Language diversity results in teaching adaption in the classroom

Like many other schools in the area, McNicholas is home to a multitude of students who identify as ESL, or who speak English as a Second Language.

According to the results of a recent survey to students about their spoken languages, nine students identified themselves as ESL.  These students marked Spanish, Chinese, Vietnamese, Thai, Japanese, and Greek as languages they speak fluently. The survey found that, of the many students who speak a language other than English, the classes that are the most difficult are English and the sciences.

The teachers of these classes, however, are not new to the task of teaching multi-lingual students, and many adjust their teaching styles to aid the students.

“I have a student who is fluent in both English and Spanish, and Spanish is the language spoken primarily at home,” English teacher Katie Caster said. “I have to explain [puns and other sayings] in class or before or after. I also offer differentiated study guides and extended time on tests if needed.”

However, not all multi-lingual students struggle with the language differences.  “I don’t find my classes difficult,” sophomore Ximena Trevino, a Spanish-speaking student, explained. “Other than speaking Spanish, I also know how to speak fluent French. Learning a new language was never difficult for me.”


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