Supporting Esl Students at Ocad

inclusive teaching supporting esl students at ocad

1 2 edited by Catherine Black, First-Year Writing Coordinator, Liberal Studies Rebecca Smollett, Assistant Director and ESL Specialist, Writing & Learning Centre contributions by

Beth Alber Catherine Black Miranda Chung Nicole Collins Priscila Diaz Ben Freedman Tina Giovinazzo Christina Halliday Bruce Hinds Lise Hosein Johanna Householder Sammy Kuo Caroline Langill Max Lin Zheng Yun Lu Jane Ngobia Soyang Park Lori Riva Magda Salamanca Setsuko Sanagawa Rebecca Smollett Qiao Zhang

The editors would also like to thank Tina Giovinazzo for the interviews with our student contributors, Matt Webb & Amanda Keenan for design, Josh Thorpe and Mary-Ann Alberga for copyediting, members of the Writing & ESL Committee (Caroline Langill, Patricio Da Vila, JJ Lee, and Christina Halliday) for their advice and critique, and all faculty members and students who contributed to the discussion and shaping of this material.

3 6

4 table of contents

6 Introduction

10 Knowing Our Students: ESL Students at OCAD

14 Supporting Your Students’ Language Learning

18 Navigating a New Academic Culture

22 The Participatory Classroom

26 The International Classroom

30 The Multilingual Classroom

32 Designing Accessible Lectures

34 Supporting ESL Student Writers

38 Grading and Giving Feedback on ESL Writing

41 ESL Writers and Plagiarism

44 Support for ESL Students at the Writing & Learning Centre

47 Resources for ESL and International Students at OCAD

5 Introduction

We hope that the content of this booklet our curriculum, this booklet will also aid will help you as an educator to continue your overall understanding of the ESL to create a supportive, enriching class- student experience. For those of you room, studio, and workshop environ- who yourselves have a language other ment for ESL and non-ESL students than English as your native tongue, or alike. Like many instructors, you may who were educated outside Canada, we be concerned that you need to be an hope that what you find here will ring ESL specialist or have some formalized true to some of your own experiences. ESL training to adequately address the learning needs of ESL students. You Cultural diversity is a key value in may be relieved to realize that this is not OCAD’s Strategic Plan. It is our hope necessarily the case, and that there are that you will continue to see your ESL many simple ways that you can make students as resources in the develop- your curriculum delivery and feedback ment and delivery of a rich, inclusive cur- even more useful to your ESL students. riculum that caters to the diversity of our In fact, you will likely find that many of student population. The issues touched the techniques contained in this book- on in this booklet are complex ones and let will not only prove helpful to ESL in many cases we know we have barely students, but will also help you craft and scratched the surface. We hope though deliver an inclusive curriculum that will that you will be able to take away from it be meaningful to students from a variety some practical suggestions and that the of backgrounds with a variety of learning issues raised here will spark interesting styles and needs. and challenging discussion. You can find the material contained in this booklet Within this booklet we will address the online in the faculty area of the OCAD most pressing questions raised by our website. We encourage you to bring to colleagues: how to fairly grade and us your questions, comments, challenges, give feedback on ESL papers; how to and success stories so that we might help students who are struggling with continue to add to our materials. comprehension in lecture, seminar, and discussion; how to encourage bet- Catherine Black ter participation from ESL students. First-Year Writing Coordinator, Through first hand accounts from stu- Liberal Studies dents and faculty alike and through topics such as who our ESL students are, Rebecca Smollett how inclusive teaching helps enrich the Assistant Director and ESL Specialist, educational experience for all students, Writing & Learning Centre and the importance of internationalizing

6 student story universal A confident instructional design moment for me Universal Instructional Design (UID) was the interview is a powerful approach to teaching. when I wanted to It draws on a diversity of teaching get into OCAD. methods to meet the needs of learn- I presented my ers from diverse backgrounds and work and that with a range of learning styles. The was my first idea is that if we remove barriers to presentation in learning for certain students, such Canada. It seems that went pretty as those with non-standard learn- well and I got accepted. So that gave ing styles, our teaching will become me a lot of confidence. I did a piece more effective and accessible for all. on Chinese calligraphy and I told The idea grew out of the concept of them the different stories and the “Universal Design” of products and background behind the calligraphy buildings. and when I presented each piece I told them why I was doing this and Many of the principles of UID can be how it was related to historical events applied to teaching ESL students. and they were very interested. One of And many of the techniques suggest- the professors said, “I’ve never had a ed here for supporting ESL students presentation like that before.” will benefit other students in your I surprised them. class with diverse learning styles. To learn more about UID, visit the Zheng Yun Lu, Integrated Media website of the University of Guelph at www.tss.uoguelph.ca/uid/. Resources

A number of online resources for further reading are mentioned throughout this booklet. For links to these materials, visit our page in the faculty section of the OCAD website.

7 8 faculty story

When I arrived in progressive, and liberal Goldsmiths Col- the UK in 1997, lege where I studied towards my MA and my academic PhD and also worked since 1998. (And English improved it may exist even in our (un)conscious- much faster than ness here today.) The head administrator my casual English discouraged me from applying to the PhD since I did not hang scholarship (given to only two PhD stu- out with my fellow dents in the department) because I was students in a pub an “international student” and reminded much but rather spent long hours a day me that it had never been given to a non- eagerly reading the critical texts with British student. thick English-English or English-Korean dictionaries. I had a priority to fully explore If it was not for the whole-hearted support and enjoy the advantages of academic from two professors in the department freedom, the critical inquiry, and liberal at- who knew and valued my academic mosphere that the new place offered me performance and contribution to the that I could never imagine back in Korea. intellectual dynamic of the department, I could never have benefited from the Being a non-native speaker of English scholarship. This was followed by my and finally making a career in the English first teaching assignment in the English speaking world was not an easy journey speaking world in Goldsmiths’ Art History but was worth the challenge considering MA programme, which again would have the lessons I have learned. Knowing more never happened if it was not for their trust than one culture and one language gives and support in my potential. An enlighten- you the advantage of a “double-eye” ing and spirited comment during a con- that allows you to be able to converse in versation came from Professor Howard cross-cultural perspectives from your own Caygill, who is a Kantian philosopher, experience of exploring the differences. English-German, and so-to-speak “white- You can become better equipped to learn male” academic and who became my the ethical, pragmatic, and constructive PhD supervisor. He said “not only you, we ways of building an intellectual com- are all post-colonial.” This presented me munity around you beyond particularist a cosmopolitan spirit with such an acute prejudices and biases. Being a figure of historical consciousness that continues to difference can make you see the issues inspire me today. of otherness and tolerance more sen- sitively; this has a wider implication in Hard work, trusting oneself, being open, the equitable community building that our not being discouraged by prejudices, en- and other communities in the world are joying the process rather than the result, currently trying to tackle. are some important lessons I want to share with all future educators of cosmo- At the same time I encountered a struc- politanism. tural discrimination I had to overcome at the heart of reputable, multicultural, Soyang Park, Liberal Studies

