1. Language Learning in the Library: Exploring How ESL Students Use Academic Libraries Karen Bordonaro, Ph.D. Information Literacy Services/Instruction Coordinator James A. Gibson Library Brock University Ontario Library Association February 2, 2007

2. RESEARCH QUESTIONS Do ESL students make use of university libraries, and if so, in what ways? Do ESL students make use of university libraries, and if so, in what ways? In the views of the students, is language learning an outgrowth of their use of the library, and if so, in what ways? In the views of the students, is language learning an outgrowth of their use of the library, and if so, in what ways? Qualitative Study: semi-structured interview questions

3. Why a Library Setting? Authentic language environment – its purpose is not to teach English. Authentic language environment – its purpose is not to teach English. Learning may take place in this setting (libraries as places that support and extend classroom learning). Learning may take place in this setting (libraries as places that support and extend classroom learning). ESL students have not been studied in this environment from a language learning point of view. ESL students have not been studied in this environment from a language learning point of view.

4. Participants and Context 20 participants (10 women, 10 men) ages 20-35 20 participants (10 women, 10 men) ages 20-35 Native countries: Japan, China, Mexico, Sweden, Hungary, France, Spain, Bulgaria, Jordan, Dominican Republic, Haiti Native countries: Japan, China, Mexico, Sweden, Hungary, France, Spain, Bulgaria, Jordan, Dominican Republic, Haiti Majors: psychology, business, religion, music, criminal justice, education, computer science, chemistry, biology, counseling Majors: psychology, business, religion, music, criminal justice, education, computer science, chemistry, biology, counseling American university – 5000 students American university – 5000 students ESL students not separated into an English Language Institute ESL students not separated into an English Language Institute

5. Uses of the Library Library as study hall (individual, group) – to do homework Library as study hall (individual, group) – to do homework Library as repository (academic, leisure) – to find material Library as repository (academic, leisure) – to find material Library for instructional assistance – to ask for help Library for instructional assistance – to ask for help Library as social center – to meet other students Library as social center – to meet other students Library for language learning – to improve English Library for language learning – to improve English

6. The Library for Self-Directed Language Learning Speaking and Listening – improved fluency and accuracy through speaking with and listening to other students and library staff Speaking and Listening – improved fluency and accuracy through speaking with and listening to other students and library staff Reading – improved reading speed, reading comprehension, learning of new vocabulary through reading of textbooks, library materials, recreational material in the library Reading – improved reading speed, reading comprehension, learning of new vocabulary through reading of textbooks, library materials, recreational material in the library Writing – improved writing through writing papers, email messages, vocabulary notebooks, and diaries in the library Writing – improved writing through writing papers, email messages, vocabulary notebooks, and diaries in the library

7. Student Testimonials Louisa: Engaging in all these activities helps improve my English. Louisa: Engaging in all these activities helps improve my English. Nathan: All my study here is English, and is in English. Nathan: All my study here is English, and is in English. Lucas: I cant separate the two – learning English and using the library. Lucas: I cant separate the two – learning English and using the library.

8. The Library for Recreational Reading Lucas - voracious recreational reader in the library, engages in awareness and reflection on how this helps him improve English Lucas - voracious recreational reader in the library, engages in awareness and reflection on how this helps him improve English Anna - random recreational reading in newspapers and magazines in the library, awareness and reflection on language learner strategies she engages in Anna - random recreational reading in newspapers and magazines in the library, awareness and reflection on language learner strategies she engages in Stephanie - recreational reading in the library as outgrowth of classroom reading, awareness and reflection on this improving her written and spoken English Stephanie - recreational reading in the library as outgrowth of classroom reading, awareness and reflection on this improving her written and spoken English

9. IMPLICATIONS Library staff should become aware that ESL students are using libraries to help themselves improve their English and should work to make them feel welcome. Library staff should become aware that ESL students are using libraries to help themselves improve their English and should work to make them feel welcome. University libraries should support the purchase of recreational reading material because it serves an important academic purpose in our collections. University libraries should support the purchase of recreational reading material because it serves an important academic purpose in our collections.

10. Conclusion ESL students do appear to make use of university libraries for a number of reasons, among them language learning. ESL students do appear to make use of university libraries for a number of reasons, among them language learning. The library may serve as a fruitful venue for the further study of language learning issues. The library may serve as a fruitful venue for the further study of language learning issues. Thank you