Introduction:
As native speakers of English, most of us do not have difficulty in completing written assignments. If we do need assistance, it is usually with grammar, a thesis statement, organization, or something of the like. Imagine, however, if all of a sudden you became a student in a foreign country, Denmark for example, which is much different from the United States. The majority of the population does not speak fluent English but you do have a relatively good understanding of Danish. Oral communication may be relatively easy, but what do you do when you are presented with the task of a written assignment? More than likely, you would not be familiar with the Danish cultural patterns of writing and would have to seek assistance from a native speaking Dane. This hypothetical scenario is similar to situations that many foreign students experience when studying in the United States. Many English as a Second Language (ESL) students will come to writing centers seeking help with written work. As a writing tutor, it may be a challenge to help these students. Cultural differences between tutor and tutee may cause nervousness and confusion in a tutoring situation.
The fact of the matter is that each country has different systems for writing. Even countries that have based their writing styles on the American system are still different to some degree. When foreign students come to the United States to study, they are going to write in their native country's rhetorical style. ESL students have "habits, behavior patterns, perspectives, ways of delivering information, and other cultural filters that can affect writing in ways we often do not sufficiently attend to-and indeed are in danger of ignoring" (Harris, 87). Therefore, written assignments will be different from an international student than an American student. When these students go to a writing tutor for help, problems may arise. The student may feel uncomfortable in a tutor/tutee situation because they do not exist in their home country. Additionally, the writer may be confused or impatient because they may feel that they have completed the assignment to the standards which they are familiar with and may not understand the need for assistance. The tutor may feel anxiety because it may be difficult trying to inform the student how to write for an American audience when the student has learned a style that is totally different from ours. A clash of cultures is difficult for two people because of the lack of understanding on each individual's behalf.
Although ESL students may have several problems in their writing, some problems are more prevalent than others. The most important issue that tutors may face is that in many societies, teachers/tutors are held in such high esteem that the tutees feel subservient. The student may be reluctant to receive any assistance because they may feel as if they are being disrespectful to the tutor. Another problem is the fact that students from other countries have been discouraged from writing argumentative papers, which many American professors ask for in assignments. Instead, students have been taught to support whatever beliefs the author of the work asserts. Finally, many foreign students have problems with American idiomatic expressions. When attempting to capture a thought from their native language, a student's writing will often indicate that there is no direct translation for what is intended. Often, students will seek help at a writing center to assist them with idiomatic phrases. The following provides more insight into common problems that ESL students have.
As noted, in many societies, "teachers have a ranking almost equal to that of parents, and certainly play a more authoritarian role than their American counterparts" (Ronesi, 5). For the majority of American college students, a level of camaraderie exists inside and outside of the classroom which provides comfort when seeking assistance with work. In many foreign countries, the situation is the exact opposite. Teachers, in this instance tutors, are highly regarded for their advice and instruction and are seen in authoritative positions. It is not uncommon for many students to remain silent during a writing center tutorial out of respect, making it difficult for the tutor to establish any kind of rapport. The international students' culture has taught them that this is how they should respond when someone is attempting to help them with their work.
In addition, body language is also important in a writing center situation. Often, "behavioral norms that dictate appropriateness in such issues as the distance between people, the amount and length of eye contact, the level of directness in speech or writing, or the amount of time between question and response vary from culture to culture" (Ronesi, 5). In our society, a tutorial may be very informal, with the tutor using humor, extensive eye contact, and the use of questions, etc., in an attempt to acclimate and assist the tutee. In other cultures, this may be seen as rude and disrespectful. More than likely, the tutor will not be familiar with the cultural practices of the student so a difficult session may result in "a bewildering collaboration or an unhappy student" (Ronesi, 5).
In many American collegiate assignments, professors assign analytical and argumentative essays. We have been taught that it is appropriate for us to understand the text and to challenge or defend what was written. On the contrary, many foreign countries teach their students to accept what they have read as the standard, "international students, especially Asian students, may be reluctant to critique authoritative statements that they have been taught to absorb and respect" (Scoggins, 1). Even if the assignment calls for the student to argue a specific issue, often the student will just simply summarize what he or she has read. This is another cultural issue where the student feels as if it is disrespectful to challenge what they have read, even if they disagree with the opinion of the author.
