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    Ell Scenarios

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    api-550555211
    The document discusses four scenarios involving ELL students facing challenges in their college courses. The scenarios include a student writing in Spanglish, a student plagiarizing due to cultural differences, a student struggling with advanced course jargon, and a student having trouble keeping up in a purely oral lecture-based class.

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    Ell Scenarios

    Uploaded by

    api-550555211
    27 views1 page
    The document discusses four scenarios involving ELL students facing challenges in their college courses. The scenarios include a student writing in Spanglish, a student plagiarizing due to cultural differences, a student struggling with advanced course jargon, and a student having trouble keeping up in a purely oral lecture-based class.

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    ell scenarios

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    The document discusses four scenarios involving ELL students facing challenges in their college courses. The scenarios include a student writing in Spanglish, a student plagiarizing due to cultural differences, a student struggling with advanced course jargon, and a student having trouble keeping up in a purely oral lecture-based class.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    27 views1 page

    Ell Scenarios

    Uploaded by

    api-550555211
    The document discusses four scenarios involving ELL students facing challenges in their college courses. The scenarios include a student writing in Spanglish, a student plagiarizing due to cultural differences, a student struggling with advanced course jargon, and a student having trouble keeping up in a purely oral lecture-based class.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Working with L2 Learners/ELL Scenarios

    Directions
    1. Read your breakout room’s assigned scenario.
    2. Discuss the following questions.
    a. What may be the reason for the problem presented?
    b. If you were the instructor in this scenario, what would you do?

    Group 1
    Lizzy is a first-year ELL college student who just moved to the U.S. four years ago from Oaxaca,
    Mexico. While working on her Academic Writing essays, Lizzy’s English professor comments
    that she answers in very short sentences and uses very basic vocabulary. She struggles to learn
    new vocabulary and her speaking and writing is very simplistic, rarely using academic language
    correctly. Often, Lizzy writes in “Spanglish” (a mix of Spanish and English) throughout her work
    and her professor has a difficult time understanding her essay.

    Group 2
    Gloria is a first-year ELL college student from Xi’an, China. Although she has studied English
    before, she has done so in the context of Chinese culture, which is collectivist in nature. In
    reading Gloria’s first essay, her professor notices that she has copied and pasted portions of her
    essay from other sources, many of which do not appear to be listed in Gloria’s bibliography.
    When Gloria does use information from her listed sources, she does not include any parenthetical
    or in-text citations. Her professor is confused because she has mentioned the importance of
    avoiding plagiarism in the rubric of all her assignments.

    Group 3
    Max is a second-year ELL student who had no trouble completing his first year of undergrad
    while taking general education requirements and electives. However, as he transitions to junior
    year, he is taking many more advanced and major-specific courses. Suddenly, he begins to
    develop difficulties studying because he cannot understand the jargon used throughout his
    textbook nor in his lectures. He conducts a few Google searches on content and also turns to
    Google translate for a few words but this fails to assist his learning and leaves him even more
    confused.

    Group 4
    Eva is an ELL student with a high level of English proficiency. Although she has been successful
    in her previous college classes, she has found it difficult to learn the material of her current
    anthropology class. Her professor tends not to use any visual elements, opting to deliver the
    information orally instead. While the professor asks questions to gauge understanding, he calls
    on people at random to receive the answers, and once he has the answer he was looking for, he
    quickly resumes his lecture, making it difficult for Eva to keep up with all that is going on in the
    class.

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