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ESL Instructional Resources

Written by Young-Kyung Min, PhD

 

Over the last four decades, the demographics in US institutions of higher education have rapidly changed with an ever-increasing enrollment of non-native English speaking students. The enrollment of non-native English speaking students on our campus has greatly increased since its establishment. Creating a global learning environment is one of the main learning goals for our campus; thus, it is very important for faculty to continue learning about the particular needs and concerns of our non-native English speaking students and the campus resources available to assist faculty in helping students with their needs and concerns. Please continue to visit this website as more resources will be added to this section.   

Terminology
A brief explanation is needed since a variety of terms are used to refer to students who do not use English as their native language.

Non-Native English Speaking Students
There are two groups in the non-native English speaking student population: international visa students and immigrant students. It is important to learn about differences in terms of learning styles and educational backgrounds between international visa students and immigrant students.

Creating Global Moments in Local Classrooms
Faculty should create a learning environment in which both native speakers and non-native speakers become an important part of their learning processes by utilizing the strengths and challenges of both groups of students.

Organizational Patterns across Cultures
The concept of “good writing” resides within each culture because rhetorical conventions differ from culture to culture. The situated nature of good writing is also reflected in organizational patterns across cultures.

The Concept of Good Writing
In addition to cultural conventions having a strong influence, the perception of “good writing” is deeply embedded in disciplinary fields because each discipline has its own set of value systems, ideologies, and epistemologies.

Images of Critical Thinking Training across Disciplines
Critical thinking is one of the buzzwords we hear these days in academia. The practice of critical thinking is deeply situated within specific disciplinary fields; domain knowledge and domain practice are essential for critical thinking training both inside the classroom and beyond the classroom.

Writing as a Process
ESL students may face many challenges as they begin their college education in the US. One of the new concepts for them when they begin their college education in the US is the idea of approaching “writing as a process.”

Cross Talk: Peer Review & Writing Workshop
Many international students are not familiar with the idea of peer review. Students who are new to peer review often need more guidance on how to engage in a peer review process and what feedback they should offer to their classmates than will students familiar with the process. 

Academic Integrity & Plagiarism
How can faculty help ESL students avoid plagiarism? Learn about practical strategies that can be helpful to guide students to avoid plagiarism.

When Editing Becomes Educating
The very notion of “editing” should be revisited when it comes to working with ESL students because their request for “editing” can be turned into an “educating” opportunity.
 

 

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For More Information on This Resource

Young-Kyung Min, PhD
Education Program
ykmin@uwb.edu
425-352-5337