As the number of international students continues to rise at Canadian universities, both university instructors and international students have to learn to adapt and change if they are both to be successful. The changes are greatest in terms of expectations and day-to-day reality. Instructors expect certain things from their students such as…

As with all learners, English learners (ELs) require more than basic reading and writing skills to successfully engage with rigorous academic content, progress through school, and be fully prepared for postsecondary education and careers. ELs must be able to access grade-level content while simultaneously developing proficiency and autonomy in…

To help ESP college instructors improve the English curriculum taught at polytechnic institutes, colleges and universities, the current study proposes a model for designing English for Polytechnic Purposes (EPP) courses for undergraduate students majoring in mechanical engineering, chemistry, technology, economics, textile industry and other…

This article offers a critical interpretation of the current trends in instructional models for English language learners in California. We review key instructional models and analyze them from traditional (teacher-centered), progressive (student-centered), and critical orientations (society- and power-centered). These instructional models share…

In this article, the authors endorse a model that uses themes as springboards for language improvement, accompanied by the added benefit of content learning, though to differing degrees depending on the instructional setting. The themes that teachers choose to integrate into their language classrooms may reflect serious issues (e.g., elections,…

In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…

Implementing process pedagogy in an L2 writing classroom has its own limits for students with low English proficiency. Although L1 writers commonly benefit from writing multiple drafts, most of the low English level Korean college students in my English composition class did not benefit from the revisions. This article introduces an innovative…

Effectively teaching mathematics to speakers of other languages requires teachers to recognize, validate, honor, and support the math that these students have already learned before entering a U.S. classroom. To do so, they must become aware of procedures, types of math instruction, and students' current performance levels. They should be…

This article describes three potential English literacy problem areas for Asian graduate students. The three areas are: (1) the influence of cultural and personal prior knowledge, (2) the processes of education that students learned in their native schools, and (3) the linguistic characteristics of ESL students. Instructional ideas are provided…

This report and the companion backgrounder "Supporting Persons with Disabilities in Post-Secondary Education" represents the work of the "Foundational Learning and Diversity" sub-committee. Within the larger context and framework of "A Learning Alberta," the sub-committee focused on identifying priorities for…