~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]Hello, there is only one time I recall being explicitly requested to provide tutoring with a bilingual tutor for students. I had mixed feelings about it because it was definitely a situation of privilege available to one group of students the school wanted to retain because they brought in so much money to the institution. At the same time, we were being asked to provide focused content tutoring support for only this group who have a track record of not taking advantage of the regular services at the school. (The irony is that we set up a system for them and even let them choose the day and time of the tutoring. One student came twice and the others all blew it off.)
There are times that some of the tutors and students have conversed in another language with students during a session to ask for clarification; generally it’s on terminology. Often we see international students enter a college or university knowing the fundamental concepts but not knowing what they are called. I think this situation is particularly problematic in STEM classes where we expect students to enter at more advanced levels.
Circling back to the original question: I don’t oppose it when tutors can provide that information, but I think that a very real concern in a higher education environment is making sure that this is a service that you’re making equally available to your ESL students from each language if you’re prepared to offer it as a formal service. I couldn’t begin to cover every language of our international students in the schools where I’ve worked, and I wasn’t prepared to set a formal double standard. Therefore, we let students connect with tutors upon request by the students choosing tutors listed for language support for that language.
Again, when you get into worksheets in particular, I think that you need to be prepared to have them available for anyone who needs them irrespective of their language.
From: Open Forum for Learning Assistance Professionals <[log in to unmask]> on behalf of Carleigh Nicole Friesen <[log in to unmask]>
Sent: Friday, July 17, 2020 1:48:49 PM
To: [log in to unmask] <[log in to unmask]>
Subject: Re: FW for Alexis Smith: ESL Resources at the Learning Center~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]
Hello everyone, I agree with what’s been stated already. We also do not provide first language resources, but we recognize that, if available, we can provide academic and writing supports in a student’s first language. Our Academic Success Centre also provides targeted EAL Supports for students with specialists that are familiar with students’ areas of study and the language needs & vocabulary of that program. If you’re interested in these supports, more information is available here: https://rrclibrary.libguides.com/ASC_English_Supports/Welcome
[she, her, hers] (Why is this important?)
A/ Manager, Academic Success Centre
RED RIVER COLLEGE
OF APPLIED ARTS, SCIENCE AND TECHNOLOGY
Online Supports: https://rrclibrary.libguides.com/ASC_Online_Academic_Supports
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Hi Valerie and Ruth,
I concur that tutoring in a student's native language is not detrimental, and can even be beneficial, to the development of their writing skills. For example, if they're grappling with how to express an abstract/complex idea in English, working with a bilingual tutor can help them learn how to navigate this process. And, even if a tutor only has an elementary grasp of the student's first language, I've found that even a little bit of language knowledge/exchange can help build rapport between a tutor and client. Finally, having some knowledge of a student's first language can also help tutors anticipate/understand errors clients may make based on the first language's similarities/differences to English.
I also agree that handouts have limited value once second language writers reach the university-level. Most likely, these students have been studying English for years in their home countries and have been exposed to grammar resources in both English and their native language. At this advanced level, frequent practice, feedback, and revision are most beneficial for turning passive knowledge (understanding) into active knowledge (ability to use). This is especially true if writers focus on improving and seeking feedback on specific language points at a time.
Writing Consultant Administrator & ESL Specialist
Texas A&M University Writing Center
From: Valerie Balester <[log in to unmask]>
Sent: Thursday, July 16, 2020 11:00:36 PM
To: Open Forum for Learning Assistance Professionals
Cc: Alexis Smith
Subject: Re: ESL Resources at the Learning Center
I have been a writing center director for many, many years. The research does not support that working in another language would be detrimental in any way to a student learning English. In fact, it can be helpful to think through a writing task (prewriting) in one's native language, a practice that lessens as fluency develops naturally--but it takes time.
We have occasionally tutored in other languages.
However, we have not provided online resources about English in those languages--that is really too much to ask of us as far as creating those resources. One other issue in this regard is that most ESL students have learned a lot of grammar--more than our native speakers--and a handout is not likely to help their writing much. What they need is time to write, lots of constructive feedback, time to revise and practice. I would argue that handouts have limited value.
I am copying our ESL specialist, who is not on this list, to see what she thinks--we have never seriously considered the question, so thanks for bringing it up.
Valerie M. Balester | she/her
Assistant Provost for Undergraduate Studies
Executive Director, Academic Success Center & University Writing Center
Texas A&M University
Rudder 907 | 1125 TAMU
College Station, TX 77843-1125
writingcenter.tamu.edu <http://writingcenter.tamu.edu/content/view/127/215/> | successcenter.tamu.edu <http://successcenter.tamu.edu/>
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On 7/16/20, 8:00 PM, "Open Forum for Learning Assistance Professionals on behalf of Ruth Hwang" <[log in to unmask] on behalf of [log in to unmask]> wrote:
At our learning center, we mainly do a lot of writing tutoring because a majority of our courses have a writing component to it. Recently, discussions about ESL support have come up, and I was asked to provide support resources in other languages, and I don't know where I land in terms of providing this. I come from a writing center background, and it has always been my understanding that all sessions are conducted in English because classes are conducted in English and all assignments are due in English and to not do that (if, for example, the tutor could speak the student's home language) would be a detriment to the student's learning and growth as a student and writer. I think that when it comes to writing support, because assignments are due in English, it makes sense to provide support in English, especially in my school's context where students are given quite a few writing assignments and are expected to have a certain level of English proficiency in writing. However, when it
comes to resources, I'm wondering if the same line of thinking applies.
I don't know if an ELL/ESL student will benefit from a handout, for example, that explains grammar in English, because the purpose of the handout would be to help the student learn the grammatical concepts. While a tutor could use the handout effectively due to the interactive nature of a tutoring session, I want to have stand alone resources that students could access and use on their own.
What are your thoughts on this? What do you all do at your respective centers and if you do have any language resources, could you share them?
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CARE Learning Center
Pacific Oaks College
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