To Help Or Not to Help?
By Anu Kafi
Professors, Help Your Students
ESL students often find many college courses interesting and they are willing to put in the effort to learn the material. The issue boils down to when their efforts are just not enough because professors are not taking the time to adapt the classroom to something more reasonably understanding for someone who’s native tongue is not English. The reading, "“Will Our Stories Help Teachers Understand?”, by Terry Zawacki, and Anna Habib the example of writing being below par in ESL students is brought up. There are simple fixes to this, but in this reading, it is evident professors do not believe so. The reading, “ESOL Teachers as Writing Teachers”, by Youngjoo Yi brings forth an idea of providing accommodations for ESL students by discussing how professors should not just use essay writing to prove students know material but use writing as a way of learning. There should be other methods of testing material and knowledge. It is possible for these accommodations to be beneficial for all students, not just ESL students. After interviewing the director of the ESL program at the Emory College of Arts and Sciences, it is evident Jane O’Connor’s accommodations for the ESL students are simple changes all mainstreams professors could incorporate into their classrooms. In Cheryl Stanosheck Youngs and George A. Youngs, Jr’s article in TESOL Quarterly, called “Predictors of Mainstream Teachers' Attitudes toward ESL Students”, the reasons behind why professors do not desire to teach ESL students is explained due to many different determinants, the main one being lack of exposure. This brings to light mainstream professors’ unwillingness to have ESL students within their classrooms. Yet, they are unaware of the benefits of having ESL students in their classrooms. Thus, I am arguing that all professors should provide accommodations for ESL students because it can be beneficial to the entire classroom.
Unwelcoming
Mainstream professors tend to “find it difficult to create a truly welcoming atmosphere” for ESL students (Youngs/Youngs Jr. 98). There are many determinants that could be behind this sense uneasy feeling, but the idea that many professors have probably not been as exposed to ESL students and students of other cultures plays a big role in why many mainstream professors lack a “willingness to incorporate ESL students” into their classrooms (Youngs/Youngs Jr. 97). Yi points out that professors are struggling to be properly educated themselves, thus forwarding Youngs/Youngs Jr. ’s idea that a lack of exposure within an educator’s general education has negatively impacted mainstream professors’ abilities to teach ESL students. Yi specifically claims there is a “lack of professor preparation for writing instruction,” but the lack of professor preparation can be applied to many other aspects of teaching besides just writing (Yi 135). Educational institutions should promote the idea of incorporating ESL students into the classroom by providing professors with benefits of having ESL students in the classrooms and accommodations professors can make to better their methods of teaching in the lecture halls and classrooms.
ESL students often find many college courses interesting and they are willing to put in the effort to learn the material. The issue boils down to when their efforts are just not enough because professors are not taking the time to adapt the classroom to something more reasonably understanding for someone who’s native tongue is not English. The reading, "“Will Our Stories Help Teachers Understand?”, by Terry Zawacki, and Anna Habib the example of writing being below par in ESL students is brought up. There are simple fixes to this, but in this reading, it is evident professors do not believe so. The reading, “ESOL Teachers as Writing Teachers”, by Youngjoo Yi brings forth an idea of providing accommodations for ESL students by discussing how professors should not just use essay writing to prove students know material but use writing as a way of learning. There should be other methods of testing material and knowledge. It is possible for these accommodations to be beneficial for all students, not just ESL students. After interviewing the director of the ESL program at the Emory College of Arts and Sciences, it is evident Jane O’Connor’s accommodations for the ESL students are simple changes all mainstreams professors could incorporate into their classrooms. In Cheryl Stanosheck Youngs and George A. Youngs, Jr’s article in TESOL Quarterly, called “Predictors of Mainstream Teachers' Attitudes toward ESL Students”, the reasons behind why professors do not desire to teach ESL students is explained due to many different determinants, the main one being lack of exposure. This brings to light mainstream professors’ unwillingness to have ESL students within their classrooms. Yet, they are unaware of the benefits of having ESL students in their classrooms. Thus, I am arguing that all professors should provide accommodations for ESL students because it can be beneficial to the entire classroom.
Unwelcoming
Mainstream professors tend to “find it difficult to create a truly welcoming atmosphere” for ESL students (Youngs/Youngs Jr. 98). There are many determinants that could be behind this sense uneasy feeling, but the idea that many professors have probably not been as exposed to ESL students and students of other cultures plays a big role in why many mainstream professors lack a “willingness to incorporate ESL students” into their classrooms (Youngs/Youngs Jr. 97). Yi points out that professors are struggling to be properly educated themselves, thus forwarding Youngs/Youngs Jr. ’s idea that a lack of exposure within an educator’s general education has negatively impacted mainstream professors’ abilities to teach ESL students. Yi specifically claims there is a “lack of professor preparation for writing instruction,” but the lack of professor preparation can be applied to many other aspects of teaching besides just writing (Yi 135). Educational institutions should promote the idea of incorporating ESL students into the classroom by providing professors with benefits of having ESL students in the classrooms and accommodations professors can make to better their methods of teaching in the lecture halls and classrooms.
