While reading chapter one of ESL Writers by Bruce and Rafoth, I have to admit I was surprised to learn in chapter one that they believe that high school teachers have a large role to play in the struggles of the Ls college student. The fact that anyone would follow a trend that stressed content over errors must have also be some of those who weren't taught grammar in school and haven't yet realized that wasn't a good thing.
Why does it have to be one of the other? Is there a secret scale that is used, and if grammar gets too much attention that content gets thrown off into space? Where is the balance that is needed for the rest of the adult life? Isn't it their jobs as teachers to be thinking about the future of all the students, and preparing them for the 'real' world? Of course they want the ESL students to have success and feel good about what they are doing. But do they have any idea how bad they feel when they get to college and realize that they high school teacher was not telling them the whole truth? Maybe no one has told them, the high school teachers, that this is happening. The ESL students could write them a note, bring it into the WC, and then we can make sure the grammar is correct so that the teachers don't have to struggle to find the content of the writing.
When working with ESL students, or really, any student who is struggling with writing and all that it involves, there has to be an effort to find something to point out that they have done correctly and along with correcting what they haven't done correctly. Understand? It is balancing, and it is very much needed in most learning in life. You have to know what you are falling short on so that you can get the help you need to learn how to correct that. If you sail along thinking that everything you are doing is fine, how do you know to fix it? And then when you realize that it needs fixed, you have already acquired bad habits, you are now past puberty, and relearning is not going to be very easy.
During my consultations this week (that is so great to be able to write!) with the ESL students and the native student alike, I made a conscience effort to find an example of where they were doing correctly the thing that they were struggling with. One of the girls was struggling with commas, and I pointed out the places that she succeeded in placing them correctly. Or even if there is no success in one area, there is always somewhere that can be found that they are doing correctly.
We all need this as humans, rather native or foreign. Being told that you are doing something good and right helps us be able to tackle the things that we are not doing correctly. It is common sense. That is how we learn and succeed. Somebody please let the high school teachers know as soon as possible. I thought it was innate, but I guess not.
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I absolutely agree, Val--it is crucial to highlight both the strengths in the writing as well as the weaknesses. As you suggest, there should definitely be a balance in our sessions, and I do think that's what we aim to do.
ReplyDeleteAs far as the issue that can occur when students transfer in from high school, it is a super complicated problem that cannot be solved by merely mentioning this to the teachers. High school teachers are, after all, held to strict guidelines, guidelines they do not create. Right now, many teachers find themselves "teaching to the test," and this often means focusing on grammar over content. I would imagine we'll see the opposite of what we're seeing now in just a few years. When this next generation of students comes in, they may be able to diagram a sentence, but they may not be able compose a valid argument regarding a topic of interest to them. This is all speculation on my part, of course. What I do know for sure is that when it comes to education, there are no simple answers.
I am glad to hear that you are making a concerted effort to find balance in your sessions. It's something I still have to remind myself to do from time to time.
Enjoy your weekend!
mk
I see your point about high school teachers and their guidelines. Because of not having any experience with large public high schools, with either myself or my kids, I was being narrow minded. But when you say that teachers have to 'teach to the test' which I am familar with, doesn't that include ESL students as well? Or do they have a different set of standards?
ReplyDeleteIt is hard from me not to keep thinking that if what is taught in high school and HOW it is taught was more proficient that our work at the WC would be a lot different. I realize that WC will always be needed, and that it is a wonderful source for everyone who struggles with writing. But when those struggles seem to be more from lack of strong education at the high school level, then it seems obvious that something is terribly wrong.
I do realize that just 'letting the teachers' know is relatively simple, and it was mostly meant to be sarcastic with a teeny weeny hit of truth in there.
As far as balance and finding something to compliment each client, I hope that I never forget to do this. Being able to overcome obsticles is much easier when self confidence is encouraged.
You have a great weekend as well!
~Val
My high school teachers could hardly keep their own necks above water with 30+ students in their class. Throw some 15 year old Filipino kid in the equation who doesn't speak English at all (but is expected to perform as a native within 6 to 8 weeks) and it's easy to see why the teachers let them slide. I'm not saying that what H.S. teachers are doing is correct; it's just their God forsaken reality.
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