I haven't seen any much of a tutor training program. We have a mandatory 12
hour pre-service training for all potential tutors, experienced or not. That
way we get to know them well enough to match them appropriately. We also
offer lots of support with a library, website, monthly workshops (1 a year
is also mandatory). Our tutors do come to us with their concerns and usually
it all works out.
Ann Beck
LV Coconino County
Flagstaff, AZ

  _____  

From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of
robinschwarz1 at aol.com
Sent: Monday, March 03, 2008 9:32 PM
To: professionaldevelopment at nifl.gov
Subject: [ProfessionalDevelopment 2006] Re: Tutors becoming aware of
specific ESOL needs


Molly-- you are fortunate to have tutors who have some experience/training.
When tutors do not have such experience here are a couple of ideas: 

I think one approach to think about is that for nearly all who volunteer,
the situation should not be characterized as tutoring--but rather as
conversation partners-- with that label, there are no expectations about
teaching anything --and the learners might well profit from just that
interaction.   We used to have conversation partners for our students at my
university in DC-- like most tutors, they were stay-at-home moms or retired
teachers or business people who were interested either in learning another
language or about another culture--and they talked about anything under the
sun with learners for one or more hours a week-- the two arranged their own
schedule.   If learners were lucky, the partner could explain some
vocabulary or cultural things or discuss a reading assigned for class---but
there were no expectations in terms of actually teaching or learning.  Quite
of lot of our learners profited enormously from the opportunity to practice
English and ask questions about vocabulary or cultural stuff.  
Students coming for help would be disabused of the notion that they were
going to be "Taught" English--but could profit from time with someone
willing to talk to/with them.  

The second level could be tutors who DO know something about teaching a
language/English--either from experience or from formal training--and they
would be provided ways to expand their skills on their own and be given a
probationary tutoring situation --with supervision -- and the supervisor
checking with the student (not in the presence of the tutor) about how needs
are being met.  Supervision would include direct training in eliciting the
student's English needs and structuring tutoring to address those needs.
Tutors could increase their learning through videos, the internet, reading,
and observing willing ESL teachers.   

Beyond that, tutors would only work with either low level ESL learners,
learners with low or no literacy, or with English-speaking remedial reading
students if they have evidence of expertise to do that kind of tutoring.  

I worked for many years in a program for struggling adult learners (not ESL)
in DC and we guarded our students zealously from incompetent or
insufficiently trained tutors.  We did this because we knew that the damage
done is never undone and often is the coup de grace for those who have
already struggled many years.  ESOL students should be similarly protected.


As for those with very limited oral proficiency, the need is rather
clearer--they have to be able to understand and respond to basic social
questions and requests for information.  Beyond that, whatever their work is
or wherever they will use English will dictate what the tutoring should
address.   This can be learned with the help of an interpreter.  It is
important, I feel, to remember that most learners at that level are putting
themselves in the hands of teachers/tutors with the complete expectation
that the teacher/tutor will know what they need to learn to be able to
understand and speak English.   At this level, they are not going to respond
to the idea of being asked for what they need to learn with any real
understanding.   Rather, the tutor/teacher needs to get to know the learner
WELL very soon and begin to ferret out where English is needed functionally
and proceed with the basics.   When I pressed one tutor about what her
learner needed, she finally admitted that the learner worked in a daycare
center and said she could not understand what the parents asked her when
they came to drop off or pick up their children.  Nor could she tell them
what they needed to know.   When I suggested that that need would fill the
tutoring curriculum for months to come, the tutor resolved to go visit the
center so she would have a clearer idea of just what the learner needed to
understand and say.   She also finally understood that the fact that the
learner wrote everything down during tutoring did not mean the learner knew
how to say or recognize those things in the actual situation at work--and
THAT was the other focus of lessons-- actual USE of and mastery of what was
critically needed at the workplace.   To me this doesn't seem like rocket
science-- so when tutors cannot make those decisions, I have to wonder what
their "training" actually addressed.   

