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Strategies for Working with Multilingual Students & English Learners
Across the Curriculum
Mark Roberge Associate Professor of English San Francisco State University
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NECESSITY OF A COLLEGE-BOUND PATH
Multigenerational path of economic mobility
First generation
Second generation
Third generation
Labor
Minimal language and
literacy requirements
Skilled
Language intensive
Not literacy intensive
Professional
Language intensive
Literacy intensive
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NECESSITY OF A COLLEGE-BOUND PATH
The Hourglass Economy
First generation
Second generation
Third generation
Labor
Minimal language and
literacy requirements
Skilled
Language intensive
Not literacy intensive
Professional
Language intensive
Literacy intensive
4
STUDENT LANGUAGE
Standard Community Dialect Dialect
5
STUDENT LANGUAGE
Native-like English
Learner-like English
6
STUDENT LANGUAGE
Native-like English
Juan 1 Juan 2
Standard Dialect
Community Dialect
Juan 3 Juan 4
Learner-like English
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STUDENT LANGUAGE
Native-like English
Juan 1 “Mainstream” native speaker
Juan 2 Chicano English speaker
Standard Dialect
Community Dialect
Juan 3 Late arrival immigrant
Juan 4 Early arrival immigrant
Learner-like English
8
STUDENT LANGUAGE
Native-like English
Juan 1: “Mainstream” native speaker Born here or arrived before “critical period” Exposure to “standard English” speakers Probably bilingual But may have forgotten Spanish Standard Community
Dialect Dialect
Learner-like English
9
STUDENT LANGUAGE
Native-like English
Juan 1: Probably a strong reader Robust oral proficiency > faster uptake Standard dialect > familiarity w/the language of school texts May be aided by bi-literacy Standard Community
Dialect Dialect
Learner-like English
10
STUDENT LANGUAGE
Native-like English
Juan 2: Chicano English speaker U.S.-born English monolingual; doesn’t speak Spanish Language features look like ESL but aren’t
Standard Community Dialect Dialect
Learner-like English
11
STUDENT LANGUAGE
Native-like English
Juan 2: Possibly a much weaker reader ESL misdiagnosis Remedial placement / unchallenging tasks Disconnect between English of home/school Stronger language ego defenses
Standard Community Dialect Dialect
Learner-like English
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STUDENT LANGUAGE
Native-like English
Standard Community Dialect Dialect
Juan 3: Late arrival immigrant Came from Mexico City at age 16 Lacks oral fluency Non-idiomatic English Non-colloquial English Highly variable ESL errors
Learner-like English
13
STUDENT LANGUAGE
Native-like English
Standard Community Dialect Dialect
Juan 3: Strong first language reader Can transfer reading strategies to English Needs vocabulary, idioms, some syntax Needs to improve speed Potentially a strong English reader
Learner-like English
14
STUDENT LANGUAGE
Native-like English
Standard Community Dialect Dialect
Juan 4: Early arrival immigrant Sometimes called “Generation 1.5” Began learning English after critical period Fluent Mixture of ESL and dialect features
Learner-like English
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STUDENT LANGUAGE
Native-like English
Standard Community Dialect Dialect
Juan 4: Possibly a very weak reader No L1 literacy > delayed English literacy Similar difficulties to Chicano English speaker Doesn’t get ESL instruction because of length of residency
Learner-like English
