Approaches to Teaching Non-Native English Speakers Across the Curriculum: New Directions for Teaching and Learning, No. 70

by David L. Sigsbee; Bruce W. Speck; Bruce Maylath

• ISBN13: 9780787998608
• ISBN10: 0787998605
• Format: Paperback
• Copyright: 1997-06-01
• Publisher: Jossey-Bass

Summary

This volume of New Directions for Teaching and Learning makes the knowledge and skills of academic specialists available to subject-area faculty who deal with the writing and oral communication styles of non-native users of English in their classrooms. The chapters offer information and much-needed advice in nontechnical language about ways to help these students improve their writing and speaking skills in content-area courses. The volume also considers the points of view of the students themselves and discusses their differing levels of intent about becoming proficient in English writing and speaking. The authors are specialists from institutions of higher education across the United States, and their academic fields included English as a Second Language, composition theory, editing, technical editing, interpersonal communication, oral communication, and linguistics. Faculty, especially those involved in writing-across-the-curriculum programs, will find this an invaluable help in dealing with the writing aspects of their courses, and those in charge of faculty development activities will particularly welcome this volume for use in their seminars. This is the 70th issues of the journals New Directions for Teaching and Learning.

Author Biography

DAVID L. SIGSBEE is a faculty member in the Department of Foreign Languages and Literatures at the University of Memphis. He is also director of the university's general education program, for which he oversees faculty development activities. BRUCE W. SPECK is an associate professor of English at the University of Memphis, where he is coordinator of the writing-across-the-curriculum program. BRUCE MAYLATH is assitant professor of English in the Department of English at the University of Memphis. He teaches in the Professional and Technical Writing program. He has taught ESL in Michigan and English as a Foreign Language in Norway.

Table of Contents

EDITORS' NOTES	1	(6)
David L. Sigsbee
Bruce W. Speck
Bruce Maylath
1. My Language, My Culture: International Variations in Standards for English International students in American universities may have learned an accepted international variety of English rather than British or American English.	7	(10)
James C. Stalker
2. Which Non-Native Speaker? Differences Between International Students and U.S. Resident (Language Minority) Students International students who have learned English in the classroom have different problems from U.S. resident students who have learned English only by listening.	17	(12)
Joy M. Reid
3. Why Do They Get It When I Say "Gingivitis" But Not When I Say "Gum Swelling"? Suggestions for teachers and learners on how to handle errors arising when students' native languages influence their understanding of English vocabulary.	29	(10)
Bruce Maylath
4. Respect for Religious Differences: The Case of Muslim Students Professors' knowledge of and respect for students' religions and cultures help create a comfortable learning environment in the classroom.	39	(8)
Bruce W. Speck
5. Cultural Norms Affect Oral Communication in the Classroom With respect to oral communication, international students have rules and expectations that differ from those of the teacher, and these influence how students conduct themselves in the classroom.	47	(6)
Ellen Johnson
6. Using the "Writing Process" with Non-Native Users of English A student-driven process model for writing assists international students in learning to write for the academic discipline.	53	(8)
Kimberly Koffolt
Sheryl L. Holt
7. Building Editing Skills: Putting Students at the Center of the Editing Process Putting students at the center of the writing process helps them identify points of trouble and control the editing process.	61	(8)
Robin Murie
8. Responding to Grammar Errors An overview of typical non-native writer errors and strategies to deal with them.	69	(8)
Sheryl L. Holt
9. How Cultural Differences Affect Written and Oral Communication: The Case of Peer Response Groups How peer response groups work: potential problems and possible solutions.	77	(8)
Gayle L. Nelson
10. Please Speak Up: Asian Immigrant Students in American College Classrooms Informal conversations and structured opportunities for oral communication help international students overcome barriers to improving their academic language skills.	85	(8)
Barbara D. Hodne
11. What Teachers Can Do to Relieve Problems Identified by International Students International students identify problems with communication in the classroom and how to solve them.	93	(8)
Debra S. Lee
INDEX	101