Learning How to Support Multilingual Writers

Challenges and Strategies Facing International Students and Faculty in U.S. Higher Education: A Comprehensive Literature Review

“…One of the biggest challenges reflected by international students is their English writing competence. Further, the faculty in the writing programs also struggled with teaching multilingual writers because they lack specialized training in this area (Schneider, 2018). Schneider (2018) offered five macro-topics related to college writing to expand writing instructors' and professionals' understanding of teaching multilingual students, which the researcher believed that was necessary for faculty with an increasing number of diverse students with different linguistic backgrounds.…”

“…Further, the faculty in the writing programs also struggled with teaching multilingual writers because they lack specialized training in this area (Schneider, 2018). Schneider (2018) offered five macro-topics related to college writing to expand writing instructors' and professionals' understanding of teaching multilingual students, which the researcher believed that was necessary for faculty with an increasing number of diverse students with different linguistic backgrounds. The first topic is the Nature of Second Language Writers which could help faculty understand the differences between international students and immigrant/resident ESL students.…”

“…Based on the macro-topics, Schneider (2018) outlined four suggestions that could incorporate applied linguistics to improve language learners' writing competence in higher education. One of those is to provide professional development in applied linguistics for faculty so they can integrate the knowledge to daily practices.…”

“…Indeed, Haan et al (2017) found that there was a gap between "international students' needs and the faculty's knowledge of this group of students" (p. 38). Further exacerbating the situation is that faculty and even language instructors have limited training and knowledge of teaching multilingual students (Schneider, 2018). Therefore, there is a need to help faculty and staff understand the challenges international students face and provide the skills they need to meet students' linguistic and cultural expectations in courses.…”

Equipping faculty to support multilingual learners in higher education: An online course model for faculty professional development

“…This can result in what Matsuda (2006) calls the “myth of linguistic homogeneity,” the default assumption that students are native English speakers (p. 368), which can in turn lead to an inattention to students' language needs. As a result, TESOL scholars have called on higher education institutions to provide ongoing support for faculty across the disciplines who work with multilingual students (see, e.g., Schneider, 2018; Tardy & Whittig, 2017). Haan and Gallagher (2022) argue that linguistically responsive instruction (LRI) provides both a theoretical and practical basis for helping higher education faculty develop knowledge and skills to support multilingual students.…”