1. Teaching the E.S.L. student

2. Struggles and concerns

3. HOW DO Your E.S.L. students compare to native English-speaking peers?
Participation
Finishing on time
Understanding cultural references
Communicating with instructor
Understanding assignments
Awareness of plagiarism / cheating
Understanding readings
Working in groups
Keeping up with reading

4. Cultural considerations
Assignments
Organizational Preference
Style and Word Choice
Citations
Assessing and Grading the Writing
Empathy!
Diversity!

5. The difference in methodology for teaching a multi-lingual class
Slow your rate of speaking slightly.
Try not to speak with your face to the white board.
Define words that may be new for 2nd language learners, or check for understanding. (What is a ___? What does ____ mean? When do people usually use the word ___? )
Teach academic verbs.
Negotiate meaning. Instead of telling students what they are trying to say, listen and wait. Then, reflect back the right language for the idea and let them confirm or clarify. (Do you mean __? So you think ___?)
Provide “linguistic input.” (A common way to write/ expression people use is ___.)

6. The difference in methodology for working 1-on-1 with E.S.L. Students
From “Just Check My Grammar” by The Writing Center of UNC at Chapel Hill
Make a connection.
Need process-oriented and “higher order” feedback, but Language   Ideas
Talk about language at any point in the writing process where it might be helpful.
Negotiate meaning. Help students explore the right language for the right idea.
Provide “linguistic input.”
Show language resources.

7. What have you found helpful in your experience?

8. QUESTIONS?