Adapted from
Adult Language Training Volunteer Tutor Information
a. Techniques
to Try:
1. If the learner doesn’t understand, repeat
your point using different words.
Remember, speaking louder isn’t usually the answer!
2. Relax, be yourself. Have a sense of humour. Smiles help overcome the language barrier.
3. Use correct everyday language. Don’t speak broken English or drop articles
or subjects, as this is not helpful in the long run. Don’t say “sign name on paper” when you mean, “sign your name on the paper.”
4. Use some idioms and phrases to set an
informal tone. These phrases are very
important in communication but are not often taught or learned in English
school.
5. Speak naturally. Do not exaggerate your speech or slow down
your rate too much. Sometimes for
spelling or pronunciation purposes you will need to repeat or say something
more slowly.
6. Be patient. When someone is communication in a second language, remember that
they are listening to what you are
saying, maybe translating a word in their head, putting together a response and
then saying that response. There’s a lot going on!
7. Avoid false praise. It is insincere and patronising. When noticeable improvement has been made,
acknowledge it. Sympathise with struggles.
8. Learn from your students. Show respect. These are people with life experience, wisdom and expertise. Encourage questions and be open to
discussing Canadian culture and systems.
9. Check comprehension often. Ask specific questions such as “Do you know
the word multiply” rather than asking “Do you understand?”
10. Guide and assist but don’t foster
dependency. Learners need information
and language skills not someone to take over their life.
11. Ask if the learner wants to be
corrected. Focus on one or two things –
pronunciation of certain sounds, phrasal verbs or vocabulary.
12. Pay attention to the body and facial
language. Discuss this “unwritten”
language in the classroom. What does it
convey? What are the possible
ramifications in the wider Canadian context?
13. It is more useful to recognise patterns
than to try to memorise grammar rules.
Try to recognise the patterns we use in English to allow the learner to
develop skills of transferring. For
instance, we often add ‘-ed’ to form the past tense. Show a few examples.
b.
Giving Feedback
Adapted from material created by Joanne
Pettis
|
The
negative…. |
…and
the Positive |
|
Doesn’t know the right words to describe
an activity |
Uses limited
everyday vocabulary |
|
Doesn’t know
the present or past tense |
Demonstrates little
control of basic structures |
|
Doesn’t’ know
how to respond to a greeting |
Functions
minimally in face-to-face situations |
|
Can’t answer
questions outside own immediate experience |
Responds
appropriately to WH- questions, in a familiar context |
|
Can’t read |
Recognizes one
or two high frequency words in print |
|
Cant write |
Can copy some
numbers and letters with difficulty |
|
Misuses
present perfect tense |
Would benefit
from a review of perfect tenses |
|
Hasn’t progressed
beyond basic understand of simple greetings |
Can follow and
respond to simple greetings |
|
Can’t string 3
words together to make a sentence |
Describes a
situation with frequent inaccuracies |
|
Can’t follow
the most simple instructions |
Demonstrates
minimal understanding of simple instructions |
|
Doesn’t use
capital letters correctly |
Would benefit
from a review of rules on capitalisation |
|
I can’t
understand a word he says |
Would benefit
from specific help with pronunciation |
|
Takes a long
time to say what she wants to say |
Can respond
appropriately, but with much hesitation |
|
I have to
repeat everything for him to understand |
Needs much
support in speech |
|
Cannot scan
for information, for instance, on a course calendar |
Needs help
with reading strategies |
|
Has trouble
understanding the sequencing of events in reading |
Occasional
evidence of understanding of time reference |
|
She’s missing
many verbs and articles |
Communicates
using single words and short sentences |
|
Can’t talk
without using her hands |
Uses gestures
to compensate for lack of vocabulary |
|
Doesn’t want
to speak unless what she says is perfect |
Needs more
confidence in oral communication |
|
Talks non-stop
and makes many mistakes |
Clear evidence
of connected discourse, but with frequent inaccuracies |