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Continuing a study she began while abroad in Madrid, Spain last semester, Lisa Lovallo ’07 (Hebron, Conn.) is investigating how college students from other countries maintain control of the English language, yet struggle with writing for American universities.
While attending a Spanish college in Madrid, Lovallo tutored a Spanish student who was studying for the Test of English as a Foreign Language (TOEFL) exam required for admission to higher education in the U.S. Lovallo worked with her several hours each week and began to recognize patterns in her learning style that were not related to translation issues.
“She had difficulties understanding the purpose of a thesis paper and a few more universal college-level writing concepts, since her high school education was based on lecture style learning over practical communication of knowledge through writing,” explains Lovallo, a double major in Spanish and economics & business. “Once I explained some of the concepts to her and took her through the writing process with some examples from my own work, it became easier for her to write a paper, including a thesis statement.”
The student received a TOEFL score high enough to gain entry to an American university. Lovallo is tracking her progress to explore how her writing has improved and what difficulties she is still encountering.
Through her project, entitled “We Speak English, But We Can’t Speak Thesis: ESL Writers’ Struggle to Learn the Discourse and Authoritative Strategies that Enable Them,” Lovallo argues that foreign student writers do not need translation help, but rather a fuller understanding of how students are expected to convey what they learn.
Lovallo’s independent study adviser Beth Seetch, coordinator of the College Writing Program, believes the research will contribute to how American higher education can better serve international students and help them excel in a different learning environment.
“Lafayette continues to be a leader in attracting talented students to its programs from around the world,” Seetch says. “At the same time, the College Writing Program is a hub where knowledge about students and their writing is created. Lisa’s project extends the argument against the notion that English language learners need remedial help. Her study enters a sophisticated conversation currently underway to articulate the best practices for enabling English language students to become full members of the academic community. Scholars in composition already realize the limits of standardized tests for gauging the preparedness of student writers; Lisa’s work provides classroom teachers and writing tutors with specific tactics they can employ right now.”
Lovallo presented at the National Conference for Peer Tutors of Writing hosted by the University of Michigan in Ann Arbor last month. Seetch notes that one professional journal has already expressed interest in the results of Lovallo’s project.
“Professor Seetch is the ideal mentor due to her experience with the College Writing Program and the writing associates, and since she has seen many English as a Second Language students come through the program,” says Lovallo, who has been a writing associate since 2004. “She listens attentively to my ideas and then provides feedback and offers suggestions that benefit my research. Professor Seetch is essentially giving me the support and encouragement to pursue my own interests while also providing the guidance necessary to complete an independent study project, and I am very honored to be working with her.”
“Lafayette provides a supportive environment for projects such as this one,” she continues. “I have found faculty encouragement and availability, resources, and flexibility to be among Lafayette’s strengths for student research. The professors care about student research and will do everything possible to aid in the process while giving students a strong sense of responsibility for their own work.”
Seetch is impressed with the commitment and focus Lovallo has brought to the project from the beginning. She believes Lovallo’s interdisciplinary academic background allowed her to take chances with the research without worrying about falling behind.
“I have to observe that Lisa’s sense of responsibility and follow-through had stood out in her very first semester as a writing associate back in the fall of 2004,” says Seetch. “That’s saying a lot, for the writing associates as a group are especially talented and responsible. I often remark on how fortunate I am to work with such an interesting, diverse, and talented staff of writing associates.”
Lovallo, who plans to enter the field of international business with a global corporation and eventually pursue an M.B.A., previously conducted EXCEL Scholars research in which she translated and interpreted 17th century documents called the “Bracamonte Papers” with Denise Galarza-Sepúlveda, assistant professor of foreign languages and literatures. Last year, she presented work on Mexican codices at Muhlenberg College’s student language symposium. In addition to her independent study, she also is working on honors thesis research through the economics and business department.
She is a Gateway Ambassador for Career Services, teaching assistant for classical piano, and volunteer with Inglés Número Uno, a group that tutors elementary school children who are learning English, through the Landis Community Outreach Center. She also is a member of Investment Club and Soccer Club.
Independent studies are among several major programs that have made Lafayette a national leader in undergraduate research. The College sends one of the largest contingents to the National Conference on Undergraduate Research each year; 40 students were accepted to present their research at this year’s conference.