THBT we should learn english with a native speaker than a non-native speaker

Responding to non-native speakers of English Sheryl Holt Writing Studies Most instructors encounter non-native speakers of English or ESL students (students with English as their second language) in their classes at one point or another. Although native speakers of English also have problems with writing, non-native speakers' problems can be quite different, and the approach taken by the instructor needs to be different as well. The following list of ideas and suggestions will help you recognize and respond to the typical problems for ESL students. Some services are available on campus to help non-native speakers, but the majority of the improvement will need to come from comments made by the instructor. Although standards for grading must remain the same for native and non-native speakers in a class, the instructor may need to alter the approach of teaching and commenting slightly for the non-native speaker. Overall Generally, instructors find non-native speakers' papers overwhelming because there are several issues that need to be addressed. It is sometimes difficult to determine if the student is simply a weak writer, or if too little time has been spent on the draft, or if the kinds of mistakes stem from a lack of knowledge and experience of U.S. academic writing standards. While their American peers are usually satisfied and sufficiently directed with a few well-worded comments, most non-native speakers expect and need more extensive commenting. In fact, the role of the teacher in most countries is to correct everything, so even the comments the American instructor gives may seem inadequate to many of the international students. Most ESL-trained teachers say that they take the following approaches with their students.Specific approaches to typical problems for non-native speakers GRAMMARThe most obvious problem for virtually all ESL writers is grammar. Recognizing grammar problems is so easy that it tends to mask the more serious problems of the ESL writer. It may also mask the good points of the paper and cause you to overlook the depth or insights presented in the paper. Writing grammar corrections all over a paper causes a student to focus only on grammar and not realize that "fixing the grammar" may not significantly improve the other problems. Most ESL writers cannot focus on both grammar and development of ideas at the same time. They must first write their ideas and then edit for grammar. Possible alternative approaches: Comment on grammar only after the organization and content of the paper are reviewed, so you will avoid the trap of over-correcting the grammar and ignoring the content. Put a lot of written comments about organization and ideas and only circle grammar errors (if they are minor). Ask the student to hand in another draft for grammar comments after the ideas are more organized. If there are some consistent problem areas (ignore article problems, since they are so complex in English), then correct or provide a rule for that area and ask the student to correct THAT mistake throughout the paper. An ESL specialist at Student Writing Support can help with article usage. Decide what is tolerable WRITING ACCENT—ideas are understandable though the paper still contains minor errors such as singular/plural agreement problems and article errors. Suggest that the student use Student Writing Support with a trained ESL specialist. GAPSSometimes for cultural reasons, non-native writers may have fewer written connections between ideas. There will often be jumps between ideas with fewer written explanations of how the ideas are connected. Many cultures, particularly Asian cultures, would not insult the intelligent reader (especially a professor) by stating the obvious connections between ideas. American readers, on the other hand, want all connections of thought and transitions stated in black and white, not between the lines. Comments on papers must be more specific than "This is not clear." Another aspect of this problem is the lack of examples or specific explanation for ideas. Compared to other cultures, students often say we "beat a dead horse" with explanations, examples and other evidence. http://writing.umn.edu...