Speaker
Abstract section 3: Content/method
This presentation will explain the procedure of adapting the GROW model to meet the language needs of ELLs in a US university. This includes how students and faculty coaches identified Goals for coaching, especially the issue of honoring the students’ wishes, how they assessed the current Reality of language/cultural, how they determined Options for subsequent action, how they selected which to implement as the Way Forward, and how progress was assessed both formatively and summatively.
Abstract section 5: References
Bailey, J. (2018). A study of the washback effects of university entrance examinations on teaching pedagogy and student learning behaviour in Japanese high schools. British Journal of Education, 6(6), 50-72.
Banegas, D. (2010). Teaching More than English in secondary education. ELT Journal. 65(1), 80-82. https://doi.org/10.1093/elt/ccq016
Bao, D. (2016). Cultural pigeonholes in English language teaching materials. ELTWorldOnline.com, 8, 1-18.
Escalante, J., Pack, A., & Barrett, A. (2023). AI-generated feedback on writing: Insights into efficacy and ENL student preference. International Journal of Educational Technology in Higher Education, 20(57), 1-20. https://doi.org/10.1186/s41239-023-00425-2
Özturgut, O. & Murphy, C. (2010). Literature vs. practice: Challenges for international students in the U.S. International Journal of Teaching and Learning in Higher Education, 22(3), 374-385.
Whitmore, J. (2009). Coaching for Performance, GROWing Human Potential and Purpose, The Principles and Practise of Coaching and Leadership, 4th Ed. London: Nicholas Brealey Publishing
Abstract section 2: Contribution/research questions
Given the English needs of ELLs higher education, and since methods for general behavioral coaching have been little used in language education, the purpose of this practice-oriented presentation is to share how one such model, the GROW approach, was adapted to the needs of ELLs at one major US research university. Although the focus is upon North American higher education, the presentation will include implications of this work for advanced language learners as a whole.
Abstract section 4: Outcomes/results
In this presentation, the audience will learn methods for adapting the GROW behavioral coaching model to meet language needs of advanced ELLs and benefits and challenges in doing so. This will also include a discussion of how formative and summative language assessment was added to the model to optimize it for language education. The need for and benefits of one-to-one coaching of language learners will be discussed along with means to address all aspects of communicative competence and cultural skills via GROW coaching. The presentation will provide implications of this work for educators in higher education within Japan and elsewhere.
Abstract section 1: Relevance
University English language learners (ELLs) in English-medium higher education, although matriculated, often seek help with English. Reasons include preparation in which exam washback has narrowed the focus to a subset of language skills such as receptive ones (Bailey, 2018) and shifting realities of AI use for ELLs (e.g., Escalante et al., 2023). Optimally addressing such needs implies ongoing, individualized relationships - such as those fostered through behavioral coaching approaches - between students and English language teachers. Given the number of students in English-medium institutions, including in Japan, such support is important. This presentation will discuss one means to provide it.
| Title | Adapting the GROW support model for university ELLs |
|---|---|
| Teaching Context | College and university education |