Yoon’s story
In the Zawacki/Habib article, South Korean student Yoon is told by a professor that his writing is behind the line, so he will probably not be able to catch up in the class (Zawacki and Habib 54). The professor shows no empathy for the Yoon. Yoon’s struggle to become absolutely fluent and understand the writing style of American schools is entirely on him, according to this professor. Rather than the professor demonstrating willingness to accommodate Yoon and help Yoon reach is maximum potential within the course, the professor just tells Yoon there is no real hope for improvement in the course. This professor has no desire to help Yoon even attempt to do better, no desire to help Yoon come up with a better way to study to present his ideas for the professor to believe Yoon understands the material.
Professor Empathy and Bonds
While on the topic of this professor’s lack of empathy, a very touching moment Dr. O’Connor shared in her interview was brought up, relating to why this empathy is necessary. She discusses how she creates bonds with her students, bonds that leave students sending her Christmas cards even after they graduate and move on with their lives. These bonds are created by the extra time Dr. O’Connor dedicates to the ESL students to make sure they have a better chance of comprehending material given to them. Dr. O’Connor does what needs to be done to allow her students to succeed, even if she has to put in time outside of the classroom. Educational institutions should emphasis the importance of creating lasting bonds with students to mainstream teachers. These bonds keep students feeling like a part of the educational community. This can even encourage students to give back once they have graduated. If students do not make any times with their professors, the likelihood of them giving back to the place that educated them is slim to none. Going a little bit above and beyond to accommodate ESL students shows the students they are cared about lets students know their education is a priority. This concept is even applicable to the native speakers in the classroom. Professors should attempt to create bonds with all their students for the principle of the matter and the benefit of the school as a whole.
In the Zawacki/Habib article, South Korean student Yoon is told by a professor that his writing is behind the line, so he will probably not be able to catch up in the class (Zawacki and Habib 54). The professor shows no empathy for the Yoon. Yoon’s struggle to become absolutely fluent and understand the writing style of American schools is entirely on him, according to this professor. Rather than the professor demonstrating willingness to accommodate Yoon and help Yoon reach is maximum potential within the course, the professor just tells Yoon there is no real hope for improvement in the course. This professor has no desire to help Yoon even attempt to do better, no desire to help Yoon come up with a better way to study to present his ideas for the professor to believe Yoon understands the material.
Professor Empathy and Bonds
While on the topic of this professor’s lack of empathy, a very touching moment Dr. O’Connor shared in her interview was brought up, relating to why this empathy is necessary. She discusses how she creates bonds with her students, bonds that leave students sending her Christmas cards even after they graduate and move on with their lives. These bonds are created by the extra time Dr. O’Connor dedicates to the ESL students to make sure they have a better chance of comprehending material given to them. Dr. O’Connor does what needs to be done to allow her students to succeed, even if she has to put in time outside of the classroom. Educational institutions should emphasis the importance of creating lasting bonds with students to mainstream teachers. These bonds keep students feeling like a part of the educational community. This can even encourage students to give back once they have graduated. If students do not make any times with their professors, the likelihood of them giving back to the place that educated them is slim to none. Going a little bit above and beyond to accommodate ESL students shows the students they are cared about lets students know their education is a priority. This concept is even applicable to the native speakers in the classroom. Professors should attempt to create bonds with all their students for the principle of the matter and the benefit of the school as a whole.
For Those Who Do Notice:
On the other hand, not all professors are like Yoon’s professor. Many do notice their students are failing. Although some professors recognize their ESL students’ struggles, they do not take the time to make proper accommodations, but rather, professors assume students just cannot fully understand the material and let it be. The Zawacki/Habib reading states that professors “ often [worry], based on the writing they saw, whether students understood the material sufficiently” (Zawacki and Habib 59). Solely based on the students’ writing, the professor makes the assumption the students do not understand the material. There is a lack of communication between the student and the professor. This is not entirely on the student though. Knowing the student is not a native English speaker, the professor should feel an obligation as an educator to at least have a conversation with the student regarding their English proficiency in order to make some sort of accommodation for the student, in order to allow them to succeed in understanding or demonstrating their understanding of the material. Many professors place the burden of an ESL student’s imperfect writing on the students themselves. But in reality, many college students face this difficulty in portraying their ideas and demonstrating their knowledge of the course material, not just those who are not proficient in english. Additionally, Yi makes the statement: “there is a huge gap between academic demands for writing assessments and actual writing instruction and practice in the classroom” (Yi 146). This demonstrates teachers themselves being poorly educated in teacher writing instruction themselves, thus these students probably did not have a solid foundation in writing style and technique due to the poor education of their own educators.
