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Strategies for Teaching Non-Native English Speakers - AWC Workshop

Enhance teaching methods for non-native English speakers with tips on overcoming obstacles and promoting inclusive learning environments. Explore common difficulties and effective strategies for successful communication.

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Strategies for Teaching Non-Native English Speakers - AWC Workshop

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  1. Strategies for Teaching Non-native Speakers of English AWC Faculty Workshop 2011

  2. Who am I? • Ellen Cohen • Professor of ESL for 30 + years, past 23 at AWC

  3. Who are you? • Full Time AWC Professor? • Part Time AWC Professor • Other? • What do you teach? • How do you know if there are non-native speakers of English in your classes? • Have you tried to learn another language? • If so, do you consider yourself fluent?

  4. What is your primary teaching mode? • Face to Face • Oral Lecture • Written “Lecture” • Power Point, Slides, Films • On-line, Chat Room, E-mail • ITN, Pre-recorded Video • Other

  5. What do all of these teaching modes have in common? • LANGUAGE

  6. Of all of the world’s 6000 currently spoken languages, English is the _____________ most difficult language to learn. • Choose one: • 1st • 2nd • 5th • 10th

  7. Obstacles to Learning • List • Round Robin

  8. Obstacles • Choose 4 obstacles • Discuss & Analyze Causes • Teacher caused = T • Student caused = S • Oral language caused = OL • Written language caused = WL • Behavior = B (TB, SB) • Don’t know = ??

  9. Did you think about...? • Teacher talk • Speed, accent, clarity, volume, repetition • Use of idiomatic expressions, abbreviations and acronyms, references to American culture, generation gap

  10. Did you think about ...? • Student Behavior • How do you want students to interact with the information in your classes? • Speak, write, confer, discuss, analyze, do? • Learning styles: visual, kinesthetic, verbal, aural • Regurgitation vs Critical Thinking

  11. What hinders? • Fast mumbling speech • Culturally based references/humor/puns • Lack of repetition both orally and written • Idiomatic use of words: “Do you get it?” vs. “Do you understand?” “It’s not a big deal vs. “It’s not important.” • Last minute instructions and information • Tangential information/stories/digression

  12. What helps? • Speak slowly and clearly. • Use fewer idiomatic expressions. • Provide synonyms, alternative definitions and explanations. • Give instructions verbally and in written form before students get ready to leave. • Give students time to process information and to form questions.

  13. What helps? • Use as many modalities as possible: visual, verbal, kinesthetic, aural. • Make students feel welcome. • Try to learn another language. (Try to write a 5 paragraph essay in that language and take notes, too!)

  14. What helps? • Ask students to restate your questions. • Ask students to restate information. • Anonymous 2 minute papers clear/unclear • Patience • Repetition/restatement • Encourage and smile!

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