carol severino, [email protected], university of [email protected]
TRANSCRIPT
![Page 2: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/2.jpg)
◦Terminology
◦Attitudes
◦Principles
◦Strategies
It’s helpful to know about
![Page 3: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/3.jpg)
International Students
Resident Bilinguals
Multilingual Writers=2 main groups , but with flexible, permeable boundaries
![Page 4: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/4.jpg)
In the US: AKA Visa Students, “Foreign Students” May be returning to their countries to live & work;
motivation for learning English may be more instrumental than integrative (Garner & Lambert, 1972)
Overseas: Students at English-medium national or US-affiliated
universities might be in more of an English as-a-Foreign-Language (EFL) vs. English-as-a Second-Language (ESL) situation
Who are International students?
![Page 5: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/5.jpg)
May be stronger in reading & writing, but weaker in speaking, listening, & knowledge of US culture & expressions
International students in the US:
![Page 6: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/6.jpg)
AKA Immigrant ESL students; language minority students; English Language Learners (ELL); Generation 1.5 (Rumbaut & Ima, 1988)
Learned English through informal spoken interactions; may therefore be fluent in informal spoken English
Probably more aware (part) of US (youth) culture
May speak (or are spoken to in) another language besides English at home.
Who are US resident bilinguals?
![Page 7: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/7.jpg)
Have had some years of high school (& possibly middle & elementary school) in the US
May have limited knowledge of English grammar
May have limited L1 (home language) literacy
May identify as fully bilingual, as native speakers of English (Matsuda & Matsuda, 2009), or as a member of the L1 culture.
More features of resident bilinguals
![Page 8: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/8.jpg)
Resident BilingualsTend to Be
Ear Learnersof English
![Page 9: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/9.jpg)
International Students tend to be Eye Learners of English (Reid, 1998)
![Page 10: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/10.jpg)
Besides knowing some terms, what attitudes do we need to cultivate?
Empathy
Curiosity
![Page 11: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/11.jpg)
Knowing who our students are enables us to tutor them better.
The “Just Ask” Approach Learning is reciprocal cultural exchange in the WC as “contact zone” (Pratt).
Curiosity Good tutoring:
![Page 12: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/12.jpg)
Cultural relativity
Linguistic relativity
Rhetorical relativity
The attitude of curiosity is based on:
![Page 13: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/13.jpg)
In your first/home language, how do writers make arguments? What are the features of good communication & writing?
How is this word or idea expressed in your first/home language?
Ask international writers:
![Page 14: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/14.jpg)
What do you miss most about China (Korea, the Sudan, India)?
What impresses you most about the US (or your city or college)?
What confuses you most about life in the US?
About possible culture shock, homesickness, adjustment to the US, ask:
![Page 15: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/15.jpg)
Writing in English as a native or near native language is also hard for us tutors.
Expressing on the page what is inside our heads precisely and effectively is a struggle for almost every writer.
Writing is always a problem-solving process (Flower & Hayes, 1981), but L2 writing can
present more problems to solve.
Empathy with writers is natural:
![Page 16: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/16.jpg)
Your own experiences studying or traveling in other countries, regions, or cultures.
Your own experiences if you are also multilingual & multicultural.
Your own experiences writing, speaking, reading, and listening in your own L2 & learning to write in new fields and genres.
Cultivate an attitude of empathy based on:
![Page 17: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/17.jpg)
Curiosity & empathy go a long way but…
But is it enough to relativize & empathize?
![Page 18: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/18.jpg)
We also need to know principles related to second language (L2) & literacy development
![Page 19: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/19.jpg)
It can take up to 7 years to acquire academic proficiency in an L2.
(Collier, 1987).
e.g., Students must know 9,000 word families for successful academic reading (Nation, 1996).
Principle 1:
![Page 20: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/20.jpg)
Like L2 speaking, L2 writing, especially by international L2 writers, will probably always be “accented.”
e.g. “I have done many researches on field of medicine.”
Principle 2:
![Page 21: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/21.jpg)
Language proficiency is complex= the level of one’s ability to speak, read,
write and listen in a language.
includes fluency and accuracy.
depends on knowledge & application of rules of grammar, syntax, vocabulary, pragmatics.
Principle 3:
![Page 22: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/22.jpg)
Growth in proficiency is not always linear; learning can plateau, or even regress at times.
Principle 4:
![Page 23: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/23.jpg)
the ability to function in the academic environment
to comprehend lectures, & discussion comments of classmates.
to collaborate with classmates.
to comprehend readings (time).
to comprehend and fulfill writing & speaking tasks.
to know when & how to ask for help.
Principle 5: Academic literacy is complex=
![Page 24: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/24.jpg)
Negative transfer of L1 features:Phonetic
Grammatical
Syntactic
Lexical
Discoursal/rhetorical [Handout]
Transfer decreases as proficiency increases.
Principle 6: Writers’ challenges can be caused by many factors including…
![Page 25: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/25.jpg)
System of tenses
Agreement
The pesky ‘s’
The word order of questions
But writers are also challenged by features of English:
![Page 26: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/26.jpg)
No, we must apply the principles to strategies to promote further learning of writing and language.
So, is knowing these principles enough to tutor well?
![Page 27: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/27.jpg)
Deductive vs. Inductive Organization: Thesis paragraph previews content & organization & features the main/controlling idea.
Direct vs. indirect statement of ideas/arguments:
Writer vs. reader responsibility
Documentation of sources. Quoted material uses “ “ & is cited.
Rhetoric is Situated : When in Rome….
Strategy 1: Explain readers’ expectations for academic papers
![Page 28: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/28.jpg)
Higher Order Concerns (HOCs): assignment fulfillment, argument, audience awareness, ideas, organization, support, clarity
Lower Order Concerns (LOCs): grammar, mechanics, citation style.
You can weave work on lower order concerns into work on higher order concerns.
If you can, read to the end of the paper before you comment (Matsuda & Cox, 2009).
Remember to praise what the writer did well or better.
Strategy 2: Generally work more on Higher Order Concerns than Lower Order Concerns
![Page 29: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/29.jpg)
Ask student Tell-Me-More Questions about problems that obscure meaning (confusing passages)
“Can you tell me more about what you say here?” “What do you mean by_____?”
“Do you mean that________?”
Strategy 3: Set priorities in error correction (error gravity).
![Page 30: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/30.jpg)
Indicate errors that are rule-based for the student to correct further=TREATABLE ERRORS.
Help to correct those errors that don’t seem rule-based, e.g. faulty vocabulary/word choice=UNTREATABLE ERRORS, which often obscure meaning.
A helpful error categorization (Ferris):
![Page 31: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/31.jpg)
Show curiosity; learning in the WC is reciprocal
Empathize, Relativize Clarify academic & cultural expectations
Give feedback without overwhelming Enjoy learning from multilingual students=an armchair travel & cross-cultural opportunity
So remember to:
![Page 32: Carol Severino, carol-severino@uiowa.edu, University of Iowacarol-severino@uiowa.edu](https://reader034.vdocuments.site/reader034/viewer/2022051314/551c1715550346a84f8b56c7/html5/thumbnails/32.jpg)
Terminology: International Student from Korea
Attitudes: Curiosity about and empathy with his experiences with replay culture and with his problem-solving processes
Principles: Acquisition, Accent, Transfer, English syntax, vocabulary, grammar
Strategies: Praise; Weaving the Local into the Global; prioritizing errors in meaning by asking tell me more questions, categorizing treatable vs. untreatable errors.
Let’s apply these concepts to an L2 draft: