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Strategies for Helping ELLs in the Writing Center JASON SCHLUETER, MA Pair and Share What is your greatest challenge when working with ELL’s in the Writing Center? What systematic approaches have you or your institution implemented to address these challenges? My Background Various Backgrounds Generation 1.5 Country of origin Socio-economic background Educational experiences Societal fog Loaded Language “The language barrier” Public education Private tutoring Online tutoring “ESL” & First language A Matter of Expectations Pragmatic expectations Session expectations Just getting through Editing versus teaching Teacher Authority Best practices can be seen Inflated perception of authority Motivation Instrumental Integrative Adjustment Curve Honeymoon Interrupting event Culture shock Adjustment Mastery Fig 1. This graphic outlines the Oberg’s model of adjustment (Black & Mendenhall, 1990). Symptoms of culture shock Anxiety Homesickness Boredom Depression Fatigue Confusion Self-doubt Feelings of inadequacy Unexplained fits of weeping Paranoia Physical Ailments and psychosomatic illness Physical and/or psychological withdrawal Compulsive eating Spending excessive amounts of time reading Compulsive drinking Need for excessive amounts of sleep Exaggerated cleanliness Only seeing other people from your culture Irritability Avoiding contact with host nationals Family tensions Short attention span Marital stress Diminished productivity Excessive chauvinism Loss of ability to work or study effectively Stereotyping Quitting and returning to your home country early Hostility toward host nationals Verbal aggressiveness Physical aggressiveness Deciding to stay but permanently hating the country and its people Note. highlights some of the symptoms that people experience as they transition between cultures by Kohls, R. (2001) Survival Kit for Overseas Living. Maine: Intercultural Press Inc. A Few More Distractors Teacher distractions Personal curiosity Outcomes Personal bias Student distractions Overestimating/underestimating language proficiency Mainstream vs. minority Family narrative Commitments Productive and Receptive Skills Revisiting the idea of “language gap” Listening Speaking Code and form switching as a matter of style Reading Back channeling An area of focus Writing Rhetorical differences Reader versus writer focused cultures Global – Local Take-Away #1 – Use a fluid approach Think long-term Relationship – text – outside resources Cultivate meta-awareness Why is the student coming to you for tutoring? What Create question sets to help refocus the sessions Points things in your toolkit can you give to them? of negotiation Use your session notes to find patterns Take-Away #2 – Help them with cultural and academic literacy Connect them to college resources Cultivate critical thinking Coach them to persevere Technology Protocol Group work Cultural informants Take-Away #3 - Remove barriers and empower Consider the Affective Filter Make connections Build on great content Learn about their learning style and educational experiences Invite them back A Few Websites Chomp Chomp - http://www.chompchomp.com/ Minneapolis ABE - https://abeweb.mpls.k12.mn.us/ Many Things - http://www.manythings.org/ ESL Point - http://www.eslpoint.com/ Phonetics: The Sounds of English and Spanish http://www.uiowa.edu/~acadtech/phonetics/english/frameset-ad3.html BBC Learning Engilsh - http://www.bbc.co.uk/worldservice/learningenglish/ MN Literacy Council Journeys Publication - http://www.mnliteracy.org/journeys Dave’s ESL Café - http://www.eslcafe.com/ Longman Dictionary - http://www.ldoceonline.com/ Writefix - http://writefix.com/ References Armstrong, S. L, Stahl N.A., and Boylan .H.R. (2014) Navigating Early College: Literacy Experiences and Identity Negotiations of Latina/o Students. Teaching Developmental Reading: Historical, Theoretical and Practical Background Reading. Boston: Bedford St. Martens Print Armstrong, S. L, Stahl N.A., and Boylan .H.R. (2014) Vocabulary Instruction in Community College Developmental Education Reading Classes. Teaching Developmental Reading: Historical, Theoretical and Practical Background Reading. Boston: Bedford St. Martens Print, 375-387 Black, J.S., & Mendenhall. (1990). The U-curve adjustment hypothesis revisited: A review and theoretical framework. Journal of International Business, 22(2), 222-247. Retrieved May 23, 2007, from JSTOR: http://www.jstor.org Bernstein, S., Critical Language Awareness and Learners in College. Teaching Developmental Writing: Background Readings. Boston: Bedford/St. Martin’s, 2013. Print, 113-125. Cruickshank, K., Newell, S., & Cole, S. (2003). Meeting English Language Needs in Teacher Education: a flexible support model for non-English speaking background students. Asia-Pacific Journal Of Teacher Education, 31(3), 239-247. Dooley, K. (2004). Pedagogy in diverse secondary school classes: Legacies for higher education. Higher Education, 48(2), 231-252. Harris, M., & Silva, T. (1993). Tutoring ESL students: Issues and options. College Composition and Communication, 44, 525537. Kohls, R. (2001) Survival Kit for Overseas Living. Maine: Intercultural Press Inc. Kozar, O. (2014). The "Language Barrier" in Private Online Tutoring. European Education, 46(2), 74-96. doi:10.2753/EUE10564934460204 Murphy, C. & Sherwood, S. (2003). Reassessing the “Proofreading Trap”: ESL Tutoring and Writing Instruction The St. Martin’s sourcebook for writing tutors. Boston: Bedford/St. Martin’s, 267-284 Williams, J. (2004). Undergraduate second language writers in the writing center. Journal of Basic Writing, 21 (2), 73-91