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Seminars

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ELLS/UWC 8-Week Cross-Training Seminar

Format

3 Hours Weekly:

  • Approximately 1 hour of reading
  • 1-hour meetings between ELLS faculty and UWC tutors to extend reading and address questions
  • Approximately 1 hour of tutoring observations (UWC tutor observe ELLS tutoring sessions AND ELLS professional observation of UWC tutor working with ELLs in the language center)

Texts

Bruce, S. & Raforth, B. (2009). ESL writers: A guide for writing center tutors, 2nd ed. Heinemann.

Bruce, S. & Raforth, B. (Eds.). (2016). Tutoring second language writers. Boulder, CO: University Press of Colorado.

Folse, K. (2011). Keys to teaching grammar to English language learners: A practical handbook. Michigan Teacher Training.

Kim, E. (2015). "I don't understand what you're saying!": Lessons from three ESL writing tutors. Journal of Response to Writing 1(1), 49-76.

Schedule

  Session/Topic Reading Learning Outcomes
Week 1 Intro to working with ELLs & language acquisition in a nutshell
  1. Before the Conversation: A Sketch of Some Possible Backgrounds, Experiences, and Attitudes Among ESL Students Visiting a Writing Center, Ilona Leki
  2. Theoretical Perspectives on Learning a Second Language, Theresa Jinling Tseng
  1. Tutors will be able to discuss their concerns about working with ELLs and name the ways in which we will address them this semester.
  2. Tutors will be able to state their ideas about ELLs.
  3. Tutors will be able to consider their position in a tutorial.
Week 2 Creating goals and managing expectations with ELL clients & points of divergence between UWC and ELLS in the reading of a text
  1. Breaking Ice and Setting Goals: Tips for Getting Started, Shanti Bruce
  2. Reading an ESL Writer's Text, Paul Kei Matsuda and Michelle Cox
  1. Tutors will be able to name the parts of the ELL tutoring hour that they are not comfortable navigating and begin to address those moments.
  2. Tutors will be able to evaluate a previous tutoring experience with regard to reading an ELLs text.
  3. Tutors will be able to discuss the differences in WC and language services.
Week 3 ELLS Observation
  1. Kim, E. (article)
  2. "Earth Aches by Midnight": Helping ESL Writers Clarify Their Intended Meaning, Amy Jo Minett
  3. Looking at the Whole Text, Jennifer E. Staben and Kathryn Dempsey Nordhaus
  1. Tutors will be able to evaluate a previous tutoring experience with regard to reading an ELLs text.
  2. Tutors will be able to discuss the differences in WC and language services.
  3. Tutors will be able to evaluate a sample ELL text.
Week 4 Observed ELLS Tutoring & UWC Tutoring  
  1. Tutors will be able to tutor English language learners with greater awareness of ELL issues and with emerging strategies to help them more adequately.
  2. Tutors will be able to evaluate a previous tutoring experience with regard to reading an ELLs text.
  3. Tutors will be able to discuss the differences in WC and language services.
Week 5 Grammar
  1. Intro: Grammar for ELLs
  2. Introduction and Chapter 1- Keys to Teaching Grammar to ELLs (Folse, 2011)
  1. Tutors will be able to identify major parts of speech and explain basic formulas for sentence level structure.
  2. Tutors will be able to discern basic parts of speech.
  3. Tutors will be able to recognize differences in native vs non-native English speakers' grammar mistakes.
Week 6 Plagiarism; Observed ELLS Tutoring & UWC Tutoring
  1. Raising Questions About Plagiarism, Kurt Bouman
  1. Tutors will be able to identify key cultural aspects of plagiarism.
Week 7 Observed ELLS Tutoring & UWC Tutoring  
  1. Tutors will be able to complete a language tutoring session in accordance with the ELLS evaluation protocol
Week 8 Observed ELLS Tutoring  
  1. Tutors will be able to complete a language tutoring session in accordance with the ELLS evaluation protocol