In South Africa, where there are eleven official languages and most people do not speak English as a first language (South Africa Info, n.d.), it is not surprising that you as a writing tutor will encounter an English as an Additional Language (EAL) student. This could be because of voluntary or involuntary circumstances. With a nation rich in culture and diversity it is not uncommon for English to not be the primary language of communication. This is definitely true at our university, Stellenbosch University (SU), a public research institution in the Western Cape, South Africa. SU has focused much attention on multilingualism in recent years. So much so that academic, social, administrative and professional settings at SU use a variety of languages for communication. These include: English, Afrikaans and isiXhosa, the official regional languages of the Western Cape (Stellenbosch University, n.d.). We, as writing tutors need to be able to adapt quickly to suit the needs of the EAL students that come to us for assistance. However, EAL writers do present unique challenges for writing tutors.
Having a language spectrum so unique presents the writing tutor with a dual challenge. On the one hand you need to be impartial and directory with the students, yet you also need to offer discretion and guidance because of their lack of expertise in the English language. Afrikaans is a dominant language in the Western Cape, especially in Stellenbosch. Often at our Writing Center, students whose first language is Afrikaans elect to pursue their tertiary studies in English because that is the language in which most academic resources are readily available. It is common for one to think in their home language and translate accordingly, therefore the nuances of English become convoluted. Consequently, it is common for EAL students to know what they want to say, however, they struggle with expressing it appropriately, both grammatically and in the correct English form (Myers 52). This is also challenging for us writing tutors, as we will feel pressured to assist the student but also not over-step and edit the student’s work. This dilemma is exacerbated by the fact that many students (including EAL) actually prefer it when the tutor edits their work as it lessens the amount of work they need to carry out after the session.
It is not uncommon for all students to question their work at one point or another but often in our experience Afrikaans students that come to the center are insecure about their work because of the degree of their uncertainties with the language. It is vital that this be treated with the caution. As tutors we want to assure students, EAL or not, that their work is valid and that we are not critics but helpers and there to provide guidance. When EAL students’ attention is only brought to the negative aspects of their work, they may shut down and lose the little confidence that they have built in themselves. A significant challenge for EAL students is the battle with grammar and the unique aspects of the English language. They often know what they want to write but they are not certain whether their intention comes across clearly. Therefore, it is important that during the consultation process, to encourage the students and bring their attention to the elements that they have done well. In our experience this will give students a boost in confidence no matter how small and this is then the starting point for them to develop as better writers.
Interestingly, in our experience, students do not often tell you that English is not their first language; sometimes it is their second or even third. It is something that you as a writing tutor generally identify throughout the session. There are generally subtle tells that alert us as consultants that the student is EAL. This is often illustrated through incorrect tense and language use. Recently, we had an EAL student schedule a consultation to work on the phrasing and word choice of their assignment. Students at our Writing Center have the option to select what language they want the consultation to take place in and stipulate what language they are writing the assignment. We as consultants are matched according to this selection. Therefore, we as consultants have required to adapt quickly when learning that the student is an EAL.
Initially, when we started out as consultants we would often automatically fix the EAL student’s mistakes but as more consultations were conducted and we became more aware, we started to ask the students what they thought of the sentence that had the tense error. This allowed the students to gain agency in their writing. The students also became less shy about their writing as they had more sessions with us and they began to feel less uncomfortable about making mistakes. The students also started to identify when a sentence did not sound right and began to offer suggestions on what manner would be best to rectify it. This was noticeable regarding sentence construction, where students began to understand when they were trying to put too many ideas into a sentence. Often confidence is an issue, and a lack of support, more often than not a little guidance generally boosts the student’s morale and their quality of work will improve.
Another point to seriously consider when working with EAL students is that by virtue of either their accent or limited vocabulary in English, they are especially sensitive to corrections in their work as they usually feel they are behind their peers and multiple corrections just reinforce this point. We once worked with a student who manifested this vulnerability by a feeling of “giving up” with regard to writing. In this instance, it was important that we were observant of these feelings when they arose and we worked to assure the student that writing is a process, no one is born a good writer and everyone, even the most accomplished writers, are still learning. This helped build a sense of camaraderie with the student and greatly assuage any concerns they had with their writing.
At our Writing Center we are used to the influx of richly diverse EAL students but that is not to say that it is not challenging. Yet, at the same time we have started to become more attuned to their needs. We constantly need to be aware of our actions and ensure that we are doing what is for the long-term benefit of the student. Often that is the simple phrase of “Good job, you are getting there”.
References
Myers, S.A. (2003). Reassessing the “Proofreading Trap”: ESL tutoring and writing instruction.The Writing Center Journal, (24)1, 51-70.
Stellenbosch University. (n.d.). Languages of tuition at Stellenbosch University. http://www.sun.ac.za/english/welcome/Pages/Language-Policy-at-SU.aspx.
South Africa Info. (n.d.). The 11 languages of South Africa. https://southafrica-info.com/arts-culture/11-languages-south-africa/.
About the Authors
Sabrina Thompson I am currently a writing consultant at the Stellenbosch University Writing Lab in the Western Cape, South Africa. I have an undergraduate law degree (LLB) and a postgraduate Masters in law (LLM) from the University of Stellenbosch. My principle areas of research are gender and children’s rights. I am currently in the process of writing my Doctorate in Children’s Rights. My love of language and writing has been with me since a very early age.
Omamuyovwi Dante Gbejewoh Dante is a consultant at the writing lab. He has an undergraduate degree in Agriculture at the University of Benin, Nigeria. He is currently rounding up his master’s programme in Sustainable Agriculture at Stellenbosch University, South Africa studying sustainability in grape and wine production. His avid reading combined with his love for teaching spurred an interest in working in the writing lab.
Vishaal B. Patel I am a consultant with the Writing Lab in Stellenbosch University in South Africa. I am currently finalizing my Masters in Biochemistry and intend on perusing a PhD in the same field. I currently hold a BSc in Human Life Sciences and BSc Hons in Wine Biotechnology from Stellenbosch University. Throughout my time at university, I have always enjoyed helping other students in whatever way I can from being a mentor and tutor to a consultant in various aspects.
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