9 Knowing Our Students

esl students at ocad A better question to ask, perhaps, is how many students at OCAD require In this booklet, you will meet a number special language support. We can get a of OCAD ESL students. ESL students at rough estimate of this from the number of OCAD come from such a diversity of back- first-year students who opt into the ESL grounds that it is hard to say anything gen- sections of OCAD’s first-year composi- eral about their experience or needs. ESL tion course: about 9%. These are students students at OCAD may have just recently who are working actively on improving arrived from their home country or may have their language skills. Some ESL students been in school in Canada for several years. opt into other courses, so the percentage They may be learning English as a second of students needing specialized language language or as a fifth. They may have had support is likely somewhat higher. years of rigorous English grammar classes or may have picked up the language primar- As you get to know your students, here are ily by ear. They may be straight out of high some questions you might consider: school or may have multiple degrees. They may be away from home for the first time or How long has the student been in may be world travellers. The stories on the Canada? Some international students next page introduce you to a small sample may have arrived directly from their home of the kinds of life experience ESL students country. They may be experiencing culture at OCAD bring with them. shock and may be completely unfamiliar with the conventions and expectations of a It’s difficult even to put a number to how North American classroom. Other students many ESL students there are at OCAD may sound like non-native speakers, but because speaking English as a Second may have been here for many years and be Language can be defined in so many well oriented to the North American school ways. Only some ESL students at OCAD system. are international students studying here on student visas. Most are landed immigrants What kind of school has the student or Canadian citizens. Around 28% of our attended? ESL students who have done students mark on their application form that some high school in Canada may have they have a language other than English some of the same preparation and ex- as a “mother tongue.” Some of these pectations as other Canadian high school students though may have learned English students. Some, however, have been as children and may be completely fluent. to private language schools in Toronto. Conversely, some who learned English These schools offer an Ontario high school “second” but in early childhood may now diploma, but cater to students from a consider it a mother tongue. particular country. Students who have gone 10 to these schools often have been here for sound quite fluent but still be facing chal- some years but may have remained quite lenges with their written grammar or formal isolated within their home culture and may written style. have limited experience interacting with native speakers socially. Is the student planning to stay in Canada after graduation? Students who How has the student learned English? are planning to stay in Canada and those Students who have recently arrived from planning to return to their home country will countries where the first language is not bring different motivations to their learning. English often have had years of grammar and writing classes, but may have difficulty ESL students at OCAD are, above all, stu- applying this knowledge in a “live” English dents – and bring to their studies the same speaking environment. On the other hand, range of challenges, ambivalences, and students who have spent several years in a hopes as other students. Our challenge is Canadian high school have usually picked to get to know them. up the language primarily by ear. They may

A list of acceptable tests is specified on FAQ our website including the Test of English as a Foreign Language (TOEFL), and How are ESL students other similar tests. These tests evalu- admitted to OCAD? ate language skills, including speaking, listening, reading, and writing in ways that try to approximate the kinds of tasks ESL students must meet the same students will have to complete in univer- academic requirements as all OCAD stu- sity. This type of standardized testing, dents. In addition, any student who does however, is far from foolproof. Test scores not speak English as a first language and are not strong predictors of academic who has studied in an English language success – no controlled test can truly re- school for less than four years must write produce real world tasks in a real context. a standardized English proficiency test. And so many factors other than language An unavoidable problem with setting skills contribute to academic success, such a cut-off is that there will inevitably including motivation, maturity, dedication, be students who have been here longer and adaptability. Short of “trial by fire” who still face language challenges. How- when students actually hit the OCAD cur- ever, four years is the cut-off generally riculum, test scores are the best evalua- agreed to by Canadian universities. tive tool we currently have.

11 english as another language

At OCAD, we refer to students who The term ESL sometimes also carries are not native speakers of English as some stigma for students who en- English as a Second Language (ESL) tered the Canadian school system at students. We use the term because some point during childhood and were it’s readily recognized by both faculty streamed into years of ESL classes. and students. However, it is a deeply problematic term: it ignores the com- Some terms you might encounter plexity of the linguistic background of elsewhere attempt to address these our students. Many speak English not problems: as a second language, but as a third • English as Another Language or fourth or even fifth language. In learners (EAL) addition, many of our students spoke another first language at home but • Multilingual Learners learned English as soon as they started • Students of English as a Second or school. These “English as a Second Other Language (ESOL) Language” speakers are for all intents and purposes “native speakers.” • English Language Learners (ELL) • L2 Learners

student stories

I’m a student in then all my university studies have the Material Art been here in Canada. When I came to and Design Pro- Canada as a kid I had no knowledge gram. My focus in of English apart from the numbers and MAAD is jewellery “door” and “window” and “hello”… and metal work. the basic words. I had to build a port- Since I come from folio once I came back to Canada, so South America – before applying to OCAD I had to do like the weather, a Fine Arts Fundamental program at we’re very warm Centennial College. and caring people – I’m pretty friendly and I like to communicate and it has Priscila Diaz, helped me to meet new people in Material Art and Design Canada. Before arriving to Canada I knew a bit of German, which I totally forgot. I came to Canada and I was I’m going into Graphic Design in sec- in school for a time until Grade 8 and ond year. I was born into a super-big then I did all my high school in Chile family. There are eight kids and six because we went back to Chile, and adults and my grandparents and we

12 all live together I didn’t practice my English there be- in the same cause it was a Latino place… I learned household. Six- a lot of Cuban and Argentinian. I worked teen people and with an Argentinian artist. I used to live we live together in Montreal and I moved here to start a for almost twenty new life. In Colombia I wanted to be a years. I learned theatre actress. to share even when I am not in Magda Salamanca, the house… like when I get to school. Sculpture and Installation I came to Toronto three years ago. I went to high school here for Grade 11 and Grade 12. Actually I was in I’m from Japan. Australia for two and a half years. I I’ve been study- was switching schools all the time. I ing at OCAD for was in Taiwan at first and when I was two and a half in grade seven my Dad had to work years and now I in China so all the family moved to am a third year China. Then after that they decided student in Jew- to go back to Taiwan, but I didn’t ellery. I studied want to go back to study because I English since I felt that I was quite behind compared was a junior high school student until with other students. So I decided to college, so almost eight years I stud- go to Australia to study language by ied, but I never had a chance to speak myself for two and a half years. We English as a daily experience. So after came here because my Dad has to I graduated college I went to English work here now. conversation school, but it was like a hobby, once or twice a week. It was Sammy Kuo, Graphic Design helpful… that’s why I could make my portfolio in English and I could have my interview because I could speak I’m in my second year in Sculpture/ a little English. I used to have my Installation. I’m from Colombia so I own business. I designed jewellery, speak Spanish and I’ve been in Cana- mainly beads-assembled jewellery da for four or five years. I used to live and also I got material from overseas in Florida. I lived there for seven years and I distributed to my assistants and so I finished I contacted with my clients’ shops… high school business was very good. I started with over there. And only two assistants, but when I was that’s where I really busy in 2003 I had six assis- learned English. tants. It was very intensive. I wanted a I worked as an change… that’s why I came here. artist’s assistant and learned a lot Setsuko Sanagawa, from them. But Material Art and Design

13 supporting your students’ language learning

For most of us, learning a second These small errors don’t necessar- language as an adult is an uphill battle. ily mean they are not equipped for the It has its moments of exhilaration when working world. Like the very many sec- you find yourself communicating fluently ond language speakers in academia and but also has many moments of frustra- other fields in Canada, they may simply tion, helplessness, and even humiliation. need to have someone look over their ESL students at university are grappling written work. not just with their course content and with all the challenges students normally Becoming fluent in a second language face, but also with a significant addi- is often compared to learning a musical tional drag on their mental energy. Even instrument. It is a skill that is acquired students who have been in Canada for rather than explicitly learned.1 For a a number of years and who are fluent fluent speaker, native or non-native, in a conversational context will find that the vast majority of rules we use to using English in an academic context produce utterances in our language are makes new demands. unconscious. They are typically acquired through use, rather than in a second Language learning is rarely a nice, language classroom. Most ESL students smooth incline – advanced learners have had years of ESL grammar and often hit a plateau where language learn- writing classes. What most need is to ing is stalled or even seems to backslide practice using the language in meaning- temporarily. This is likely to happen to ful ways. your students at some point. So lack of apparent progress does not necessar- Some language can be picked up by ily mean lack of effort. Learning can be passive exposure, but the biggest leaps slow and the result, even after years of come when the learner is engaged in practice, is rarely perfection. For most of active communication. It also happens us who live, work, or study in our second best when the level of language is just language, fluency does come with time. beyond the learner’s comfort zone – so But vocabulary building is always a work they have to stretch for it – but not com- in progress and perfection in grammar pletely beyond their grasp. You can help and pronunciation are rare. Most of the create these conditions in your class by ESL students in your classes, even as engaging ESL students in your class (see their fluency improves, will continue to “The Participatory Classroom”). You can make small grammatical errors in their writing (such as dropping articles – “the” 1 A key work arguing for this distinction is: Krashen, Stephen and “a”). These can be viewed as the D. Second Language Acquisition and Second Language written equivalent of a spoken accent. Learning. Oxford: Pergamon, 1981.

