Learning Strategies and Low-Literacy Adult Hmong Students

Julia Reimerjreimer@hamline.edu

LESLLA Conference 2009

Research Questions

What learning strategies are adult Hmong students with little or no prior formal education using to learn English?

What strategies would be good to introduce them to?

What do teachers of adult ESL need to know about strategies instruction for learners with little prior formal education?

Project Overview

Fall ’06: Classroom observations Winter ’07: Interviews Spring ’07: Strategy Training Summer ’07: Evaluation

Setting / Participants

Workforce education center in metropolitan Minnesota

Pre-literacy level class Little to no prior formal education CASAS scores: 164-191 Majority Hmong students (also Karen

and Somali)

Language Learning Strategies Cognitive Metacognitive Social Affective Compensation

1. Organizing and evaluating one’s learning

2. Managing emotions 3. Using memory aids,

analyzing language4. Repairing breakdowns

in communication 5. Eliciting explanations

and practice opportunities from others

Classroom Observation Stage

Effective Strategies Less Effective Strategies

Paper and pens ready, on track with papers; look over handouts as class gets ready (metacognitive)

Difficulty keeping track of papers

Copy from board or handouts when appropriate (when the teacher gives them time); attend to classroom activity (cognitive and metacognitive)

Copy from board or handout when the teacher is explaining something else or is leading choral repetition

Cont’d

Copy from board or handouts and ask questions that show comprehension (cognitive)

Copy from board or handouts, but with attention solely on form, not meaning

Spontaneous repetition of dialogs; personalizing of new vocab (Ex: “Mai x-ray four time.”) (cognitive)

Create new language as requested (cognitive)

Cont’d

Use text, pictures, other clues to orient themselves to the material (i.e., on grocery ads, look for pictures of target item) (cognitive and compensatory)

Look only for requested text (i.e., on grocery ads, looks for the word “apples” alone)

Ask teacher for help: clarification of directions, correction of answers, etc. (cognitive, metacognitive and social)

Avoid interaction with teacher

“Teach” other students: checking their work, asking teacher to help others, etc. (social)

Strategies of Unknown Efficacy Ask for and give translations in L1

(cognitive and social) Choral repetition to self (cognitive)

Interview Stage

Interviewed 11 students Used Hmong interpreter Approximately ½ - 1 hour interviews Focus on prior formal and informal

educational experiences; literacy activities in Hmong; learning English in the current program (modified learning strategies use questions); use of English out of class

General demographics

Gender: F = 9; M = 2 Age: 20 – 58 Time in US: recent arrivals – 3 years Prior formal education: n = 1 with <

1year of L1 school; n = 3 with <9 months ESL

Other L2 experience: Thai: n = 8 report some skills (n = 6 “a little”; n = 2 feel fairly fluent); Lao: n = 5 report some skills (n = 4 “a little”; n = 1 feels fairly fluent)

Strategies for remembering and practicing new information (cognitive strategies) saying new words outloud (n = 5) writing new words (n = 4) listening to TV in English (n=7) listening to relatives speak English

(n=3) speak less Hmong in class (n=1)

Strategies for breakdown in communication (compensatory strategies) using realia (pointing to items, etc) (n =

3) using a translator / relative (n = 3) preparing ahead for communication (n

= 1)

Strategy: planning your learning (metacognitive strategies) reviewing at home (n=8) setting aside time to practice with

family (n=1)

Strategy: asking for help from others (social strategies) asking others for help (peers in class,

teacher in class, children, other family members) (n = 11)

checking comprehension with others (n=2)

Strategies for managing affect (nervousness) in class, focusing on listening rather

than responding (n=1)

Avoidance seems to be biggest strategy

Overall Results Some students used cognitive strategies

effectively in the classroom (spontaneous repetition of dialogs; personalizing vocabulary).

Some students used metacognitive strategies effectively in the classroom (copying from the board at appropriate times).

Many students used social strategies effectively with peers (asking each other for translations or clarification), but not with native speakers.

There was not much use of compensation strategies beyond using a translator.

Students wanted to review at home, but had difficulty understanding their class materials or didn’t know how to review.

Other comments

“It’s really difficult to learn.” Can’t remember what was covered in class

once they get home, but 8 reported reviewing daily at home.

Many stressors, distractions at home Would prefer 1-on-1 time with teacher or

having a tutor (i.e., less peer work) “I can say words but can’t put sentences

together.” “Thai is easier to learn than English. We had to

use it.”

Strategy Training Stage

Focus on helping students maximize how they use the materials / information they get in class, and on opportunities to use English.

Flash cards (basic elements, use) Organizing notebooks Generative language (a machine for,

something for) Identifying opportunities to use English

outside of class, and practicing phrases to use