Bridging Language Barriers: Enhancing Engagement and Support for ESL Students in Workshops
As an Hourly Paid Lecturer on the BA Textiles course at Winchester School of Art, I was tasked with delivering a workshop to a challenging group of second-year ESL students. Many students spoke primarily Mandarin, which created significant communication barriers. This isolation made it difficult to understand students’ thought processes and detect mistakes. Moreover, students may have felt disconnected from the learning experience due to these communication challenges. As Canagarajah (2013) asserts, “Language is not just a tool for communication but a tool for thinking, learning, and producing knowledge.” This highlights the profound impact language has on both communication and cognitive processes as it plays a crucial role in shaping understanding. Similarly, Gorski (2011) emphasizes that “Effective teaching requires responsiveness to the diverse backgrounds of learners, particularly in linguistically diverse classrooms,” underscoring the importance of adapting teaching methods to meet the linguistic and cultural needs of students.
The most challenging aspect of the session was providing real-time feedback, gauging understanding, and tracking progress due to language barriers. With many students speaking Mandarin, it was difficult to assess their progress and provide timely support. This created a disconnect in the teaching and learning process and hindered students’ engagement. Mercer (2010) notes that “Effective feedback is not just about responding to student output, but about creating a dialogue that supports learning and development.” Without the necessary feedback mechanisms in place due to the language barrier, both teaching and learning were compromised, limiting opportunities for students to refine their skills.
I also observed an overreliance on peer assistance, particularly from one exceptional student, who was frequently approached for help. While peer support is valuable, it led to errors being passed along and disrupted the exceptional student’s ability to focus on her work. Vygotsky (1978) suggests that “Learning is a social process,” which emphasizes the benefits of peer learning, but also the need to balance the workload among students to prevent overburdening one individual.
Reflecting on this session, I recognise the need for a more proactive approach, some suggestions for influencing Inclusivity and Engagement in Future Workshops:
· Address language barriers: Establish ground rules for speaking in English, especially when giving instructions or feedback.
· Provide bilingual materials: Pair students with varying English proficiency levels to bridge communication gaps and create an inclusive learning environment.
· Follow Larkin’s advice (2013): “Good teaching involves making learning accessible to all, no matter their background or skill level.”
· Combat student disengagement: Set clearer expectations for behaviour and preparation; ask students to come with questions or concerns.
· Encourage structured group discussions: Promote greater engagement and accountability among students.
· Rotate 1:1 time: Ensure personalized attention for each student and prevent any student from being overwhelmed.
· Adopt an evidence-informed approach: Recognize students process information in diverse ways and adapt teaching to meet their needs.
· Follow Bamber & Jones’ advice (2014): “A collaborative, positive approach is essential to build rapport and trust with students, especially in a diverse classroom environment.”
· Create a supportive space: Foster an environment where students feel valued and empowered to overcome learning barriers and reach their potential.
References
– Bhamber, H., & Jones, M. (2014). “Inclusive Teaching Strategies: A Guide for Educators”. London: Routledge.
– Canagarajah, S. (2013). “Translingual Practices: Global Englishes and Cosmopolitan Relations”. New York: Routledge.
– Gorski, P. (2011). “Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap”. Teachers College Press.
– Larkin, J. L. M. (2013). “Teaching and Learning in the Diverse Classroom”. Cambridge University Press.
– Mercer, N. (2010). “The Analysis of Classroom Talk: Methods and Methodologies”. Routledge.
– Vygotsky, L. (1978). “Mind in Society: The Development of Higher Psychological Processes”. Harvard University Press.