14 also bring the class within their grasp by Find low pressure ways to use the making your lecture and course material language actively. They should be more accessible (see “Designing Acces- encouraged to find some activity they sible Lectures”). enjoy where they are communicating with native speakers but the emphasis As you get to know your students, you isn’t on language learning. This could be may have opportunities to give them a club or campus group, a sports team, advice on what they can do to improve or simply an English language “buddy.” their English outside of class. Here are They can also practice their written Eng- some suggestions you can make: lish in low pressure online forums such as chat groups and wikis. Get rid of bilingual translating dictionaries. Words in different lan- Increase interaction with native guages rarely “map” one-to-one, and speakers. One good way is to include translating dictionaries typically give native speakers in their team for course little information on actual word us- projects. age—hence the rather odd word choice you may see in your students’ writing. Read for pleasure. Students should be Instead they should be encouraged to encouraged to find something enjoyable use an English only dictionary. There and accessible to read a little from each are special advanced learner dictionar- day – for example a popular magazine. ies (the library or the Writing & Learning Centre can recommend one) that give information on usage, connotations, and level of formality.

Keep a journal of new vocabulary. This can include the students’ own examples, helping them bring new words into their active vocabulary. They can also be illustrated.

Increase passive exposure to the language. Encourage students to just leave the radio or television on – this can lead to some learning through osmosis.

15 FAQ How long does it take to learn a second language?

How long it takes to learn a language depends to some extent on the learner but also to a large extent on the context in which the language is being learned and used. Jim Cummins, a researcher in Second Language Acquisition at the Ontario Institute for Studies in Education, makes a distinction between Basic Interpersonal Com- municative Skills (the language our students need to converse in the halls) and Cognitive Academic Language Proficiency (the language they need to keep up with their classes). Cognitive Academic Language Proficiency requires an ability to understand specialized vocabulary and complex grammatical structures, and to understand written texts that are stripped of all the interpersonal cues that help us understand spoken language. His work suggests that an immigrant student typically requires five to seven years to acquire this level of language proficiency. This implies that even an immigrant student who has spent several years in a Canadian high school will still be in the process of acquiring the skills and fluency they need for their university studies.1

1 See Cummins, J. “Age on Arrival and Immigrant Second Language Learning in Canada: A Reassess- ment.” Applied Linguistics, 2, l32-l49, 1981.

16 faculty stories

In my first-year Design Process class, whatever they can to make their educa- I ask students to present their project tion an invaluable experience. ideas verbally. I had one student whose first language wasn’t English who was so Lori Riva, Liberal Studies nervous. She was reading her description but even the reading was hard to understand. I stopped the presentation and asked her to present in Korean. I student story asked one of the students to translate. She all of a sudden became extremely I remember a mo- confident, poetic, competent. She really ment I became nailed that assignment. more comfortable speaking English. Bruce Hinds, Design It was last semester in jewellery critique. Usually I have worked with I don’t have con- many ESL students fidence. That’s and students with why it’s like a vicious cycle… I’m not particular learning confident and that’s why my voice and challenges. One tone is very small and nobody can listen thing I learned is to me and people are uncomfortable and that the payoffs are so I am uncomfortable too. It’s a very rarely immediate vicious cycle. On that day I felt like giv- and often come in ing up improving my English. So I think, unexpected ways and from unexpected “It’s okay… I’m from a different country, students. I had one student who was English is not my first language. It’s okay struggling with English in first year. She to speak weirdly.” And so on that day I had to take her first-year courses twice could speak confidently, clearly, and with in order to move on to second year, a loud voice. I felt it was very good and and even then only marginally. A couple people could understand what I said. of years later I encountered the same At the moment I felt very comfortable student in her third year. Her writing had speaking in English. become much stronger, her ideas clearer and more eloquently represented. It was Setsuko Sanagawa, as if she was a completely different stu- Material Art and Design dent. I do not take any of the credit for this transformation, but what it made me realize is that what we do for students in first-year is critical. And throughout their studies, ESL students need teachers who do not give up on them, who encourage them, challenge them and do

17 Navigating a New Academic Culture

For many students educated elsewhere, for students from academic cultures studying at university in Canada means outside of North America. An engaged adapting not only to Canadian culture student in many academic cultures is in general but to the specific academic one who takes careful verbatim notes culture of the North American university. in class, and who masters readings line by line, even committing them to The inquisitive, experimental and active memory. In assignments, students may classroom behaviour encouraged here be expected to show this mastery of the is not necessarily part of the learner’s received knowledge, not to demonstrate experience in many parts of the world. individual or original thinking. For an In many countries, classrooms are very undergraduate to think he or she could formal places: students are expected add something to centuries of wisdom to speak only when called on, asking may be considered extreme hubris. And questions in class may be regarded in some cultures, expressing disagree- as a sign of insufficient diligence, and ment with the status quo, both inside asking questions or chatting with the and outside the academic world, can professor outside of class may be felt to be frowned on or even dangerous. For be impertinent or socially inappropriate. some of our students our expecta- In some academic cultures students are tion of what we term “originality” and expected to show deference to teach- “critical thinking” can, at first, be deeply ers by speaking softly and averting their disorienting. eyes. For students used to this kind of classroom, OCAD’s academic environ- It may be helpful to think of our own ment may give the impression that we expectations and conventions at OCAD don’t take our teaching and learning not as simply “Western” vs. “non- seriously. Students from many academ- Western,” but as very specifically 21st ic cultures may be completely unfamil- century Canadian. After all, the class- iar with class discussion as a form of rooms Europeans and North Americans learning. They may expect to learn from studied in just a few generations ago their instructor, not their peers, and be were much more directive and hierar- confused that, in their view, the teacher chical than our own at OCAD. (They still is “not teaching”! are in many parts of Europe.) It’s also important to keep in mind that North In many cultures, teaching is highly American notions of critical thinking directive. Its goal is to train students in constitute only one, culturally-specific the ideas and practices of the mas- approach to gaining knowledge and ters, whether in philosophy or drawing. understanding. Students from cultures Engagement may look very different that value close study of wisdom accu-

18 mulated over centuries may see seeking discuss your expectations around the out “timeless” truths as the more valid expression of opinions, and disagree- route to intellectual insight (see work by ment with you or with course texts and Helen Fox described on page 20). other materials. Explain to students the purpose of class discussion in the Here are a few things you can do to context of your course. Give students help students from other academic an opportunity in a safe environment cultures navigate the academic culture to discuss their own experience and at OCAD: expectations.

Make expectations explicit. Try to retain some relativity in your Discuss attendance and other classroom discussion of cultural differences. behaviour and protocol. Let students Talk with your students about differ- know how you expect them to approach ences in expectations rather than better readings. or worse approaches to education. As illustrated in the student story on the Give students a variety of ways to next page, students from other aca- participate. For suggestions, see demic cultures will not necessarily see “The Participatory Classroom.” our own approach as better pedagogy.

Let students know that asking questions is expected. Tell students that asking questions in class is the norm at OCAD. Reassure them that uncertainty is fine and experimentation is essential.

Encourage students to seek additional learning support. Let students know that at OCAD we consider making use of office hours and using services such as the Writing & Learning Centre a sign of a diligent student, not a weak one.

Make space for dialogue about the expression of ideas and opinions. Look for opportunities in class or in small group discussion to explicitly

19 student story

I spent two years a very good style, but if you are doing in a Chinese uni- your own work, or creating your style, versity so I know having only that one style and your pretty well the dif- mind is not open, that’s an obstacle ference between to creating your own self. It’s like a Canadian and double-bladed sword, it has good Chinese universi- points and bad points. ties. When I first got here in OCAD Here, the difference is you’re all open, I found teachers don’t teach you a but you won’t have a clear standard lot of things, they will only give you when you’re still growing, when you’re assignments and you go and study still trying to develop your own style, on your own. In China, it’s a different so you can get lost very easily. style. Teachers and professors will push you, they will tell you what to do Max Lin, Environmental Design and even what to think. For most of the time maybe they were right. But Resources here, everything’s free, they let you think freely, they let you study on your Writing instructor Helen Fox offers a own. You have to push yourself, so rich description of some of the cul- that took me quite some time to adapt tural differences in approaches to to. You’re always on your own, you learning, and particularly academic have to talk to your friends or class- writing in: Fox, Helen. Listening mates or professors. You have to think to the World: Cultural Issues in more to bring up more questions to Academic Writing. National Council ask them, so they can answer you, so of Teachers of English, 1994. Her that you can learn. book is available online at www- personal.umich.edu/~hfox/listening. In China it’s different. I was learn- pdf. [Note unusual URL www-] ing Drawing and Painting in China and there was a specific style that For a good general discussion of was very popular among academic the culturally-based expectations schools. Everyone was almost always of post-secondary education that drawing very similar styles. If you had students educated outside North something different they would say America bring with them, see the “Do you actually know how to draw?” booklet entitled Recognizing and I understand the purpose of that kind Addressing Cultural Variation in of teaching because they really train the Classroom, prepared by the your eye, train your mind, train your Intercultural Communication Center ability to draw almost as real as pos- at Carnegie Mellon. Available at: sible and to understand things very www.cmu.edu/teaching/resources/ clearly. For educational purposes it’s PublicationsArchives/

