ESL Students in the Public Speaking Classroom
A Guide for InstructorsSecond Edition ©2014
This guidebook provides support for new and experienced instructors of public speaking courses whose classrooms include ESL and other linguistically diverse students. Based on landmark research and years of their own teaching experience, the authors provide insights about the variety of non-nativ...
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Enhance the learning experience for all students in the public speaking classroom
Enhance the learning experience for all students in the public speaking classroom
This guidebook provides support for new and experienced instructors of public speaking courses whose classrooms include ESL and other linguistically diverse students. Based on landmark research and years of their own teaching experience, the authors provide insights about the variety of non-native English-speaking students (including speakers of global English varieties), practical techniques that can be used to help these students succeed in their assignments, and ideas for leveraging this cultural asset for the education of all students in the public speaking classroom.
"I see this being very useful to new faculty who are not familiar with ESL students and who need a brief and portable overview of this student population."
Joshua Galligan, Virginia Commonwealth University
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Table of Contents
PrefaceAbout the Authors 1. LINGUISTIC DIVERSITY IN TODAYS PUBLIC SPEAKING CLASSROOM The ESL College Student International Students U.S. Linguistic Minorities Exchange Students Learning Styles Visual vs. Auditory Learners Memorizers vs. Problem Solvers Acquirers vs. Non-Acquirers Introverts vs. Extroverts Accommodating the Speech Class to ESL Students Using Media and Technology Lecture Style Class Discussion Small-Group Work Office Hours Initial Language Assessment Classroom Activities 2. CULTURAL ASSUMPTIONS AND EXPECTATIONS Expectations for Teachers Differences in Nonverbal Communication Formality Time Orientation Eye BehaviorAttire Personal Space and Touch Cultural Differences in Learning and Cognitive Styles Direct vs. Indirect Communication Field Dependency and Independency Tolerance of Ambiguity Reflectivity/Impulsivity Academic Honesty and Integrity Conclusion Classroom Activities 3. IMPROVING COMPREHENSIBILITY OF SPEECH Pronunciation Vowels Consonants Articulation Aspiration Voicing Sentence and Word Stress Sentence StressWord Stress Syntax Pronouns Verbs Idiom, Slang and Jargon Speech RateClassroom Activities 4. PLANNING THE SPEECH A Crosscultural View of Rhetoric Setting Up the Rhetorical Situation Choosing a Topic Researching the Speech Crosscultural Rhetorical ConventionsClassroom Activities 5. PRACTICING THE SPEECH Compensatory Strategies Linguistic Self-Awareness Directed Feedback Preparation of Speaking Notes Practice for Fluency Style and Attitude Classroom Activities 6. DELIVERING THE SPEECH Public Speaking Style Nonverbal Behavior in Public Speaking Paralinguistic Factors in Delivery Eye Contact Facial Expressions and Body Movement Use of Visual Aids Audience Comportment Classroom Activities 7. TECHNOLOGY: AN INTEGRATED APPROACH Using Technology to Achieve Confidence and CompetenceAccent Reduction StrategiesSelf-Reflection and RevisionOld Techniques, New ApplicationsVisual RhetoricsChallenges for Linguistically Diverse StudentsAccess and ExperiencePeer Review and CollaborationClassroom Activities 8. THE COMMUNITY-ENGAGED PUBLIC SPEAKING COURSE Civic and Community Engagement in Public Speaking CoursesEffective Community EngagementCommunity-Engaged SpeechesChallenges and Opportunities for Linguistically Diverse StudentsReflecting on Cultural Meanings of Service and Civic EngagementCultural Meanings of Service Intersections of Language with Race, Class, Gender Creating Effective AssignmentsWorking with Community PartnersLeveraging Linguistic DiversityTailoring Assignments to Diverse Student ClassroomsAlternative AssignmentsClassroom Activities CONCLUSIONAPPENDIX: SELECTED SCHOLARSHIPINDEXAuthors
Robbin Crabtree
Robbin Crabtree received her M.A. and Ph.D. in speech communication from the University of Minnesota. She is Professor of Communication at Fairfield University in Connecticut, where she serves as Dean of the College of Arts & Sciences. She has also served on the faculties of DePauw University, New Mexico State University, the Universidade de Santa Catarina, Brazil, and St. Louis University in Madrid, Spain. Dr. Crabtree teaches courses in international, intercultural, and development communication, and has been teaching public speaking since 1984. She has conducted research in Nicaragua, El Salvador, Cuba, India, Kenya, Brazil, Spain, and along the U.S.-Mexico border, with a particular interest in participatory and action research methods. Her work has been published in several national and international journals.
David Alan Sapp
David Alan Sapp earned his Ph.D. in rhetoric from New Mexico State University. He is Professor of English at Fairfield University in Connecticut, where he serves as Associate Vice President of Academic Affairs. Dr. Sapp is a workplace communication specialist and currently serves as associate editor of the journal Rhetoric, Professional Communication, and Globalization. His research has appeared in numerous scholarly venues including Journal of Business and Technical Communication; Communication Education, Technical Communication Quarterly, Journal of Studies in International Education, and Business Communication Quarterly. His co-edited volume, Feminist Pedagogy: Looking Back to Move Forward, was published by Johns Hopkins University Press in 2009.
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