Bringing Language Learning Awareness into Library Instruction for ESL Students

Karen BordonaroACRL Interest Group Panel: Addressing Global

DiversityAmerican Library Association 2012

Anaheim, California

My Personal Background

• Liaison librarian at Brock University for Intensive English Language Program, Applied Linguistics, Modern Languages

• Part time ESL instructor

My Library Work with ESL Students

• Intensive English Language Program (IELP)▫ Research essay assignment for writing classes▫ Oral report assignment for speaking classes▫ Extensive reading assignments for reading classes

•Academic English as a Subsequent Language (AESL)▫ Library review workshops: focus on services

•Applied Linguistics/TESL classes▫ For graduate students who want to become ESL teachers: focus

on research

Canadian Backdrop

•Mosaic, not Melting Pot▫ The Canadian Mosaic (1938), The Vertical Mosaic (1965)

•Multiculturalism▫ Canada was first country in the world to officially

implement a legislative framework for multiculturalism (Multiculturalism Policy of Canada, 1971)

•Bilingualism▫ Officially bilingual country, French spoken in more than

Quebec

Canadian Encyclopediahttp://thecanadianencyclopedia.com

However...

What is Language Learning Awareness?

•In this context:

▫Becoming conscious of how we use English when speaking to non-native speakers of English

▫Remembering to check for comprehension

▫Encouraging the students to use English

Why is it Important in Library Instruction?

▫Learning library content depends on understanding each other: Comprehension – the students understanding us Comprehensibility – us understanding the students

▫It sets the groundwork for learning more about library resources and services.

▫It paves the way for future positive contact.

How Might it be Accomplished?

▫Self awareness

▫Knowledge of language learning

▫Observation

▫Comprehension checks

Self Awareness

▫How many of you have had positive experiences learning another language? Negative experiences?

▫How many of you speak more than one language?

▫Have any of you studied abroad?

▫Have any of you lived or worked abroad?

Knowledge of Language Learning

▫We are all language learners, whether we are monolingual, bilingual, or multilingual.Native speakers constantly engage in continuous language learning – reading the newspaper, doing crossword puzzles, listening to the radio, etc.

▫Our own beliefs about language learning can shape our interactions with ESL students in our libraries.

Common Assumptions about Language Learning (we will consider each)

▫ Languages are learned through imitation.

▫ Mistakes should be corrected.

▫ Mistakes are reinforced when non-native speakers speak to each other in English.

▫ Students learn what they are taught.

Languages are learned mainly through imitation.

▫ Imitation (mimicry) plays a role - but -

▫ Language learners also use hypotheses (Famous example: What parent teaches their child the phrase, “I

hate you”?)

▫ Librarian tip: Do not focus only on rote learning (do exactly what I do), but also give them chances to explore.

Mistakes should be corrected.

▫ Making mistakes is a necessary part of language learning.

▫ Correcting mistakes discourages people from speaking.

▫ Librarian tip: Listen for meaning, not grammatical form.

Mistakes are reinforced when non-native speakers speak to each other in English.

▫ Speaking English with other non-native speakers can increase fluency in a non-threatening environment.

▫ Students are already getting native or near native input from the instructor.

▫ Librarian tip: Give them opportunities to speak English with each other.

Students learn what they are taught.

•Two faculty members see each other as the fall term begins, and the first one says, ``I taught my dog French over the summer.'' The other is astounded and replies, ``Wow, that is incredible! How well can he speak?'' The first responds, ``I said I taught it to him; I didn't say he learned it.''

Snavely, L. (2000). The learning library. Research Strategies 17 (2-3), p. 79.

Observation▫ Watch students perform a task or speak with each

other.

▫ Note any difficulties that may arise. Use them as opportunities for clarification.

▫ Have a peer librarian observe your interaction with students.

▫ Librarian tip: Observe ESL instructors to get a feel for how they conduct classes.

Promoting Effective Communication

•Establish good rapport

▫Smile

▫Show that you are interested

▫Be respectful

▫Wait time – much longer for Asian students than North Americans

▫Avoid “teacher talk”

Furthering Learning

• Reinforce library learning by giving students different ways to learn.▫ Employ the four different language skills in your

library instruction: Speaking - explain to each other

Listening – listen to a video

Reading – read an abstract

Writing – write steps in a process

Practices to Avoid

• Speaking louder▫ this does not increase comprehension▫ this may serve to embarrass a student

• Changing your tone of voice▫ do not speak down to students

• Assuming that your English is the correct English▫ we all speak our own versions of English▫ we all have accents▫ native speakers make mistakes too

Comprehension Checks

• Ask “Does this make sense to you?” rather than “Do you understand?”

▫ Put emphasis on you explaining something rather than on them interpreting what you might have meant

• Aid comprehension▫ Practice active listening – listen for content, not form▫ Write things down▫ Slow your rate of speech▫ Give multiple explanations, use synonyms

Summary• Become aware of your own language learning

beliefs when working with ESL students.

• Set a positive tone for interaction.

• Use comprehension checks.

• Give students many ways to learn – listening, speaking, reading, writing

Contact Information

Karen BordonaroJames A. Gibson LibraryBrock UniversitySt. Catharines, OntarioCanada L2S 3A1

email: kbordonaro@brocku.caoffice: Schmon Tower 1128phone: (905) 688-5550 extension 4423

thank you!