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 resources included below promote this goal, as students may use them to self-advocate for pedagogical conditions that support their learning and allow them to better showcase their knowledge.

This webpage includes an explanation for why it makes sense for students who use English as an additional language to make requests to their instructors, sample letters students can use to make requests, tips for using these letters effectively, and good reasons why instructors may deny these requests.

Why use these resources 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. On this page, we provide resources designed to help you begin a conversation with your instructors on what they can do to best support you as a student. 

We recommend that you approach your instructor at the beginning of the semester to discuss ways they can best support you as a student who uses English as an additional language. Below, we have provided sample letters to help open this conversation. 

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. 

Considerations for exams 

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 are struggling to complete exams on time, we encourage you to have a conversation with your instructor. It may be that they can provide you with additional time or a reduced-distraction environment. Talking with them may also lead to other ideas for supporting your learning. You may use this letter to request a meeting for this conversation.

Considerations for papers and projects

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 are struggling to complete papers and/or projects on time, we encourage you to have a conversation with your instructor. It may be that the instructor can provide you will early access to assignment instructions or give you additional time to complete the paper and/or project. Talking with them may also lead to other ideas for supporting your learning. You may use this letter to request a meeting for this conversation.

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

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.