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 699 (47%) 315 (21%) Faculty, Staff 169 Instructor, 156 140 707 (11%) (11%) (9%) or Teaching 48% Assistant 777 52%

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

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

It helps all students … Learn about Diverse Develop Intercultural Develop Critical Thinking Skills Perspectives Communication Skills Disagree Range Disagree Range ​ Disagree Range 12%, (n=152) 3% (n=47) 4%, (n = 49) ​ Agree Range Agree Range Agree Range 96%, (n=1313) 96% (n=1319) 89%, (n=987)

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

When NNES struggle to meet course requirements, it is due to: Low English Proficiency Cultural Differences Disagree Range Disagree Range 14%, (n=91) 44% (n=289) Agree Range ​Agree Range 56% (n=355) 87%, (n=614)

When NNES struggle to meet course requirements, it is due to: Prior Academic Preparation Study Skills Agree Range Agree Range 33% (n=211) 52% (n=321) Disagree Range 48%(n=299 ) ​Disagree Range 66% (n=406)

About how many of the NNES in your classes have adequate English language skills to: Very Few Some Many All ☐ ( None) express themselves clearly in discussions 16% 40% 36% 8% express themselves clearly in discussions ask any questions they may have during class 20% 33% 31% 15% ask any questions they may have during class cite sources accurately 14% 38% 34% 13% cite sources accurately produce comprehensible, acceptable written work 11% 39% 38% 11% produce comprehensible, acceptable written work deliver comprehensible acceptable oral presentations 10% 37% 41% 11% deliver comprehensible, acceptable oral presentations participate effectively in group work 9% 37% 41% 14% participate effectively in group work express themselves clearly when talking with instructors 5% 29% 49% 17% express themselves clearly when talking with instructors understand complex topics 6% 27% 48% 18% understand complex topics participate effectively in research, service, or work 5% 20% 53% 21% participate effectively in research, service, or work understand reading assignments 3 22% 52% 23% understand reading assignments take exams within the required limit 3 21% 47% 29% take exams within the required limit understand assignment instructions 3 19% 56% 22% understand assignment instructions understand lectures 2 18% 57% 23% understand lectures work effectively in an online environment 3 16% 53% 27% work effectively in an online environment

Student Challenges Staff Perceptions

About how many of the NNES with whom you work experience communication challenges? All None 1% 3%, n=19 Many 22%, n=146 Very Few 25%, n=164 ​Some 49%, n=164

About how many of the NNES with whom you work have adequate English language skills to: ☐ ( None) Very Few Some Many All express themselves clearly when talking 4% 38% 51% 7% ask questions 7% 32% 45% 16% express themselves clearly when emailing 3% 29% 51% 17% understand verbal explanations 1 23% 60% 16% perform effectively in work or volunteer 1 19% 55% 23% responsbilities understand written information 10% 59% 31%

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 v Recognize that all students develop discipline specific language in degree programs. Non-native speakers do this in slightly different ways. v Being able to communicate effectively is part of a student’s educational plan. Support staff in talking to students about this. v We 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