The Perils of Multi-lingual Students: “I’m Not LD, I’m L2 or L3.”

  • Kioh Kim University of Louisiana at Monroe, United States
  • Derrick T. Helphenstine University of Louisiana at Monroe, United States
Keywords: English Language Learners (ELL), specific learning disabilities (SLD), native language (L1), newly acquired language (L2)

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.

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Author Biographies

Kioh Kim, University of Louisiana at Monroe, United States

KIOH KIM, PhD, is as associate professor of instructional technology at the University of Louisiana at Monroe. He is also the coordinator of doctoral degree (EdD) in Curriculum and Instruction.

Derrick T. Helphenstine, University of Louisiana at Monroe, United States

DERRICK T. HELPHENSTINE is a graduate student in master’s degree program at the University of Louisiana at Monroe.

Published
2017-04-01
How to Cite
Kim, K., & Helphenstine, D. T. (2017). The Perils of Multi-lingual Students: “I’m Not LD, I’m L2 or L3.”. Journal of International Students, 7(2), 421-428. Retrieved from https://www.ojed.org/index.php/jis/article/view/388
Section
Research Articles