Reaching Out to the International Students Through Bibliographic Instruction

Helms, Cynthia Mae

doi:10.1300/j120v24n51_28

Cited by 12 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The non-threatening atmosphere has to be felt the moment students walk into the class, and it is expected that the filter gets lower as the class progresses. As Cynthia Mae Helms found from the ESL students she surveyed, their ideal learning environment should have a -small student-teacher ratio, coupled with the teachers' enthusiasm, patience, warm reception, and personalized acceptance and concern for each student.‖ 12 This seems to paint the picture of a typical ESL classroom, a situation in which many LEP students feel comfortable and want replicated in other learning contexts. Therefore, the welcoming smile, the introduction, the allaying of fears, and appropriate ice-breaker activities will all help lower efore the work of instruction can begin, attitudes [of students and teachers] must be changed, reassurances must be offered, and anxieties must be allayed.‖ Some questions to keep in mind when planning the class include how to create a learning community in which no student remains ill at ease, and all feel respected; how to make students feel the librarian will not judge their -inadequate‖ language skills; how to respond to their language/computer/IL-related -errors;‖ and how much one-on-one instructor-student interaction there will be.…”

Section: The Affective Filter/social Contextmentioning

confidence: 99%

Connecting the dots: Limited English proficiency, second language learning theories, and information literacy instruction

Conteh-Morgan¹

2002

The Journal of Academic Librarianship

View full text Add to dashboard Cite

Librarians who teach students with limited English proficiency have discussed various barriers limiting effective learning. This article shows how applying second language acquisition theories and teaching practices derived from them can significantly impact outcomes of information literacy instruction.In the professional literature and electronic discussion groups, such as BI-L, the library experience of limited English proficient (LEP) 1 students is a regularly discussed topic. With regard to instruction, the most attention has been paid to the various barriers that affect their use of the library and, more recently, to culture-dependent learning styles. This is because, according to Diane DiMartino and Lucinda Zoe, 2 many librarians agree that:Language, cultural and technological barriers, and a heightened awareness of learning styles and cognitive development theories are . . . primary issues that need increased attention. Of particular interest to [them] is the need to gain greater awareness and understanding of learning styles and the integration of that knowledge into instruction planning. 3Language is the most cited barrier. 4 But perhaps rather than see it as such, it would be more helpful to understand the language issue from another perspective that could offer librarians fresh insights on instruction.Library instruction is known for having incorporated behavioral and cognitive theories of learning. There are other learning theories, however, that library instruction has not paid closer attention to that have a more direct impact on teaching LEP students-theories of second language acquisition and teaching. Indeed, it has been recognized that all teachers of a languageminority population who want to be linguistically and culturally responsive in their teaching must know not only about cross-cultural communication, but about first and second language learning and development, ways of adapting materials and methods, and assessment.5 Despite the many examples of librarian-ESL faculty collaboration found in the literature, only a few have discussed or called for the application of ESL theories to library instruction. 6 Awareness of theories of second language learning and approaches to teaching is vital if librarians are to provide more meaningful instruction to LEP students.This article summarizes two major language acquisition theories and ESL teaching methods derived from them, and discusses a library instruction model based on them. This model has been used to teach advanced students in the ESL program at Ohio State University.

show abstract

Section: The Affective Filter/social Contextmentioning

confidence: 99%

Connecting the dots: Limited English proficiency, second language learning theories, and information literacy instruction

Conteh-Morgan¹

2002

The Journal of Academic Librarianship

View full text Add to dashboard Cite

show abstract

“…He further advocates collegial work, extracurricular activities, forming study groups, and fostering diversity. The ideal learning environment should have a small student-teacher-ratio, coupled with the teacher's enthusiasm, patience, warm reception, and personalized acceptance and concern for each student (Helms, 1995). ESL program directors should look for idealism and ingenuity in prospective teachers (Pollak & Farris, 1992).…”