Basic Accommodation
Dr. O’Connor provides a reasonable accommodation when she explains that she does not necessarily grade her students on grammar/syntax but still gives feedback on those areas so the students can improve their writing, yet focus on demonstrating their knowledge of the material. This is an accommodation that seems very applicable to courses that are not writing focused. In writing courses it is understandable why this accommodation cannot be made because of the purpose of these classes. That is why English courses are offered separately for non-native English students. For mainstream classes, where the primary focus is on content, there is no reason for teachers to use writing as a method for testing content, when grammar and syntax play a role in the students’ grade.
Lower Expectations
The professors do notice their students struggling; yet do not desire to put in the effort in order to accommodate students. Some would rather just expect less out of the students. By lowering their standards solely for ESL students, they are not treating having the students apply themselves to their fullest extents. It is even a bit belittling. Youngs/Youngs Jr. assert, “Unfortunately, research suggests that mainstream professors often […] expect less of students using nonstandard English” and that this can even make it “difficult to create a truly welcoming atmosphere” for those who are not native English speakers (Youngs/Youngs Jr. 98). This is why smaller, simpler accommodations should be made to benefit the entire classroom.
They Definitely Know
The ESL students are able to sense their inferiority and can get embarrassed in front of the class when professors lower the expectations for them as a group. They are individuals and should have the chance to discuss ways they can demonstrate their understanding of the material without having assignments simplified just for them. Dr. O’Connor discusses more simple ways she accommodates ESL students without losing the quality of the material the students are obtaining. Some of these ways include pulling out important vocabulary from reading that are essential to understanding the readings and watching her language.
Slightly Difficult
O’Connor also discusses her goal, which is to make the class a little more challenging than what the ESL students are capable of, but not so challenging it becomes overwhelming. This is something that teachers can apply universally for any student. There are many college courses native English speakers even find difficult solely because of the pace and language that the professors use in the classroom. There are also many readings students skip and skim solely because the level is too far advanced for them. By pulling out keywords, both the ESL students and the native English-speaking students can understand the main concepts and important terms within the reading to aid their understanding of the content. Giving away the key terms of an essay will not hinder a students’ own thoughts he or she develops regarding a reading, but rather just allow the students to know what the main focuses are within the reading, so they are able to pick up on key topics. These key topics can later be used as discussion points or key use the key words to lead off a discussion on a reading.
The Message
Using this knowledge, it is evident professors can make simple accommodations for the entire classroom, inspired by ESL students’ needs, that will benefit the entire classroom. These accommodations are things educational institutions need to make professors aware of because it will allow students to feel more comfortable in the classrooms and with their professors. This feeling of comfort can lead to long-lasting bonds, which in the end benefit the entire educational community as students are more will to give back to their educational communities when these ties are in place. Thus, it is up to the influential people within an educational community to take the reins and educate professors of what and why they should help ESL students.
On the other hand, not all professors are like Yoon’s professor. Many do notice their students are failing. Although some professors recognize their ESL students’ struggles, they do not take the time to make proper accommodations, but rather, professors assume students just cannot fully understand the material and let it be. The Zawacki/Habib reading states that professors “ often [worry], based on the writing they saw, whether students understood the material sufficiently” (Zawacki and Habib 59). Solely based on the students’ writing, the professor makes the assumption the students do not understand the material. There is a lack of communication between the student and the professor. This is not entirely on the student though. Knowing the student is not a native English speaker, the professor should feel an obligation as an educator to at least have a conversation with the student regarding their English proficiency in order to make some sort of accommodation for the student, in order to allow them to succeed in understanding or demonstrating their understanding of the material. Many professors place the burden of an ESL student’s imperfect writing on the students themselves. But in reality, many college students face this difficulty in portraying their ideas and demonstrating their knowledge of the course material, not just those who are not proficient in english. Additionally, Yi makes the statement: “there is a huge gap between academic demands for writing assessments and actual writing instruction and practice in the classroom” (Yi 146). This demonstrates teachers themselves being poorly educated in teacher writing instruction themselves, thus these students probably did not have a solid foundation in writing style and technique due to the poor education of their own educators.
Basic Accommodation
Dr. O’Connor provides a reasonable accommodation when she explains that she does not necessarily grade her students on grammar/syntax but still gives feedback on those areas so the students can improve their writing, yet focus on demonstrating their knowledge of the material. This is an accommodation that seems very applicable to courses that are not writing focused. In writing courses it is understandable why this accommodation cannot be made because of the purpose of these classes. That is why English courses are offered separately for non-native English students. For mainstream classes, where the primary focus is on content, there is no reason for teachers to use writing as a method for testing content, when grammar and syntax play a role in the students’ grade.