ESL writers often have problems with the structure and format of the American essay also. Research has concluded that "native speakers may be able to pick up on the nuances of style, content, and format; however, ESL writers may not recognize the important shift in discourse from a lower-division English class to a technical writing course in their major" (Scoggins, 1). Issues concerning audience, tone, citations, and bibliographies often arise when reviewing an ESL student's work. Many students do not understand or do not know how to effectively address an academic audience with their writing. Native speakers of English, who are aware of the intended audience, may need to help students with problems concerning passive voice, sentence length, and diction. Additionally, many cultures do not require sources and therefore proper documentation in formal writing. It is important that the tutor explain the uses and effectiveness of documentation to strengthen an argument, report facts, review research, etc. Concurrently, if sources are used, a student needs to know how to correctly document the sources in a bibliography or footnotes.
In writing, we tend to write similar to the way we speak. While formal writing does not widely accept the use of colloquial phrases, the way we write is distinctly American in nature. Therefore, ESL students will have difficulty in writing like their American counterparts because they are not fully educated in American culture. Although they may attempt to write for an American audience, "one of the needs of ESL learners in reading and writing is the use and identification of idioms" (Cassidy, 56). This may prove extremely challenging to a tutor because a student may want their essay to sound more "American" and may ask with assistance in rephrasing their sentences to do so. In some cases, helping the student to correct errors requires an explanation of the tutee's cultural background because the initial sentence may be greatly different from the American version. If the tutor understands in effect what the student wishes to express, it will be easier to translate the phrase into an American idiom.
As the percentage of international students rises in American colleges and universities, so does the number of students seeking help in the writing center. Nancy Annett, a writing tutor at the University of Richmond has had a tutorial with an ESL student in a writing center situation. Like many tutors Nancy said, "I guess the worst thing was that I felt uncomfortable during the session." This is common for tutors who have none or little experience with ESL students. Truthfully, the experience can be intimidating for the student and the tutor because of the cultural differences involved. In Nancy's situation, the student came unprepared to the tutorial "without any materials, no books, no paper, no nothing." It is possible that the student, because of cultural differences, did not know what to expect from a tutorial and therefore did not come prepared. Nancy also said that the student "was interested in learning idioms, and I tried to give him a few examples to ponder, like, what we mean when we say "It's raining cats and dogs." As previously noted, the student wanted to learn more about U.S. culture to help make his writing more specific to an American audience. Although awkward, Nancy did not panic and completed the tutorial.
As Nancy has said, tutoring an ESL student is not necessarily an easy task. Most tutors have been trained specifically to deal with common problems in American students' writing. As the composition of the student body changes, however, it is now likely that we will have a tutorial with an ESL student. The following are some suggestions on how to deal with an ESL student in and out of the writing center.
If you have anxiety over tutoring an International Student, chances are the student is anxious also. Just because the student is foreign does not mean that they should be treated any differently than American students, despite their writing ability. The most important thing may be to establish rapport with the student immediately. It may be helpful if you try asking the student questions about their home. Not only does this show the student that you are interested in helping them with their work, but that you can identify them as a person. For the tutor, talking with the student about home can provide you with valuable insight into their writing ability. Without making stereotypical assumptions, you might discover that the student has never written a bibliography, for example. If making commentary on an assignment, begin by noting a positive point about the assignment. Doing this shows the student that you appreciated his or her work. A good phrase to remember is "treat the writer, not the writing" (Ronesi, 5). If the student feels comfortable, it will be that much easier on you as the tutor to help the tutee.
Now you are ready to tackle the problems of correcting errors. So what do you do? Instead of trying to right every wrong, so to speak, concentrate on the most prevailing mistakes. In general, does the paper flow? Is it appropriate for an American audience? Is the essay relevant to the assignment? Form, style, and content are perhaps the most essential ingredients of a formal essay (Scoggins, 1). These are just a few of the questions you might ask yourself as tutor. If the student is concerned about other areas, such as grammar and spelling, make representative corrections but avoid overwhelming them. Do not be afraid to take a more assertive approach than you would with an English-speaking student. Understand that "making the rules explicit for ESL students allows them to begin writing as experts in their fields more quickly" (Scoggins, 1). After the student leaves the writing center or reviews your commentary, your efforts hopefully will be carried on into following assignments.
ESL tutoring is an exciting and growing field. It provides tutors and tutees an ample opportunity to learn and to expand their knowledge. A student can leave the tutorial with valuable skills that can be used during and after their academic career. A tutor, for their work, has the chance to develop inter-personal skills that are necessary in life. Rather than avoiding an ESL tutorial, try to see it as what it is, a learning experience. While you may not be an expert with ESL students, you do have the advantage of resources and experience that can effectively help them. All that is truly required is your best effort.
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