Best Practices for English

Instruction in Engineering/
Technology Disciplines

Polytechnic Summit
June 12
th
, 2014
Panel:
Faith Litchock-Morellato, Wentworth Institute of Technology
Rachel Maitra, Wentworth Institute of Technology
James OBrien, Wentworth Institute of Technology
Greg Sirokman, Wentworth Institute of Technology




Objective
The goal of this panel will be to discuss
the paradigm of service for non-native
speakers at Wentworth Institute of
Technology, the challenges that are
faced, as well as possible next steps.


.
Defining the Population
The 2013-2014 cohort was comprised of
approximately 40 students.
Our students span the globe from the
Middle East, Asia, South America and
Europe.
Students levels upon entrance range
from low intermediate to advanced.
Retention Rates of All
International Students
Cohort Year
!"# %&'( )*(+,- .,/ %&'( 0'11 2(/ %&'( 0'11 3#4 %&'( 0'11
Full-Time
Intl 2010
Cohort
5267! 8 95633 8 976:2 8 :;6!< 8
Full-Time
Intl
2011 Cohort
5369: 8 ;.672 8 9<672 8
Retention Rates of
Domestic Students
Cohort Year
!"# %&'( )*(+,- .,/ %&'( 0'11 2(/ %&'( 0'11 3#4 %&'( 0'11
Full-Time
2010 Cohort
5.69: 8 95695 8 9!6!5 8 :;6:9 8
Full-Time
2011 Cohort
536<7 8 ;!695 8 9<672 8
Graduation Rates
=>? @'A&1" 3 %( B('/ ='#& < %( B('/ ='#& : %( B('/ ='#&
0>(&+-, C+DE&, .:6.! 8 276;: 8 2263: 8
F&(G',&,# =&"+/&,# 2.63; 8 376.7 8 3362: 8
!"#$% '()#*
+#,-"#.- (/ 0()1
2(23*#4($56
7897: ; <=9<> ; <>9?< ;
ESL Programming at WIT
Currently, all incoming freshmen take a
placement exam to be put into one of the
following English classes: ENGL-070
(ESL), ENGL-090 (Developmental
English), ENGL-100 (standard English),
and ENGL-125 (Honors).

ESL Programming at WIT
ESL Sequencing- two levels of classes
(ENGLISH-070 and 080) where students
engage in expository writing and
identification of repeated grammar
errors.
Weekly tutoring, workshops and bi-
weekly conversation groups support their
English development outside of the
classroom. Participation in annual
Cultural Language Exchange.
ESL Programming at WIT
Students that do not earn a C or better in
ENGLISH-080 must take a remedial 1-
credit course, ENGLISH-085 (on-line). This
pass/fail course focuses on the revision of
two of their lowest scoring essays as well as
grammatical challenges. If the student
successfully passes the course, they can
move on to ENGLISH-100.
Major Challenges
Low student engagement in English
related subjects Why do I need
English?
Level of English competency is not on
par with their level of skill within their
majorProficient in their area of study
but where English is required skills needs
refinement.

Other classroom
Related challenges
Use of humor and cultural/pop culture
references in an inclusive way, so as to
make material more relevant and
relatable for both ESL and native
speaking students. Humor and (pop)
culture make class more fun on the one
hand, but on the other, they may
introduce needless confusion for English
language learners. How do we achieve
balance?
Other Classroom
Related Challenges
Encouraging interaction among ESL
students and native speakers in a casual
natural way that doesnt make ESL
students feel pushed into a needlessly
tricky conversation on top of the
challenges everyone faces in learning
how to navigate and talk about new
subject matter.
How we are meeting the
challenges in the classroom
To facilitate understanding of course
material:
Include visuals in class to support verbal
explanation. Further, tap into theory of
multiple intelligences to reach the most
students.
Explain concepts in more than one way
so as not to limit understanding to a
single vocabulary or means of
expression.
Be conscious of word choice.

How we are meeting the
challenges in the classroom
Continued
Slow down and leave pausesfor
language learners, rapid speech is often
more of a barrier to understanding than
word choice. Speak clearly, avoiding
overuse of colloquialisms, incomplete
sentences, and fillers such as like and
you know. Be okay with silence to
allow time for thinking in English.
How we are meeting the
challenges in the classroom
continued
Avoid over-explaining. Often a language
learner may miss a single word or
expression, rather than a concept. An
elaborate explanation could compound
what was actually a straightforward
misunderstanding.
How we are meeting the
challenges in the classroom
Continued

To facilitate engagement of students:
Include group work in class time,
perhaps assigning groups randomly so
that both native and non-native speakers
interact.
How we are meeting the
challenges in the classroom
Continued
To encourage student buy-in to the
importance of English language skills
(both among the ESL and native- speaking
population):
Assign a variety of work that assists with
students fluency in all four skills
(reading, writing, speaking and listening).
Such as: presentations and process
papers as part of class projects.
WIki

If you would like a copy of this
presentation, please go to:
http://esl-wit.wikidot.com/
Questions for the
General audience
What is the paradigm of services at your
institutions?
Questions for the
General Audience
Do you have specific courses/training for
non-native speakers for terminology
within respective disciplines?
Questions for the
General Audience
What is the average class size at your
institution? How do you group your
students? Do you acknowledge cultural
silos within your classes? Is the latter
beneficial or not?
Questions for the
General Audience
Does your institution have a summer
bridge program for non-native speaking
students that are conditionally admitted?
Please speak to the design of the
program and how it is implemented.

Questions for The WIT
Community
Are you aware of the challenges we are
facing with non-native speakers?
Questions for The WIT
Community

How can we work together to improve
our services?