Meeting the Needs of Second Language Learners in the Library July 24, 2002 Gina Mikel Petrie Dept. of Teaching and Learning Washington State University

Why are we here? Communication breakdown

Questions we need to ask  1. WHO are the second language library users here at WSU?  2. WHAT exactly are the issues that arise when communicating with language students?

A note on stereotypes… The usefulness of generalizations… BUT The limits and dangers

International Students A)Enrolled in an ESL program 1. Lower level 2. Higher level B) Enrolled in the university 1. EAP graduates 2. No EAP prep

International Students Very general characteristics Eye learners Textbook learning experiences Fairly strong CALP

U.S. Resident Students Very general characteristics Ear learners English through social contacts Possibly low CALP

Which culture? Some ways culture can impact your experiences with second language learners in library instruction type of educational background questions/answers authority listening/speaking reading/writing

Some Cultural Group Examples  South/Central American  Asian  European  Arab

Which language? Contrastive analysis Pronunciation ex. Vietnamese Grammar ex. Taiwanese Spelling ex. Arabic

Why does communication break down with second language learners? Mixture of cultural and linguistic issues

Specifically, what are these issues in library instruction?  Language  Vocabulary  Literacy practices  Genre  Plagiarism  Multiple ways

Language Issues  Affective aspects  Communicative Competence  Low language ability

Assisting with Language Issues  Redundancy  Fulfill expectations  Multiple modes  Simply patterned documents  Technology  Modeling

Vocabulary Issues  Basic vocabulary  Functional vocabulary  Academic vocabulary

Assisting with Vocabulary Issues  Synonyms  Checking on search terms  Widening/narrowing search  Functional vocabulary suitable for library  Ideas for locating discipline specific vocab

Literacy Issues  Organization of information  Significance of information  Abbreviations

Assisting with Literacy Issues  Walk through examples  Talk aloud modeling  Look at different types of information

Genre Issues  Purpose of text  Audience/author awareness  Organization of text  Obvious/subtle argument  Use of other sources

Assisting with Genre Issues  Ask questions  Give information about genre

Plagiarism Issues  Cultural concept  Emphasis on author

Assisting with Plagiarism Issues  Awareness  Assist with realization that author matters

Multiple Path Issues  Confusion  Overwhelming information

Assisting with Multiple Path Issues  Keep it simple—one path  Avoid more advance information unless approached by student  Be aware of students’ language abilities

A closing thought By being aware of the literacy, language and cultural backgrounds of students, we can better meet their needs And gain a rich multicultural awareness ourselves.