What I just hate to see is what that tutor had been doing: shuffling through
materials and books searching for something to fill the time of tutoring and
no idea at all if the learner actually needed or wanted to practice what was
found.  This indicates a complete misunderstanding of why the learner is
there and what can be accomplished in most tutoring.   

Robin  


-----Original Message-----
From: Molly Elkins <melkins at dclibraries.org>
To: 'The Adult Literacy Professional Development Discussion List'
<professionaldevelopment at nifl.gov>
Sent: Mon, 3 Mar 2008 1:17 pm
Subject: [ProfessionalDevelopment 2005] Re: Tutors becoming aware of
specific ESOL needs


I completely agree that tutoring should be driven by learner needs. I do
hammer that home with my tutors in training, because I believe that the
learners will get little out of a program that isn't meeting their needs,
and adult learners will be likely to simply leave. 
 
And I have to say that I am blessed in my program with MANY tutors who are
experienced at working with adults, and teaching reading and/or ESL.
Frequently I am astounded at the experience my tutors bring to our program.
But I also have many tutors that are inexperienced. Some are hoping to gain
experience, and others are admittedly looking for the pleasure of feeling
like they helped someone else. 
 
Here's my actual dilemma. I have a waiting list of many people who would
like service through our program. Some have been waiting since November, and
I have new people applying to our program weekly. 
 
What I'm trying to do is offer professional development to my tutors
anywhere I can. I provide them with a training manual that has a wealth of
information and ready-to-use ideas. I am setting up round table discussions
where tutors can share with one another. I inform them of opportunities in
the community for professional development. Many of them attend because they
are thirsty for knowledge of how to help their learners. 
 
What my tutors ultimately need is the ability to gage learner needs even
when a learner can't articulate what that need is. This ability is something
that will mainly come with experience, probably not training or testing. 
 
Thank you,
 
Molly Elkins
Literacy Specialist
Douglas County Libraries
Phillip S. Miller Library
  100 S. Wilcox Street
  Castle Rock CO 80104
  Map
<http://www.mapquest.com/maps/map.adp?country=US&addtohistory=&formtype=addr
ess&searchtype=address&cat=&address=100%20S%20Wilcox%20St&city=Castle%20Rock
&state=CO&zipcode=80104%2d1911&search=Get%2bMap> 
Phone: (303)791-READ 
Fax: (303) 688-7655
Email: melkins at dclibraries.org
Web: www.DouglasCountyLibraries.org <http://www.douglascountylibraries.org/>

  _____  

From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov
<mailto:professionaldevelopment-bounces at nifl.gov?> ] On Behalf Of
robinschwarz1 at aol.com
Sent: Saturday, March 01, 2008 2:21 PM
To: professionaldevelopment at nifl.gov
Subject: [ProfessionalDevelopment 2002] Re: Tutors becoming aware of
specific ESOL needs
 
Molly-- you have stated the problem neatly in your second paragraph--How
WILL an inexperienced tutor begin to help a learner with almost no English
skills?  

But my question to you is why you feel you CAN'T require all volunteers who
work with low level ESL learners to have experience??  As I noted in a much
earlier post,  it is backwards to have the tutoring program be for the
pleasure and benefit ofr tutors.  Tutoring response should be driven by
learner needs-- short and simple.   

Robin Lovrien Schwarz  
 
 
-----Original Message-----
From: Molly Elkins <melkins at dclibraries.org>
To: 'The Adult Literacy Professional Development Discussion List'
<professionaldevelopment at nifl.gov>
Sent: Wed, 27 Feb 2008 12:52 pm
Subject: [ProfessionalDevelopment 1995] Tutors becoming aware of specific
ESOL needs
I am very interested in this discussion. I coordinate the Adult Literacy
program at our library, which is powered entirely by volunteers. Many have
experience working with adult learners or ESL, but many also do not. 
 
In our training, we do discuss the importance of meeting the specific
learning needs and goals of the learner, however, if the learner is unable
to articulate, how will an inexperienced tutor be helpful? 
 
I don't want to just throw my hands up and do away with the program, or
require that all volunteers have experience. How can I train or prepare my
tutors to meet the needs of their learners? 
 