20 21 The Participatory Classroom

OCAD classes, both Liberal Studies need to participate more actively. And and studio, place a high demand on making your class as “multimodal” as students to participate actively. ESL possible by including written, verbal, students are often particularly reluctant and visual material will give second to speak up without encouragement. language students as many opportuni- They can be held back by inexperience ties as possible to grasp the material with the kind of interactive participatory and enter the discussion. All of these classroom we favour at OCAD. They approaches benefit the broader student can also be held back by language population as well. barriers and the extra time it takes a non-native speaker to process informa- Here are some concrete tips to em- tion and formulate a response. Even for bolden all students to open up and students with strong comprehension participate: skills, following a class discussion with multiple voices and colloquial language Make your expectations explicit. can be a challenge. Or they may simply Discuss explicitly the kind of participa- be shy to use their imperfect English tion you expect. Make suggestions on in front of their classmates. Studio cri- conduct in class discussions – on how tiques pose special challenges. Giving you expect students to intervene and feedback that is critical but diplomatic to respond to each other. In studio, talk requires subtle linguistic tools and about what you mean by “critique;” some non-native speakers may choose explain that offering a critique of a silence rather than risk offending. And work does not mean simply saying that in some academic cultures, criticism of it is “good” or “bad.” Model the kind one’s peers is strongly discouraged. of comments you expect in critique and discuss the way they address the As an instructor, you can help build project goals. Offer examples of how confidence by supporting and encour- critique language can be critical while aging cultural difference in the class- still diplomatic and respectful. room, by actively encouraging students to share their experiences and ideas, Help students build vocabulary and by ensuring that they are listened needed for participation. Ask students to by others. You can also advocate to keep a journal of concepts, terms, or for active participation by including a works that resonate with them; encour- variety of activities such as individual, age them to write small blurbs each pair, and small group work. Additional week on these items. Hand out lists language support such as vocabulary of key vocabulary to the class before sheets can give students the tools they a discussion exercise, or engage the

22 class in brainstorming or other “warm- Give students a variety of ways up” activities to activate vocabulary and opportunities to contribute. before starting discussions. In studio, Give ESL students an opportunity to offer lists of practical, medium-specific answer open-ended questions, not just vocabulary that would be useful during yes/no questions. They may be more critiques. able to do this after listening to the responses by other classmates. Organize Give students stepping stones formal presentations periodically. Some to participation. Encourage students students benefit from a more structured to prepare discussion questions or opportunity to voice their ideas. responses to readings (in the form of notes) prior to class. Formulating their Vary groups for group activities. thoughts ahead of time may help em- You may want to let students work with power some students in class discus- their friends on occasion (even if this sion. In studio, encourage students means ESL students seeking each other to discuss their work with friends and out) but at least some of the time, mix classmates before critique and give groups up. You might do this randomly them a chance to rehearse their remarks (e.g., by numbering people off) at times in pairs before the full class critique. or at other times try to group students deliberately so that ESL students Support students in giving individual will have a supportive, patient native responses. Don’t be afraid to call on speaker in their group. students individually. Many students educated in other cultures are unused to volunteering responses, but will feel empowered to do so when called upon. When calling on a student, allow ample time to formulate an answer (several seconds) and avoid peppering with follow up questions while thinking. Dis- courage classmates from interrupting with their own responses. In critique, call on students who don’t volunteer remarks.

23 FAQ Should I encourage ESL students to work with native How do I assign participation speakers on group projects? marks to quiet students?

Encouraging ESL students to do this If you base your participation marks will certainly help their language learn- solely on students volunteering verbal ing. However, whether you decide to responses, most ESL students will be push students in this direction should disadvantaged. Give students other depend on your general policy on ways to contribute verbally, by calling group work. If you generally let stu- on them directly or by organizing brief dents form their own groups and work presentations. Look as well for other with those they feel most comfortable signs that they are engaged. For exam- with, ESL students should have this ple, are they taking notes or giving other same opportunity. However, if you visual cues that they are absorbing the assign groups with an aim to putting material? Look also for ways to elicit together students with a variety of participation in writing, for example, by strengths, you might want to consider asking them to hand in questions they language background as one fac- have prepared for each class. tor. You may want to group two ESL students with a couple native speakers so they don’t feel too isolated. And you might want to select native speakers who you think are likely to be patient and supportive.

24 faculty story

My own moment He didn’t laugh at me, he didn’t do of insight came in what I don’t like (what many English a discussion about speakers do) skip your point or they ideology. The topic want to make it better. He said “That’s of “gun culture” a good point, but I want you to say came up in class. more specifically.” He didn’t say, “OK Students from let’s go to the next person.” He was different cultures being very encouraging. I found that’s weighed in on very helpful. In that class now, I feel the varying degrees of tolerance of more confident. firearms in their countries. For the first time, I could see the students relat- Graphic Design ing the material directly to their own backgrounds and experience. This was a key moment for me; it became clear that in making the material personal, There are a lot of I could open up another avenue of courses where understanding for ESL students. it’s a matter of group work or Liberal Studies discussions so we’re not just there listening. student stories We also have to bring up our One teacher re- opinions, or we have to teach the ally helped me feel class, or we get a topic and we have confident partici- to deliver the information. The moment pating in class. It when I did this and I received some was after three feedback where people were engag- weeks – the teaching my material – that was the key for er actually pointed me. That I was being understood and at me “What’s there’s the interaction between the your name?” “OK other person and me… I’m getting my Sammy, can you talk about the impor- ideas across…they’re acknowledging tance of the water tap?” I had no clue and asking questions and engaging what he was talking about, so I said… with the material, like a dialogue. because he really wanted us to talk about the material and how you touch Material Art and Design and interact with the material…I said “That’s a water tap so I know for sure that water’s going to come out from there.”

25 The International Classroom

OCAD’s Internationalization Plan identifies a need to introduce “an international, in- student story tercultural or global dimension into course content and materials and into teaching Personally, I would and learning methods”(2009). Increas- wish that instruc- ingly, OCAD faculty are working to include tors get rid of their international content in their curriculum, Eurocentric mind by including material about “non-Western” and focus on other artists and designers, art and design parts of the world movements, and social movements and because it’s very theories. This international content helps important now es- students from diverse backgrounds to feel pecially in Canada their experience is valued and that they – it’s a multicultural society. But with a are an integral part of the class, but just lot of professors, their knowledge is only as importantly, it enriches learning for all based on European history or European students and faculty. art history. Even those talking about film history mostly focus on the American With our very diverse classrooms, you can industry and French New Wave. Profes- often draw on your students themselves sors, mostly when I talk about Asian as a resource, by encouraging them to philosophies or Asian history they have contribute knowledge from their own no idea – mostly they will only say they cultures. The faculty stories on this page appreciate it, but not really spend time give examples of the rich results this kind on it. They like it, because that’s what of assignment can yield. At the same time they expect, they wish someone can do there is a balance to be struck between a different piece. Because I’m Chinese encouraging students to draw on their they’re expecting to see something own experiences for their assignments and different from me. Because of my ap- making them feel that they are expected, pearance they’re not expecting I’ll do a exclusively, to contribute something from lot of Western art style. They wish to see their “home country,” to serve as “cultural something about your city or your coun- ambassadors.” As the student story on this try. At the beginning I did a lot of that in page points out, some students who are first year and second year and then later, new to Canada may be particularly inter- I started changing my topic based on ested in researching Canadian topics. It’s Canadian society. also important, of course, for students to feel that international content is an integral Zheng Yun Lu, Integrated Media part of the course and not simply a token curiosity.

