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Faculty E-Resources: Tools and Resources For Teaching Non-Native English Speakers

Tips, strategies, and activities for working with multilingual students

The John Jay Faculty E-Resources site is part of larger site hosting resources and interactive tutorials that help English language learners improve their academic English skills and introduce faculty and staff to tips, strategies, and activities for working with multilingual students.

In particular, instructors can use the interactive exercises on the site to provide students with review and practice for writing essays, preparing for presentations, and researching papers.

The site also has a number of tips for instructors about ensuring your lectures, classroom activities, and assignments are understood by English language learners as well as a plethora of demographic and cultural background on multilingual students in the City University of New York (CUNY) system.

The focus of the Faculty E-Resources section of site is for faculty and staff to find advice, strategies, and resources for working with English language learners. Most of the information on the site can broadly be applied to any university context but some information has been customized for students and tutors at John Jay College and other CUNY community colleges.

 

Resource Info

Click below to go directly to the Faculty E-Resource Page. You can also visit the John Jay E-Resources Center for more student and tutor resources.

Faculty E-resources Jay E-resources

Tips & Key Insights

Who are multilingual/non-native English speakers (NNES) at CUNY?

Who are multilingual/non-native English speakers (NNES) at CUNY?

In one of the most useful sections on the Faculty E-resources site

Read more

What are the language and academic characteristics of foreign students at CUNY?

What are the language and academic characteristics of foreign students at CUNY?

In summarizing the language and academic characteristics of foreign students at CUNY

Read more

What are the language and academic characteristics of recent immigrants at CUNY? Of long-term U.S. resident English Language Learners at CUNY?

What are the language and academic characteristics of recent immigrants at CUNY? Of long-term U.S. resident English Language Learners at CUNY?

In summarizing the language and academic characteristics of recent students at CUNY

Read more

In one of the most useful sections on the Faculty E-resources site, the authors provide information for CUNY faculty and staff about the backgrounds of multilingual students at CUNY including the following points:

  • Small percentage of NNES students at CUNY are flagged for placement in ESL.
  • In 2004, 10.8% of first-time CUNY freshmen in Associate’s programs and 3.7% of freshmen in Baccalaureate programs were enrolled in ESL courses.
  • ESL students enrolled in ESL classes represent just a tiny fraction of the number of CUNY students who are non-native speakers of English.
  • Non-native English speaking students at CUNY fall in three broad categories: foreign students, recent immigrants, and long-term U.S. resident English Language Learners.

In summarizing the language and academic characteristics of foreign students at CUNY, the site authors provide the following points:

  • Received English language instruction and often attended college in their home countries.
  • Are often less proficient in conversation than in writing.
  • Come equipped with academic literacy skills but may not be familiar with the American academic conventions.
  • “Eye learners”: Have a working knowledge of English syntax and grammar, as well as an understanding of how language works.

In summarizing the language and academic characteristics of recent immigrant students at CUNY, the site authors provide the following points:

  • Arrived recently in this country and may not have received formal English training in their home countries.
  • Have limited oral proficiency in English.
  • Are not a homogeneous group; although they may begin their studies with the same low English proficiency, they differ greatly in their projected pace of academic English acquisition, depending on such socioeconomic factors as first language literacy and prior education.

In summarizing the language and academic characteristics of long-term U.S. resident students at CUNY, the site authors provide the following points:

  • Have lived in the U.S. for 5-7 years or more and have spent years in mainstream classes in US schools.
  • May have even been born in this country but grew up speaking a language other than English with family and friends.
  • “Ear learners”: Are orally proficient and often use varieties of English that are different from the English used in academic settings.
  • Exhibit in their writing characteristics of both a first language other than English and varieties of English used outside of academic contexts.

 

In one of the most useful sections on the Faculty E-resources site, the authors provide information for CUNY faculty and staff about the backgrounds of multilingual students at CUNY including the following points:

  • Small percentage of NNES students at CUNY are flagged for placement in ESL.
  • In 2004, 10.8% of first-time CUNY freshmen in Associate’s programs and 3.7% of freshmen in Baccalaureate programs were enrolled in ESL courses.
  • ESL students enrolled in ESL classes represent just a tiny fraction of the number of CUNY students who are non-native speakers of English.
  • Non-native English speaking students at CUNY fall in three broad categories: foreign students, recent immigrants, and long-term U.S. resident English Language Learners.

In summarizing the language and academic characteristics of foreign students at CUNY, the site authors provide the following points:

  • Received English language instruction and often attended college in their home countries.
  • Are often less proficient in conversation than in writing.
  • Come equipped with academic literacy skills but may not be familiar with the American academic conventions.
  • “Eye learners”: Have a working knowledge of English syntax and grammar, as well as an understanding of how language works.

In summarizing the language and academic characteristics of recent immigrant students at CUNY, the site authors provide the following points:

  • Arrived recently in this country and may not have received formal English training in their home countries.
  • Have limited oral proficiency in English.
  • Are not a homogeneous group; although they may begin their studies with the same low English proficiency, they differ greatly in their projected pace of academic English acquisition, depending on such socioeconomic factors as first language literacy and prior education.

In summarizing the language and academic characteristics of long-term U.S. resident students at CUNY, the site authors provide the following points:

  • Have lived in the U.S. for 5-7 years or more and have spent years in mainstream classes in US schools.
  • May have even been born in this country but grew up speaking a language other than English with family and friends.
  • “Ear learners”: Are orally proficient and often use varieties of English that are different from the English used in academic settings.
  • Exhibit in their writing characteristics of both a first language other than English and varieties of English used outside of academic contexts.

 

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