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