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Culture and Cross-Cultural Issues | Academic Culture | Second Language Anxiety | Communication Skills
What Can You Do to Continue to Develop Your Language Skills?
Learning a second language is a life-long process. As a person who did not grow up in an English-speaking environment, you cannot be a native speaker of English--but you do not have to be a native speaker to be a good teacher. You can achieve a high enough level of language proficiency to communicate well in English if you make a serious commitment to improve your language proficiency. Especially if you think your English language competence is limited and you are concerned about it, continue to work to improve it. What follows are some tips that can help you continue to develop your language skills, particularly speaking skills.Be a good language teacher for yourself
You may find it difficult to find a time to practice your speaking with others due to your limited time, or you may be hesitant to seek assistance from others. Bear in mind that you can be a language teacher for yourself. Take personal responsibility for your own language learning by becoming more aware of the language learning process. Talk out loud to yourself to give yourself something to hear. You will be more effective if you speak up than if you are silent. Teach yourself at every opportunity by judging the quality of what you say, making improvements, and practicing your repairs. When you are your own teacher, every private moment is "class time." Recording your lecture (or a practice lecture) and listening to the way you sound can also be beneficial.Ask your students to help with your English
Your students can be the most convenient conversation partners you can find, considering your limited time. Acknowledge the possible language problems you might have and increase interaction with your students outside of class as well as in class. You can ask your students to help you with your English. Remember that your students will overlook some of the language difficulties you may have if you exhibit your interest and care in teaching. Do not be afraid of making mistakes or feel intimidated by your mistakes.Students want to help you. . . . Every time I start with a class, I am going to say, "Correct me if my pronunciation is not correct."
- Zhongxian Han, ITA, Mathematics, the People's Republic of China
Increase opportunities to interact in English
Frequent practice will help you feel comfortable speaking in English. Frequent interaction with native speakers can also increase your opportunities to deepen your understanding of U.S. culture. You may request an English conversation partner from the Spoken English Program (SEP). However, remember that native speakers of English are not the only people with whom you can practice your English. For example, if you feel more comfortable practicing with non-native speakers, you may join or organize a speech group meeting with other non-native speakers in your own or other disciplines. It may allow you to practice in a non-threatening environment and give feedback to each other.In terms of oral communication, I would say that you have to get involved in interacting in English to improve your speaking ability. I would say reading helps to some degree, but it is more practice, more really getting involved in your work and improving your listening comprehension.
- Faculty member, Engineering
Take English classes for English speakers of other languages (ESOL)
If you think you want to take formal English classes, there are some courses available both in and outside of the university. For more information about classes on campus, you may contact the Spoken English Program (SEP) and ESL Composition Program. The American Language Program offers some courses in English for OSU students who want language instruction in addition to their academic coursework, as well as non-credit courses.Free ESOL classes are available through the Columbus Literacy Council. Ohio State's Office of Continuing Education offers a non-credit course in English for a fee. Only a few courses are tailored for advanced English speakers like yourself, but it is still an option you may choose if you think it would work for you.
Final Remarks
New international instructors may have special needs and concerns related to language. The possible language anxiety as a second language speaker needs to be acknowledged, considered, and overcome in order for you to make the most of your existing ability. You need to accept your limitations and work on them, and at the same time consciously build upon your strengths.
It is also important to remember that you may need to focus on other important factors that can affect your teaching. Keep in mind that your success as a teacher depends on your efforts and ability to change attitudes. It is helpful to have a positive self-image as a second language speaker so that you can make the utmost use of your potential. Language can be an issue for international instructors, but you should not allow concerns about your language competence to inhibit you from exercising academic expertise that will truly qualify you as a good teacher in academia.
References/Recommended Readings
Items preceded with an asterisk (*) can be found in the Younkin Success Center Library.*Belcher, D. & Connor, U. (Eds.). (2001). Reflections on multiliterate lives. Clevedon, England: Multilingual Matters.
This book details the language learning experiences of eighteen highly successful second language users from various academic disciplines. The descriptions of each individual's struggles and success along the path to language learning demonstrate how advanced second language literacy can be achieved.
*Grascha, A. (1987). Short-t erm coping techniques for managing stress. In K. E. Eble (Series Ed.) & P. Seldin (Vol. Ed.), New directions for teaching and learning: Vol. 29. Coping with faculty stress (pp. 53-63). San Francisco: Jossey-Bass.
Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers' feelings of foreign language anxiety. Foreign Language Annals, 29(3), 365–372.
Though directed specifically to foreign language teachers, some of the tips provided could be helpful to all non-native English speaking teachers dealing with second language anxiety.
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