Michelle Soule
Adjunct Lecturer, English

Checklist for Online Lesson

Many undergraduates taking English 110 and 130 are multilingual students who use multiple languages. Some grew up in households where a language other than English was used, while others grew up in both English and non-English speaking places. English instructors have observed that these students can have a distinct experience in the classroom, particularly in online learning environments. There are reasons for their late submissions, quiet nature, and lack of engagement (Rhodes): they need more time to process the language, as they do double the work (Wattar) to process the language and consider content. They are also worried about their classmates judging their writing. In an online writing class, everyone’s writing is on display even more than usual.

Multilingual learners need to be considered when planning, designing, and teaching, especially in the online learning environment. This needs to start by considering multilingual learners as an asset (not a deficit) to the class (Wattar; Rhodes). They should not be “penalized” and don’t need to be “fixed” (Horner and Kopelson, qtd. in Alvarez). Instead, we must create an environment where “written accent” is accepted (Rhodes) and not corrected on discussion boards, chats, blogs, Persuall, etc. This can be communicated explicitly in the syllabus. I can recall with horror the first time I saw a student reply to another’s post with suggestions on grammar and syntax, completely ignoring the student’s thoughtful response to that week’s reading.

When choosing course materials, consider all your students’ cultural knowledge and background (Miller-Cochran). Instructors can distribute a pre-class survey to learn students’ backgrounds. This survey could also include questions about students’ experiences with languages and online learning. Incorporating a mid-semester check-in survey to see how things are going from the students’ perspectives (Wattar) allows instructors to adjust the course to facilitate better participation and learning.

The complex debate continues as to whether to record synchronous class sessions. Since most online writing classes involve a variety of activities and (hopefully) lots of interaction, many of us decide not to record our classes. However, multilingual learners could benefit from the chance to review essential information presented during synchronous meetings. One solution is to pre-record “lecture” and “instruction” sections of class along with closed captioning (“Supporting”). Other ideas include assigning one or two students for each session to post a recap along with insights and reflections on a shared platform such as Slack or the class LMS (Learning Management System).

Another issue is how best to facilitate online discussions. For synchronous sessions, you can ask students to wait to post chat responses simultaneously after everyone has had time to process prompts and compose their thoughts. Even better—provide prompts for synchronous discussions in advance. Sometimes I will go through that week’s Perusall annotation assignment and choose a handful of notable responses to further discuss in class (with the students’ permission). Students can utilize asynchronous online discussion boards in low stakes writing assignments to develop ideas and arguments to prepare for more “linguistically demanding pieces such as essays” (Bauler).

We can include opportunities for students to share their cultural and linguistic background with each other. I have observed many awestruck students as they discover that some of their peers are literate in five languages. Students can explore the course theme and share concepts and language associated with the theme. For example, many 110 instructors use the theme Creativity. I have discovered through class discussions that cultures value creativity differently (its usefulness vs. novelty) and in different contexts (the workplace, education, etc.). Recently I added an activity where students translate words, proverbs, or quotes about creativity from a chosen culture and share insights with their classmates. They also find an example of a creative product (a work of art, poem, song, invention) from that culture and share insights using their modality of choice (a text, image, PowerPoint, video, live presentation) on Slack or in Break-out Rooms on Zoom.

There are many other ways to facilitate multilingual learners in the online writing classroom. We should provide plenty of opportunities for them to discuss and write about their multilingual writing experiences (Wattar) and demonstrate their “savvy rhetorical strategies” during class discussions (Miller-Cochran) as well as critically reflect on their writing (Alvarez). We can also create a collaborative learning environment by utilizing break-out rooms and assigning multimodal projects (“Supporting;” Rhodes). We also must allow spaces where students can converse in languages other than English (Miller-Cochran).

The most fundamental thing instructors can do is focus on best teaching practices, as many ‘tips’ for teaching multilingual learners are simply good teaching:

• Model how to do things (Wattar)
• Give instructions in multiple modes (Miller-Cochran)
• Use annotated examples of writing (at various levels) (“Supporting”)
• Provide stem sentences and templates for students to use for different writing contexts and assignments
• Allow time for students to consider their responses asynchronously
• Give students options of modality for assignments
• Assign many low stakes assignments for formative assessment opportunities

Incorporating best practices into your online writing teaching will help multilingual learners-and all your students for that matter- engage in discussions and get more from your classes. When multilingual students are engaged, everyone will benefit from their cultural and linguistic knowledge and experience. In addition, this kind of learning environment helps develop literate global citizens who will make a difference in the world.

