Training New IEP Staff to Communicate Effectively with Students Marla Yoshida UC Irvine Extension International Programs CATESOL State Conference October 2014

The problem New staff members need to communicate clearly with students, but they may not know how.

? How can we jump-start the process of learning to “speak ESL”?

The goal Train staff to be understandable Develop their awareness of how they speak Help staff learn and practice how to simplify and clarify their message

What we did: Needs analysis and planning Recorded presentations by staff Noted typical strengths, weaknesses, and breakdowns in the message What skills and traits make communication by experienced staff and teachers more effective? Planned workshops to practice those skills

Changes in our workshop over time We added video examples: good and bad We adapted examples and practice to fit the needs of each group

How to Speak ESL Communicating Clearly with ESL Students (For Activities Staff)

Purpose To help you communicate more clearly with ESL students To prevent frustration (yours and theirs)

Making communication easier Most of our students don’t speak English very well. That’s why they’re here. Even higher-level students may not have strong listening skills or be familiar with casual spoken English. It’s up to you to package your message so that students can understand.

Advice from students…

Vocabulary Use easy words. (“We can do that” vs “We can accommodate your request.”) Be careful of multiple meanings. (“match,” “ticket,” “policy”) Explain or rephrase unfamiliar words. If you can, write key vocabulary.

Idioms and slang Avoid idioms, slang, or very casual expressions. It’s a piece of cake! It’s up to you. We got the green light. Two-word verbs are hard to understand. get up, fill out, turn in

______ application Are these words and ______ double room expressions easy or ______ provide hard to understand? ______ contact us ______ deadline ______ last day ______ There are two spots left. ______ We’ll drop you off at the entrance. ______ The Disneyland trip is sold out.

Grammatical structures Simplify the grammatical structures you use Use complete sentences, but avoid overly advanced or complex grammar.

Which is easier to understand? ______ Now look at page 2. ______ Now, what I want you to do next is I want you to turn over the paper and look at the back side.

Which is easier to understand? ______ The parking office is on the second floor of the police station. ______ You’re going to want to go over to the police station, then go upstairs (you can take the stairs or the elevator) and that’s where the parking office is.

Effective delivery Use your voice consciously and effectively. Slow down. Speak more clearly than usual. Talk loudly enough to be heard. Use pauses and variations in speed and intonation to make important points stand out.

Pronunciation Most ESL students are not used to “real” American pronunciation. Use more careful and distinct pronunciation, even if it feels strange. Avoid extremely contracted forms: Whatcha doin’? vs. What are you doing?

Body language Smile! Use strong eye contact. Use positive body language. Use gestures, facial expressions, and actions to support students’ understanding. Look at students when you’re talking to them.

Using a whiteboard or PowerPoint Look at your listeners. Don’t talk to the board or screen. Write first, then turn to your listeners to talk.

Think like a teacher. You’re now in a position of authority. You have to keep the group safe and keep the activity on time. Get attention before you start to talk. Give information simply and clearly.

Think like a teacher. “Do you have any questions?”  Long wait time. Count to 10. Ask students questions to check their understanding. People don’t always remember what you just told them. Be patient. Repeat many times.

Think like a teacher. Don’t be afraid to ask for clarification. Don’t show impatience or frustration. Ask the student to say it again. Rephrase what you think the student is saying and ask if that’s what he/she meant.

Practice: Tell us about… The ESL Office front desk The Student Center The UCI Bookstore The cashier’s window The publishers’ exhibits at CATESOL

Results and plans for the future Trainees reported better understanding of how to talk to students. With continued practice they were able to communicate more effectively. Increased interest in this training from other departments.

Conclusion Ways of communication won’t change completely overnight, but by raising staff members’ awareness and giving them specific goals and models, we can set them on the path to more effective communication with ESL students.