SPEAKEASY PROGRAM
Peer Language Facilitator Manual
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Welcome and Introduction
Welcome to the Speakeasy program!
Your role as a volunteer is an important one and we appreciate this step you have taken to help other
students with their English. You’re an unofficial ambassador of both McMaster and Canada, helping
students feel connected to the university and Canadian culture while also increasing confidence and
academic success. This is an important role, and for many students you are helping to make the
difference between a good experience (or not-so-good) and a great one.
This manual will serve as a resource for you as you work in your position as a Speakeasy volunteer, also
known as Peer Language Facilitator (PLF). It outlines the expectations you will need to meet as a PLF,
information about your duties and the program, and the resources available to you.
Contact Information
Email
[email protected]
Office
Mills L213E (2nd Floor, Mills Learning Commons)
General Information:
http://studentsuccess.mcmaster.ca/students/academic-skills/english-language-support.html
The Purpose of the Speakeasy Program
The Speakeasy Program is a partnership program aimed at joining English-speaking students with
English-as-an-Additional-Language (EAL) students. The goal of the Speakeasy Program is to help EAL
students improve their command of English, strengthen discussion skills, and broaden their level of
verbal self-expression. The program’s secondary goal is to expand knowledge of foreign cultures and
build friendships across the McMaster community.
In order to accomplish these goals, PLFs (you!) are paired with EALPs to establish a friendship and a
comfortable environment for learning.
Speakeasy Program: Native English-speaking Persons (PLFs)
The Role of the PLFs
● Arrange weekly, one-hour meetings with their English as a Second Language EALP
● Engage their EALP in conversation (Conversation topic suggestions listed below)
● Assist their EALP in attaining a better grasp of the English language by identifying problems and
determining strategies for improvement (Details below)
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Expectations of the PLFs
● Contact their Speakeasy partner once matched up and arrange a regular meeting schedule.
● Send a confirmation email to the Speakeasy & Conversation Circle Coordinators once they have
successfully met with their partner for the first time.
● Meet regularly.
● Maintain a log of hours spent between the English-speaking partner and EAL student using a log
sheet (A log sheet is given out during the initial interview and in the welcome email)
● At the end of the term, English-speaking partners must hand in their log sheets along with
completed signatures to the Coordinators.
Language Tasks and Needs
Most EALPs will desire help with:
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Pronouncing new words
Understanding the meaning of idiomatic expressions
Using new vocabulary
Deciphering historical and cultural content and contexts
Understanding and using the language of everyday life (e.g. Asking for directions, visiting a
restaurant or making a purchase)
Suggested Activities for PLFs
● Have partner read a brief passage aloud. This will help with pronunciation and new vocabulary.
Let conversation emerge naturally from the content of the passage.
● Encourage conversation partner to bring a list of new words or expressions encountered, or to
describe situations that they experienced difficulty with.
● Watch a sitcom, movie clips and discuss the content with conversation partner (what did the
EALP get out of it? What did they have difficulty understanding?)
** Keep in Mind: PLFs should not expect rapid progress from their conversation partner. Much
repetition of the same problems and mistakes is to be expected. **
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How PLFs can assist their partner
In Conversation:
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Model a natural way of speaking. When using slang or colloquial expressions make sure they are
understood, explaining them when necessary.
When coming across words that are new to the student, discuss them in context rather than just
explaining the meaning. Consider the common situations in which the words are used, and
possible confusions caused by the same word with different meanings in different situations.
(e.g., car pool, playing pool, pool party)
Ask open-ended questions to continue quality discussions (e.g., How? Why?)
Ask for opinions
** Keep in Mind: your conversation may share personal stressors with you in conversation. If you feel
overwhelmed, encourage your partner to seek out the counsellors at the Student Wellness Centre. **
With Pronunciation:
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Jot down words or expressions you have difficulty understanding while your conversation
partner speaks.
Identify certain sounds that are commonly mispronounced or omitted altogether
Note unusual stress and intonation patterns that make words sound unfamiliar or phrases not
clearly understood. For example, HE did it! (not me) vs. he DID it! (hurray).
