Intra-university collaboration and language learners: CELAC, CAPS, and ESL students at UNMDr. Paul Edmunds, Center for English Language and American CultureDr. Daniel Sanford, Center for Academic Program Support

Working with Writers 2011

Multilingual Writers at UNM

•Learners of Non-English Languages

•Native speakers of a non- English Language, learning a native language for literacy

•ELL students:– Second-language learners of English– Immigrants, and children of immigrants– Speakers of NM heritage languages– International Students

Multilingual Writers at UNM

• 916 current international students at UNM, representing 91 countries

• New admits (per year, approx.)

– 200 degree seeking– 150 exchange– 70 intensive English

CELAC Overview• History

– Since 1978

• Purpose– Designed for students who

are planning to attend the University of New Mexico or another U.S. university

– Students develop university-level skills in grammar, reading, writing, listening & speaking.

• TOEFL Placement & Proficiency exams

CELAC Instructors

• MA and PhD students at UNM (e.g. Linguistics, COE)

• Many years of teaching experience– Both in the U.S. and

abroad

• Passionate about teaching English

• Understanding of different cultures

CELAC Students & Activities• Fall and Spring semesters: 60 -70 students• Summer session: 30 - 40 students• Represent over 25 different countries• Small class sizes: 8 -15 students• English only in classes• Fun Cultural Field Trips

CELAC Classes

• 5 levels of instruction– Academic Bridge– Advanced– High-Intermediate– Intermediate – Low-Intermediate

• TOEFL Preparation Course• Intensive: Classes meet 5 days a week

– 9AM-1PM or 1PM-5PM– 20 hours class time per week– 2-4 hours of homework daily

Writing at CELAC

• Genres– Instruction regarding informal and formal

writing registers– Informal genres:

• Dialogue journals• Newspaper content (articles, ads - CELAC Bugle)• Poems• Recipes & cookbooks• Email correspondence

Writing at CELAC

• Genres– Formal genres:

• Resume & cover letter

– Academic essays:• Narrative• Comparison/Contrast• Cause & Effect• Argumentative

– Portfolios & Class Publications

Writing at CELAC• Sentence, paragraph, & essay structure

– Length and difficulty by class levels• Low-Intermediate – Intermediate: Sentence/Paragraph

• High-Intermediate – Advanced: Multi-Paragraph

• Academic Bridge – Multi-page w/citations

• Writing process– Highly structured: brainstorming, outlining, drafting,

revision, final product

– Elements of essays may be completed one at a time to “lead students through” process

Writing at CELAC

• Resources– Library visits

• Research librarians demonstrate use of databases

– Citation format• MLA in preparation for English 101

– APA as alternate

– Ortega Language Lab– Afternoon groups

• CAPS ESL Conversation• “Real World English”

– Teacher Office Hours

CAPS Writing & Language Center: Overview

• Purpose– Designed for current

UNM Students– Students are

supported in the development of writing, language, and literacy skills that will help them to navigate the university and the life beyond.

– Over 5,000 visits in 2009-2010

Why a combined Writing & Language Center?– Writing is language!– Writing and language are

both means to access communities.

– Allows for a holistic focus on L2 Writers.

– Provides an opportunity to apply writing center. pedagogy to non-English languages.

– Allows us to advocate for the role of heritage languages within the academy.

Writing Drop-in LabPrimary format of services since Fall 2009.

Goals:•To embody a view of writing as a collaborative act•To implement in practice a view of writing as a process•To validate student users as intelligent commenters on ideas and writing•To advance a view of the writing center as a place to write, rather than as a place to get writing fixed

Non-English Writing Drop-in Labs

• Spanish, in collaboration with El Centro de la Raza

• Navajo, in collaboration with American Indian Student Services

Wrap Up

• High level of structure– Orient international students (from a variety of academic

and cultural backgrounds) to the academic/writing system in the U.S.

• Lead students through assignments incrementally– Assure each step receives full attention

• Build skills in database searches– Finding academic articles, learning reference formatting

These principles help prepare our students to be successful in their academic classes at UNM – in line with our Mission.

Wrap Up

• Know your student population.• Know your partners.• Go where the students are.• Use peer review to build student’s confidence as

readers.• Use sequenced assignments to give students the

chance to write without being crippled by the fear of doing it wrong.

These principles help prepare our students to be successful in their academic classes at UNM – in line with our Mission.

What do you do in working with multilingual writers in your classes?

CONTACT US:Dr. Paul Edmunds pedmunds@unm.edu Dr. Daniel Sanford dsanford@unm.eduCELAC http://www.unm.edu/celac CAPS http://caps.unm.edu