by Dorit Sasson Over the past year I’ve received dozens of emails from instructors asking me for advice on teaching ESL students in their college reading courses. When I tell them that it is possible to give them opportunities to engage in the mainstream classroom they say, “But they aren’t “getting it.” Plus, they’re too silent.” Some of these teachers invariably show me the level of their students’ work to confirm their placement in the class, and some end up referring these students to the learning center. Not all academic cases of ESL students need to be referred to the […]
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