Focus on a few main pronunciation difficulties and correct your conversation partner on these
specific issues during conversation
If your conversation partner has difficulty making a correct sound, allow him/her to see how you
make the sound (with your lips, tongue, teeth, etc.)
Use “minimal pairs” (ship-sheep, see-she, full-fool, etc.) to help your student distinguish
between different sounds that cause confusion for your partner.
With Written English:
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This is beyond the role of a PLF; however, PLFs are welcome to assist if they wish
If not, refer your partner to the EAL instructors or a Writing Assistant (information regarding
Writing Support Services can be found at http://studentsuccess.mcmaster.ca/academicskills/writing-support-services.html)
When correcting your conversation partner’s grammar, don’t feel disturbed if you can’t answer
a question about why a particular way of speech is followed in English. You are to help your
conversation partner distinguish between what sounds right and what does not.
Problems of Attendance
● There will be times when either a tutor or student fails to meet up for a conversation session.
Here is what to do in such situation:
1. Email your partner in advance to tell him/her you can’t meet up on the agreed date/time.
Confirm the time of your next meeting with your partner.
2. If you fail to meet on the scheduled time, email your partner as soon as possible to apologize
and explain. Please do not simply let it go and assume that your next scheduled meeting will
go as normal.
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3. If your partner doesn’t show up, contact him/her and confirm the future meeting.
4. If you feel that your partner is not making an effort to attend your scheduled meetings or is
not interested in meeting with you, discuss it through with your partner to see what can be
done. If necessary, contact one of the Speakeasy & Conversation Circle Coordinators.
Communication Barriers
● People may get anxious when meeting someone from a different culture. Keep in mind that
people from different cultures have many different assumptions such as personal and family
relationships, the role of women, attitudes towards authority, social conformity, ways of dealing
with disagreements, material possessions, dating and sex, personal freedom, punctuality, nonverbal communication (gestures, touching, personal space, etc). It is important to notice these
different assumptions and avoid trying to impose one’s own values and assumptions on the
situation when talking with people from other cultures.
● People usually speak freely about themselves only when they believe the person they are talking
to respects their thoughts, feelings and ideas. If you think you are having trouble communicating
with your students for these kinds of reasons, talk with him/her about it.
Gender Issues
● Most of our tutors are females and students in the program are males.
● Some students will be explicit in their request for a same gender conversation partner and we
will try our best to accommodate the students’ needs.
● Many of the EAL students may be significantly older than the average tutor; therefore it is
important that both the students and the tutor feel comfortable. Please notify us if you have any
concerns.
Teaching English Overseas
● If you are interested in teaching English overseas, either for short term or as a career, or in being
trained to teach English as a second language, more information is available in the Student
Success Centre, located in GH 110.
Obtaining References
● If you would to include your Speakeasy experience on an employment application form or
experience profile, and you need someone who can confirm your participation in the program,
please contact and bring your volunteer log sheets with your student number to:
Program Supervisor
Ann Andree-Wiebe
Academic Skills Advisor
Student Success Centre, GH 110
905-525-9140 ext 27453
[email protected]
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Volunteer Training/Orientation
1. Describe mission and values of the program and how the program works
2. How does the program benefit EALPs?
• Helps students speak comfortably in public situations (formally and informally)
• Provides suggestions on ways to interact and converse in social situations (eg. Explaining
colloquial words, idioms, and slang, including the context in which they operate)
• Improving their command of the English language overall, helping them to understand the
nuances of the language and apply in speaking (and written) situations
3. How does the program benefit PLFs?
• Develops language and teaching skills by working with others, explaining rules of grammar and
language, and developing patience and instructional skills
• Provides volunteer and teaching experience to use for job applications, graduate programs and
other opportunities
• Exposes students to different cultures and ethnicities, and creates greater cultural
understanding and cross-cultural friendships
Who are EALPs?
• These typically are students whose first language is not English and are looking for extra help in
speaking with confidence and comfort.
