Part of the richness of UWaterloo is the variety of languages and cultures that undergraduate students bring with them into the classroom. International students represent 12 per cent of the undergraduate population, and in addition to those students you may have in your classroom Canadian students whose first language is not English. This page presents information and strategies that will help you to meet the needs of non-native English speaking (NNES) students.
English courses are not ESL courses, but there are strategies that can assist NNES students to thrive in your classroom. These practices are, in many cases, good pedagogical strategies for your entire class.
This page contains the following sections:
- Background
- Strategies
- Further resources
Background
The University Communication Requirement (UCR)
On its Bachelor of Arts Degree Requirements page, the university states that "All graduates from degree-granting programs must meet minimum standards for written and oral communication proficiency through successful completion of an approved course or set of courses." UCR-approved courses vary from faculty to faculty. You may have NNES students in any course you teach, but you are especially likely to have them in UCR-approved courses such as the following:
- ENGL 109 - Introduction to Academic Writing
- ENGL 119 - Communications in Mathematics & Computer Science
- ENGL 129R - Written Academic English
- ENGL 193 - Communication in the Sciences
- ENGL 191 and 192 - Communication in the Engineering Profession
- ARTS 130 - Inquiry and Communication
- ARTS 140 - Information and Analysis
Varieties of English
Language proficiency is a complex phenomenon. For instance, NNES students who are very fluent in some aspects of English may be more challenged when it comes to adjusting their English to different audiences or contexts. Furthermore, English is an international language with many variations across cultures and countries, and NNES students may be bringing into your classroom a variety of English which is functional and acceptable in their own countries.
As an instructor, then, it is best to think not of teaching English that is “correct” in an absolute sense, but of English that is most suited to the context (academic, business, technical) that is the focus of your course.
Strategies
For reading
- Identify and provide access to required readings early in the term and provide sufficient time for students to complete the readings.
- Assign a specific task related to each reading so students read with a purpose (as opposed to a "read and come prepared to discuss" approach). For example, instructors can assign specific questions, ask students to identify text where themes are evident, define key words, or chunk information to reveal text organization.
For speaking
- Have a roster for class discussions, so students speak in a defined order (like at a meeting). This allows NNES students to prepare what they want to say and when they are going to speak. Having an awareness of when their turn will 'come up' reduces some of the stress of speaking in a group. It may be a good idea to list the roster ahead of time (at the end of the previous class, or through an announcement on LEARN).
- Instructors should learn students' names and call upon them by name, so everyone is required to speak.
For listening
- Provide scaffolding for note-taking. Tables, frameworks, or "skeleton notes" work well. This can be done on paper or electronically. This will help all students take effective notes.
- Define words that may be new words for students ahead of time or in situ.
For writing
- Provide students with assessment rubrics before they begin to write.
- Provide ample feedback, but find a threshold so students aren't overwhelmed. Target comments to encourage engagement in the act of writing; avoid ambiguous comments (e.g., “meaning not clear”) or those that may de-motivate the student.
- Be familiar with basic grammatical terms so you can effectively and efficiently identify the issues in student writing.
- Develop a knowledge of external resources to which you can refer students, including style guides and websites.
(From Julia Williams, Director, English Language Studies and Coordinator, Applied Language Studies, Renison University College)
Further resources
For NNES students
For instructors
For a broader perspective on how culturally specific writing practices pose challenges for international students, see Oregon State University's documentary Writing Across Borders.