Here you'll find answers to frequently asked questions about effectively teaching and supporting multilingual students. Click on the see answer links to jump directly to specific questions and see more details.

This FAQ is divided into two sections:

English Language Proficiency

1. Improving English skills seems like the best answer for English Language Learners to thrive at CCA. I teach studio courses so it doesn’t seem like I have anything to do with it. Their writing classes are meant to improve their English skills, right? (see answer)
   
   
2. A student in my studio course seems to be struggling because of underdeveloped English skills; should I refer them to Access/Disability Services? (see answer)
   
   
3. Does CCA provide translators for students who have trouble speaking English in my studio class? (see answer)
   
   
4. My ELL student is always on their phone in class. What should I do to keep this distraction down? (see answer)
   
   
5. Isn’t using a translator app cheating? (see answer)
   
   
6. How can I help my ELL students better understand my slide lectures? (see answer)

Critiques and Classroom Culture

1. My international students are shy and reluctant to participate in studio critiques. How can I get them more involved in critique culture? (see answer)
   
   
2. My ML international student seems resistant to feedback and doesn't often integrate critique suggestions into projects. Attendance and class preparation are also concerns. How should I address this? (see answer)
   
   
3. My ELL students seem lost and domestic students don’t really want to work with them on collaborative projects because of language barriers or possibly other factors. What can I do to make collaboration more effective and inclusive? (see answer)
   
   
4. My ML international students seem to mostly just gather together with students from their home countries and talk in their first languages together. I don’t know what they’re saying and I want them to speak English in class. Is this a problem? (see answer)

Not exactly. While achieving fluency in any language is a gradual process, it's important to recognize that CCA students enter with a diverse range of English proficiency skills. Language proficiency encompasses listening, speaking, reading, and writing, with students often displaying strengths in one area while another may be less developed.

It's crucial to clarify that CCA Writing classes are designed to enhance academic or creative writing skills rather than serving as language acquisition courses. As a studio teacher, your responsibilities extend beyond specific language-focused courses. Your role involves facilitating access to information and skills necessary for the success of all students in your courses.

By exploring and incorporating the suggestions provided on this site, you can significantly enhance the likelihood of success for your multilingual (ML) students. These recommendations are not only easy to integrate into your teaching style but can also benefit all students, not exclusively English Language Learners (ELLs). We encourage you to review the information available on this site to create a more inclusive and supportive learning environment for everyone in your studio courses.

If students are facing challenges with project directions, class participation, or falling behind, the best support is available at the Learning Resources Center (LRC). Our Academic Coaches are ready to assist with course objectives, time management, and writing for presentations or practice presentations. Software coaching is also offered. Simply guide the student to make an appointment at the LRC – even accompany them to the LRC office to see where it is located. This extra step can be especially helpful for ELL students, who often appreciate a clear signal and encouragement to seek additional support.

Nope, CCA doesn't offer translation services. But hey, good news! You can use digital translators on your phone. For one-on-one convos, try the microphone mode for live captioning (check out our helpful guide). It's not flawless, but it can be super handy!

Be mindful of assumptions. The student might be using a digital translator on their phone to understand certain words and follow the conversation. Avoid singling out the student in front of peers, as it could discourage them from using helpful tools. Instead, have a private conversation outside of class. Ask if they're using the phone for translation or other reasons. If it's for social purposes, kindly discuss proper classroom etiquette.

A translator app is a valuable tool for students, enhancing vocabulary and communication skills. Language fluency involves mastering around 10K words, a lengthy process for non-native speakers. These apps aid understanding, accelerate learning, and ease adaptation to a foreign language and environment. Immersion enhances language acquisition, and these tools support, rather than hinder, learning. Students can speak or write in any language and translate to English. While not perfect, this aid can be extremely helpful. Email programs also offer translation buttons. These aids can build skills, though edits may be needed. Maintain humor—sometimes they're way off!

1. Organize your slide lectures in Google Slides and use the Live Captioning feature in English when presenting.
2. Provide a digital copy of the slide lecture and encourage students to review the information.
3. Provide written notes or write on the whiteboard the key facts, ideas, and names, to help guide students through the important points of your presentation.
4. For more useful information on this topic, review the Studio Classroom Equity and Access page for simple techniques to make your presentations, assignment directions, and syllabi more accessible to your students.

International students from non-Western countries might be unfamiliar with an educational style that encourages volunteering opinions or giving feedback. To assist their transition to CCA, clarify your expectations for participation in critiques and demonstrate the process. Check out the Equitable Critiques section for excellent ideas and strategies to foster active involvement in studios. Additionally, recognize that ELL students may require extra time to articulate their thoughts (again refer to the critiques page for tips on enhancing their participation).

Understanding students from different cultural backgrounds can be complex. In some countries, final exams alone determine grades, possibly affecting their views on attendance. Students may not recognize these differences or they may just misunderstand your feedback, especially for ELL students. To address this, explicitly outline course expectations and teaching style, and discuss the value of critique to ensure clarity on work expectations. Instead of asking if they understand, have them explain their plan for outside-of-class work. Provide clear, written feedback notes after discussions. For useful and concrete critique strategies, explore critique and classroom management tips.

Cultural differences, whether among domestic or international students, affect communication styles, leadership views, attitudes toward competition, and problem-solving approaches. In forced collaborations, these variances may manifest as impatience or lack of empathy. Successful collaboration hinges on your influential role as a professor. Structure collaborative exercises thoughtfully for inclusivity, using social engineering to diversify group experiences. Explore different collaborative strategies like jigsaw structures. Initiate discussions on collaboration's value across cultural boundaries, emphasizing its relevance in a global professional landscape.

International students face unique challenges, including culture shock and learning in a second language, making their community-building and communication skills more complex. While participation in critiques and conversations with you should be in English, it's important to acknowledge the comfort and support found in speaking their first language with fellow students. Clarify when it's suitable for any language chats in class and when individual conversations should wait. Recognize that ELL students often rely on each other for translations, fostering mutual understanding of course content.