By Maria Spelleri - Manatee Community College, US
I teach at a community college and often have some of my former students who are now in mainstream college courses stop by my office to complain about their classes. They complain that the teachers talk so quickly, that they have so much reading to do, that it’s hard to work in groups with native speakers, that the teacher tells jokes they don’t understand, that they feel marginalized, etc.
I see the situation from both sides: the side of the instructor with a lecture hall of 60 students and maybe 5 or 6 former ESL students in the bunch AND the side of the English language learner overwhelmed in the unsheltered language community. I have lots of opportunity to advise and commiserate with the students who come to my office, but now I would like to address the instructors. Some things are obvious, like watching out for cultural bias in tests, writing new, specialized terminology on the board, or providing a lecture outline or agenda that students can use to help them take notes. But it really is a delicate balancing act of aiding the non-native speaker without singling this student out in any way or having different standards for the student, and the more I think about it, I wonder what, if anything, I can advise the instructors to do!
(Instructors often feel, by the way, that if the student passed the entry exam for college level courses, then the student should be on a linguistic par in every respect with the native speaking student and that they, the instructors, shouldn’t have to do anything.)
For those of you who teach students who then go into mainstream courses, or for anyone with ideas on the topic, what tips would you give other instructors for helping these non-native speakers do well in their courses?