1. Intra-university collaboration and language learners: CELAC, CAPS, and ESL students at UNM Dr. Paul Edmunds, Center for English Language and American Culture Dr. Daniel Sanford, Center for Academic Program Support Working with Writers 2011

2. Multilingual Writers at UNM Learners of Non-English Languages Native speakers of a non- English Language, learning a native language for literacy ELL students: –Second-language learners of English –Immigrants, and children of immigrants –Speakers of NM heritage languages –International Students

3. Multilingual Writers at UNM 916 current international students at UNM, representing 91 countries New admits (per year, approx.) –200 degree seeking –150 exchange –70 intensive English

4. CELAC Overview History –Since 1978 Purpose –Designed for students who are planning to attend the University of New Mexico or another U.S. university –Students develop university-level skills in grammar, reading, writing, listening & speaking. TOEFL Placement & Proficiency exams

5. CELAC Instructors MA and PhD students at UNM ( e.g. Linguistics, COE ) Many years of teaching experience –Both in the U.S. and abroad Passionate about teaching English Understanding of different cultures

6. CELAC Students & Activities Fall and Spring semesters: 60 -70 students Summer session: 30 - 40 students Represent over 25 different countries Small class sizes: 8 -15 students English only in classes Fun Cultural Field Trips

7. CELAC Classes 5 levels of instruction –Academic Bridge –Advanced –High-Intermediate –Intermediate –Low-Intermediate TOEFL Preparation Course Intensive: Classes meet 5 days a week –9AM-1PM or 1PM-5PM –20 hours class time per week –2-4 hours of homework daily

8. Writing at CELAC Genres –Instruction regarding informal and formal writing registers –Informal genres: Dialogue journals Newspaper content (articles, ads - CELAC Bugle) Poems Recipes & cookbooks Email correspondence

9. Writing at CELAC Genres –Formal genres: Resume & cover letter –Academic essays: Narrative Comparison/Contrast Cause & Effect Argumentative –Portfolios & Class Publications

10. Writing at CELAC Sentence, paragraph, & essay structure –Length and difficulty by class levels Low-Intermediate – Intermediate: Sentence/Paragraph High-Intermediate – Advanced: Multi-Paragraph Academic Bridge – Multi-page w/citations Writing process –Highly structured: brainstorming, outlining, drafting, revision, final product –Elements of essays may be completed one at a time to “lead students through” process

11. Writing at CELAC Resources –Library visits Research librarians demonstrate use of databases –Citation format MLA in preparation for English 101 –APA as alternate –Ortega Language Lab –Afternoon groups CAPS ESL Conversation “Real World English” –Teacher Office Hours

12. CAPS Writing & Language Center: Overview Purpose –Designed for current UNM Students –Students are supported in the development of writing, language, and literacy skills that will help them to navigate the university and the life beyond. –Over 5,000 visits in 2009-2010

13. Why a combined Writing & Language Center? –Writing is language! –Writing and language are both means to access communities. –Allows for a holistic focus on L2 Writers. –Provides an opportunity to apply writing center. pedagogy to non-English languages. –Allows us to advocate for the role of heritage languages within the academy.

14. Writing Drop-in Lab Primary format of services since Fall 2009. Goals: To embody a view of writing as a collaborative act To implement in practice a view of writing as a process To validate student users as intelligent commenters on ideas and writing To advance a view of the writing center as a place to write, rather than as a place to get writing fixed

15. Non-English Writing Drop-in Labs Spanish, in collaboration with El Centro de la Raza Navajo, in collaboration with American Indian Student Services

16. Wrap Up High level of structure –Orient international students (from a variety of academic and cultural backgrounds) to the academic/writing system in the U.S. Lead students through assignments incrementally –Assure each step receives full attention Build skills in database searches –Finding academic articles, learning reference formatting These principles help prepare our students to be successful in their academic classes at UNM – in line with our Mission.

17. Wrap Up Know your student population. Know your partners. Go where the students are. Use peer review to build student’s confidence as readers. Use sequenced assignments to give students the chance to write without being crippled by the fear of doing it wrong. These principles help prepare our students to be successful in their academic classes at UNM – in line with our Mission.

18. What do you do in working with multilingual writers in your classes? CONTACT US: Dr. Paul Edmunds pedmunds@unm.edu Dr. Daniel Sanford dsanford@unm.edupedmunds@unm.edudsanford@unm.edu CELAC http://www.unm.edu/celac CAPS http://caps.unm.eduhttp://www.unm.edu/celachttp://caps.unm.edu