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Supporting ESL Students in Distance Learning Courses: A Case Study

Supporting ESL Students in Distance Learning Courses: A Case Study

Sarah D. Korpi
Copyright: © 2018 |Pages: 20
ISBN13: 9781522540977|ISBN10: 1522540970|EISBN13: 9781522540984
DOI: 10.4018/978-1-5225-4097-7.ch004
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MLA

Korpi, Sarah D. "Supporting ESL Students in Distance Learning Courses: A Case Study." Promoting Ethnic Diversity and Multiculturalism in Higher Education, edited by Barbara Blummer, et al., IGI Global, 2018, pp. 59-78. https://doi.org/10.4018/978-1-5225-4097-7.ch004

APA

Korpi, S. D. (2018). Supporting ESL Students in Distance Learning Courses: A Case Study. In B. Blummer, J. Kenton, & M. Wiatrowski (Eds.), Promoting Ethnic Diversity and Multiculturalism in Higher Education (pp. 59-78). IGI Global. https://doi.org/10.4018/978-1-5225-4097-7.ch004

Chicago

Korpi, Sarah D. "Supporting ESL Students in Distance Learning Courses: A Case Study." In Promoting Ethnic Diversity and Multiculturalism in Higher Education, edited by Barbara Blummer, Jeffrey M. Kenton, and Michael Wiatrowski, 59-78. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-4097-7.ch004

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Abstract

Skill gaps between faculty's expectations around assessments and student work are common pedagogical themes. When misunderstandings are compounded by linguistic barriers and variances in cultural expectations, a simple error can have unforeseen impact on student success and the student-faculty relationship. In this chapter, the author explores sociocultural theory and second language acquisition research for tools that can improve communication between faculty and English language learner students. A proactive strategy is proposed that promotes understanding of the learner, investigates faculty assumptions, uses transparency in communication of assumptions, and provides ongoing support to faculty and students to reduce tension, increase understanding, and promote student success.

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