Beginning in fall 2012, the International Education Division made available for the academic year, a faculty member to consult with discipline faculty who would like assistance in working with ESL students, both international and immigrant/resident, who are enrolled in college classes.
This person may be able to:
-help faculty analyze an instructional issue related to ESL students in the classroom
-assist in reviewing assessments and language used in assignments
-help assess cultural influences present to assist in problem solving and optimize class discussion or small group participation
-discuss and identify effective classroom management techniques
-refer faculty to resources for best practices in effectively teaching non-nativeEnglish speaking students.
There may be other areas that develop as we proceed. The idea is to provide a resource for faculty to support student success and effective instruction.
Thank you for taking a moment to look around our Instruction for ESL students support site! Based on individual and division-wide meetings over the last two years, it has become apparent that a resource like this could be helpful for instructors who want anything from a few quick tips in the classroom to research articles to even philosophical articles about challenging issues like plagiarism. (Unless noted separately, all summaries are provided by Christine Kobayashi.)
The tabs above provide information on:
Please note that this is a work-in-progress which will expand over time as requests emerge.
Please feel free to email me directly if you have any feedback or contributions: email@example.com
Thoughts from STEM students
Thoughts from EAP 100 students
Edmonds Community College has the fifth largest international student population among all colleges and universities in the state.
(2014 Open Doors Fact Sheet: Washington, Institute for International Education, funded by grant money from the Bureau of Education and Cultural Affairs in the Department of State).
“The Making of an Expert,” a 2007 research article written by Ericsson, Prietula, and Cokley in Harvard Business Review, suggested at least 10,000 hours (or ten years) of training is needed to become an expert (p. 5). Malcolm Gladwell cites this article in one of his most recent books, Outliers.
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