Tutoring Students Taking Foreign Languages

1. Tutoring Students Taking Foreign Languages Suzanne Robertshaw Tutor Coordinator Rollins College, Florida ATP on-line workshop Fall 2008 Meeting the Demand: Strategies and Techniques for Tutoring Students across the Curriculum

2. Welcome to the training I use with my tutors …working in Spanish, French, German, Chinese, Japanese, and Latin. • Most of my tutors are non-native speakers (NNS) of the foreign language, and as such, have learned the language the way their students have. They know the rules. They are used to the professors’ styles, the way the textbooks are organized, and the exercises within them and on the internet. • Sometimes professors nominate native speakers (NS) to tutor. Their proficiency in the language is by definition more in depth, but sometimes lacking in overt knowledge of the rules. We get the two groups to help each other. Sometimes students see both NS and NNS for tutoring. • What tutors need from training is to step back and see the bigger picture: the language-learning process, their own learning styles and preferences. They can then help others reflect on their own process and try to improve it. • A bit about terminology: • L1 = first, native language; L2 = second (third, fourth), i.e. foreign language These abbreviations will make our discussion easier…and remind us of all the research being done on ‘second language acquisition.’

3. Factors in L2 learning: similarities with other subjects • As with other courses, students come to L2 classes and L2 tutoring with different levels or varieties of • background knowledge (recent L2 courses? grades in them? other L2 practice?) • enthusiasm (gen. ed. requirement? elective? L2 major?) • learning styles (which can match or not the demands of the L2 curriculum) • study strategies & behaviors (in general and in L2 skills)

4. Factors in L2 tutoring: similarities with other subjects • As in tutoring other courses, L2 tutors must: • Understand the demands of the specific course and professor (so that time is spent on what is valued by the professor and in the course grade) • Assess and work with the student’s levels of proficiency, study habits, learning style (so that the student is working on improving what s/he already knows/does)

5. How is L2 tutoring different? • Knowing a second language involves: • Understanding (listening & reading): recognition, receptive knowledge • Producing (speaking & writing): productive knowledge • These skills are informed by proficiency in grammar and vocabulary. • All of these constitute a learner’s background knowledge s/he brings to the course and to the tutoring session.

6. receptive/productive skills Reading and listening are both receptive skills. They are not passive, as there is lots going on in our heads as we figure out what we’re hearing and reading. Listening and speaking are a receptive / productive pair, as are reading and writing. listening reading speaking writing The productive skills of writing and speaking have different demands.

7. Grammar and vocabulary underlie all skills Grammar helps us understand what we read or hear (e.g. Oh, that must be a verb!) grammar listening reading speaking Problems with grammar and vocabulary stick out in what we say or write (or don’t, b/c we don’t know the word!) writing vocabulary

8. Knowing words (1): vocab in L2 • In our own language, esp. in higher education, we encounter new terminology in every course we take. With new terms, we go through an acquisition process: • Stage 1: no understanding/recognition • Stage 2 & 3: word recognized but meaning unknown, then imprecisely defined • Stage 4: word known, concept understood • This is better seen along a continuum: No understanding Complete

9. Knowing words (2): L2 learning • How well we know a word depends on what we need to do with it. • To understand it when it is written/spoken • To recall it when you need it • To use it in a grammatically correct way • To pronounce/spell it correctly • To know which other words to use it with • …and in which situations (formal, informal) • To know if it has positive/negative connotations • And that all depends on what the professor and course syllabus demand.

10. A limited L2 vocabulary… In L2, our vocabulary is often very small, and confined to what we’ve learned in textbooks. If we don’t know the vocabulary, we often cannot understand much when listening or reading. Tutors can help students look for contextual clues in the reading/listening passage. reading listening receptive writing speaking productive We are sometimes better at writing or speaking, since we have control over the words and grammatical structures we are using. However, what we say or write is limited to what we know and can bring to our lips or to our fingers on the keyboard.

11. listening & speaking in L2 Our listening skill levels are also influenced by the speed of the speaker and his/her accent. (This is rarely a problem in L1.) Learners benefit from repeating the listening prompt (and asking for repetition/clarification with a ‘live’ speaker). listening reading speaking writing Our speaking abilities are constrained by our pronunciation—which has to be accurate enough (esp. with those sounds that don’t exist in L1) and not…too…slow!

12. Back to grammar… Many students need help in grammar, especially in the points of difference between L1 and L2. Tutors can help students be more analytic with their writing and in their exercises, to identify categories of grammar and the types of errors they are making. www.academicvisions.com/ grammar.htm

13. What L2 textbooks/courses do • L2 textbooks are varied, but many follow a similar chapter organization, including: • a “reading” text with cultural/situational information (at the market, in the classroom) and lots of visuals • explanations/definitions of the grammar and vocabulary that emerge from those (con)texts • exercises to practice using the grammar and vocabulary, both in speaking (pairs/small groups) and in writing • other exercises in a workbook/related website to give much more practice

14. Language learning style • How students meet the complicated tasks of learning a language, as presented in textbooks and by professors depends not only on their background knowledge. • It also is greatly affected by their language learning styles. We use a self-assessment in training. • Results show how we fall on the Analytic ---------------------Relaxed scale. • Learners are asked to rate themselves in regard to each of the following, as: • Usually, Sometimes, (almost) Never, or Don’t know (from the British textbook Learning to Learn English: a course in learner training)

15. Lg. learning style questions (1) Usually, Sometimes, (almost) Never, or Don’t know 1. Did/do you get good results in grammar tests? 2. Do you have a good memory for new words? 3. Do you hate making mistakes? 4. In class, do you get irritated if mistakes are not corrected? 5. Is your pronunciation better when you read aloud than when you have a conversation?