Lower Expectations
The professors do notice their students struggling; yet do not desire to put in the effort in order to accommodate students. Some would rather just expect less out of the students. By lowering their standards solely for ESL students, they are not treating having the students apply themselves to their fullest extents. It is even a bit belittling. Youngs/Youngs Jr. assert, “Unfortunately, research suggests that mainstream professors often […] expect less of students using nonstandard English” and that this can even make it “difficult to create a truly welcoming atmosphere” for those who are not native English speakers (Youngs/Youngs Jr. 98). This is why smaller, simpler accommodations should be made to benefit the entire classroom.
They Definitely Know
The ESL students are able to sense their inferiority and can get embarrassed in front of the class when professors lower the expectations for them as a group. They are individuals and should have the chance to discuss ways they can demonstrate their understanding of the material without having assignments simplified just for them. Dr. O’Connor discusses more simple ways she accommodates ESL students without losing the quality of the material the students are obtaining. Some of these ways include pulling out important vocabulary from reading that are essential to understanding the readings and watching her language.
Slightly Difficult
O’Connor also discusses her goal, which is to make the class a little more challenging than what the ESL students are capable of, but not so challenging it becomes overwhelming. This is something that teachers can apply universally for any student. There are many college courses native English speakers even find difficult solely because of the pace and language that the professors use in the classroom. There are also many readings students skip and skim solely because the level is too far advanced for them. By pulling out keywords, both the ESL students and the native English-speaking students can understand the main concepts and important terms within the reading to aid their understanding of the content. Giving away the key terms of an essay will not hinder a students’ own thoughts he or she develops regarding a reading, but rather just allow the students to know what the main focuses are within the reading, so they are able to pick up on key topics. These key topics can later be used as discussion points or key use the key words to lead off a discussion on a reading.
The Message
Using this knowledge, it is evident professors can make simple accommodations for the entire classroom, inspired by ESL students’ needs, that will benefit the entire classroom. These accommodations are things educational institutions need to make professors aware of because it will allow students to feel more comfortable in the classrooms and with their professors. This feeling of comfort can lead to long-lasting bonds, which in the end benefit the entire educational community as students are more will to give back to their educational communities when these ties are in place. Thus, it is up to the influential people within an educational community to take the reins and educate professors of what and why they should help ESL students.
Work Cited
Zawacki, Terry M., and Anna S. Habib. “Will Our Stories Help Teachers Understand?”: Multilingual Students Talk about Identity, Voice, and Expectations across Academic Communities." Reinventing Identities in Second Language Writing. Ed. Michelle Cox, Jay Jordan, Christina Orthmeier-Hooper, and Gwen G. Schwartz. Urbana: National Council of Teachers of English, 2010. 54-71. Print.
Cheryl Stanosheck Youngs and George A. Youngs, Jr., “Predictors of Mainstream Teachers’ Attitudes toward ESL Students. TESOL Quarterly. Teachers of English to Speakers of Other Languages. Vol. 35, No. 1 (Spring, 2001) , pp. 97-120
Youngjoo Yi “ESOL Teachers as Writing Teachers”: Yi, Youngjoo. "ESOL Teachers as Writing Teachers: From the Voices of High School Pre-Service Teachers." L2 Writing in Secondary Classrooms. N.p.: n.p., n.d. 133-50. Emory University Library Data Base. Web. 4 Apr. 2015.
Jane O’Connor Interview: "1st Interview." YouTube. YouTube, n.d. Web. 4 Apr
Zawacki, Terry M., and Anna S. Habib. “Will Our Stories Help Teachers Understand?”: Multilingual Students Talk about Identity, Voice, and Expectations across Academic Communities." Reinventing Identities in Second Language Writing. Ed. Michelle Cox, Jay Jordan, Christina Orthmeier-Hooper, and Gwen G. Schwartz. Urbana: National Council of Teachers of English, 2010. 54-71. Print.
Cheryl Stanosheck Youngs and George A. Youngs, Jr., “Predictors of Mainstream Teachers’ Attitudes toward ESL Students. TESOL Quarterly. Teachers of English to Speakers of Other Languages. Vol. 35, No. 1 (Spring, 2001) , pp. 97-120
Youngjoo Yi “ESOL Teachers as Writing Teachers”: Yi, Youngjoo. "ESOL Teachers as Writing Teachers: From the Voices of High School Pre-Service Teachers." L2 Writing in Secondary Classrooms. N.p.: n.p., n.d. 133-50. Emory University Library Data Base. Web. 4 Apr. 2015.
Jane O’Connor Interview: "1st Interview." YouTube. YouTube, n.d. Web. 4 Apr