Loyola University Maryland

The Study

Faculty Resources For Supporting Multilingual Students

As Loyola’s student demographics change, more and more students are entering our classrooms as speakers of multiple languages or as non-native English speakers. This page is designed to give you resources to support your students in the classroom and beyond.

Why This Should Matter

Language Acquisition

  • Linguistic bias
  • Linguistic profiling
  • "'Good' and 'Bad' English"
  • "Cultural and Linguistic Awareness": This site covers what struggles speakers from different languages might have when writing in English.
  • "Teaching Multilingual Students"
  • "Tutoring Translingual Writers: The Logistics of Error and Ingenuity": Though Newman's article focuses on the role of writing centers and writing tutors on college campuses, her advice applies to any instructor working with translingual writers, non-native speakers, English Language Learners, or all three. In the article she debunks the view both instructors and students often take: that their writing struggles show a deficiency. In fact, she argues, many of the "mistakes" students make are based in the act of translation. Writing instructors can understand these "mistakes" and better address them by understanding how errors in Language 2 might be related to a student's prior mastery of Language 1.
  • "Assisting ESL/EFL Students in the Writing Center" (available with annotations and without annotations): Though Thonus's article focuses on the work of writing center tutors, her advice applies to any instructor working with multilingual writers, particularly those raised outside the United States. It asks instructors to first be aware of the role of English in the world rather than the role of English strictly in the U.S. Academy. Since "standard English" is now "debatable," the article asks instructors to approach each student as an individual that learns from different cultural and linguistic origins. Thonus's examples are helpful in showing how this exchange often results in student writing that, to the academy, might not look like accomplished Academic writing. Her solution is to have instructors focus on "the writer" while teaching students to focus on "the reader."


Writing Resources

Online Learning and Tools


View Student Resources