• Could be anyone:
o New residents of Canada (permanent)
o International students in an exchange program (temporary)
o May be brand new to Canada or may have been here a while
o May have formal English language training or none
o May have a strong accent or one that is hardly noticeable
o New to Western culture
o Mature students or right out of high school
o Academically strong or may need extra help
o Native English-speaking but lacking confidence, or may have a speech impediment or
other disability
• Willing to learn and wanting help!
Role of PLFs
● Arrange weekly, one hour meetings with EALP
● Engage EALP in conversation (Conversation topic suggestions listed below)
● Assist EALP in attaining a better grasp of the English language by identifying problems and
determining strategies for improvement (Details below)
Expectations of PLFs
● Contact your Speakeasy partner once you are matched up and arrange a regular meeting
schedule.
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Send a confirmation email to the Speakeasy & Conversation Circle Student Success Leaders (SSL)
once you have successfully met with your partner for the first time.
Meet regularly (minimum 1 hour/week).
Maintain a log of hours spent between the volunteer and his/her partner(s) using a log sheet (A
log sheet is given out during the initial interview and in the welcome email).
At the end of the term, Speakeasy volunteers must hand in their log sheets along with
completed signatures to Speakeasy SSLs.
Bridging the Cultural Gap: Getting Them Comfortable Talking to YOU
Facilitating the first meeting
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Some helpful tips:
Slow Down.
Separate Questions.
Write it down
Be Supportive.
Check Meanings.
Watch the humor.
Practice active listening: This technique involves restating the other speaker’s statements to
ensure you understand their meaning and asking frequent questions.
Group information in ‘bite-size’ pieces: Stick to simple, direct instructions and explanations, and
try to avoid complex, multi-part sentences.
Watch out for cultural assumptions: When speaking to someone from another culture, try to
avoid things like jokes, slang, or references that might be confusing or misleading to a nonnative speaker. If using them, explain how you use it and why it is used in a particular context.
Ask questions to understand what motivates others.
Avoid running words together ( Do-ya wanna eat-a-pizza?)
When possible, opt for simple words instead of ones that are complex. (“Big vs “Enormous”,
“Make” vs “Manufacture”)
If asked to repeat something, first repeat it as you said it the first time. It could be that they
simply didn't hear you. If not, rephrase a few key words in the sentence. Repeat the whole
sentence, not just the last few words.
Taken from: http://www.kwintessential.co.uk/cultural-services/articles/ten-tips-cross-culturalcommunication.html
http://www.wikihow.com/Communicate-with-a-Non-Native-English-Speaker
http://www.hcareers.com/us/resourcecenter/tabid/306/articleid/507/default.aspx
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Language Needs
Most EALPs will desire help with:
●
●
●
●
●
Pronouncing new words
Understanding the meaning of idiomatic expressions
Using new vocabulary
Deciphering historical and cultural content and contexts
Understanding and using the language of everyday life (E.g. Ask for directions, visit a restaurant
or make a purchase)
Suggested Activities
● Bring in a passage from a newspaper/magazine. Have your partner read the passage aloud. This
will help with pronunciation and new vocabulary. Let conversation emerge naturally from the
content of the passage.
● Encourage your conversation partner to bring a list of new words or expressions encountered,
or to describe situations that they experienced difficulty with.
● Watch a sitcom, movie clips and discuss the content with your conversation partner (what did
your partner get out of it? What did they have difficulty understanding?)
● Analyze an article together, pointing out words of confusion and explain how they are used in
different contexts.
** Keep in mind: Do not expect rapid progress from your conversation partner. Much repetition of the
same problems and mistakes is to be expected. **
How to best assist your partner
In Conversation:
●
●
●
●
Model a natural way of speaking. Be conscious when using slang or colloquial expressions and
explain them when necessary.
When you come across words that are new to your student, discuss them in context rather than
just explaining the meaning. Consider the common situations in which the words are used, and
possible confusions caused by the same word with different meanings in different situations.
(e.g., car pool, playing pool, pool party)
Ask open ended questions to continue quality discussions (e.g., how? Why?)
