The Perils of Multi-Lingual Students: "I'm Not LD, I'm L2 or L3."

Autor/inn/en	Kim, Kioh; Helphenstine, Derrick T.
Titel	The Perils of Multi-Lingual Students: "I'm Not LD, I'm L2 or L3."
Quelle	In: Journal of International Students, 7 (2017) 2, S.421-428 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Multilingualism; Second Language Learning; Student Characteristics; International Schools; English (Second Language); Misconceptions; Student Adjustment; Learning Disabilities; Identification; Native Language; Language of Instruction + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; International school; Internationale Schule; English as second language; English; Second Language; Englisch als Zweitsprache; Missverständnis; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Learning handicap; Lernbehinderung; Identifikation; Identifizierung; Teaching language; Unterrichtssprache
Abstract	As more companies and families expand to the global market an increasing number of students are entering international schools outside of their home countries. Each international school is governed and run according to their own policies, but one overarching element remains: the language of instruction is usually English. When English Language Learners enter English dominant environments they often have difficulties acclimating to the language and the classroom. In this paper the authors intend to address some myths about ELL students in the classroom, and shed light on why some students are wrongly identified as having possible SLDs and how we can better help students by looking further at their characteristics. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jistudents.submission@gmail.com; Web site: http://jistudents.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01