ICIS Newsletter - March 2018 (Plain Text Version)
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THAT'S MY STORY: ELLS SHARE TALES OF CULTURAL ADJUSTMENT
The Intensive English Language Center is located on a corner across from the main campus of Wichita State University (WSU). Because intensive English classes are isolated from everyday campus life, this makes for a difficult adjustment when English language learners (ELLs) begin academic classes. Stories can be a way to bridge this cultural and academic divide. In March 2017, I launched That’s My Story, a public speaking event in which WSU students and staff were invited to hear ELLs’ personal narratives. The purpose of That’s My Story was twofold: to boost ELLs’ confidence and to showcase the stories of intensive English students. Following is a narrative told by Ngan Nguyen, of Vietnam.
Having a presentation partner by one’s side to chime in and keep the story flowing was a unique support for the ELL presenters. Prior to the spring event, Level 5 students rehearsed their stories with a partner, or in Ngan’s case a group of three. Audience enjoyment and responsiveness further encouraged the storytellers. Despite Ngan’s imperfect language skills, there was an audible sigh of relief as Nan related her hug with the airline assistant who helped her. As Gonzalez (2017) states in How to Create Culturally Responsive Classrooms, “We have to remember that not knowing English (yet) is not an indicator of intelligence level.” That’s My Story celebrates the stories of intensive English students while giving ELLs the opportunity to go beyond the normal requirements of language learning. Telling a meaningful story requires creativity and critical thinking in addition to the traditional language skills of listening, speaking, and writing. As a part of International Education Week, Level 7 students told stories of why they chose WSU and how they’ve built friendships here. Yoshinao Okura, of Japan, shared the following.
When Yoshinao put up a picture of his Japanese cheerleading team sporting “Shockers” on their uniforms, the pleasant surprise within the WSU audience was palpable. Unlike the spring event, for International Education Week I required our most advanced students to tell their stories on their own with presentation aids and a microphone. Although presenting alone was more challenging, students got to know each other more deeply as they practiced their stories, finishing the unit and their time at the Intensive English Language Center as a supportive team. That’s My Story was a first-time public speaking experience for many students, and impressively in a second language. Speakers, even shy ones, reported positive reactions to the experience. A reserved Chinese student who had presented a story at both the spring and fall events wrote that she felt nervous, “but just a little bit,” and went on to add, “I felt more comfortable than first time I gave a public speaking.” Positive role-modeling for lower level students who attended the event was an added benefit. In the words of one low-intermediate student, “When will I speak like that?” Reference Gonzalez, V. (2017, September 12). How to create culturally responsive classrooms [Blog post]. Retrieved from https://www.middleweb.com/35762/how-to-create-culturally-responsive-classrooms/ Aimee Leisy, MA, teaches intensive English classes and coordinates testing for international teaching assistants as SPEAK Test coordinator at Wichita State University. Aimee has taught and lived in both Mexico and New Zealand. As a Sister Cities volunteer, she chairs the International Professionals Committee. |
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