edu/praxis/?q=node/91
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