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

2. Why are we here? Communication breakdown

3. 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?

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

5. 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

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

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

8. 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

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

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

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

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

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

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

15. Vocabulary Issues  Basic vocabulary  Functional vocabulary  Academic vocabulary

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

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

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

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

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

21. Plagiarism Issues  Cultural concept  Emphasis on author

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

23. Multiple Path Issues  Confusion  Overwhelming information

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

25. 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.