Annotated Bibliography

• Alvarez, Sara P., et al. “Multilingual Writers in College Contexts.” Journal of Adolescent & Adult Literacy, vol. 62, no. 3, Wiley Subscription Services, Inc, 2018, pp. 342–45, https://ila.onlinelibrary.wiley.com/doi/10.1002/jaal.903
  Sara Alvarez (CUNY-QC Dept. Of English) explains the shift in mass literacy to writing and how writing is gaining importance in the workplace.  This shift means that college writing instruction needs to be reexamined to reflect the real world.  Alvarez puts this into the context of multilingual writing students and points out that they have a lot to offer to this new paradigm. Considering these students as an asset while implementing new writing pedagogy will benefit everyone.  This new paradigm of writing instruction would include assignments where students analyze, share, and reflect on their linguistic and writing experiences.
• Bauler, Clara V. “Crafting Argumentation: Two Multilingual Writers’ Discursive Choices in Online Discussions and Persuasive Essays.” Cogent Education, vol. 6, no. 1, 2019. ProQuest, http://queens.ezproxy.cuny.edu/login?url=https://www.proquest.com/scholarly-journals/crafting-argumentation-two-multilingual-writers/docview/2353192574/se-2, doi:https://doi.org/10.1080/2331186X.2019.1598922.
  Dr. Clara Bauler of Adelphi University explored how multilingual writers use asynchronous discussion posts to develop ideas for formal writing assignments.  By trying out ideas and arguments with their peers, students successfully chose the strongest arguments for their formal writing. She found that students “creatively made [appropriate] discursive choices” depending on the writing context. In this way, multilingual students also practice appropriate formality and tone for different writing contexts.
• Miller-Cochran, Susan K. “Chapter 9 Multilingual Writers and OWI – Wac.colostate.edu.” Edited by Beth L. Hewett Hewett and Kevin Eric DePew, Foundational Practices of Online Writing Instruction, WAC, 21 Feb. 2015, https://wac.colostate.edu/docs/books/owi/chapter9.pdf.
  This chapter is from the book Foundational Practices in Online Writing Instruction. This chapter is from Part III: Practicing Inclusivity in OWI.  Susan Miller-Cochran (North Carolina State University) offers many tips and strategies for teaching multilingual learners in an online writing environment.  She emphasizes the need for students to know of and utilize the resources available to them on campus. She reminds instructors to not underestimate the rhetorical strategies multilingual learners already possess and of the importance to allow spaces where students can converse in languages other than English.
• Rhodes, Robin. “Pedagogical Considerations for Multilingual Students in Online and Hybrid Contexts.” St. Lawrence University, June 2021, https://www.stlawu.edu/offices/world-languages-cultures-and-media/pedagogical-considerations-multilingual-students-online-and-hybrid-contexts#annotations:group:8j7xoxDq.
  This site from St. Lawrence University (NY) is written by Robin Rhodes, the Director of International Student Academic Support. It considers the point-of-view of the multilingual learner participating in an online writing class. It focuses on the writing aspect of online learning environments and offers tips and strategies to instructors. This website uses the term ‘written accent’ and the importance of establishing an accepting classroom environment with a focus on the expression of ideas, not aspects of English that take ‘many years to acquire.’  This site also focuses on the ‘asset not deficit’ aspect of multilingual learners.
• “Supporting Multilingual Students Online.” CCAPS, 2022, https://ccaps.umn.edu/esl-resources/faculty-staff/teaching-online#annotations:group:8j7xoxDq.
  University of Minnesota has a great website dedicated to supporting multilingual students online.  They provide useful tips and strategies for instructors who are new to teaching multilingual students in an online environment (or need some reminders of good practice). Tips include pre-recording lectures with closed captioning, including collaborative projects to build rapport among students, and making sure students are aware of the resources on campus available to them.
• Wattar, Dania. “Chapter 5: Supporting Multilingual Students in Online Discussions.” Designing for Meaningful Synchronous and Asynchronous Discussion in Online Courses, Kim MacKinnon et al, 28 Feb. 2022, https://ecampusontario.pressbooks.pub/designingforonlinediscussion/chapter/chapter-5-assessment-for-as-of-learning-in-online-discussion/#annotations:group:8j7xoxDq .
  This open-source textbook was written at the beginning of the pandemic by a small professional learning group at the University of Toronto. One of the chapters is, “Supporting Multilingual Students in Online Discussions.”   The chapter, written by Dania Wattar (University of Ontario) is very well-designed and learner-friendly, moving through scenarios, analysis, practical tips, and reflection. The ‘Pause and Consider!’ questions throughout the chapter are also helpful. Ideas include giving a pre-semester language survey, providing explicit multimodal instructions, using models, including cross-cultural and trans-languaging assignments, and establishing a classroom atmosphere where multilingualism is an asset to the class.