Experiences of being a ESOL Student in New Zealand: some reminders for teachers

On arrival in a new country ESOL students have many challenges. Here I have described some of the considerations that teachers need to keep in mind.

In the student's own culture they may have:

• been an able student, demonstrating success in their academic role;
• a good understanding of their role as a student, which has often been more passive;
• not been responsible for their own learning, being dependent on the teacher;
• appropriate prior learning which will facilitate new learning;
• been taught in a formal, structured style;
• a good understanding of their appropriate gender role in relationships with others;
• had secure friendships and ways of gaining friends.

In New Zealand they may be:

• unsure of their role as student, what it entails here;
• needing to prove themselves, but they feel dependent because of their need to use English;
• restricted in their success as a student in the mainstream, feeling vulnerable and incapable, with resulting low self-esteem;
• unable to use their prior learning as a foundation for new learning;
• fazed by the teaching style, which is less formal, unable to take responsibility for their own learning;
• unfamiliar with New Zealand gender roles and relationship practices, resulting in social isolation.

And they are now the cultural ambassadors for their country of origin! They become more aware of their ethnicity, country of origin and culture. They are now foreigners! This may result in being on the receiving end of some racism or prejudice for the first time.

At school the students possibly find their new teacher quite different from those they have previously experienced.

New Zealand teachers:

• are coordinators of learning and learning resources, critical guides, questioners sometimes, and collaborative learners with the students;
• consider that their opinion is one of many and that students are expected to compare conflicting viewpoints, not accept them automatically.

In their own country teachers were often:

• the respected authority figure;
• not expected to be challenged or questioned at all, their knowledge was what the students learned at school;
• the almost exclusive transmitter of knowledge.

The students were expected to be passive and not question or challenge the teacher. They were the listener and recipient of notes from which to learn the lesson. Eye contact with teachers is often deemed impertinent and disrespectful, so eyes are lowered respectfully when speaking.

In New Zealand we expect students to take risks, be active and take responsibility for their own learning. It is perfectly acceptable to question a teacher. We expect the students to take their own notes and listen in order to complete this skill. Students are expected to speak clearly, give their opinions and discuss and debate points. As teachers we expect students to look at us when being spoken to, or speaking to us.

Our way of learning may also be different.

ESOL students have often been expected to learn by rote. They receive information passively. Imitation and memorisation is common.The aim of the learning has been correctness. The written word is "the Truth".

In New Zealand we expect critical thinking, analysis of materials used, speculation and hypotheses. Learners are expected to take risks, try things and experience new ideas. Creative originality is applauded. Reading widely is expected and there is extensive use made of libraries and IT. The written word is a tool for learning rather than the learning itself.

But mostly, students now are endeavouring to access their learning through a new language.

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