26 faculty stories

A few years ago new knowledge to the class. This proj- I taught a course ect enlightened all of us in attendance called Images to our own assumptions regarding and Practices of Western technological progress and Technology. Stu- the problems with history texts that dents from many are not inclusive. programs in the university regis- Caroline Langill, Liberal Studies tered in the class. This mix – with industrial design, advertising, integrated media, drawing and painting, and photography stu- In our [MAAD] dents engaging in a common dialogue Thesis class we – created a rich and discursive atmo- encourage stu- sphere. One of the colloquia focused dents to look at on “Technology Through a Post-co- their own history lonial Lens.” An assignment intended and research to expand this topic required students that background. to research and present technologi- This year we cal innovations prior to 1500 CE. This have several parameter dissuaded students from students who are looking at their relying on the Renaissance and its childhood and the particularity of that attendant scientific advancements. place. From farming in China in a very What occurred was something I had rural, old farming set up, to being a not anticipated. Students who do not child in a Chinese school and focus- necessarily see themselves reflected ing on the red ties that all the children in the curriculum presented inventions wore as part of the school uniform from their own cultures. The presen- throughout China, to living in the very tations made the point that many of dense city of Hong Kong and grow- the technologies we presume to be ing up in a high rise. Each of these Western in origin are not. Also, ESL aspects is further researched in their students were able to feel comfortable Thesis Review Statement. with their presentations, since they were contributing Beth Alber, Design

27 diversity in the studio/classroom: A Message from Jane Ngobia, Director, Diversity and Equity Initiatives

In the recent past, universities have become more accessible to more than the “traditional mainstream students.” As a result, a common debate revolves around how best to enroll, educate, retain, and graduate students from historically underrepresented groups. At the same time universities are striving to diversify the student body to produce graduates who will have mutual understanding and respect for different cultures and who can live and work in a global environment.

Data from Statistics Canada show that immigration is growing exponentially, and Ontario and Toronto in particular will receive a majority of the new immigrants. By 2017, 51% of the total population in Toronto will be “visible minority.” Considering these facts, OCAD will welcome more and more diverse students in classrooms and studios. Research tells us that the unfortunate reality is once they are on campus, many students from underrepresented groups report that they are treated as outsiders and they describe having encountered subtle forms of bias. Students talk about discrimination in not being acknowledged or in small everyday slights in which they perceive that their value and perspective is not appreciated or respected.

Our challenge is to make every individual student’s experience in our class/ studio at OCAD a positive one and to ensure that diverse voices are heard. We can do this first by recognizing any biases or stereotypes we may have ourselves absorbed, by being sensitive to terminology, names, gestures and jokes, and by rectifying any language patterns or case examples that exclude or demean any group(s). It’s important also to introduce discussions of diversity in our studios and classrooms to get a sense of how students feel about the inclusivity of the climate we have created.

But beyond these efforts at self-reflection and vigilance, we can engage in deliberate efforts to transform our teaching and learning, to embrace diversity, to see the classroom as a microcosm of the wider world, and to situate the acceptance of diversity as integral to the achievement of academic excellence. As teachers we can engage diverse student voices as a learning resource in class discussions, multicultural group work, students as guest speakers, and students as cultural resources. By empowering students to share their experiences and art we enrich each other’s imagination and learning experiences.

28 29 The Multilingual Classroom

A classroom that makes room for installation, and instead wrote a parallel students’ experiences can also make text in English which appeared on a room for their first languages. Such screen positioned as a sheet of paper in a classroom may be one where a typewriter. students feel comfortable working together on coursework in their own An anglophone had to take a running language. For the most part, the start to speak the title of Josée Lapier- focus of OCAD classes is on mastery rière’s video J’viens pas du Québec ok? of content, not language practice, about growing up francophone in Tim- and for ESL students, discussion in mins, Ontario, and the elisions, erosions their own language may at times be and complications of the unique, and the best way to solidify their learning. disappearing French culture of northern But students’ first languages can be Ontario. She resorted to subtitles at more than just a way to communicate some points but refused them at oth- with each other. Encouraging multi- ers. Both of these students and their lingual students to draw on their first works took the issues of translation very language for their creative work can deeply into consideration. lead to fascinating, multilayered work (as in the examples on these pages). Yi-Ting and Lin-Yao each made films; though they were quite different in their styles, approaches, and intentions. (By coincidence, both have roots in Taiwan.) The spoken language in their films was faculty story Chinese, because although they made their work within an English-only envi- In 2006, there ronment, the primary audience of ad- were four dress for their films was not an English students in the speaking audience. They used English Integrated Media subtitles. Thesis class who made work in film In the making of a student film, faculty and video that often read several drafts of a script. ran “against the This process was complex for Lin-Yao grain” of English. who wrote in Chinese (Mandarin). She would then have her script translated Maxine Bergevin decided not to trans- into English (by a friend, or friend of a late the poetic French text of her audio friend). I would give feedback on that

30 draft, and she would take notes in could use our own language to do the Chinese. When we were dealing with ad. I was stunned to have a professor more subtle issues of meaning and cin- who had the courage to propose this ematic language she resorted to taping assignment in a typography class. me so that she could think about the comments later. We fussed over the It was frustrating in a way to come subtitles, deciding together what one up with a long body copy that tells would say in certain circumstances. In- a convincing story; and in a way it terestingly Lin-Yao’s film had a fantas- was more frustrating to write it in my tic plot about two women who become own language (Chinese) and have my trapped in the same body and have to professor understand it. If I were to negotiate each others’ lives. choose to write in my own language, then I also had to bring a certain Yi-Ting’s film was quite different in ap- foreign culture to describe my cli- proach, though the process was again ent (Dove) to non Chinese-speaking one of collaborating through an unseen Canadians. On the other hand, it was translator. Her piece was initially called a good opportunity to bring my culture My Mother – but the Thesis class col- to the class. And if writing it in a foreign lectively retitled it: Media, Memories, language could make my ad stand out My Mother and Me. Her difficulties from all the other ones, why not? In the were of the limits of self-expression, end I wrote my story in Chinese with and of the loss of sound and nuance in English translation on the ad. That was the language of her mother(’s) tongue. an alternative method to wrap up this long copy ad. Johanna Householder, Art I was thankful that he created this as- student story signment because he showed his inter- est in other countries and tried to bring We did a fabulous it to the class to create a true “multicul- project when our tural” class environment when half of instructor taught us the class was made up of international typography in the students. That means so much to ESL first semester. He students because that means Canadi- assigned us to do ans actually appreciate our culture and a long copy ad. But our existence in Canadian society. if our first language was not English we Miranda Chung, Advertising

31 Designing Accessible Lectures

Lecture classes can be challenging them directly in the course syllabus. As for ESL students because they require you lecture, be sure to display key terms extended concentration, often without and names or write them on the board. any opportunity to regroup mentally. In ad- Names in particular are hard for second dition, taking written notes while listening language speakers (as well as many other can be very taxing for second language students) to write down as they come up, speakers. Fortunately, many techniques even if they are spelled out verbally. See- that make lectures more accessible for ing these names correctly spelled allows ESL students are helpful for native speak- students to look them up afterwards. ers with a range of learning styles. The key is to give students a hook, a way to grab Make use of visuals. Images, of course, onto the material as it goes by, whether abound in OCAD lectures. Consider also that’s by providing an image, or simply a using charts and maps, anything that visu- pause for reflection.1 These techniques ally reinforces the material students are may slow down your lecture slightly but hearing verbally. will greatly increase the chances that students are able to actually grasp and retain Make opportunities for active process- the material. Here are some suggestions: ing. Give students breaks from listening and a chance to process what they’ve Provide an explicit structure for your heard. For example, consider stopping lecture. Display or hand out a written periodically and asking students to sum- outline of the main points in your lecture marize key points. They can do this in for students to refer to. Consider posting pairs first so everyone has a chance to this in advance so students come into participate. the lecture already oriented to what they are going to hear. Providing this structure Provide key cultural information. Provide gives students something to “hang onto” very basic information about cultural as they are listening, increasing their abil- landmarks that come up in your lectures, ity to assimilate the new information and explaining their cultural significance and make connections between ideas. Refer relevance to the material. Everything from back to the outline as you lecture. the Vatican to John F. Kennedy can be less familiar to ESL students than students Provide key information in writing. who have grown up in North America. Reinforce information delivered verbally You may be surprised how many students with selective written materials. In addition to a lecture outline, consider handing out 1 Some information in this article was inspired by: Wlod- or posting key terms so that students can kowski, Raymond and Margery Ginsberg, Diversity and Motivation: Culturally Responsive Teaching. San Francisco, look them up before the lecture. Or include Jossey-Bass, 1995.

