Supporting Non-Native English Speakers at the University of - - PowerPoint PPT Presentation

Supporting Non-Native English Speakers at the University of Minnesota: A Survey of Faculty & Staff

Minnesota English Language Program (MELP) Michael Anderson Bethany Peters

Overview

• Survey Design
• Findings
• Discussion &

Recommendations

• Resources
• Questions

Survey Design

The survey was categorized into five broad sections, consisting of the following types of questions:

• Introductory Questions
• General Perceptions
• Benefits
• Challenges
• Strategies & Support

Respondent Demographics

Faculty, Instructor,

• r Teaching

Assistant 777 52% Staff 707 48%

699 (47%) 315 (21%) 169 (11%) 156 (11%) 140 (9%)

Participation by College/Office

448 (30%) 195 (13%) 145 (10%) 140 (9%) 68 (5%) 68 (5%) 64 (4%) 43 (3%) 36 (2%) 35 (2%) 32 (2%) 32 (2%) 26 (2%) 12 (1%) 12 (1%) 11 (1%) 10 (1%) 9 (1%) 86 (6%) CLA CSE CFANS CEHD CBS Libraries CSOM School of Public Health School of Nursing College of Design CCE Boynton ISSS OSA OED UG Admissions OneStop DRC Other

Benefits

In what ways does having non-native English speakers on campus enhance the learning environment for all students?

It helps all students …

Disagree Range 3% (n=47) Agree Range 96% (n=1319)

Learn about Diverse Perspectives

Disagree Range 12%, (n=152) Agree Range 89%, (n=987)

Develop Critical Thinking Skills

​Disagree Range 4%, (n = 49) ​Agree Range 96%, (n=1313)

Develop Intercultural Communication Skills

Qualitative Themes

Faculty & Staff

• 1. Cultural diversity benefits (n=178)
• 2. Communication skills improvement (n=21)
• 3. Linguistic benefits (n=19)
• 4. Relationship benefits (n=18)
• 5. ‘They raise the bar’ (n=18)
• 6. Improves teaching (n=15)
• 7. Students’ future preparation (n=11)

Qualitative Comments: The Benefits

§ “[They] inspire domestic students to expand their horizons and possibly even study abroad.” § “Non-native speakers who come to study at the UMN are often at the top of their class in their home country, smart and hard-working. They enrich the learning environment due to their intellectual capabilities, not just by bringing in a different perspective.” § “Non-native English speakers push instructors to reflect more carefully on their course materials … to write more careful exam questions, to avoid potentially confusing errors or telegraphic writing in power points and assignment descriptions. To include examples that are meaningful and useful to a wider range of students.”

Qualitative Comments: Limitations to the Benefits (n=59)

• “I think sometimes other students are just as likely to

typecast and ignore their non-native English speaking classmates as they are to learn from them.”

• “The course must be structured in a way that creates
• pportunities for cross-cultural interaction to occur and the

students must be willing to interact. The potential positive impacts, therefore, are highly dependent on the course and the specific students and instructor.”

Student Challenges

Faculty Perceptions

About how many of the NNES in your classes struggle to meet course requirements due to challenges with English proficiency?

None 8% (n=57) Very Few 46% (n=325) Some 35% (n=251) Many 10% (n=74) All < than 1%

When NNES struggle to meet course requirements, it is due to:

Disagree Range 14%, (n=91) ​Agree Range 87%, (n=614)

Low English Proficiency

Disagree Range 44% (n=289) Agree Range 56% (n=355)

Cultural Differences

When NNES struggle to meet course requirements, it is due to:

Disagree Range 48%(n=299) Agree Range 52% (n=321)

Prior Academic Preparation

​Disagree Range 66% (n=406) Agree Range 33% (n=211)

Study Skills

About how many of the NNES in your classes have adequate English language skills to:

3 2 3 3 3 5% 6% 5% 9% 10% 11% 14% 20% 16% 16% 18% 19% 21% 22% 20% 27% 29% 37% 37% 39% 38% 33% 40% 53% 57% 56% 47% 52% 53% 48% 49% 41% 41% 38% 34% 31% 36% 27% 23% 22% 29% 23% 21% 18% 17% 14% 11% 11% 13% 15% 8%

work effectively in an online environment understand lectures understand assignment instructions take exams within the required limit understand reading assignments participate effectively in research, service, or work understand complex topics express themselves clearly when talking with instructors participate effectively in group work deliver comprehensible acceptable oral presentations produce comprehensible, acceptable written work cite sources accurately ask any questions they may have during class express themselves clearly in discussions

