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| Guidelines for Reading Tutoring Sessions: English Language Learners (or what do I do now?) |
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In the national service arena, tutoring models range from cross-age to intergenerational programs. But don't let the jargon scare you. Instead, think of yourself as an advocate, and use the following guidelines to create successful sessions.
According to the 1990 Census, one in five school-age children live in households where the primary language is not English. Tutors, therefore, can expect to encounter many English language learners. In order to meet the needs of culturally (and linguistically) diverse learners, tutors need well-developed communication skills, sensitivity to individual needs, and a willingness to initiate links among home, school, and community life. Keep in mind the following considerations:
- Literacy level in first language
Activities and materials should be age-appropriate and geared to literacy levels.
- Formal education level
Children may need to focus on literacy and academic success skills. Youth may need to focus on career issues in addition to literacy and academic skills. Adults may need to focus on work-related concerns and daily living issues in addition to literacy and academic skills.
- First language
Some learners may be fluent in a language similar in structure to English; other learners may be used to a completely different alphabet. You may need to show your learner the print conventions of English (e.g., that English books read from left to right and that pages read from top to bottom).
- Country of origin
Cultural expectations about teachers and education vary widely. What is important in one culture may seem unimportant in another. Discuss the differences in educational systems and the role of the teacher. This conversation could result in greater cross-cultural understanding.
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Tips for Working with English Language Learners
Watch your language. Speak simply and clearly. Use short, complete sentences in a normal tone of voice. Use actions and illustrations to reinforce oral statements. Visual aids, prompts, and facial expressions help to convey meaning. Pointing to the bookshelf while saying, "Please choose a book," or picking up a pencil while saying, "Let's draw a picture of that," are more helpful than merely repeating commands. Avoid using slang or figures of speech; they often confuse learners.
Model correct usage. When English language learners make a mistake or say something that sounds awkward, they are trying to apply what they know about their first language to English. Respect the struggle inherent in learning a new language. For example, a student from Mexico may say, "I lost the bus," instead of "I missed the bus." In this case, the student is translating directly from Spanish, "Perdi el autobus."
Value the culture of the learner. Start by asking your students to teach you about the language and customs of their country of origin. Then try learning a few words in their language.
Ask for help. The number of languages spoken in the United States is astounding. You may be able to find interpreters who can give you more information about the culture and language of the students you tutor. Intercultural institutes in the community can help you with cultural issues. In addition, International Language Banks at some International Refugee Centers have interpreters who may be able to assist you. Also check with social service organizations in your community that may deal with immigration issues. The state bar association should have a list of interpreters able to deal with legal issues.
Encourage conversation. Meaningful interaction will speed progress. Activities like drama and sports create opportunities for students to interact with fellow students in meaningful ways. Tutoring sessions can take place anywhere-in a field, in the gym, in a park. Push back from your desks and move around.
Think of learning a new language as a process. Many English language learners may seem fluent socially, but they may experience more confusion when tackling complicated academic tasks. (That's where you can help!) Have your students make and keep a language journal to track their efforts to use language in new ways.
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| Links |
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- National Association for Bilingual Education promotes educational excellence and equity through bilingual education. Check out this site if you're interested in tracking current legislation and public policy on this issue.
- National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs (NCELA) collects, analyzes, and disseminates information related to the effective education of linguistically and culturally diverse learners in the U.S. Provides technical assistance; a weekly news bulletin, and Newsline.
- Center for Multilingual Multicultural Research provides a base for those interested in multilingual education, English-as-a second language, multicultural education and related areas. Offers opportunities for research and program collaboration.
- Center for Adult English Language Acquisition, an adjunct ERIC Clearinghouse at the Center for Applied Linguistics (CAL), focuses on literacy education, including family literacy, workplace literacy, and native language literacy, for adults and out-of-school youth learning English as a second language. Links to relevant ERIC Digests, and answers frequently asked questions about adult ESL literacy.
- Dave’s ESL Café is a resource for students of all ages learning English and for teachers of English as a foreign language. Features Idiom, Slang, and Phrasal Verb pages, a Job Center, and discussion groups for students and teachers.
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