English as Another Language (EAL) students in the classroom

Many students at UFV speak two or more languages. Although students have to demonstrate advanced English language ability before taking academic courses, the comprehension and production of spoken English can potentially pose barriers to learning in the context of the Anglo-Canadian classroom. Furthermore, the use of jargon, idioms, colloquialisms, humour, as well as the speed of delivery, combined with large, noisy group settings, can create further obstacles to learning. The following strategies are intended to provide simple yet effective steps that will benefit EAL students by aiding comprehension, clarifying expectations, and encouraging/supporting interaction and learning amongst students.

Strategies for Enhanced Learning in Lectures

• Speak clearly, enunciate carefully, and face students when addressing them
• Explain colloquialisms, abbreviations, idioms, and acronyms at an early stage
• Provide glossaries of terms – particularly discipline-specific jargon – before presentations and provide opportunities for clarification
• Invite students to tape lectures, tutorials, and other presentations
• Avoid using long and convoluted sentences
• Pause for note-taking
• Use outlines and simple overheads (if using PowerPoint, give the slides to students as a handout)
• Distribute lecture notes or outlines
• Identify essential pre-reading
• Use diagrams and tables to support text
• Present information in a highly structured manner
• Provide reading lists and other resources as extensions to your lectures
• Outline the main points of the lecture and make links to other relevant subject material
• Focus on core concepts and explain any relevant background information
• Use international examples or case studies where possible

Strategies for Enhanced Learning in Tutorials/Group Settings

• Be clear about your expectations for participation
• Assist students to get to know each other early in the course (through ice-breakers, etc.)
• Model appropriate group interaction (through introductions, learning the students’ names, and  providing a list of names/name tags for the students to learn)
• Make participation a positive experience
• Encourage the group to agree on appropriate guidelines for group interaction
• Model appropriate cultural sensitivity by encouraging students to engage, understand, and respect cultural diversity
• Pay attention to the developmental nature of learning by providing early and frequent formative feedback on students’ understanding of subject matter and in relation to their communication/interpersonal skills