Multilingual Writers in the University:
Some Strategies for Teachers
Rebekah Shultz Colby

Paul Kei Matsuda is an Associate Professor of English at Arizona State University. He writes passionately and cogently about the need for better English as a Second Language (ESL) instruction, particularly from first-year writing instructors who often, along with the field of composition in general, have historically tended to disassociate from the linguistically-based Teaching English as a Second Language (TESL). In 2006, he received the Richard Ohmann Award for Outstanding Refereed Article published in College English. He has co-edited the book Historical Inquiry on Second Language Writing as well as several other books on teaching ESL students and conducting second language research. 

On Thursday, October 18, at a conference room in DU's Driscoll Center, Paul Matsuda began his talk by asking the question, Why focus on multilingual students? He then gave several pertinent reasons. These increasingly diverse students bring rich multicultural resources that we can learn from; the global market is growing increasingly multilingual; and finally, focusing on multilingual students encourages teaching excellence. He went on to explain that the definition of multicultural is complex. It can refer to international ESL students but also to resident and refugee ESL students who identify themselves very differently. The term "multilingual" also covers those American students who speak a non-dominant variety of English. Paying attention to multilingual students at DU is particularly important because 17.4% of Denver residents identify as coming from a foreign sociolinguistic background while 27% speak a language other than English in their homes.

A key factor of multilingual students is that their written English proficiency may not be the same as their spoken proficiency. Another key factor is that multilingual students bring a rich, first language literacy background that they can draw from. They often have educational backgrounds that differ significantly from American educational norms. Their attitudes and motivations toward writing may vary. They often come from rhetorical traditions that differ from the Western rhetorical tradition as well. For instance, some students may have a different attitude toward orality than white, middle-class students. They may have come from a culture that values storytelling as important to knowledge construction while written texts may not be deemed as trustworthy. Coming from a different rhetorical background, multilingual students may value different types of argumentative support. Also, multilingual students may not share in the culturally shared knowledge of white, middle-class students. For instance, not all multilingual students have seen The Simpsons. Lastly, with a different rhetorical background, attitudes toward plagiarism may differ. They might not readily understand US definitions of and assumptions about plagiarism and might need more overt explanation about what it is.

For international multilingual students, grammar instruction has often been explicit. They usually have more exposure to written forms of English, especially at the sentence level. However, speaking in a casual conversation may be much more difficult for them. They are often unfamiliar with cultural references. They have had little or no experience with US secondary education. However, other than these broad characteristics, it is very difficult to generalize further. Learning styles may vary. There are gender differences, but it is hard to pinpoint exactly which differences affect which culture.

For resident multilingual students, knowledge of English is implicit but still developing. They have much more exposure to colloquial spoken English and more familiarity with US cultural references. They also have some experience with US secondary education. They often are motivated by the desire to integrate into US culture. However, their learning styles still may vary. Since resident multilingual students often do have at least some implicit knowledge of grammar, descriptive methods of grammar instruction are more effective than proscriptive methods. In teaching multilingual students, give them the benefit of the doubt about what English and grammar rules they have already internalized. However, solutions for teaching all multilingual students exist in giving many examples that demonstrate in more concrete ways what is expected of them in their writing.

Regardless of the dominant features of international and resident multilingual students, the bottom line is that it is impossible to absolutely generalize about them. They cannot be stereotyped. Identity is complex. Cultures are equally complex and resist generalization. Nevertheless, some assumptions that can be made about multilingual students are that their language use is often undetectable and unpredictable. Furthermore, they bring a rich linguistic culture to the classroom. Reading and writing usually takes them much longer than native speakers. And finally, for them, learning to write well is a lifelong process.

As teachers, in dealing with the unpredictability and undetectability of multilingual students language use, always assume that in every class there will always be at least a few multilingual students. Also, reflect about your own assumptions about language backgrounds and then communicate these assumptions to your students. Most importantly, clearly communicate to your students your expectations of what and how to learn. Finally, provide information through multiple modesvisually, orally, etc.

In working with the writing of multilingual students, be encouraging. Tap into the rich linguistic resources that multilingual students bring. Incorporate information from other countries into your class. However, bring information into your class from a variety of different cultures so that you are not just singling out your multilingual students but including them. As Peter Elbow has also argued, encourage them to use multiple languages in planning and drafting their writing. Encourage the use of sources written in other languages as well.

Be patient. Communicate assignments in writing as well as orally. Provide handouts ahead of time, giving multilingual students plenty of time to read and process them. They may not be able to quickly read them in class along with native speakers. Before discussion, consider giving a few minutes for students to gather their thoughts on paper. Finally, give students the option of submitting in-class writing assignments after class.

Be reasonable. Set clear goals and expectations that are reasonable and relevant to the context of the course. Provide multiple examples. Often, multilingual students will think that just imitating one textual example is the answer to good writing. However, offering several different examples of effective writing can complicate their notions of what is good writing in productive ways while still giving them something concrete from which to work. Explain what you think is effective and ineffective in these writing examples and explain why. Assess students in terms of course objectives and goals rather than in language proficiency. Lastly, realize that you dont have to be responsible for the students language proficiency.

Be accessible. Adjustments must be made for multilingual students. Strive for a universal design that imagines the most diverse student population as your target student audience. Keep expanding your repertoire of lesson plans and teaching strategies. Build flexibility into your teaching plans. Be prepared to teach all students. Have contingency plans if your first teaching plan fails. Be respectful of all students.

In other words, teach multilingual students as you would any other student you were teaching well.

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