Thank you,
 
Molly Elkins
Literacy Specialist
Douglas County Libraries
Phillip S. Miller Library
  100 S. Wilcox Street
  Castle Rock CO 80104
 
<http://www.mapquest.com/maps/map.adp?country=US&addtohistory=&formtype=addr
ess&searchtype=address&cat=&address=100%20S%20Wilcox%20St&city=Castle%20Rock
&state=CO&zipcode=80104%2d1911&search=Get%2bMap> Map
Phone: (303)791-READ 
Fax: (303) 688-7655
Email:  <mailto:melkins at dclibraries.org> melkins at dclibraries.org
Web:  <http://www.douglascountylibraries.org/>
www.DouglasCountyLibraries.org
  _____  

From:  <mailto:professionaldevelopment-bounces at nifl.gov>
professionaldevelopment-bounces at nifl.gov [
<mailto:professionaldevelopment-bounces at nifl.gov?>
mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of
<mailto:robinschwarz1 at aol.com> robinschwarz1 at aol.com
Sent: Thursday, February 07, 2008 11:15 AM
To:  <mailto:professionaldevelopment at nifl.gov>
professionaldevelopment at nifl.gov
Subject: [ProfessionalDevelopment 1911] Re: Requesting Resource Information
 
I hate to be a wet blanket here, but this just caught my eye.  Why don't you
recommend that this person advertise at a local college for someone to tutor
him.  He needs someone who will work with him on his assignments who is able
to meet him at the level of English he already has.   I say this having just
worked with one on one with the FOURTH tutor from the local library Literacy
Services assigned to an ESOL learner with fairly strong English skills.  I
have also worked with numerous literacy service providers in several states
and regularly provide PD sessions for literacy tutors in the state where I
live.   

These tutors mean so well but know so very little about working with ESOL
learners that frankly, it is not a productive match.   Since the tutors do
not know ESOL issues well, they tend to grab at some generic book in hopes
that will appease the learner-- when usually the learner has very specific
needs and goals, as does this learner, which do not get met or addressed at
all.   

I am so disheartened by the gap between what ESOL learners need and what
their literacy tutors are providing that I have decided to speak more
frankly about it.  I have adjusted my sessions with tutors to help them
start with the very basics: let's find out just what English your learner
actually knows and then what he or she really came to you to learn.  
 
Robin Lovrien Schwarz 
-----Original Message-----
From: Sandy Phillips < <mailto:SPhillips at ci.oceanside.ca.us>
SPhillips at ci.oceanside.ca.us>
To:  <mailto:lbedford at rushmore.com> lbedford at rushmore.com; The Adult
Literacy Professional Development Discussion List <
<mailto:professionaldevelopment at nifl.gov> professionaldevelopment at nifl.gov>
Sent: Thu, 7 Feb 2008 10:37 am
Subject: [ProfessionalDevelopment 1910] Re: Requesting Resource Information
Laurie,
 
Have him call the Literacy Coordinator at the Stockton Public Library
Peaches Ehrich at (209) 937-8261.  I am sure she can help him locate the
help he needs.
 
Sandy Phillips 
Literacy Coordinator 
Volunteer Coordinator 
(760) 435-5683 
(760) 435-5681 FAX# 
 <mailto:sphillips at ci.oceanside.ca.us> sphillips at ci.oceanside.ca.us 
 
  _____  

From:  <mailto:professionaldevelopment-bounces at nifl.gov>
professionaldevelopment-bounces at nifl.gov [
<mailto:professionaldevelopment-bounces at nifl.gov?>
mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Laurie Bedford
Sent: Thursday, February 07, 2008 7:38 AM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 1909] Requesting Resource Information
All,
I am an adjunct faculty member at an online unversity teaching graduate
courses.   I have a student who is struggling with his writing.   He is an
english languague learner and Spanish is his first language.   He lives in
Stockton, CA.   Does anyone know of any resources in that area that he might
draw upon?  Thanks.
Laurie


Laurie Bedford, Ph.D. 
Adjunct Faculty/Instructional Development Consultant
 <mailto:lbedford at rushmore.com> lbedford at rushmore.com 
605-720-7881 
 
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