Learning Strategies and Low- Literacy Adult Hmong Students Julia Reimer LESLLA Conference 2009

Research Questions What learning strategies are adult Hmong students with little or no prior formal education using to learn English? What strategies would be good to introduce them to? What do teachers of adult ESL need to know about strategies instruction for learners with little prior formal education?

Project Overview Fall ’06: Classroom observations Winter ’07: Interviews Spring ’07: Strategy Training Summer ’07: Evaluation

Setting / Participants Workforce education center in metropolitan Minnesota Pre-literacy level class Little to no prior formal education CASAS scores: Majority Hmong students (also Karen and Somali)

Language Learning Strategies Cognitive Metacognitive Social Affective Compensation 1. Organizing and evaluating one’s learning 2. Managing emotions 3. Using memory aids, analyzing language 4. Repairing breakdowns in communication 5. Eliciting explanations and practice opportunities from others

Classroom Observation Stage Effective StrategiesLess Effective Strategies Paper and pens ready, on track with papers; look over handouts as class gets ready (metacognitive) Difficulty keeping track of papers Copy from board or handouts when appropriate (when the teacher gives them time); attend to classroom activity (cognitive and metacognitive) Copy from board or handout when the teacher is explaining something else or is leading choral repetition

Cont’d Copy from board or handouts and ask questions that show comprehension (cognitive) Copy from board or handouts, but with attention solely on form, not meaning Spontaneous repetition of dialogs; personalizing of new vocab (Ex: “Mai x-ray four time.”) (cognitive) Create new language as requested (cognitive)

Cont’d Use text, pictures, other clues to orient themselves to the material (i.e., on grocery ads, look for pictures of target item) (cognitive and compensatory) Look only for requested text (i.e., on grocery ads, looks for the word “apples” alone) Ask teacher for help: clarification of directions, correction of answers, etc. (cognitive, metacognitive and social) Avoid interaction with teacher “Teach” other students: checking their work, asking teacher to help others, etc. (social)

Strategies of Unknown Efficacy Ask for and give translations in L1 (cognitive and social) Choral repetition to self (cognitive)

Interview Stage Interviewed 11 students Used Hmong interpreter Approximately ½ - 1 hour interviews Focus on prior formal and informal educational experiences; literacy activities in Hmong; learning English in the current program (modified learning strategies use questions); use of English out of class

General demographics Gender: F = 9; M = 2 Age: 20 – 58 Time in US: recent arrivals – 3 years Prior formal education: n = 1 with < 1year of L1 school; n = 3 with <9 months ESL Other L2 experience: Thai: n = 8 report some skills (n = 6 “a little”; n = 2 feel fairly fluent); Lao: n = 5 report some skills (n = 4 “a little”; n = 1 feels fairly fluent)

Strategies for remembering and practicing new information (cognitive strategies) saying new words outloud (n = 5) writing new words (n = 4) listening to TV in English (n=7) listening to relatives speak English (n=3) speak less Hmong in class (n=1)

Strategies for breakdown in communication (compensatory strategies) using realia (pointing to items, etc) (n = 3) using a translator / relative (n = 3) preparing ahead for communication (n = 1)

Strategy: planning your learning (metacognitive strategies) reviewing at home (n=8) setting aside time to practice with family (n=1)

Strategy: asking for help from others (social strategies) asking others for help (peers in class, teacher in class, children, other family members) (n = 11) checking comprehension with others (n=2)

Strategies for managing affect (nervousness) in class, focusing on listening rather than responding (n=1) Avoidance seems to be biggest strategy

Overall Results Some students used cognitive strategies effectively in the classroom (spontaneous repetition of dialogs; personalizing vocabulary). Some students used metacognitive strategies effectively in the classroom (copying from the board at appropriate times). Many students used social strategies effectively with peers (asking each other for translations or clarification), but not with native speakers. There was not much use of compensation strategies beyond using a translator. Students wanted to review at home, but had difficulty understanding their class materials or didn’t know how to review.

Other comments “It’s really difficult to learn.” Can’t remember what was covered in class once they get home, but 8 reported reviewing daily at home. Many stressors, distractions at home Would prefer 1-on-1 time with teacher or having a tutor (i.e., less peer work) “I can say words but can’t put sentences together.” “Thai is easier to learn than English. We had to use it.”

Strategy Training Stage Focus on helping students maximize how they use the materials / information they get in class, and on opportunities to use English. Flash cards (basic elements, use) Organizing notebooks Generative language (a machine for, something for) Identifying opportunities to use English outside of class, and practicing phrases to use