Abstract

Although only 2,000 words (2K word list) make up roughly 80% of English texts (Cobb, n.d.; Nation, 2001), existing resource handbooks for international student orientation too often use low-frequency words and complex grammatical structures. It has been suggested that 95% coverage of vocabulary in a text is necessary for sufficient comprehension of that text (Nation & Waring, 1997). Hence, an EAP resource handbook was revised by adapting existing university orientation material to a K2 word level and by using scaffolding for low-frequency words. By adding captions, pictures, diagrams, and definitions as suggested by Nation (2001), as well as collaborating with the faculty, students and community leaders, a handbook was created that serves as an orientation manual and comprehensive guide to daily life in our community. Topics include medical care, safety, recreation and fitness, campus dining, international student services, academic services, and public transportation.

Adapting Resource Handbooks for L2 Learners University Orientation

Devon Jancin, Shannon Zeller & Tara Brandenburg Colorado State University
Procedure
This project was a joint collaboration between Basic Speaking & Listening teaching staff and the program administrators. Phase One Researchers collaborated with a basic EAP class. First, students were taught a lesson using the existing orientation manual (see Figure 1). Feedback was gathered regarding relevancy of information, word-level difficulty, and readability. Next, students were taken on field trips to visit and collect information about: the student center, the health center, the library, the recreation center, the police station, and the transit center. Students asked questions and compiled information for a class discussion about on-campus resources. Phase Two Project members used this student input to design the first draft of the revised handbook. Subsequent revisions were made based on collaboration with Academic English coordinators, the basic curriculum supervisor, and the classroom teacher to recreate the campus resource orientation material to approximate the K2 word list level (see Figure 2).

Figure 1: Original Resource Handbook

Consult with new arrival international students on their experiences, concerns, and needs. Create a communicative link between the campus community and ELLs. Develop a community resources handbook to be used in EAP student orientation.

Objectives

Figure 2: Revised Resource Handbook

Conclusion
Original material used at orientation was above the proficiency level of most in-coming EAP students. Researchers used student feedback about proficiency level and content of the handbook in their revisions. After collecting feedback from students, faculty, and campus community members, researchers used learners dictionaries and current pedagogical research to produce an ELL-appropriate resource handbook.