1. Strategies for Helping ELLs in the Writing Center JASON SCHLUETER, MA

2. Pair and Share  What is your greatest challenge when working with ELL’s in the Writing Center?  What systematic approaches have you or your institution implemented to address these challenges?

3. My Background

4. Various Backgrounds  Generation 1.5  Country of origin  Socio-economic background  Educational experiences  Societal fog

5. Loaded Language  “The language barrier”  Public education  Private tutoring  Online tutoring  “ESL” & First language

6. A Matter of Expectations  Pragmatic expectations  Just getting through  Session expectations  Editing versus teaching  Teacher Authority  Best practices can be seen  Inflated perception of authority  Motivation  Instrumental  Integrative

7. Adjustment Curve Honeymoon Interrupting event Culture shock Adjustment Mastery Fig 1. This graphic outlines the Oberg’s model of adjustment (Black & Mendenhall, 1990).

8. Symptoms of culture shock Anxiety Homesickness Boredom Depression Fatigue Confusion Self-doubt Feelings of inadequacy Unexplained fits of weeping Paranoia Physical Ailments and psychosomatic illness Physical and/or psychological withdrawal Spending excessive amounts of time reading Need for excessive amounts of sleep Only seeing other people from your culture Avoiding contact with host nationals Short attention span Diminished productivity Loss of ability to work or study effectively Quitting and returning to your home country early Compulsive eating Compulsive drinking Exaggerated cleanliness Irritability Family tensions Marital stress Excessive chauvinism Stereotyping Hostility toward host nationals Verbal aggressiveness Physical aggressiveness Deciding to stay but permanently hating the country and its people Note. highlights some of the symptoms that people experience as they transition between cultures by Kohls, R. (2001) Survival Kit for Overseas Living. Maine: Intercultural Press Inc.

9. A Few More Distractors  Teacher distractions  Personal curiosity  Outcomes  Personal bias  Student distractions  Overestimating/underestimating language proficiency  Mainstream vs. minority  Family narrative  Commitments

10. Productive and Receptive Skills  Revisiting the idea of “language gap”  Listening  Back channeling  Speaking  Code and form switching as a matter of style  Reading  An area of focus  Writing  Rhetorical differences  Reader versus writer focused cultures

11. Global – Local

12. Take-Away #1 – Use a fluid approach  Think long-term  Relationship – text – outside resources  Cultivate meta-awareness  Why is the student coming to you for tutoring?  What things in your toolkit can you give to them?  Create question sets to help refocus the sessions  Points of negotiation  Use your session notes to find patterns

13. Take-Away #2 – Help them with cultural and academic literacy  Connect them to college resources  Cultivate critical thinking  Coach them to persevere  Technology  Protocol  Group work  Cultural informants

14. Take-Away #3 - Remove barriers and empower  Consider the Affective Filter  Make connections  Build on great content  Learn about their learning style and educational experiences  Invite them back

16. A Few Websites  Chomp Chomp - http://www.chompchomp.com/ http://www.chompchomp.com/  Minneapolis ABE - https://abeweb.mpls.k12.mn.us/ https://abeweb.mpls.k12.mn.us/  Many Things - http://www.manythings.org/http://www.manythings.org/  ESL Point - http://www.eslpoint.com/http://www.eslpoint.com/  Phonetics: The Sounds of English and Spanish - http://www.uiowa.edu/~acadtech/phonetics/english/frameset-ad3.html http://www.uiowa.edu/~acadtech/phonetics/english/frameset-ad3.html  BBC Learning Engilsh - http://www.bbc.co.uk/worldservice/learningenglish/ http://www.bbc.co.uk/worldservice/learningenglish/  MN Literacy Council Journeys Publication - http://www.mnliteracy.org/journeys http://www.mnliteracy.org/journeys  Dave’s ESL Café - http://www.eslcafe.com/ http://www.eslcafe.com/  Longman Dictionary - http://www.ldoceonline.com/ http://www.ldoceonline.com/  Writefix - http://writefix.com/ http://writefix.com/

17. References  Armstrong, S. L, Stahl N.A., and Boylan.H.R. (2014) Navigating Early College: Literacy Experiences and Identity Negotiations of Latina/o Students. Teaching Developmental Reading: Historical, Theoretical and Practical Background Reading. Boston: Bedford St. Martens Print  Armstrong, S. L, Stahl N.A., and Boylan.H.R. (2014) Vocabulary Instruction in Community College Developmental Education Reading Classes. Teaching Developmental Reading: Historical, Theoretical and Practical Background Reading. Boston: Bedford St. Martens Print, 375-387  Black, J.S., & Mendenhall. (1990). The U-curve adjustment hypothesis revisited: A review and theoretical framework. Journal of International Business, 22(2), 222-247. Retrieved May 23, 2007, from JSTOR: http://www.jstor.orghttp://www.jstor.org  Bernstein, S., Critical Language Awareness and Learners in College. Teaching Developmental Writing: Background Readings. Boston: Bedford/St. Martin’s, 2013. Print, 113-125.  Cruickshank, K., Newell, S., & Cole, S. (2003). Meeting English Language Needs in Teacher Education: a flexible support model for non-English speaking background students. Asia-Pacific Journal Of Teacher Education, 31(3), 239-247.  Dooley, K. (2004). Pedagogy in diverse secondary school classes: Legacies for higher education. Higher Education, 48(2), 231-252.  Harris, M., & Silva, T. (1993). Tutoring ESL students: Issues and options. College Composition and Communication, 44, 525- 537.  Kohls, R. (2001) Survival Kit for Overseas Living. Maine: Intercultural Press Inc.  Kozar, O. (2014). The "Language Barrier" in Private Online Tutoring. European Education, 46(2), 74-96. doi:10.2753/EUE1056- 4934460204  Murphy, C. & Sherwood, S. (2003). Reassessing the “Proofreading Trap”: ESL Tutoring and Writing Instruction The St. Martin’s sourcebook for writing tutors. Boston: Bedford/St. Martin’s, 267-284  Williams, J. (2004). Undergraduate second language writers in the writing center. Journal of Basic Writing, 21 (2), 73-91