32 raised in Canada will also benefit from these explanations. FAQ Reinforce information. Look for ways Should I allow ESL students to slow down and reinforce information, such as by rephrasing key information to record lectures? in multiple ways, including concrete examples and anecdotes, and sum- Absolutely. This isn’t an “easy way marizing key points periodically. Refer out” for students. The student who students to relevant parts of the read- records the lecture is likely doing ings. Consider pausing at key points in more work, not less – they will very film or video clips to reiterate key points likely be listening to it several times or to quickly check comprehension. over. Having the recording may mean the student can really concentrate on following the lecture without trying student story to take notes at the same time. Or that they can highlight in their notes For Liberal Stud- points that they didn’t quite catch ies, I really hope and listen again for them afterwards. professors can post lectures on My Courses. Because some names are not English, maybe French, sometimes they’re spelling it but it’s very fast and you can’t really write it down, and that’s your only chance to take notes. For me, I am an ESL student. English is already a second language… After you put a French name or those courses with French artists or paintings you really can’t write it down, and then I don’t know how to spell them.

Qiao Zhang, Integrated Media

33 Supporting ESL Student Writers

Writing in a second or other language at of sophisticated language and poetic the university level is one of the big- embellishment, even in academic writ- gest challenges many ESL students ing. To these writers, North American face. Some students find the process writing may seem drab or even child- extremely frustrating, as they consider ish. Writers from any of these traditions themselves to be competent, confi- can come across as untrained writers dent, and articulate writers in their first when writing for their courses at OCAD. language, but find they haven’t the It is useful to keep in mind that what vocabulary or the command of complex appears to be an inappropriate written grammatical structures to translate their voice or essay structure may have been ideas into English. the result of the student’s careful training in another tradition. Language itself is not the only issue that makes writing in English particularly With a little extra guidance, over time challenging for ESL writers. Writers from many students are able to write clear, other academic cultures often need compelling papers and reports on a to adjust to a whole new idea of what variety of topics for classes in diverse makes an essay and how to structure fields. Below are several suggestions an argument. For example, in some tra- that will help you set your students up ditions, the thesis appears at the end of for success in their written assignments. an essay after, and only after, the argu- With the time limitations that all faculty ment supporting it has been fully devel- are faced with, you may not be able to oped. In others, the standard essay may integrate all these suggestions into your require artful digressions from the topic. classes. But any that you can adopt will Many written traditions favour a much pay off in better quality writing from all more indirect style than North American your students, native and non-native academic writing. In these, spelling speakers alike. out cause and effect too explicitly can be considered condescending to the Break down assignments. Be sure reader – the writer’s job is to carefully to provide clear, detailed assignment lay out the facts, leaving the reader to sheets with obvious deliverables and “connect the dots.” In some written tra- requirements. Take some time to go ditions, the skillful writer weaves in the through the assignment sheet with words of authorities in ways that would students. Rephrase any language that be considered plagiarism at OCAD (see is overly specialized, technical, or col- “ESL Writers and Plagiarism”). And as loquial. Give students the opportunity one final example, the culture of writing to ask questions about the assignment in many countries favours the display either in class or during office hours.

34 Some students may want to speak with ing “low-stakes” assignments: quick you immediately after class if they were take-home or in-class assignments for too shy to ask questions during the little or no marks. These might include class itself. reading responses or index cards where students summarize key concepts from Encourage students to adopt a sim- the lecture in one or two sentences. ple, direct style. Let them know that These assignments offer students you value clarity of expression over elo- low-pressure opportunities to practice quence and sophisticated vocabulary. critical thinking skills and exercise their This will alleviate a lot of pressure on “writing muscle.” ESL students, and will prevent students from overusing the thesaurus. Provide models. Students will find it helpful to see models of strong writ- Emphasize “process” rather than ing to give them an idea of what they “product” writing. Build a topic ap- are working toward. This is particularly proval, proposal, or draft stage into the helpful in answering questions about assignment so you can give students structure, voice, and proper use of early feedback. Consider using a sources. Think about collecting these guided peer-editing session to help models from previous years. If you are students revise their first drafts. Some concerned that students will mimic the professors at OCAD have also allowed models too closely, offer them exam- students to resubmit final papers once ples with a range of styles and struc- they have received feedback: only some tures and draw attention to the diversity students will take advantage of this of approach and voice. opportunity to elevate their grade on a paper – usually those students that will Use explicit rubrics. It is helpful for get the most out of your feedback and students to see, in writing, your grading the revision process itself. You might criteria. One option is to have students also encourage your students to bring come up with the rubric as a class, their proposals or rough drafts to the based on each assignment. This will en- Writing & Learning Centre for a one-on- courage students to really think about one tutoring session. and anticipate the qualities that you’ll be looking for in their papers. Whether you come up with the rubric, or have Incorporate low-stakes writing the class design it as an activity, make assignments into your course. In sure this rubric is widely available addition to the main written assign- (posted on My Courses or handed out ments for the course, consider includ- with the assignment sheet).

35 FAQ How can I help ESL students keep on top of their readings?

Many ESL students struggle with the amount of reading assigned in their courses. Some come from educational cultures where they were expected to master readings line by line. Working in a second language, they may feel the need to look up every fifth word in the dictionary so they don’t miss anything. It is also very difficult to skim an article or scan for key information in a second language. And for students from other cultures, many of the readings assigned at OCAD are rife with unfamiliar cultural references and assumptions.

Telling students explicitly what to look for in a reading – why you are assigning a particular chapter or article – provides much-needed direction for the student who is spending hours pouring over the week’s reading assignment. Some explanation of the context the article was written in, its purpose and intended audience, and the cultural assumptions it makes can be helpful. You might also come up with pre-reading questions to help direct the students’ attention to essential material. An in-class discussion of readings can also help students to develop a practical approach to their reading assignments.

36 faculty story

I’ve recently him to write in his own voice, even if it taught an ESL wasn’t perfect. We talked about why it section of the was better for him to use an English- Essay and the English dictionary. And then he went Argument. When away to revise and resubmit. I think it I planned the would have been harder to start this course, I decided conversation with my student if I didn’t to embed regu- already have a strong sense of what lar, low-stakes, he really was as a writer in my class. writing assignments for the students into the curriculum (e.g., in-class Low-stakes writing benefited me at writing and submissions of drafts for other times in the class as well. With review). I thought that the low-stakes two other students who had submit- writing would get my students used ted drafts of their essays, I was able to “thinking on paper” and provide to assess with confidence when they a context for them to take risks as weren’t using their own voices. And communicators in English. then I was able to talk to them about why the choices they had made, in I think the low-stakes writing writing, represented plagiarism at achieved what I wanted it to – at least OCAD. Those two students turned in for some students in the class. The authentic writing for their final drafts. surprise was how useful this authentic writing was for me in my teaching. Christina Halliday, Liberal Studies

For example, for one assignment, a student turned in a paper that was resource very well structured overall and right down to the sentence level. I’d spent For ideas for low-stakes writing as- a fair amount of time guiding my class signments, see the tipsheet on this on essay, paragraph, and sentence topic from University of Waterloo structure, so this particular student under “Assessing and Evaluating had been paying attention! But every Student Work” at http://cte.uwaterloo. sentence had two or more words that ca/teaching_resources just didn’t quite fit.

