When I first began tutoring at The University Center for Writing-based Learning, also known as the UCWbL, I was unsure of how to best approach my appointments with English language learners (ELLs). I felt I didn’t have the ability to clearly define English words without using the word itself or a good enough grasp of grammar to effectively and accurately explain the rules that came naturally to me. Most of all, I was worried I would lead ELL writers to feel like they were failing to understand English when, really, the fault would be my own.
In my early appointments, I got flustered trying to remember different strategies I had talked about with other tutors and scrambling to find the clearest explanations possible. Though the advice of my fellow tutors was invaluable, trying to find the “best” strategy for any given appointment prevented me from focusing on and truly understanding the individual writer’s perspective. Instead of finding the “right” strategy, what transformed my work with ELL writers the most was being tutored—in French.
When I first began French tutoring, I was surprised I felt nervous going to my appointments. I figured, I tutored people, so I should understand tutors are simply there to help. Yet, I was still uncomfortable. Worse, I found every mistake I made and instance I couldn’t think of how to convey my thoughts in French made me feel stupid. Logically, I knew the tutor wouldn’t judge me—I never judge my writers, after all—but I couldn’t shake the feeling I wasn’t understanding everything I should’ve been. For the first time, I felt I actually could begin to understand the position ELLs are in. Though I had previously thought they probably felt these things, it wasn’t until I experienced them on a lower stakes scale for myself that I more completely understood such a mindset.
Of course, there are other ways to consider the perspective of ELL writers. Julia Dunn in her article “On Tutoring English Language-Learner Students,” outlines the position many ELLs find themselves in. She says, “Imagine if you’re a native speaker of Spanish and suddenly you’re transferred to a school that speaks predominantly German. You’d want someone to understand that you’re still learning, and you’d want to work with a tutor who does not get frustrated with you if you stumble over several fundamental writing rules.” While tutors may think they are acting patiently in their appointments, we should consider how our actions and words may come across to an ELL writer. Dismissing a concept as “easy” or failing to fully explain it may make the writer feel as though they are inadequate.
Dunn goes on to say, “Along the same lines, imagine how it would feel for you (a hypothetical Spanish-speaking native) to turn in your first essay in German only for your tutor to write it off as ‘poorly written’ or worthy of a failing grade. You wouldn’t feel great. Your confidence in writing in German would plummet, and you may find it an even greater struggle to produce work in a language you don’t know like a native speaker would, especially after such discouraging feedback. College student tutors should remember this when they work with ELL students.” In essence, failing to recognize the work that goes into learning a new language can make it easy to forget how difficult going to a foreign country that speaks a different language than your own can be. Focusing on mistakes rather than addressing the writer’s concerns can leave a writer more confused and feeling hopeless.
In my own experience with French tutoring, encouragement goes a long way. Many of my mistakes occur when I feel unsure of myself or nervous. A positive comment or two not only helps me feel comfortable but also helps me produce more language with fewer mistakes. Regardless of whether a tutor is learning another language or not, they should consider how they might feel if they were, for this basic thoughtfulness can forge a sense of understanding between tutor and writer that encourages growth rather than stifling it.