Very Few Some Many All

express themselves clearly in discussions ask any questions they may have during class cite sources accurately produce comprehensible, acceptable written work deliver comprehensible, acceptable oral presentations participate effectively in group work express themselves clearly when talking with instructors understand complex topics participate effectively in research, service, or work understand reading assignments take exams within the required limit understand assignment instructions understand lectures work effectively in an online environment ☐ (None)

Student Challenges

Staff Perceptions

About how many of the NNES with whom you work experience communication challenges?

None 3%, n=19 Very Few 25%, n=164 ​Some 49%, n=164 Many 22%, n=146 All 1%

About how many of the NNES with whom you work have adequate English language skills to:

1 1 3% 7% 4% 10% 19% 23% 29% 32% 38% 59% 55% 60% 51% 45% 51% 31% 23% 16% 17% 16% 7%

understand written information perform effectively in work or volunteer responsbilities understand verbal explanations express themselves clearly when emailing ask questions express themselves clearly when talking

Very Few Some Many All

☐ (None)

Qualitative Themes: Student Challenges

• 1. English proficiency challenges (n=347)
• 2. Academic challenges (n=187)
• 3. Cultural differences (n=121)
• 4. Campus resources (n=91)
• 5. Reluctance to ask for help (n=76)
• 6. Peer interactions (n=58)
• 7. Low confidence (n=43)
• 8. Attitudes & expectations (n=22)
• 9. Interactions with faculty (n=20)

Qualitative Themes: Student Challenges

• “My biggest concern regarding non-native, English-speaking students

is their lack of writing proficiency. Many of them are woefully underprepared for the writing intensive work in my discipline.”

• “I feel that many foreign students are not very open to active learning

techniques, which I employ fairly heavily in my course. I believe they are worried about asking questions and participating due to not understanding or speaking English very well.”

• “Sometimes they will agree to what one might say, but they don't

really seem to understand. It would appear they want to be polite and agree, rather than ask for clarification.”

Faculty and Staff Challenges

Qualitative Themes: Faculty and Staff Challenges

• 1. Resources & training (n=109)
• 2. Communication challenges (n=42)
• 3. UMN proficiency standards (n=41)
• 4. Grading & class prep (n=29)
• 5. Role perceptions/boundaries (n=20)
• 6. Not sure how to help (n=18)
• 7. Fear of offending students (n=18)
• 8. Confirming comprehension (n=16)

Qualitative Themes: Faculty and Staff Challenges

• “I think the question is not whether I have the abilities to help non-

native English speakers, but whether I have the time required to do so.”

• “There are extreme cultural barriers in my department in addressing

the issue of non-English speaking students in the classroom; we're actively discouraged from … encouraging them to take advantage of resources that are meant to help them develop their language skills. It is seen as not being sensitive to students' cultural and language differences, and wounding to the students' confidence.

Discussion

v We now have data on faculty and staff perceptions of multilingual students v It is complex– there are a number of factors that play into student challenges and staff perceptions v Faculty and staff seem fairly confident in being able to identify challenges, but there are areas where faculty and staff could use more support in addressing student challenges

Discussion

“My job is not to teach them English, it is to teach them [specific academic discipline]. That's why the university has minimum language requirements. It is unreasonable to ask instructors to ask to put a lot of effort into this on top of everything else.” “Instead of creating an environment where students expect native fluency (a maximum of communication), why not promote tolerance of diversity by creating an expectation that speakers and audiences, writers and readers, must SHARE responsibility for making meaning? What if their non-native speaker status was an asset, rather than an inconvenience?”

Recommendations

vRecognize that all students develop discipline specific language in degree programs. Non-native speakers do this in slightly different ways. vBeing able to communicate effectively is part of a student’s educational plan. Support staff in talking to students about this. vWe need to ensure we nurture a global environment on campus that prepares all students for the global workplace.

Next Steps

• Complete survey report will be available soon
• Development of a resource website, www.esl.umn.edu