The Impact of Nonnative
English Speakers in the
University Classroom
27th Annual Conference on the
First-Year Experience
San Francisco
February 15-19, 2008
Dr. Maureen Andrade
Brigham Young University Hawaii
Goal
• Respect L1 language & culture;
encourage English development
• Recognize the value of English for
academic and career purposes
• Improve the English language skills of
L2 speakers (accreditation theme)
2
Categories
• Estimation of ESL students’
language abilities
• Impact of having ESL students in
classes
• Faculty efforts to help ESL
students improve
• Future possibilities for faculty
• Institutional efforts to help ESL
students improve
3
Survey Administration
•
•
•
•
Piloted with a few faculty
Faculty meeting invitation
Online
Mostly likert-scale types of questions;
also open-ended inviting faculty
comments
• 93 participants (full & PT); 51%
response rate
• Summary of key questions…
4
Estimation of Students’ Skills
• Tend to earn a lower grade than nativespeakers - 2.75
• Have adequate skills for course
assignments - 3.4 to 4.2
• University should be satisfied with the
current level of English - 3.0
• Student’s responsibility to seek help
with English - 4.0
(1) strongly disagree, (2) disagree, (3) somewhat disagree, (4)
somewhat agree, (5) agree, (6) strongly agree.
5
Impact of Students
• Little effect on teaching - 3.23
• Do not have time to do much about English
quality - 3.73
• Primarily the responsibility of ESL /
English teachers - 3.26
• Have to alter method of delivery - 3.05
• Have to adjust depth and difficulty - 2.41
(1) strongly disagree, (2) disagree, (3) somewhat disagree, (4)
somewhat agree, (5) agree, (6) strongly agree.
6
Faculty Efforts
• Assignments to help improve English skills 3.0
• Teaching strategies
– visual aids - 3.92
– speak slowly / simplify - 3.46
– variety of methods to explain concepts - 3.87
• Needs awareness
– assign easier readings - 1.78
– consider needs in text selection - 2.53
– consider needs in course requirements - 2.63
(1) strongly disagree, (2) disagree, (3) somewhat disagree, (4)
somewhat agree, (5) agree, (6) strongly agree.
7
Future Possibilities - Faculty
•
•
•
•
•
•
Training language acquisition - 2.8
Training teaching techniques - 3.34
Tutoring 4.98
Study groups - 4.97
Content-based materials - 4.26
Technology support to improve general skills
- 4.70
• Technology support for mastery of course
content - 4.57
(1) strongly disagree, (2) disagree, (3) somewhat disagree, (4)
somewhat agree, (5) agree, (6) strongly agree.
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Institutional Possibilities
•
•
•
•
•
•
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Raise ESL exit - 3.77
Reduce ESL exit - 2.52
Raise TOEFL - 3.92
English-only policy - 2.97
Motivate to voluntarily improve - 4.39
Social engineering – 3.19 to 4.04
Offer additional ESL support – 4.0
(1) strongly disagree, (2) disagree, (3) somewhat disagree, (4)
somewhat agree, (5) agree, (6) strongly agree.
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Summary
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•
•
•
•
English is adequate; could be better
Sensitive to learning needs - adjust methods
Do not adjust rigor
Oppose intrusive means
Advocate initiatives that do not involve them
directly
• View students as having some responsibility
• Strengthen support system - learning centers,
tutoring, materials development, restructure
ESL requirements
10
Implications for Programming
• Sheltered / Content-Based Methods
• Adjunct, Learning Communities,
Supplemental Instruction
• Peer Support Programs
• Support Services
• Student Life
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Sheltered or Content-Based
Instruction Training
• Techniques for focusing on content area
curriculum & developing English language
skills
• Faculty workshops in content-based methods
• Courses designated as “Language Intensive”
• Resources: trainers; incentives
• Challenges: faculty work load; limited
interest
12
Restructuring ESL Courses
• Not only upfront or as prerequisites
• Offer electives to be taken any time or
required by majors / departments
• Resources: curriculum development;
additional ESL faculty to teach new
courses
• Challenges: student resistance; lack of
support from faculty
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Adjunct, Learning Communities,
Support Courses
• Link GE/major courses and ESL courses
• Support courses / labs designed to
provide content & language support and
study skills; peer mentoring
• Resources: curriculum development;
additional full or part-time faculty to
teach new courses; student salaries
• Challenges: scheduling; collaboration
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Peer Support
• Formal peer support programs
• Training student mentors/tutors
• Resources: student salaries; curriculum
for training course; additional faculty
to teach the training course &
coordinate
• Challenges: buy-in from students;
faculty support
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Support Services
• Strengthen existing support centers
• TESOL training – tutors & volunteers
• Technology-based language/content
support for certain courses
• Resources: training courses; additional
employees; curriculum/technology
development
• Challenges: faculty support;
technology expertise
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Student Life
• Partnering L1 & L2 students
– Employment, Social, Residential
• Cultural/TESOL training
• Resources: redesigning current
programs; student salaries / volunteers;
training
• Challenges: student interest & support
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Key Issues
• Faculty training & incentives
• Student peer/tutor training
• Reorganize or restructure existing
programs & services
• Resource implications
• Campus-wide support
– faculty favor indirect involvement
– how to motivate students
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