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Communicating With Limited-English Proficiency Patrons
by Susi Swis
As librarians, most of us deal daily with the public. Given the increasingly diverse U.S. population, chances are you have come across one or more non-native English speakers. While some of them speak English fluently, others have limited English proficiency. At the reference desk, or in a classroom, language barriers present a communication challenge. Often, unsuccessful interactions leave both patrons and librarians feeling frustrated and uncomfortable. It is important that librarians gain skills in communicating with persons with limited English proficiency (LEP). Such skills are important not only to patrons, but also to our professional development -- for several reasons.
Communication Skills and Our Profession
First, we as librarians have a professional commitment to serve the information needs of our communities. According to the 1990 Census, over 4 million people (18 years and older) out of the U.S. population of 185 million do not speak English very well, and 1.7 million do not speak English at all (1). In academia, over 500,000 international students and over 74,500 foreign scholars were enrolled in the year 2000 (2). We have a culturally and linguistically diverse community, and we need to meet their information needs.
Those skills also relate to our role as librarians. We are the intermediaries between information and people, and communication is essentially "what we do." We have always tried to find ways to make things easier for our patrons; we are often reminded to avoid using library jargon and to speak the patron’s "language." In the same way, we need to make things simpler for patrons with limited English skills.
Finally, understanding different cultures and being able to communicate with people from diverse backgrounds can help us in our careers. We all know about office politics, networking, and the need to be tactful in certain situations. The sensitivity developed from interacting with LEP speakers will be beneficial as we communicate with co-workers, faculty, administrators, and other people we meet. This skill also comes in handy for librarians who are interested in working overseas.
Background Skills
It is usually easy to detect a person whose first language is not English. Two things to avoid when speaking to non-native English speakers are:
1. Clumping everyone in single category. Non-native speakers vary in their English proficiency. Some have excellent reading skills, some struggle with speaking but do well in listening, some are fluent, and some are very limited.
2. Equating lack of English proficiency with lack of intelligence. People tend to measure intelligence from the way one speaks. This rule does not always apply when a language barrier is involved.
A good starting point is to understand the patron’s background. Although each individual’s experience differs, cultural knowledge may help. You may use cultural stereotypes (with caution!), but make sure to exercise good judgment -- and do not rely completely on stereotypes.
Remember, though, that verbal and non-verbal behaviors are very much influenced by the culture one comes from. Some languages are spoken in sharp tones regardless of intention. When a speaker of such language speaks English, it sometimes comes across to native English speakers as angry or demanding. Others come a culture that expresses submission to authority figures, almost to the point of being fearful. Some who come from places where getting things is always a struggle tend to be a little aggressive when requesting assistance. Understanding patron behavior and what might cause it will help reduce miscommunication and prevent librarians from being apprehensive in providing assistance.
LEP Communication Skills
There are a few tricks we can employ to help LEP speakers understand what we are saying. Speak more slowly and make your pronunciation clear, and do not hesitate to repeat yourself. However, beware of a common pitfall. An innocent mistake people often make is speaking more slowly and repeating the same phrases -- without realizing that the patron does not understand the meaning. This is especially true when "big words" or expressions are used. At this point, you'll want to rephrase what was said. Simplify and use a variety of other words to explain the concepts you have in mind. It is helpful for language learners if a new word is defined and recycled in different context (3), and later repeated in its original context.
When interacting with LEP speakers, make an effort to show rather than to say. If you are at the reference desk, show them what they need to do. Use gestures and point to directions, rather than describing with lengthy words. In a classroom setting, use visual presentations and lecture outlines. This gives patrons more avenues to understand what you are saying.
When asking a question, allow enough wait time. Patrons need to translate your English phrases into their own language, process the information, formulate responses, and then translate them back to English. Many of them also come from a lecture-oriented education setting and are not used to active participation in class. Studies show that teachers do not wait long enough for most students to answer a question (4), and non-fluent students need even more wait time.
Many librarians have experienced difficulties understanding what LEP patrons are saying. If you do not understand after another repetition, politely ask your patron to spell the important words. A more subtle way is to ask them to type in the keywords on the computer. You can then conduct a reference interview and show them where to go from there.
A general rule of thumb is to be respectfully compassionate. Put yourself in people’s shoes. Think about a foreign language you may have learned but have not mastered, and imagine yourself taking standardized tests, writing papers, and having to use an intimidating library in that language. Awareness of these needs will help us to be more intentional in helping others. Keep in mind that friendly assistance from a librarian can make a huge difference in a person’s day.
1) U. S. Census 1990: Population and Household Economic Topics:
Language
Use.
http://www.census.gov/population/socdemo/language/table3.txt
2) Open Doors on the Web.
http://www.opendoorsweb.org/Lead%20Stories/international_studs.htm
3) Lia D. Kamhi-Stein and Alan Paul Stein, “Teaching Information Competency as a Third Language: A New Model for Library Instruction,” in Reference and User Services Quarterly 38:2 (1998): 173-179.
4) Virginia A. Atwood and William W. Wilen, “Wait Time and Effective Social Studies Instruction: What Can Research in Science Education Tell Us?” in Social Education 55:3 (March 1991):179-181.
Susi Swis survived her years as an international student at the University of Washington. She is currently a Subject Librarian at the Texas Tech University Libraries. She may be reached at susi.swis@ttu.edu.