Tuesday, September 15, 2015
By Tamara Jones
ESL Instructor, Howard Community College
If you walked into a lecture hall in almost any university or college in North America, you would most likely see and hear a very diverse student body. In fact, The Wall Street Journal (Jordan, 2015) recently reported that there are more international students in US classes than ever before. While this increase is beneficial for post-secondary educational institutions for many reasons, not least of which is financial, it does present a unique set of challenges for our mainstream colleagues.
When faced with a class full of international learners, college and university instructors are often unsure how to help the ESL students who seem to be struggling in their classes. Although occasionally instructors responded to this changing study body with frustration (“Why are they in my class if they can’t speak / read / write in English?”), more frequently teachers genuinely want to help these students to be successful. They tend to realize that, just because students have finished the ESL program at our college, it does not necessarily mean that these international students are the same as the native English speakers in the class. In fact, more and more, instructors of science, math, nursing, and business at the college and university level are finding that their students benefit from differentiation and specialized support.
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