Get Your Students Hired
Once a feeling of trust is developed it is much easier to hold review sessions where everyone feels comfortable speaking up about content that they may not have understood in the context of the main lecture / demo section of class.
I sure would love some tips for working with students that have another primary language online. I had one student from Jamaica where English WAS her primary language but the dialect was soooo different and her writing was nothing like standard English. I was at a loss as to what to do with her.
Even though some students may have been speaking the English language all of their life, it is almost still a second language, because of their level of understanding. Many students have not been exposed to some very basic vocabulary words, and have difficulty understanding directions or lectures. The same concepts used to handle "English as a second language" students may be helpful in these situations.
Good morning Guy!
You make an excellent point here that students don't necessarily have to be non-English speaking to not have a grasp of words. That becomes an even bigger challenge for an instructor - helping adult learners gain skills they should have gotten much earlier in life.
I am curious - how do you handle this type of mix in your classroom?
Keep up the good work!
Jane Davis
ED106 Facilitator
I encourage all students ( English speaking or not ) to ask me if they do not understand what the word or phrase means. There are English-as-first-language students that only have a rudimentary grasp of words so I always try to spot the ones that are struggling no matter what the reason. I give the option to ask in class or catch me afterwards to explain and also try to keep an eye on them during test time.
Hi Katherine!
Encouraging all students to ask questions is a great way to ensure understanding. I do think, however, that students with English as their second language builds their self-confidence when they are comfortable in asking questions.
From the other side, I think it is important that students with English as first language ask questions of ESL students. That way learning can take place in both directions.
Good job!
Jane Davis
ED106 Facilitator
I agree with you on this. When I see puzzled looks on my students from Japan I try to explain what I just said again and then ask if everyone understands. It gives them one more chance of understanding before they have to say that they do not understand.
I encourage *all* students to ask if they don't understand a word. I also share with the students that English isn't my first language (actually my 3rd). We've had students come from all over and sometimes I am able to explain a word or concept in their language (this works great for students where Spanish is their primary language as well as many of the students from Africa where Italian or French is part of their language). I also draw on my experience from the time I was the one learning English. We frequently have discussions about nursing and health care practices in other countries and this allows those students to teach the rest of the class as well as teach me something new!
I agree that the non-english speaking student must let me know what he or she does not understand hopefully during the test and I will accommodate that student in making sure they understand what is expected of them (answer wise)to be on equal ground as the english speaking students.
Hi Aaron! I applaud your effort in learning some words and phrases in the prominent foreign language of your ESL students. Bravo! It shows them that you value not only their native language, but their culture as well.
Creating a supportive and comfortable learning environment where ESL students are comfortable in asking questions is the key.
Thanks for your comments,
Jay Hollowell
ED106 Facilitator
Someone else made the comment that they encourage ELL students to feel free to ask questions regarding words they don't understand. So much of any language is social reference or metaphor that it is often difficult for ELL students to understand the meaning behind a common word or phrase. Thus, I always make myself accessable to students so they can ask questions of me. It is also important to create an environment of learning so students can feel safe to ask other students for help.
Most of my ELL students speak Punjabi as a first language, thus I have found it helpful to learn a few simple Punjabi words and phrased to both make them feel more comfortable and so that I can ask them if they understand in their native tongue.
I agree with this as well. I have experienced having a student in which English was their second language. I encourage all students to ask questions for clarity and understanding therefore, the non-English student is not singled out however I offer tutoring to students on a one-on-one basics as well. I have also have had students in the course reach out to students who are having difficulty understanding due to the language barrier. And you are right reviewing is the key to motivating students.
I strongly agree. I make sure that when my non-english students are taking a test or during their daily routine in class, to ask me anything that they don't understand when it comes to the language. By doing this, it makes them feel comfortable and they know that I care.
I encourage non-english students to ask me about words they do not understand. I then review the tests with them if they have not done good, to see if they have the knowledge and it is just a case of understanding. Reviewing seems to motivate my students.