English Language Learner (ELL) Support

ELLs are multilingual students who are developing academic and social English language proficiency. They may be international students, permanent residents, or domestic students.

Student Success Center – ELL Specialist: Provides individualized support to help students navigate linguistic and cultural aspects of academic life. 

Writing Center and Christie Family Tutoring Center: Offers trained peer tutors for writing and content support for students who identify as ELL. 

Providence College Library: Can provide translated versions of course readings, summaries, and dictionaries upon request. 

• Invite the student to meet with you if you suspect language-related challenges. 
• Ask about their perception of their performance and difficulties.
• Use the academic referral form to connect the student with the ELL specialist for additional support.

Look for patterns:

• For example, if a student’s ideas are strong but sentences are unclear, language may be the barrier. 
• Consider low-stakes check-ins or one-on-one conferences to clarify the source difficulty.

• Clearly state academic expectations.
• Create detailed, accessible syllabi and reference them often.
• Promote office hours as a resource for one-on-one support. 
• Offer models or detailed examples. 
• Break larger assignments into smaller steps. 
• Allow students to brainstorm in their first language. 
• Use visuals, charts, and graphic organizers. 
• Encourage peer support and collaborative learning. 
• Avoid assumptions that academic, cultural, and linguistic norms are known (e.g., class participation, plagiarism, appropriate ways to address professors). 
• Provide both written and verbal instructions. 

• Give students time to process before responding.
• Allow alternative formats, such as small groups or written reflections.
• Encourage multiple ways of participating (chat, discussion boards, written expression).

• Assuming lack of ability based on language proficiency. 
• Speaking louder instead of speaking clearly.
• Using idioms, jokes, or cultural references without explanation.

In general, ELL students should not be offered modifications that compromise the expectation to complete assessments in English and within the same time frame as other students. Modifications may include, but are not limited to, offering extended time for exams and translating assessments into students’ first language. Before offering these types of considerations, faculty should consult with the Dean of Student Academic Success to discuss any potential implications – including those related to international students’ immigration status – and explore alternatives.

It is also important to remember that there are several resources to support faculty in their teaching of ELL learners. The SSC staff includes a full-time ELL Specialist, Amori Washington, who supports students in developing their English academic skills (e.g., reading comprehension, oral communication, classroom engagement, etc.). Faculty are encouraged to refer ELL learners to Amori for individualized support. The SSC has partnered with the library to create an ELL Community Guide that includes helpful tips to support ELL students in the classroom. In addition to this resource, the Center for Teaching Excellence has a dedicated UDL page that provides strategies and tools to make courses and assignments more inclusive for all learners.