Online learning has given us the opportunity to try new ways of educating and communicating with our students. We get to test new methods of teaching to assess if our students are able to complete their work in an online modality of learning. However, our practices might not be as inclusive as we think.
ESL students still need academic support from their writing professors; however, many instructors are not properly trained to tutor or assist multilingual students. Susan K. Miller-Cochran discusses the almost dismissive behavior professors set in their classrooms for their ESL students in “Multilingual Writers And OWI”. Miller-Cochran, referencing the professor of English and Director of Second Language Writing at Arizona State University, Paul Kei Matsuda, calls it a “linguistic homogeneous” classroom.
What is a linguistic homogeneous classroom? It’s an environment many English professors create, unintentionally, that causes more harm than good to their students. If we look at the definitions of homogeneous, we find “the same of its kind,” and linguistics being related to the study of language. As Matsuda defines it, it, “the tacit and widespread acceptance of the dominant image of composition students as native speakers of a privileged variety of English,” (638). Matsuda shares the myth of linguistic homogeneity leaves ESL students out of professional discourse and while “pedagogical practices based on an inaccurate image of students continue to alienate students who do not fit the image” (Rick, 2014).
What are some ways we can improve our classrooms to support our ESL students?
Get To Know Your Students
Online learning has left many professors and students feeling disconnected and from each other. However, don’t feel discouraged. Like an in-person classroom, try to do icebreakers, or set up a Discussion Board to get to know more about your students. Common questions are typical, “What’s your name, major, and where are you from?”
You could also ask what the student goals are for the class or semester. Sometimes ESL students will share their writing goals for improvement and what they’d like specific feedback for on their assignments. Throw in some fun questions too! Ask what are some new songs you’re currently listening to, or what hobbies do you do that want to share with the class?
Encourage Your Students
This could be done by leaving feedback, creating discussion boards, answering emails, etc. When we encourage our ESL students, we want them to not only continue communicating with us in class but with other students. Ways of encouragement could be setting up Discussion Boards and peer review! This gives all students access to communicate with each other, and practice correcting each other’s writing.
For feedback, it’s okay to correct your ESL students’ writing; however, be mindful of what you correct and what comments you leave on their assignment. A great piece of advice from the article, “6 Sure-fire Ways to Help Your ESL Students Improve Their Writing,” is to offer two pieces of praise for every correction (CLAUDIA PESCE)
Here’s their example: “Maria, you used great vocabulary and your punctuation is excellent. Now you need to work on using the right verb tenses.”
Also, allow your students to revise and resubmit their work. Let their experience in the course continue to be progressive. Allow your students the opportunity to correct their mistakes and show their efforts to practice and understand the material.
Provide Clear and Organized Instructions
Whether we are reviewing lessons, going over the homework from last night, or discussing the activities for the day, have it written down for all students to read. When these lessons are being discussed, speak clearly and slowly enough for everyone to understand. Even if you do not normally speak fast, let the class know they can ask you to either repeat or slow down during the lecture.
As a side story or example, when I lectured my Fall 2020 via Zoom, I used PowerPoints. However, I had a habit of talking fast when I got really into the day’s lesson. My ESL students had no problem letting me know they would like to go over the example one more time, or if I could speak a little slower. However, not all ESL are comfortable letting the professor know they should slow down or repeat their words. So, always let them know you’re comfortable pausing and stating information.
Sources:
Pesce, Claudia. “6 Sure-fire Ways to Help Your ESL Students Improve Their Writing.” BusyTeacher.org. https://busyteacher.org/8771-6-ways-help-esl-students-improve-writing.html
Rick, Dave. ‘Matsuda’s “The Myth of Linguistic Homogeneity in U.S. College Composition”‘ davidwrick.com. November 21, 2014. https://www.davidwrick.com/2014/11/21/matsudas-myth-of-linguistic-homogeneity/
Miller-Cochran, Susan K., Foundational Practices of Online Writing Instruction. Chapter 9, “MULTILINGUAL WRITERS AND OWI.” North Carolina State University. DOI: https://doi.org/10.37514/PER-B.2015.0650.2.09