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    Teaching Multilingual Students

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    biggest wiser
    The document discusses considerations for teaching multilingual students. It divides multilingual students into two groups - international students and US residents who have completed some education in the US. For international students, it notes they may experience culture shock and have limited comprehension of cultural references. Their language learning is often from textbooks rather than immersion, so they may struggle with listening, speaking, and applying grammar rules correctly despite knowing formal rules.

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    Teaching Multilingual Students

    Uploaded by

    biggest wiser
    21 views2 pages
    The document discusses considerations for teaching multilingual students. It divides multilingual students into two groups - international students and US residents who have completed some education in the US. For international students, it notes they may experience culture shock and have limited comprehension of cultural references. Their language learning is often from textbooks rather than immersion, so they may struggle with listening, speaking, and applying grammar rules correctly despite knowing formal rules.

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    mute

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    The document discusses considerations for teaching multilingual students. It divides multilingual students into two groups - international students and US residents who have completed some education in the US. For international students, it notes they may experience culture shock and have limited comprehension of cultural references. Their language learning is often from textbooks rather than immersion, so they may struggle with listening, speaking, and applying grammar rules correctly despite knowing formal rules.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    21 views2 pages

    Teaching Multilingual Students

    Uploaded by

    biggest wiser
    The document discusses considerations for teaching multilingual students. It divides multilingual students into two groups - international students and US residents who have completed some education in the US. For international students, it notes they may experience culture shock and have limited comprehension of cultural references. Their language learning is often from textbooks rather than immersion, so they may struggle with listening, speaking, and applying grammar rules correctly despite knowing formal rules.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Teaching Multilingual Students

    Students who speak English as an additional language might present unfamiliar challenges to their
    instructors, but certainly none that can’t be overcome with knowledge and thoughtfulness. This page
    will introduce a few important considerations and a few strategies for working effectively with
    multilingual students, along with resources for further information.

    The students
    The multilingual population can be very broadly divided into two groups: international visa students
    and US residents (immigrant or non-immigrant students who have completed at least a portion of
    their education in this country). The two groups may have very different characteristics.

    International students
    Time in US:

     Undergraduates usually arrive just before classes begin and may or may not have traveled
    abroad before.
     Graduate students and postdoctoral fellows may or may not have completed prior degrees in
    the US.

    Cultural comfort:

     May have studied American culture, though they may not be comfortable or adept in all
    situations because social codes for acceptable behavior, interaction, conversational
    topics, etc. vary so widely between cultures.
     Likely to experience various stages of culture shock (initial enthusiasm, confusion and
    withdrawal, coming to terms with difference, adapting and feeling at home).
     May or may not have strong social support network.
     May have limited comprehension of information with cultural references (e.g., “Mom and
    apple pie” is loaded with associations and values that will be lost on a student who isn’t
    familiar with this cliché.).

    Language learning:

     Often called “eye learners” because their knowledge of English has come primarily through
    textbook study.
     May never have been fully immersed in an English-speaking environment.
     May be overwhelmed by the cognitive, psychological, and emotional demands of immersion.

    Grammar knowledge:

     May know many formal rules of grammar.


     May be very skilled at taking language tests.
     May not be able to consistently apply the rules correctly.
     Will probably make frequent mistakes.

    Listening/speaking:

     May have had limited exposure to rapid speech, southern accents, and contemporary slang.
     Listening comprehension may be limited at first.
     Newcomers in particular may take a bit of time to find the right English words and structures
    to express their thoughts.

    Writing/read

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