I knew, from the student’s in-class writing and drafts, that this was not how he normally wrote. So I talked to him about the paper he turned in and I learned that he had relied on an electronic, Korean-Canadian dictionary to write this paper – more so than for his other papers. I encouraged

37 Grading and Giving Feedback on ESL Writing

When grading papers and assignments, her to take time for more concentrated it is important for instructors to see feed- language study. In addition to work- back and evaluation as an opportunity ing with tutors at the WLC, this might for learning. Our suggestions encour- include enrolling in credit ESL programs age you to try to see past the inevitable at OCAD (see “Resources for ESL and grammatical errors to the content being International Students at OCAD”) or communicated. Even if a paper con- in ESL programs outside OCAD. For tains numerous grammatical errors, it general advice you can give on language is still essential that we honour student learning, see “Supporting Your Students’ writing as a form of communication, Language Learning.” and respond to it as such. You can give helpful feedback on ESL writing without Here are tips for providing helpful any specialized ESL training. By engag- feedback on ESL papers: ing with the student about the content of their paper and by showing them where, Provide feedback from an “active” as a reader, you get lost, you encour- reader. Always respond to content, not age them to stretch and perfect their just grammar. ESL students often feel language skills. as though their language errors have eclipsed their ideas, and this can lead In addition to the feedback you give ESL to a sense of frustration or not feeling students yourself, you can encourage heard. Try first reading the paper once them to work with a tutor at the Writing through without circling, correcting, or & Learning Centre (WLC). Tutors help annotating a single grammatical error students to both develop their ideas and and responding solely to the content and improve their written style and gram- ideas. Add a short note at the end of the mar – see the article on “Support for paper. Here, give feedback on strengths ESL Students at the Writing & Learning as well as areas for improvement, Centre” for information on what students discussing the ideas presented and the can expect from the WLC. overall structure of the argument. It’s also helpful to raise provocative ques- There will be times when it is difficult tions for the student to consider. You to see past language limitations in your might also give a few concrete sugges- students’ work, when difficulties with tions for improvements or areas to work language obscure communication to on in the next assignment. such an extent that you feel a student cannot succeed in your class. This Minimize grammar markup. may be a time when you need to talk Most students will benefit minimally, if with the student and encourage him or at all, from a grammatical markup of

38 their entire paper. Passively looking over corrected errors rarely leads to student stories new learning. In the absence of explicit grammatical instruction, it is difficult for Almost every most students to deduce grammatical instructor would rules from a series of corrections and try and correct apply them in new contexts. And the my mistakes… impact of all that red ink can be devas- I appreciate that tating. Instead, consider marking up only paragraph my in- one paragraph for grammatical errors to structors write at give the student a sense of the number the end – they tell and kind of errors he or she is making. me what they feel Beyond the one paragraph marked for about my paper and they tell me how I language errors, only mark up passages can improve. That helps me more than where the clarity is directly affected. correcting my words or choice If possible, try to explain what it is of words. about that passage that is unclear. This will help keep the student’s focus on , Environmental Design improving clarity, rather than aiming for perfection. Remember that grammatical errors are only a percentage of the mark It’s helpful for me in essays written by native speakers, so when instructors don’t deduct more for non-native errors highlight the part than you would for native ones. that they didn’t understand well Make time to meet with students and they explain during office hours. If you’re having to me how I can trouble making sense of the content of make it better, a student’s paper, consider going over a so next time they page or two in individual meetings dur- can understand what I am saying. They ing office hours. This kind of one-on-one always do notes. I’m learning… that’s interview is often most valuable to the why you go to school. Even English student, particularly when the student speakers can have the same problems is having trouble understanding written I have in grammar and organizing and feedback. paragraphs… so I don’t feel bad at all.

, Sculpture/Installation

39 responding as an “active reader”

Here is a sample of how a note on a there are many moments of very strong student paper might focus on content analysis in this essay as you discuss while still giving feedback on structure the oppressive colours, the energy, the and grammar. weight of the scene. You paint a very (Written by Catherine Black, Liberal ominous picture with your description, Studies) and your vocabulary is generally very accurate and strong. Your very vivid, This essay gets so much better as you descriptive paragraph about 911 did get deeper into your analysis. The start seem out of place, however. The con- of this essay is a little awkward be- tent actually seemed more appropriate cause of some issues with “tone”: your as an introduction—a way to lead to references to your experience and your your thesis. I think your major challeng- feelings are a little bit overwhelming – es are with tone (knowing how much it makes me focus on you, the writer, ‘distance’ you should have from your rather than the subject, the painting. reader and your subject and also the I also think you could have written a way you ‘talk’ to your reader—whether clear thesis statement instead of the it should be casual or formal). There are statement of intent that appears at the also some problems with grammatical bottom of your introductory paragraph. errors like article use. These are easy Remember that your introduction is enough to correct, but will take some like a map and you are providing your practice and attention. Finally, I feel reader with a clear idea of what follows your conclusion falls short of being a and where you are going. (Be specific. reflection of the very good analysis you State your thesis.) As I read your essay offer in the body of your essay. Re- it became clear to me that you do have member that it is an important part of a thesis, and a good one! I find that your essay—it’s your last impression!

40 ESL Writers and Plagiarism

ESL students at OCAD who plagiarize spected authoritative authors do not often do so for the some of the same need to be cited. In fact, a fluent writer reasons other students do. The conven- is often expected to show their mastery tions of citing appropriately in North of the material by weaving in words from American academic writing are complex, “the masters.” The educated reader is with many gray areas. What is consid- expected to recognize the source. For ered common knowledge in a particular writers from these writing traditions, re- context? How close can a paraphrase writing the words of an authority “in their be to the original without being consid- own words,” as we ask them to do, may ered plagiarism? At what point does a be considered deeply inappropriate. In discussion with a friend about a piece writing by students from these traditions, of writing become too close a collabora- you will commonly see that the student tion? Few students come out of high has woven into a paper passages that school, wherever they were educated, are clearly not his or her own, copied prepared to use sources well in univer- perhaps from a website or even from the sity writing. Most will require a fair bit course reading. Very often, this is done of coaching on this during their time at with no intention to deceive. university. On the other hand, there are OCAD students who put a low priority on Another difference between the North their written work at OCAD and are sim- American tradition and some other ply trying to avoid the work required to academic cultures is our emphasis on turn out a written paper. Or who simply ownership, not only of original research, get pressed for time and panic. Some but of words themselves. For example, if turn to copying or buying papers. When we include some readily available back- you suspect this type of plagiarism, it is ground information on an artist, such as appropriate to follow the procedures in date of birth, we don’t normally need to place in your Faculty. cite it – it is considered common knowledge. However, if we take this informa- There are, however, a couple of sources tion verbatim from a website, suddenly it of plagiarism that are specific to the is plagiarism. Even though there is noth- experience of ESL students: one has its ing original about the information itself, source in cultural differences in writ- the writer owns the precise phrasing of ing practice, and the other in pressure the passage. This is a bizarre concept students feel to turn out perfect English to writers from many cultures – after all, writing. how can one “own” the words of a language? Our very culturally specific views It is important to know that in some of intellectual property take learning. academic cultures, the words of re- Differences in views of ownership of

41 language and written expression can work that they know is full of errors. To also influence how students collaborate meet this expectation, students may hire with others on their work, with some ESL editors, or they may decide to write in students feeling it is quite natural to rely their own language and have it trans- on friends with stronger language skills lated. Some hired editors do much more to write portions of their paper based than correct grammar – they may rewrite on their ideas or research. Writers from whole passages to make them sound other cultures may not draw such clear “better.” The result may leave little that is lines between their own words and those the student’s own. of others. This area can be particularly confusing for students in OCAD classes Here are some suggestions for helping where close collaboration on group proj- students from other academic cultures ects is often encouraged. avoid plagiarism:

Another common reason that some Where you have a concern, meet with ESL students plagiarize is that they feel the student one-on-one. If you see compelled to turn in grammatically per- writing from an ESL student that is pep- fect writing – in fact, they are often told pered with passages that are clearly in a by faculty that this is expected. Or they different voice, it is worth a one-on-one may simply feel embarrassed to hand in conversation. The student may readily tell you which passages are their own and which are not. You can help them understand that in learning to write in FAQ English they are learning a whole new set of conventions on how to deal with How can I design sources in their writing. You might sug- assignments to deter gest that they work with a tutor at the plagiarism? Writing & Learning Centre to learn how to paraphrase and incorporate written Some strategies to discourage pla- sources in their work. You might also of- giarism may improve the work you fer them the opportunity to rewrite their receive from all your students. Aim work. to create assignments that require synthesis of material and applica- Let students know that the conven- tion of concepts to new examples. tions you expect them to follow are Build process into your assignments culturally specific. It’s important to so that you have an opportunity to impress on students how seriously see and comment on early drafts or plagiarism is viewed at OCAD; it’s also research questions. important to acknowledge that the conventions we follow are culturally specific For more detailed suggestions see and need to be learned. Lectures about this handout from the University of morality and what we term “intellectual Toronto: www.utoronto.ca/writing/ integrity” may be ignored by students plagiarism.html. who don’t see what they do as cheating or stealing.

