There are many myths out there of ELLs, myths that are lingering misconceptions of this unique learner demographic. If assumptions are left unchecked, then this can hinder overall academic achievement. By firstly debunking the myths and then looking more closely at the realities of this unique learner demographic, this will provide insight into building the necessary learning supports ELLs require in post-secondary studies. Ultimately, the goal is academic success. How do we meet the student’s needs? First of all, let’s take a look at a few of the common myths that are out there:
In this post for Forbes, Barbara Kurshan, senior fellow at the University of Pennsylvania Graduate School of Education, explores online learning at the post-secondary level. Kurshan examines the common fault of institutions who assign instructors to teach online with the assumption that the required skills and knowledge are the same as for face-to-face instruction.
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Author John Green (Paper Towns, Our Fault in the Stars) explores how maps shaped came to shape how we see our world, and how learning in the 21st century is more and more based in online learning communities.
As post-secondary institutions begin to diversify, more and more attention will need to be paid to supporting ELLs in higher education. ELL demographics range from international study students to immigrant refugees. The students come from varied ethnic, socioeconomic and educational backgrounds, and levels of proficiency in English. Because students are limited by their English ability, such as minimal English skills and academic preparedness, this will make the path to higher education all the more challenging.