teaching tips to engage and empower non-native english
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Teaching Tips to Engage and Empower Non-Native English
Students and their Teachers
Panelists:
Shiao-Chen Tsai (Taiwan)
Renka Ohta (Japan)
Tanti Sari (Indonesia)
Janice Jung (South Korea)
Panelists Introduction
• Educational background
• Learning experiences
• Teaching experiences • Contact e-mails:
Shiao-Chen Tsai (tsai.239@osu.edu)
Renka Ohta (renka-ohta@uiowa.edu)
Tanti P. Sari (sari.3@osu.edu)
Janice Jung (jung.360@osu.edu)
Outline • Goals
• Contexts of the Discussion Today
• Three scenarios in American and Asian
settings & Three teaching tips
• Six teacher-empowering strategies
• Q&A
Goals • To provide a better understanding of non-native
English students from Asian backgrounds in ESL or
other subject area classrooms
• To suggest some teaching tips to ESL and other
content area teachers of non-native English
speaking students
• To share ways that both native and non-native ESL
teachers can empower themselves
Contexts of the Discussion Today
• Settings: ESL settings in primary education (K-12) &
higher education (college/university)
• Students: ELLs and/or ESL students…with special
focus on those with Asian background
• Teachers: In-service or pre-service teachers who
engage with ELLs and/or ESL students
(whether native or non-native English)
A little more understanding about Asian students…
• Diverse countries and cultures in Asia: China, Indonesia, Japan, Korea, Malaysia,
Singapore, Taiwan, Thailand…and more!
• General/Common educational situations &
Particular situations and characteristics
• Individual differences found in any student or
language learner
Scenario 1: Classroom Events and/or Discourses
• American settings
- Teachers ask both ‘known-answer’ and discussion
questions
- Students do not volunteer to answer or share ideas
• Asian settings
- Less teacher-student classroom interaction
- Transfer of knowledge as the main process of T&L
Teaching Tips (Scenario 1) • Explicitly address to the students about…
- different kinds of questions
- the value of different ideas and opinions…and
sharing them in class!
• Parents as a source of information about student
personality traits and prior schooling experiences
• Keep in mind of
- students' expectation of teachers
- students' previous experience with teachers
Scenario 2: Teacher-Student Relationship • American settings
- Homeroom teacher
→ academic support
- Guidance counselor
→ issues related to school and career guidance
• Asian settings
- Teacher-Student interaction outside the classroom:
• academic issues
• out-of-school issues
• guidance counseling
• positive and negative feedback on students
Teaching Tips (Scenario 2) • One-on-one interaction outside classroom
• Culturally relevant teaching o See students' knowledge and culture as valuable resources of
classroom knowledge (Gustein, et al, 1997)
• Cooperative learning activities o provide as many interaction with other peers
• pair-work is preferable with careful grouping
• Connection with students (counseling) o Immigrant students tend to have psychological problems but they are
not likely to utilize mental health services (Yeh & Inose,2002)
Scenario 3: Peer Pressure and from Others
• Asian students are often thought to be higher achievers in class and bear greater academic pressure from teachers’ expectation.
• Peer pressure make the students afraid to express their opinions in
class.
• Sometime, they are worried about the correctness or their answers or their English oral proficiency.
• Duff (2002):
(1)Students only speak when they feel that their contribution will
be considered valuable.
(2)They allow others to speak instead of them in several situations.
Some Asian students would prefer to listen to teacher’s talk rather
than other classmates’ talk .
Teaching Tips (Scenario 3) • Avoid Stereotyped images in Media
• Face-saving talk strategies
• Minimize peer pressure, jealousy, comparison, the
effect of “teachers’ pet”
• Don’t generalize one person as a representative of
the country and culture
• Self-Prophecy effects
• Do not evaluate students’ participation mainly on their
talk in the whole class setting.
Strategy 1: Maximize your advantages
• Expand the potential benefits from your
previous and current experiences as a
student , a teacher, a researcher, and any
non-academic worker
• E.g., A non-classroom working experience in
your resume can become a relevant
experience to your future employers if you
focus on its influence on your development
of strong interpersonal skills
Strategy 2: Catch up with latest trends in job market & educational settings • Join multiple group e-mail lists of your
interests
• Read e-mail news daily to make sure that you do not miss any good opportunities for developing your professional skills and applying for professional job/grant
Strategy 3: Improve public
English speaking skills
• Talk in English as much as possible
• Seek feedback from both native English
speakers and non-native English speakers!
• Attend spoken English course or get
intensive training from professional English
speaking tutors
• Prepare every presentation as formal as a
conference presentation
Strategy 4: Build up good interpersonal skills
• Allocate your time with different groups of people based on your short-term and long-term career goals
• Observe how other teachers talk in class and bear in mind what you should do next time if you were him/her, but don’t give direct comment or suggestion unless you are invited to do so
• Watch your word choice and make sure there is a “sandwich structure” in your written and oral feedback (1. a nice comment of the good things, 2. further suggestions for improvement, and 3. some encouraging words or another nice comment on the good part)
Strategy 5: Develop Professionalism • Reflect on your teaching
• Work collaboratively with peers and/or form critical friend groups
• Seek professional advice from more experienced teacher or mentor
• Join a teacher support group/teacher association
• Continue to improve content and pedagogical knowledge and skills (e.g., by attending seminars/workshops and conferences related to English language use and English teaching)
Strategy 6: Build up confidence
• NNESTs can be as professional as NESTs
• NNESTs are proficient in another language or multiple languages! They can help NNESTs to communicate with students coming from the same linguistic and cultural background
• Reference: Sandra Briggs (2007, 2008)
Q& A • You are welcomed to ask questions to
a specific panelists or to all of them
• We will share some readings and
references based on your questions
and interests
References and Resources • Pollock, M. (2008).Everyday Anti-Racism. New York: The New
Press.
• Howard, G. (2006). We Can't Teach What We Don't Know:
White Teachers, Multiracial Schools (2nd edition)
• Campano, G. (2007). Immigrant students and literacy: Reading, writing, and remembering. New York: Teachers
College Press.
• Duff, P.A. (2002). The discursive co-construction of knowledge,
identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics, 23,3, 289-322.
• Williams, M. & Burden, R. L. (1997) Psychology for Language
Teachers : A Social Constructivist Approach. Cambridge
University Press.
References and Resources (Cont’d)
• Harper, C.A. & de Jong, E. (2009). English language
teacher expertise: the elephant in the room. Language
and Education, 23(2), 137-151. doi:
10.1080/09500780802152788
• Gutstein, E., Lipman, P., Hernandez, P. and de los Reyes,
R. (1997). Culturally Relevant Mathematics Teaching in a
Mexican American Context. Journal for Research in
Mathematics Education, 28(6), 709-737
• Yeh. C. & Inose. M. (2002). Difficulties and coping
strategies of Chinese, Japanese, and Korean immigrant
students. Adolscense, 37(145), 69-82.
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