As universities in Canada admit unprecedented numbers of English Language Learners, teaching strategies must adapt. These often gifted students work hard to compensate for their still imperfect academic literacy skills, and universities want to support them without putting extra burden on busy instructors. One method to achieve harmony and promote academic writing in lower division courses is through implementing instructional videos. Koumi (2006) states that videos have the ability to model a process, offer a visual metaphor and provide vicarious experiences which motivate students. Many university courses focus on product rather than process which is a disadvantage to ELLs (Hinkel, 2004). Videos offer a combination of the visual plus audio which supports novice learners (Kalyuga, 2000). By posting videos on public sites such as YouTube, they are available 24/7 for multiple viewings. The value of designing instructional videos through narrative will be explored. When students identify with characters portrayed in a familiar story of arrival at university, they feel less stigma at needing extra help. They see people like themselves talking to friendly librarians, learning to do search steps and revising texts. This allows them to reflect on a more holistic vision of themselves and cast themselves in new identities (Clandinin & Connelly, 2000). Segments of two videos that the author has created will be shown for discussion, and participants will better understand the nature of teaching and supporting ELLs in higher education. This interactive presentation will appeal to academic instructors, administrators and advisors. Video links will be shared.
Clandinin, D. J. & Connelly, F.M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah, NJ: L. Erlbaum Associates
Kalyuga, S. (2000). When using sound with a text or picture is not beneficial for learning. Australian Journal of Educational Technology, 16 (2): 161–72.
Koumi, J. (2006). Designing video and multimedia for open and flexible learning. NY: Routledge.
