Meeting the Needs of Second
Language Learners in the Library
July 24, 2002
Gina Mikel Petrie
Dept. of Teaching and Learning
Washington State University
Why are we here?
Communication breakdown
Questions we need to ask
1. WHO are the second language library
users here at WSU?
2. WHAT exactly are the issues that arise
when communicating with language
students?
A note on stereotypes…
The usefulness of generalizations…
BUT
The limits and dangers
International Students
A) Enrolled in an ESL B) Enrolled in the
program university
1. Lower level 1. EAP graduates
2. Higher level 2. No EAP prep
International Students
Very general characteristics
Eye learners
Textbook learning experiences
Fairly strong CALP
U.S. Resident Students
Very general characteristics
Ear learners
English through social contacts
Possibly low CALP
Which culture?
Some ways culture can impact your experiences with
second language learners in library instruction
type of educational background
questions/answers
authority
listening/speaking
reading/writing
Some Cultural Group Examples
South/Central American
Asian
European
Arab
Which language?
Contrastive analysis
Pronunciation
ex. Vietnamese
Grammar
ex. Taiwanese
Spelling
ex. Arabic
Why does communication break down with
second language learners?
Mixture of cultural
and linguistic issues
Specifically, what are these issues in library
instruction?
Language Genre
Vocabulary Plagiarism
Literacy practices Multiple ways
Language Issues
Affective aspects
Communicative Competence
Low language ability
Assisting with Language Issues
Redundancy
Fulfill expectations
Multiple modes
Simply patterned documents
Technology
Modeling
Vocabulary Issues
Basic vocabulary
Functional vocabulary
Academic vocabulary
Assisting with
Vocabulary Issues
Synonyms
Checking on search terms
Widening/narrowing search
Functional vocabulary suitable for library
Ideas for locating discipline specific vocab
Literacy Issues
Organization of information
Significance of information
Abbreviations
Assisting with Literacy Issues
Walk through examples
Talk aloud modeling
Look at different types of information
Genre Issues
Purpose of text
Audience/author awareness
Organization of text
Obvious/subtle argument
Use of other sources
Assisting with Genre Issues
Ask questions
Give information about genre
Plagiarism Issues
Cultural concept
Emphasis on author
Assisting with
Plagiarism Issues
Awareness
Assist with realization that author matters
Multiple Path Issues
Confusion
Overwhelming information
Assisting with
Multiple Path Issues
Keep it simple—one path
Avoid more advance information unless
approached by student
Be aware of students’ language abilities
A closing thought
By being aware of the literacy,
language and cultural backgrounds of
students,
we can better meet their needs
And gain a rich multicultural
awareness ourselves.