In these slides, Ibtesam Hussein and Katie Schiffelbein share results from a survey conducted with University of Idaho faculty. The survey was designed to understand the challenges faculty face when working with international students and language learners, and their perceptions of students’ learning needs. Ibtesam and Katie investigated common teaching and learning strategies faculty used in their classes. Aligning faculty reported challenges and needs with findings from the literature and their own experience teaching English language learners, they share key strategies, making a distinction between faculty reporting and researched best practices.
2. Overview of Survey
Challenges teaching L2 learners
Academic and language strategies
Best practices in teaching and learning
Discussion and Questions
TODAY’S AGENDA
3. OVERVIEW OF SURVEY
Purpose of Survey:
To inform ALCP curriculum
Better meet the needs of students
Reach out and collaborate with UI faculty
Question Topics:
Challenges teaching L2 learners
Common academic and language strategies used in classes
4. OVERVIEW OF SURVEY Level of Courses Taught
Population:
862 UI faculty- 89 completed survey
Level of Courses Taught:
100 level- 500 level
Language Groups Taught:
Arabic, Chinese, Spanish
Language Groups Taught
17%
500 Level
5. WITH A PARTNER…
Discuss what you think the challenges are
working with language
learners/international students in the
classroom.
6. FACULTY RESPONSES
Challenges Faculty Face Working with Non-Native English Speakers
Overall, faculty reported students lacking:
- Interpersonal Communication Skills via email, in-person
- American Academic Cultural Norms: attendance, active
participation, asking clarification questions
- Personal Responsibility: taking ownership of learning,
academic dishonesty issues, understanding syllabus
7. FACULTY RESPONSES
Challenges Faculty Face Working with Non-Native English Speakers
- Critical Thinking Skills: Logical reasoning, predicting,
analyzing, applying
- Academic Skills: note-taking, understanding lectures, class
discussion, technical language
8. FACULTY RECOMMENDATIONS
Challenges Faculty Face Working with Non-Native English Speakers
Language skill recommendations to better prepare students:
15%
Note Taking
15%
Content
Vocabulary
11%
Short Answer
Writing
9. STUDENT NEEDS
“…international students also need to understand
expectations within in US academic systems.”
“Information on how the classroom culture may be
different than in their home countries.”
“It is ok to ask questions, it is ok to challenge the
professor, it is ok to ask for help, it is ok to simply
ask the teacher to repeat what was said or to
rephrase what was said.”
“Teach them that it is considered a compliment to
ask questions about what the teacher said, it is not
disrespectful or a sign of weakness.”
With a partner, identify 1-2
strategies to support/help
students for each need in the
quotes below.
10. WHAT DOES THE LITERATURE SAY?
Author Research
Academic Needs
Hyland (2001)
McDonnell (2004)
Currie (1998)
Zarei, Haghgoo (2012)
Villena-Alvarez (2016)
-To meet academic expectations
-Quoting and paraphrasing are difficult
skills to develop
-Different Cultures Expectations
- Students don’t go to office hours
English Language
Needs
Teriu; Beoku-Betters
(2012, 2014)
Lin & Scherz (2014)
Poyrazli & Lopez (2007)
- Students and professors struggle
communicating with each other
-Students feel nervous when talking to
their American classmates
-Reported higher levels of discrimination
11. COMMON TEACHING STRATEGIES
Teaching and Learning Strategies at University
Common Teaching Methods Reported
Most Common (Always & Often Combined):
- Facilitator/Activity Style – 67%
- Lecture Style – 59%
- Blended Style – 57%
- Delegator/Group Style – 52%
12. Teaching and Learning Strategies at University
Most Common:
- Peer Learning (17%)
- Email (25%)
- Skill Application (19%)
- Group Projects (19%)
- Short Essay (14%)
Least Common:
- Vocabulary (63%)
- Service Learning (44%)
- Skill Application (28%)
- Debate (29%)
- Creative Writing (25%)
COMMON LEARNING ACTIVITIES
14. COMMON WRITING ASSIGNMENTS
Teaching and Learning Strategies at University
Common Writing Assignments
Other Includes: design
reports, reflection
journals, blog posts,
analytical write-ups,
business plans, critiques
54%
23%
54%
44%41%
25%
18%
59%
Technical
Writing
Expository
Writing
Persuasive
Writing
Narrative
Writing
Descriptive
Writing
Email
Correspondence
Lab
Reports
Other
15. MILLENIALS
What learning styles do Millennials prefer?
• Variety: group work, discussion, practical information (Licite, Janmere, and
Auzina, (2017)
• Smartphones are their best friend, multi-tasking is a way of life, and
responsive communication is expected (Villena-Alvarez, 2016)
• Learning needs to matter (Villena-Alvarez, 2016)
16. WHAT HAS THE ALCP UPDATED?
Strategies to Better Prepare Students for University
- Program Changes:
- Formal Academic Advising
- Curriculum Changes:
- Emphasis on Short-Answer Responses
- Metacognitive Skills
- Assessment Changes:
- Measurement Guides
- Exam Templates
17. EXAMPLES OF BEST PRACTICES
• Interactive – student centered activities
• Examples: pair work, metacognitive
listening strategies, puzzle activities
• Meet 1:1 with your students
• Set healthy boundaries and empathize
• Hold students accountable
• Plagiarism
• Studying
With a partner, discuss
best practices and student-
centered activities you use
in your classroom.
18. ALCP-DEPARTMENT COLLABORATION
Strategies to Better Prepare Students for University
Strategies for future implementation based on faculty feedback:
• Technical/Major Related Vocabulary
• Collaborating with departments to offer workshops
• ALCP student – UI student interaction
• Having the students attend a university class once a week
20. REFERENCES
Iwai, Y. (2011). The effects of metacognitive reading strategies: pedagogical implications for EFL/ESL teachers.
The Reading Matrix: An International Online Journal, 11(2), 150-159.
McDonnell, K. E. (2004). Academic plagiarism rules and ESL learning-mutually exclusive concepts? Retrieved
March 18, 2017, from http:// www.american.edu/cas/tesol/resources/working-paper-2.cfm
Miekley, J. (2014). What makes critical thinking critical for adult ESL students? The CATESOL Journal, 25(1), 143-
150.
Myles, J., & Cheng, L. (2003). The social and cultural life of non-native English speaking international graduate
students at a Canadian university. Journal of English for Academic Purposes, 2, 247–263.
21. Katie Schiffelbein
Director, American Language & Culture Program
kschiffel@uidaho.edu
Ibtesam Hussein
ESL Instructor, American Language and Culture Program
ihussein@uidaho.edu
