Focused%20Writing%20Centers%20for%20English%20Language%20Learners:%20Advancing%20ELLs%20and%20English-Fluent%20Tutors

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Focused Writing Centers for English Language
Learners Advancing ELLs and English-Fluent
Tutors Academic Skills

• Charis Elliott Mailinh Nguyen
• LEAP Intensive English Program
• Wright State University

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How Do You Give Feedback?

• A student needs help with his/her homework. What
  kind of help would you give?
• Individually
• Read the students writing.
• What kind of feedback would you give? How?
• In small groups
• Discuss the feedback you would give.
• Discuss how you would prepare a tutor
  (non-instructor) to give good feedback.
• Share your small groups thoughts with the large
  group.

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Giving Feedback
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Wright State Universitys Problems Solutions

• The University Writing Centers difficulties
• IEP a lot of demand for language acquisition
  help (vs. university-level writing help)
• UWC workers did not feel adequately trained to
  help them.
• The UWCs funding is for university students. IEP
  students are not part of the university yet.

• The LEAP Learning Center
• LEAP our IEP (Learning English for Academic
  Purposes)
• Started as the LEAP Writing Center expanded
  with the expertise of our tutors (aka
  consultants)
• A place for our IEP students to get one-on-one
  help with their assignments
• One-time appointments (not typical tutoring)
• Fall 2012, Spring 2013, Fall 2013 so far

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Initial Model University Writing Center

• Teach dont tell.
• Help them find the answer and learn dont just
  give them answers.
• Ask questions to help them see their mistakes.
• Help them learn how to correct mistakes on their
  own, if possible.
• Address errors.
• Global to local
• Patterns
• Avoid editing.
• Maintain student ownership.
• Write on scrap paper (that they cant take with
  them).
• Encourage them to take their own notes.
• Display small power distance.
• Encourage them about what theyre doing well.
• Sit right beside the student (instead of
  opposite).

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Research

• UWC practices for native speakers dont quite fit
  ELLs needs because...
• tutors are discouraged from addressing grammar or
  addressing issues line-by-line.
• cultural differences between tutors and NS
  students arent as big of an issue.
• What different things do ELLs need from a
  tutoring session?
• Tutors should be comfortable using a directive
  approach, especially with local concerns such as
  grammar, punctuation, idioms, and word usage.
  (Barnett Blumner, 2001)
• Tutors to help them overcome cultural differences
  in communication style (Bruce Rafoth, 2004)
• Tutors expertise as an English speaker,
  experience in academic settings, and
  understanding of American culture
• Tutors to listen carefully as miscommunication is
  common
• Your additions?

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Source of Tutors Integration with University
Classes

• Collaboration with TESOL professors and their
  courses
• Getting volunteers from English Honors courses,
  Education majors, etc.

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Tutor Training

• Go to tutors classrooms for about 30 minutes at
  the beginning of the semester before sessions
  start
• Provide a training PowerPoint ahead of time for
  them to read
• Answer questions they have about procedures
• Demonstrate a bit of a session (role-play)
• Make ourselves available for questions throughout
  the term
• email, office hours, etc.
• Provide reference materials for them during
  sessions

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The Paperwork

• Google Drive
• Forms for students to bring to their session
• Instructors assignments
• Collection of common problems solutions from
  instructors

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Tutor Sign-up Doc

• Tutors are given a deadline of when to finish
  signing up for all their times.

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LEAP Student Sign-up Doc

• Instructors are the only ones who have access to
  this document.
• Instructors are the only ones who can sign up the
  students.

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LLC Student Session Form
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Nuts Bolts

• 3 days a week, 2 hours a day (four 30-minute
  sessions), Weeks 4-14
• Tutors sign up for their time slots on a Google
  doc before sessions begin for the term.
• Number of tutors may vary with LEAP classes
  demand (projects).
• LEAP faculty on hand as supervisors to take
  attendance, answer questions, make resources
  available to tutors
• Ideally wed have one room with computers we
  take what we can get.

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Tutors Comments

• Fears
• I dont feel like an expert in grammar. Im
  afraid Ill say something wrong.
• Academic Benefits
• I learned better methods of teaching grammar.
• Know more common questions ELLs have
• Able to apply what tutors were learning in their
  classes
• Personal/Cultural Benefits
• I made friends.
• Exposure to ESL students
• Felt good to help others feels right to teach
• Gained insight into different cultures enhanced
  worldview
• It has made me feel like a much more rounded
  student, given me five new friends, and has
  helped me with my English grammar and peer
  editing skills."

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Students Comments

• Some people tutors are good, but some people
  are not good.
• Be careful that tutors come from classes that
  should know English teaching well.
• Supervisor more vigilant to stave off wrong
  information
• In my opinion, writing center can not help me to
  develop my ideas . However, I found them very
  helpful to correct the grammatical errors.
• This is one students experience. Other
  participants have directly mentioned help given
  with the earlier parts of the writing process.
• Make sure tutors and students keep their roles in
  mind students should be attaining skills to
  correct their own mistakes.
• They help me to recognize the grammatical errors
  by my self. And that was very helpful for me.
• Learn how to write a Amercan essay better"

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Results Changes Weve Made

• Going green
• Electronic schedule
• Electronic sign-up
• Space
• Appointments unfilled dealing with no-shows

• More efficient training
• FAQ Documents
• Still working
• Faster contact method in case of emergency
  absence (tutor)
• Students should have a better understanding of
  what they need when they arrive.
• Making sure students come completely prepared

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Application Activity (time permitting)

• Discuss in a small group
• Is there a need for something like this in your
  program?
• What similarities and differences does your
  program have to a college-level IEP?
• How would those similarities differences affect
  your application of this model to your context?

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QUESTIONS?
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Resources Feedback

• Our documents http//ohiotesolmoodle.org/2013/han
  douts/session_c.html
• Individual session feedback http//www.surveymonk
  ey.com/s/otesol13s 
• Overall conference feedback http//www.surveymonk
  ey.com/s/otesol13 . In order to receive a
  certificate of attendance we ask that you fill
  out this survey. 
• Ohio Universitys OPIE Writing Lab
  http//www.ohio.edu/linguistics/opie/writing_lab.h
  tml
• Feel free to email Charis (charis.elliott_at_wright.e
  du) if you have any questions in your own
  endeavors to set up a learning center!

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References

• Barnett, R. W., Blumner, J. S. (2001). The
  Allyn Bacon guide to writing center Theory and
  practice. Boston, MA Allyn and Bacon.
• Bruce, S., Rafoth, B. A. (Eds.). (2004). ESL
  writers A guide for writing center tutors.
  Portsmouth, NH Boynton/Cook Publishers.