Ask for opinions (e.g., What do you think of this issue? Have you seen anything similar lately? Is
that the case in your culture?)
** Keep in Mind: your conversation may share personal stressors with you in conversation. If you feel
overwhelmed, encourage your partner(s) to seek out the counsellors at the Student Wellness Centre
(SWC) **
With Pronunciation:
●
Jot down words or expressions that you have difficulty understanding while your conversation
partner speaks. Gently ask your partner to explain what he/she meant and try to paraphrase for
confirmation. You can also ask your partner to look up any examples online that could help
explain what they meant.
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Identify certain sounds that are commonly mispronounced or omitted altogether. If in doubt on
how to pronounce certain words correctly, refer to online dictionaries (e.g., Dictionary.com
http://dictionary.reference.com/ or Merriam-Webster http://www.merriam-webster.com/).
Make note of unusual stress and intonation patterns that make words sound unfamiliar or
phrases not clearly understood. For example, HE did it! (not me) vs. he DID it! (hurray).
Focus on a few main pronunciation difficulties and correct your partner on these specific issues
during conversation.
If your conversation partner has difficulty making a correct sound, allow him/her to see how you
make the sound (with your lips, tongue, teeth, etc.).
Use “minimal pairs” (ship-sheep, see-she, full-fool, etc.) to help your student distinguish
between different sounds that cause confusion for your partner.
With Written English:
●
●
●
This is beyond the role of Speakeasy volunteers; however, volunteers are welcome to assist if
they wish
If not, refer your partner to the Academic Skills Assistants or Writing Assistants at the SSC.
When correcting your conversation partner’s grammar, don’t feel disturbed if you can’t answer
a question about why a particular way of speech is followed in English. You are to help your
conversation partner distinguish between what sounds right and what does not.
Common Concerns/Questions
(from Center for English Language Support. A Guide to Tutoring Non-Native English Speaking Students.
U.S. Department of Education. 2007. Web.)
I’m not sure why my partner got offended when I called him an EAL student.
To avoid labelling EALP students, treat each student as an individual:
• Ask specific questions to identify EALP students, such as “do you speak another language?”
• Let the student describe himself, rather than assuming something about his background.
• Avoid using labels like ‘EAL’, ‘non-native speaker’, ‘immigrant’, or ‘your country’ unless the
student uses these words.
• Have your partner say his name. Try to connect his name to something about him.
I felt that my partner was rude, telling me what to do. How should I respond?
Some EALP students may not be completely familiar with the specific words and intonation used to
make polite requests in English. To handle an EALP student who may seem rude:
• Avoid assuming right away that the student intended to be rude.
• Respond with a question that models a polite request, such as: Were you asking if I could…?
• Consider making the student aware of more polite forms if she repeatedly uses impolite
language.
• Use phrases such as: I know you don’t mean to be impolite, but when you say … it can sound
rude. It might be better if you said … instead.
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My partner is often very quiet during our meetings. What can I do to encourage conversation?
Ask your partner questions about himself. What are his interests? What does he like about his courses?
Does he have questions for you? Find out what he likes to talk about, what he’s confident about, and
build his comfort level from that point.
How should I respond to a partner who constantly apologizes for making pronunciation mistakes?
To help build your partner’s self-esteem:
• Treat the partner like a good student. Assume he can and wants to learn.
• Start with positive feedback about specific ideas, paragraphs and sentences.
• Treat mistakes as opportunities for learning.
How should I communicate with a partner who doesn’t seem to understand me or have difficulty
speaking English?
Some EALP students may have difficulty understanding others who speak quickly or use idioms or slang.
Others may still be acquiring fluency in English.
Help your partner express herself and be understood:
• Make small talk with your partner the first time you meet so you can become familiar with the
way she speaks.
• Ask your partner to explain if you don’t understand what she says.
• Avoid asking: Can you repeat that? (She will just repeat what you didn’t understand.)
• Instead, say: I didn’t quite understand that. Could you explain that in another way?
Speak to your partner so she can understand you:
• Look at your partner while you are speaking.
