Bringing Language Learning Awareness into Library Instruction for ESL Students

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Bringing Language Learning Awareness into
Library Instruction for ESL Students

• Karen Bordonaro
• ACRL Interest Group Panel Addressing Global
  Diversity
• American Library Association 2012
• Anaheim, California

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My Personal Background

• Liaison librarian at Brock University for
  Intensive English Language Program, Applied
  Linguistics, Modern Languages
• Part time ESL instructor

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My Library Work with ESL Students

• Intensive English Language Program (IELP)
• Research essay assignment for writing classes
• Oral report assignment for speaking classes
• Extensive reading assignments for reading classes
• Academic English as a Subsequent Language (AESL)
• Library review workshops focus on services
• Applied Linguistics/TESL classes
• For graduate students who want to become ESL
  teachers focus on research

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Canadian Backdrop

• Mosaic, not Melting Pot
• The Canadian Mosaic (1938), The Vertical Mosaic
  (1965)
• Multiculturalism
• Canada was first country in the world to
  officially implement a legislative framework for
  multiculturalism (Multiculturalism Policy of
  Canada, 1971)
• Bilingualism
• Officially bilingual country, French spoken in
  more than Quebec
• Canadian Encyclopedia
• http//thecanadianencyclopedia.com

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However...
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What is Language Learning Awareness?

• In this context
• Becoming conscious of how we use English when
  speaking to non-native speakers of English
• Remembering to check for comprehension
• Encouraging the students to use English

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Why is it Important in Library Instruction?

• Learning library content depends on understanding
  each other
• Comprehension the students understanding us
• Comprehensibility us understanding the students
• It sets the groundwork for learning more about
  library resources and services.
• It paves the way for future positive contact.

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How Might it be Accomplished?

• Self awareness
• Knowledge of language learning
• Observation
• Comprehension checks

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Self Awareness

• How many of you have had positive experiences
  learning another language? Negative experiences?
• How many of you speak more than one language?
• Have any of you studied abroad?
• Have any of you lived or worked abroad?

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Knowledge of Language Learning

• We are all language learners, whether we are
  monolingual, bilingual, or multilingual.
• Native speakers constantly engage in continuous
  language learning reading the newspaper, doing
  crossword puzzles, listening to the radio, etc.
• Our own beliefs about language learning can shape
  our interactions with ESL students in our
  libraries.

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Common Assumptions about Language Learning
(we will consider each)

• Languages are learned through imitation.
• Mistakes should be corrected.
• Mistakes are reinforced when non-native speakers
  speak to each other in English.
• Students learn what they are taught.

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Languages are learned mainly through imitation.

• Imitation (mimicry) plays a role
• - but -
• Language learners also use hypotheses
• (Famous example What parent teaches their
  child the phrase, I hate you?)
• Librarian tip Do not focus only on rote
  learning (do exactly what I do), but also give
  them chances to explore.

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Mistakes should be corrected.

• Making mistakes is a necessary part of language
  learning.
• Correcting mistakes discourages people from
  speaking.
• Librarian tip Listen for meaning, not
  grammatical form.

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Mistakes are reinforced when non-native speakers
speak to each other in English.

• Speaking English with other non-native speakers
  can increase fluency in a non-threatening
  environment.
• Students are already getting native or near
  native input from the instructor.
• Librarian tip Give them opportunities to speak
  English with each other.

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Students learn what they are taught.

• Two faculty members see each other as the fall
  term begins, and the first one says, I taught
  my dog French over the summer.'' The other is
  astounded and replies, Wow, that is incredible!
  How well can he speak?'' The first responds, I
  said I taught it to him I didn't say he learned
  it.''
• 
  
• Snavely, L. (2000). The learning library.
  
  
  Research Strategies
  17 (2-3), p. 79.

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Observation

• Watch students perform a task or speak with each
  other.
• Note any difficulties that may arise. Use them
  as opportunities for clarification.
• Have a peer librarian observe your interaction
  with students.
• Librarian tip Observe ESL instructors to get a
  feel for how they conduct classes.

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Promoting Effective Communication

• Establish good rapport
• Smile
• Show that you are interested
• Be respectful
• Wait time much longer for Asian students than
  North Americans
• Avoid teacher talk

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Furthering Learning

• Reinforce library learning by giving students
  different ways to learn.
• Employ the four different language skills in your
  library instruction
• Speaking - explain to each other
• Listening listen to a video
• Reading read an abstract
• Writing write steps in a process

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Practices to Avoid

• Speaking louder
• this does not increase comprehension
• this may serve to embarrass a student
• Changing your tone of voice
• do not speak down to students
• Assuming that your English is the correct English
• we all speak our own versions of English
• we all have accents
• native speakers make mistakes too

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Comprehension Checks

• Ask Does this make sense to you? rather than
• Do you understand?
• Put emphasis on you explaining something rather
  than on them interpreting what you might have
  meant
• Aid comprehension
• Practice active listening listen for content,
  not form
• Write things down
• Slow your rate of speech
• Give multiple explanations, use synonyms

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Summary

• Become aware of your own language learning
  beliefs when working with ESL students.
• Set a positive tone for interaction.
• Use comprehension checks.
• Give students many ways to learn
  listening, speaking, reading, writing

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Contact Information

• Karen Bordonaro
• James A. Gibson Library
• Brock University
• St. Catharines, Ontario
• Canada L2S 3A1
• email kbordonaro_at_brocku.ca
• office Schmon Tower 1128
• phone [phone] extension 4423
• thank you!