Self-Advocacy: Resources for Students
Cornell University strives to create pedagogical spaces that are inclusive and equitable for all Cornell community members, including students who use English as an additional language. The tools included below promote this goal, as students may use them to self-advocate for pedagogical conditions that enhance their learning, foster equitable assessment, and create more inclusive learning environments.
Please keep in mind that we are not advising students to ask for accommodations, which are allowances required by law for students with disabilities. Instead, we are recommending that students who use English as an additional language to be open with instructors on allowances they can make that remove obstacles to learning and promote equitable assessment.
Why use tools for self-advocacy?
Language acquisition is a long process, even a life-long process. According to Jim Cummins (1979, 1981), it takes 3-5 years of immersion to develop fluency with social English and 5-7 years of immersion to develop fluency with academic English. And while developing this fluency, language learners may require exponentially more time and focus to think, read, write, listen, and speak when using English.
Participating in ELSO programs helps students during the language acquisition process. In our courses, workshops, and tutoring sessions, we teach students strategies for building fluency, preparing for class discussions, moving through the writing process, reading with focus, and taking effective reading notes. You can find many of the materials we have developed in the ELSO program Canvas site, in which you may self-enroll.
But self-advocacy is also important. You can request that your instructors consider pedagogical adaptations that would remove obstacles to your learning and to fair and equitable assessment of your knowledge. Here you will find letters you can use to request allowances.
Please note: The only allowance that requires written permission from your instructor is permission to record a class. We are providing letters to request allowances when taking an exam and when working on a project or paper to help facilitate conversations. It may be that your instructor would prefer to make an agreement with you about allowances without use of a letter.
Tools for self-advocacy
We recommend that you provide these letters to your instructor at the start of the semester, so that you can benefit from the allowances and so that your instructor can make any necessary arrangements.
Permission to record a class (link to Permission letter)
It can be challenging to follow and take notes on a class lecture that is in English, especially if much of the vocabulary is new, idiomatic phrases are used, the topic is unfamiliar, the lecture moves at a fast pace, or there are references to U.S. history or pop culture. To address this challenge, you may find it helpful to make an audio recording of the lecture so that you can replay it at a slower pace and pause it as needed to take notes, look up words and phrases, and learn background information. However, according to the Cornell Code of Academic Integrity students may not record a class lecture without the instructor’s written permission. You may use this letter to request this permission.
Allowances when taking an exam (link to Exam Allowances letter)
Many exams require that you read and understand chunks of prose, accurately interpret test questions, write responses to essay questions, and think critically, synthesizing information from various class lectures, readings, and activities. And all of this requires time and focus. If you think that allowances for taking an exam, such as additional time or a reduced-distraction environment, would make it more likely that you will be able to fully complete the exam, have a conversation with your instructor. You may use this letter to facilitate this conversation.
Allowances for papers and projects (link to Papers and Projects Allowances letter)
Many papers and projects require a multistep process that involves a great deal of reading, synthesis of information across sources, critical thinking, writing, and oral communication. If you think that allowances for papers and projects, such as early access to readings or the assignment or additional time to complete the paper/project would allow you to more fully complete this work, have a conversation with your instructor. You may use this letter to facilitate this conversation.
Tips for Using these Letters
Instructors are more likely to consider requests when students do the following:
- Present these letters to instructors during the first two weeks of the semester
- Attend office hours, establishing a relationship with the instructor
- Take advantage of study sessions
- Start papers and projects early, requesting feedback during the process (e.g. to proposals, outlines, drafts)
- Ask questions to better understand assignment descriptions, instructions, and course materials
- Stay in good communication with the instructor, letting your instructor know about setbacks during a project or paper, or how a time limit on a test impacts you. Sometimes a conversation will lead an instructor to make adjustments for you, making use of a letter unnecessary.
- Regularly attend class and actively participate by being well prepared, actively listening, taking notes, asking questions, and taking part in discussions
- Make use of available tutoring programs, such as the ELSO Writing and Presenting Tutoring Service, Graduate Writing Service, or Cornell Writing Centers (for undergraduates).
- Make use of available English language support. Undergraduate students can take advantage of support from Multilingual Specialist Jessica Sands. Graduate and professional students can take advantage of ELSO courses, ELSO workshops, and the ELSO-LRC English Conversation Hours.
- Generally show that they are making every effort to keep up with the work and succeed in the course
Good Reasons Your Instructor May Deny Your Request
There are good reasons your instructor may deny your request for permission to record class lectures or for allowances during exams, papers, and projects. Here are a few:
- The topics discussed in class are sensitive and students may be less likely to talk during class if they know they are being recorded.
- The instructor has already built extra time into the exam, paper, or project, as they are aware that the student body is linguistically diverse.
- The instructor may be willing to give permission to record one class or allowances for one exam, paper, or project, but does not want to give blanket permission for the entire course.
- The instructor sees pedagogical value in the current course structure (e.g. timed exams) and wants all students to benefit.
- Giving extensions on papers or projects may not be helpful to students in the long run, as the student might get behind on other papers and/or projects.
- The instructor may feel that you are not taking advantage of other opportunities, such as study groups and office hours, and are using the allowance as a shortcut.
References
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada. A reassessment. Applied Linguistics,2, l32-l49.