Section: Esl Classroom Dynamics With a Kaleidoscopic Instructormentioning

confidence: 99%

Enhancing Intrinsic Motivation to Learn in Adults: Empowering ESL Students

Hassan¹,

Hariri²,

Khan³

2019

IJEL

View full text Add to dashboard Cite

The apex in the acquisition of a second language is dependent upon motivation and attitude coupled and nurtured in a formal language learning milieu. Adult learners of English as a Second Language (ESL) can be motivated intrinsically in numerous ways. The types of motivation, whether intrinsic or extrinsic, are not categorically different; instead, they lie in the same transition of self-determination. Direction relative to one’s surroundings serves as a long-range goal and sustains students’ motivation to learn a second language. The decision to learn in many cases comes from within. Internalizing the reasons for language learning are internalized, students feel more insistency, comfort, and ease. Teachers should strive to promote positive self-talk and guided self-evaluation within students, along with emphasizing mastery of specific goals. Setting higher but attainable goals for an ESL learner activates endeavors and influences performance. Instructors should reveal intrinsic attractions latent in every subject as the appeal-laden lessons have a high quality to attract most students. Knowing and assimilating a target language’s culture contributes positively to a learner’s development. An ESL classroom should be a welcoming, positive place where communication needs are met and where language anxiety is minimum, and the student seems to enjoy many of the practice opportunities. Instructors should create a stimulating, supportive ambiance that fosters self-esteem and interest in learning. Repeated readings in small groups develop expertise in verbal skills. Further, it encourages curiosity, which is of paramount significance for creating motivation and making ESL learning fun. Present research will be a harbinger of further research in Middle Eastern educational milieu and will open new vistas for academicians and practitioners involved in teaching as a foreign language.

show abstract

“…These differences in learning expectations can be exacerbated when international students are confronted with a North American academic library, which may be intimidating and anxiety-inducing (Chapdelaine & Alexitch, 2004). North American academic libraries differ from those in other countriesparticularly in developing countries-in several significant ways, including breadth and currency of resources offered (Garcha & Yates Russell, 1993;Liestman, 2000); open access to library resources (Badke, 2002;Macdonald & Sarkodie-Mensah, 1988); the make-up and role of librarians and library staff (Garcha & Yates Russell, 1993;Helms, 1995;Liestman, 2000); and possibly technological barriers, including lack of online databases and classification systems, although this is disputed in the literature (Badke, 2002;Jackson, 2005;Jiao & Onwuegbuzie, 2001).…”

Section: Barriers To Acculturationmentioning

confidence: 99%

“…Being unaware of these social rules, international students may lack culture-specific social skills that allow for effective interaction with hosts" (2004, p. 167). This may cause anxiety and discomfort at admitting ignorance by asking for help from a stranger, thus acknowledging lack of power within a given situation, or because many students do not realize the purpose of the reference librarians (Helms, 1995). Depending on previous practices in libraries in their home country, discomfort at asking for research help may also be due to a student's perception that the librarian is either a gatekeeper who should not be disturbed, or a book-retriever/clerk who is to be directed to perform a specific task.…”

Section: Barriers To Acculturationmentioning

confidence: 99%

International students' use of a library's media collection

Schomberg¹,

Bergman²

2012

Library Collections, Acquisitions, and Technical Services

View full text Add to dashboard Cite

The purpose of this study was to examine the potential benefits to international students provided by the library's foreign films collection at a mid-sized, rural, public university. The literature on international students shows that they often find library services intimidating. However, there is very little literature on the relationship between international students and their use of library collections. Interviews were conducted with international students new to the university, seeking to determine if providing familiar films eases students' transition and acculturation. Although circulation data show that the foreign films are popular, interviews with international students indicated preference for American films to gain cultural confidence.

show abstract

Reaching Out to the International Students Through Bibliographic Instruction

Cited by 12 publications

References 0 publications

Connecting the dots: Limited English proficiency, second language learning theories, and information literacy instruction

Connecting the dots: Limited English proficiency, second language learning theories, and information literacy instruction

Enhancing Intrinsic Motivation to Learn in Adults: Empowering ESL Students

International students' use of a library's media collection

Contact Info

Product

Resources

About