• Focus on key points. Avoid talking for too long or using too many words.
• Speak slower and more clearly. Emphasize key words by pausing or stressing the words.
• Avoid using idioms or slang with students new to Canada. For example, instead of saying “go
over the paper”, say “review the paper”.
Check to make sure your partner understands you:
• Tell the student to ask you to stop if anything is unclear.
• Give your partner time to summarize what you have said instead of just asking, Did you
understand that? (The student may say yes even if she does not understand.)
• Explain in a new way if your partner has not understood you. Avoid just repeating what you said.
• Create notes so your partner can more easily understand and remember your explanations.
My partner seems to get lost or forget what we went over. How can I help him remember key points?
All students, but especially EALP students with some difficult understanding English, may have trouble
remembering your explanation without written notes.
Create notes that your partner can take with him:
• Write down important words, definitions, explanations, and instructions.
• Use diagrams and charts to help explain a process or a set or related ideas.
• Underline and make notes in textbook sections that relate to your explanation.
• Encourage and give your partner time to take notes on his own once you’ve shown him how.
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List of Resources
Grammar and Vocabulary
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Adult ESL Resources: List of print and internet resources
http://www.cal.org/caela/tools/program_development/elltoolkit/Part5-5AdultESLResources.pdf
Links from the Internet TESL Journal: Links to interactive games, puzzles and idioms
http://itESLj.org/links/
Dave's ESL café: Provides a wide range of materials for students including, grammar, vocabulary
and slang
http://www.ESLcafe.com/
ESL instruction from the Purdue Online Writing Lab: Detailed explanation of grammar issues
http://owl.english.purdue.edu/owl/resource/678/01/
Aardvark's English Forum: Includes many interactive exercises on vocabulary and grammar
http://www.englishforum.com/00/
Study Zone: Materials at all levels including quizzes
http://web2.uvcs.uvic.ca/elc/studyzone/
Guide to Grammar and Writing: Ask questions and receive answers within 24 hours
http://grammar.ccc.commnet.edu/grammar/
English Grammar Quizzes Using Java Script: Includes vocabulary and other English quizzes
http://a4ESL.org/q/j/
Activities for ESL students: Grammar and vocabulary quizzes and activities
http://a4ESL.org/
The Tower of English: The ESL Guide to the Internet: Variety of online resources
http://towerofenglish.com/
ESL Wonderland: Listening, reading and grammar activities
http://www.ESLwonderland.com/activities/index.htm
Interesting Things for ESL Students: Variety of resources for beginners
http://www.manythings.org/
English Club: Reading, writing, articles, quizzes and jokes
http://www.englishclub.com/learn-english.htm
Grammar Exercises for ESL Beginners: Helpful materials
http://www.rong-chang.com/ex/contents.htm
English as a Second Language: Interactive quizzes on difficult points
http://www.rong-chang.com/
Concise ESL Support: Summary of grammar
http://www.athabascau.ca/courses/engl/155/support/
Pronunciation and Listening
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Sounds of English: Pronunciation quizzes and activities as well as links
http://www.soundsofenglish.org/
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English pronunciation and listening skills: Practice exercises including minimal pairs and tongue
twisters
http://international.ouc.bc.ca/pronunciation/
Authentic American pronunciation: RESL Player and You Tube videos
http://evaeaston.com/
Randall's ESL Cyber-Listening Lab: Exercises, quizzes and video
http://www.ESL-lab.com/
ESL Independent Study Lab: Listening exercises and materials
http://legacy.lclark.edu/~krauss/toppicks/listening.html
ESL Classes, Programs and Articles
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ESL in Canada Directory: Guide to programs, classes and articles
http://www.ESLincanada.com/
Additional Resources
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A Guide to Internet Resources for ESL Teachers:
http://www.cal.org/resources/archive/rgos/ESLint.html
TESL Canada:
http://www.tESL.ca/
Links of interest to students and teachers of English as a Second Language:
http://itESLj.org/ESL3.html
Speakeasy Program - Volunteer Manual