16. Lg. learning style questions (2) Usually, Sometimes, (almost) Never, or Don’t know 6. Do you wish you had more time to think before speaking? 7. Did/do you enjoy being in a class? 8. Do you find it difficult to pick up more than two or three words of a new language when you are on holiday abroad? 9. Do you like to learn new grammar rules, etc. by heart?

17. Scoring the Assessment: • Usually (3) • Sometimes (2) • (almost) Never (1) • Don’t know (0) • Add your scores for each prompt, and find your total.

18. Analytic Mixed Relaxed • Where are you? • Where are your student clients? • Where do you think the L2 professors are? • What do the tasks in the L2 course demand? • The following slides describe each of these three learning styles, and give suggestions for broadening a learner’s style.

19. ANALYTIC Mixed Relaxed • Score: 23-27 Analytic You want to be accurate all the time. You prefer activities where you need to think carefully: grammar exercises, understanding vocabulary, practicing pronunciation. To improve your fluency, • Try to speak more. • Don’t worry too much about mistakes. • Depend on yourself, not just your teacher, dictionary, etc. Tutors can push their analytic students into being more relaxed, to improve their fluency.

20. Analytic MIXED Relaxed • Score: 14-22 A mixture You do not fall into either the analytic or the relaxed category. This probably shows that you are flexible! That’s good, because you learn in different ways depending on the situation and what is demanded of you. You can look at the suggestions for both types and see where you can improve your accuracy or your fluency, depending on the task. L2 tutors in our tutoring center are most often this style of learning, leaning toward analytic. Their analytic tendencies help them with grammar, but their relaxed ways help them get more practice. They become both fluent and accurate, the ultimate goal.

21. Analytic Mixed RELAXED • Score: 9-13 Relaxed You seem to ‘pick up’ language without making much effort, and you want to communicate with others, even if you are not accurate. You think you should be learning grammar rules but you don’t enjoy this. Making mistakes doesn’t bother you; your goal is to be fluent. To improve your accuracy, • Try finding more time to learn—grammar, pronunciation, vocabulary. • Be more self-critical. Notice when others say similar phrases and compare that to what/how you say it. • Pay attention to corrections on your homework, quizzes, and learn from them. Tutors need to help their relaxed students work on accuracy, since most courses value this more than fluency.

22. Language use…a mix of Accuracy Fluency • Certain L2 learning tasks stress accuracy; others stress fluency. Some demand both. • How does a student’s L2 learning style (Analytic—Mixed—Relaxed) help or hurt his/her attempts to learn that language? • Tutors can help students expand their repetories, change their stances, even when it’s painful.

23. Learning styles in general… • The VARK helps tutors understand their own ways of learning before they work with seeing their students’ preferences. • The VARK suggest ways that students can take in, learn, and then work with information on homework, tests and papers. As in the lg. learning style assessment, many tutors are multi-modal, using a combination of these strategies.

24. VISUAL learning styles and language learning: INTAKE: you like charts (verb endings), colors (analyzing parts of speech, categorizing vocabulary), pictures (labeling with vocabulary) LEARNING (SWOT: study w/o tears): reproduce all of the above from memory (reprinting pictures), rearrange and summarize material on a page, organize it differently OUTPUT: recall pictures, use diagrams, put visuals into words Can you tell I’m a visual learner? From the VARK helpsheets: www.vark-learn.com

25. AURAL learning styles and language learning: INTAKE: You like to discuss with others, use a tape recorder in class, use dvd’s & videos (rewind, rewind, rewind) LEARNING (SWOT: study w/o tears): your class notes may not be so good; add to them afterwards and read aloud. Tape record your notes and listen to them. Practice aloud with anyone who will put up with you—another aural learner. OUTPUT: spend time in quiet places practicing aloud From the VARK helpsheets: www.vark-learn.com

26. READ/WRITE learning styles and language learning: INTAKE: You like lists, headings, handouts, books, dictionaries, definitions, class notes, articulate professors LEARNING (SWOT: study w/o tears): write vocab/verb conjugations, etc. out by hand again and again, organize any charts into words & sentences OUTPUT: make lists of vocab and grammar points, arrange them in logical groups, hierarchies, write out the sentences that you practiced orally in class From the VARK helpsheets: www.vark-learn.com

27. Kinesthetic learning styles and language learning: INTAKE: pay attention to all the senses when reading/listening in class, write down/pick out real-life, other examples of grammar and vocabulary from class and from the textbook/videos/dvd’s. LEARNING (SWOT: study w/o tears): use photos & pictures to remember vocabulary, remember the concrete examples from texts and class, talk about your notes with another Kinesthetic or Aural person, search out real-life examples of the topics in the lessons. OUTPUT: teach/tutor someone else, role-play to remember vocabulary and conjugations, write out practice test questions From the VARK helpsheets: www.vark-learn.com

28. More points to consider… • Tutors need to simplify their language with beginners • Speak slowly, w/longer pauses. • Use shorter sentences. • Don’t use contractions. • Use more common words. • Avoid slang, idioms. • Use fewer pronouns.

29. Circumlocutions—when students can’t remember a word • Train students to get around their lack of vocabulary by doing these (in the second language, as native speakers do) • Describe what it is for • Describe what it looks like, made of • Use a word close in meaning • Invent a new word • Use substitute words (thingy, whatchamacallit)

30. What else? • Please add more pointers in the discussion board, from your own experience learning foreign languages, and from tutoring them. • What made sense to you? • What was new? • What can you use in tutoring other courses? Join in the discussion~ • And contact me later at srobertshaw@rollins.edu • Check out our center at www.rollins.edu/tpj/tutoring