Students who are not native speakers of English have extra challenges in the American academic environment. They may not be accustomed to listening to lectures in English and may not fully comprehend the subject material of a lecture. Further, they may experience cultural confusion concerning American academic expectations.
In evaluating the written work of non-native English speakers, it is helpful to focus on communication of meaning rather than local errors. Errors with articles or prepositions, for example, rarely interfere with comprehension. Often, asking a student to summarize the main idea of a lecture or essay will help the instructor see where a communication gap exists.
While non-native speakers of English are expected to achieve the same high standards as other students, they may need extra time completing an assignment or more detailed explanation of content. Caterina Falli, Associate Professor of English as a Second Language, is available to help faculty strategize ways to support ESL students in the classroom. Finally, students who are having challenges with writing in English should be referred to the Eastman Writing Center for individual consultation sessions.