42 Encourage students to visit the Writing resources & Learning Centre early in the research process. Many students fall into pla- For further reading on ESL writers giarism early in the research process by and plagiarism, see: simply copying long passages from their readings into their notes. A meeting with Pennycook, Alastair. “Borrowing Oth- a Writing & Learning Centre tutor can help ers’ Words: Text, Ownership, Memo- a student develop strong research ques- ry, and Plagiarism.” TESOL Quarterly tions, read critically, and take effective 30.2 (1996): 201-230. notes so that they are able to establish a dialogue with their sources in their final Currie, Pat. “Staying out of Trouble: writing. Apparent Plagiarism and Academic Survival.” Journal of Second Lan- Tell students explicitly that you do not guage Writing 7.1 (1998): 1-18. expect perfect English. To ease the pressure for perfect English, emphasize Both articles are included in a reader that you want to see their own work in prepared by the Writing & Learning their own words, even if it is imperfect. Centre: Critical Reflections for Educa- Let them know that if they do have a tors on Intellectual Property, Originality, friend edit their work, they are responsible and Use of Sources (2006). Available for ensuring that the thinking and content at the Writing & Learning Centre or the remains their own. They should also work Dorothy H. Hoover Library. closely with their editor so the writing remains in their voice. In other words, if they sit down with you with the final draft they should be able to explain why they have chosen particular wording in particular places. If they want to make sure their ideas are clearly expressed without running the risk of an editor rewriting their work, their best bet is to work with a tutor at the Writing & Learning Centre.

43 Support for ESL Students at the Writing and Learning Centre

The Writing & Learning Centre tutor is WLC tutors work with ESL students a kind of quiet collaborator with the on grammar in a couple of ways. One OCAD course instructor. And tutors are approach is to focus on passages of course collaborators with students, where meaning is obscured. For many working on whatever challenges they students, articulating their idea verbally bring, through dialogue, coaching, can help them articulate it more clearly and conversation. In the case of ESL in writing. In another approach, tutors students, the work involves help with help the student identify one recur- grammar, but it involves much more. rent pattern of errors in their writing As with all students, WLC tutors work and coach them on self-editing skills. with ESL students to develop and Students who want to work more clarify their ideas and to find their writ- intensively on grammar can sign up for ten “voice.” WLC tutors also help with a “Tutoring Mini-Series” with a special- understanding assignments, and with ized ESL tutor (see opposite). reading, research, and study skills. They help orient ESL students to the Tutoring at the WLC is oriented towards academic culture of North America in the student’s acquisition of skills, not general, and of OCAD in particular. just the perfection of a single paper. For this reason, tutors do not simply edit WLC tutors are trained in the discours- papers for students. Research shows es that are pertinent to an art and de- that watching someone else circle and sign institution. Some have advanced correct their errors rarely leads ESL degrees, others are current upper-level learners to any long-term improvement OCAD students themselves. While in grammar skills. Instead, tutors work tutors cannot replace course instruc- with students to gradually develop skills tors, they can help students to master they can use independently. key concepts and difficult readings. To understand what an assignment is ask- While grammar is one possible focus ing of them, some cultural decoding is of a WLC appointment, or part of an often required. Students also frequently appointment, student and tutor together need an explanation of the form and may agree to devote the appointment style of the academic essay in North to higher level concerns such as essay America (see “Supporting ESL Student structure, development of the thesis, or Writers”). Tutors can also help students integration of research sources. formulate clear research questions and note-taking strategies, which can help Because of the time and effort involved avert plagiarism. in developing second language skills, the process is aided by regular, sup-

44 portive monitoring. This is likely where choose to work with the same tutor on the tutor is most effective. Single ap- an ongoing basis. pointments can be useful, of course – for example, to clear up a specific Tutoring Mini-Series: To work more citation issue, or to overcome writer’s intensively on vocabulary or grammar, block. But much of the most fruitful ESL students can sign up for a series student-tutor interaction occurs within of four appointments with a specialized a relationship built up over some time, ESL tutor. This is an opportunity to work from a few weeks to months – even specifically on language rather than an years. Many students make the WLC a upcoming assignment. In the Vocabu- part of their routine, scheduling a regu- lary Building for Writing mini-series, lar weekly appointment with the same the tutor helps students build vocabu- tutor over the course of a term or an lary through active reading, advanced academic year. dictionary research, and creation of a personal dictionary. In the Editing for Overall, WLC tutors attempt to help ESL Grammar mini-series, tutors help stu- students to overcome the idea of Eng- dents identify their most common error lish as a mere school subject. Tutors types and learn self-editing techniques. strive to communicate a sense of the different registers of the language, the resource sense of slang and idioms, and to gain a feel for nuance and subtlety. They The Writing & Learning Centre has a encourage ESL students to engage with wealth of handouts online that you the English language as a living medium can direct students to, on everything for thought, exploration, and creation. from the writing process, to using sources, to grammar and style. There The WLC offers two types of tutoring is also a special page of resources services geared specifically to ESL for ESL students, including online students: grammar handouts, and listening and vocabulary practice. Access the General ESL tutoring: ESL students Writing & Learning Centre website book appointments as needed to work under the Student area of the OCAD on a particular assignment or general web site at http://www.ocad.ca/ writing or learning concerns. They can students/wlc.htm request a specialized ESL tutor, though one may not always be available. All WLC tutors have some training in working with ESL students. Students can

45 FAQ What change can I expect in a student’s paper after they’ve visited the Writing & Learning Centre?

The improvement you see after a single visit to the WLC will depend on what the tutor and student have decided to work on together. It may be in research, structure, or clarity of expression. It will be limited of course by the time the tutor and student have had together and by the work the student has done after the session – no miracles, unfortunately. Consistent changes in grammar and writing style will come only after concerted work by the student over an extended period of time.

46 resources for esl students and international students at ocad

Writing & Learning Centre International Student Services Office Offers general tutoring for ESL students (ISSO) and four-session Tutoring Mini-Series Offers individual and group support, (See description page 45). To make and services and referrals for interna- an appointment, students can contact tional students (as well as for incoming/ the WLC at x 229 or [email protected]. The outgoing exchange students) pertaining WLC also has a wealth of handouts on to immigration, health, employment, writing and learning skills at: www.ocad. and cultural adaptation. International ca/students/wlc.htm (click on “Hand- student activities and opportunities outs”). Specialized resources for ESL include fall orientation, peer mentor- learners including grammar exercises ing, and ISSO student advisory group. that can be completed online are avail- Contact [email protected]. able at www.ocad.ca/students/wlc.htm (click on “ESL Resources”). ESL Credit Programs OCAD offers two excellent credit Dorothy H. Hoover Library programs for ESL students. English Offers grammar handbooks with exer- for Art & Design (EAD) is a five-week cises ESL students can work on and intensive immersion program for incom- correct on their own. For vocabulary ing ESL students. It includes a credit building, the Longman Dictionary of studio course and a non-credit class Contemporary English, a “learners” in Visual Studies. The program helps dictionary recommended by the Writing ESL students build the vocabulary, the & Learning Centre, with accompany- spoken fluency, and the academic skills ing CD-ROM is also available. Also, they will need to study at OCAD. EAD is a beautiful Firefly Visual Dictionary is also available on a non-credit basis for available in the quick reference section. returning students who want to improve Ask library staff for assistance in locat- their English. Information online at www. ing ESL resources. ocad.ca/ead.

Diversity & Equity Initiatives Office English Language Pathway is a full-year Works with members of the OCAD com- program for ESL students in first-year munity to promote a respectful, inclu- Design. Students take five of their sive work and learning environment. required first-year Design and Liberal Students are invited to meet with our Studies courses in an ESL-only section. Director, Diversity & Equity Initiatives, They receive extra help with language to confidentially discuss their ideas, and academic skills and also benefit comments, or concerns about diversity, from belonging to a year-long learning equity and inclusion at OCAD. Contact community. Information online at www. [email protected]. ocad.ca/pathway.