1. Should I provide informal accommodations for international students who are learning English as a second language (a.k.a. multilingual students)?
Gonzaga University does not have a formal policy on providing language accommodations. However, there may be times when making informal accommodations can help reduce barriers to learning. While we are in the stages of creating a formal policy, we refer colleagues to the suggestions outlined in #2.
2. What factors should I consider when making an informal accommodation for multilingual students?
a. Will the accommodation compromise a learning outcome? Carefully evaluate what students need to demonstrate to achieve the learning outcomes in your class. Then consider which aspects of the content, format, or assignment design are negotiable for those who may benefit from an accommodation, but which will not affect the construct being assessed. Here are some questions to consider.
i. Are there aspects of the assessment design that are hindering some students from demonstrating what they have learned?
ii. Would an accommodation actually help the student better demonstrate what they have learned?
iii. For more guidance, see the University of Victoria’s guidelines on determining essential course requirements.
b. How feasible is it to adapt course content or assessments? Making informal accommodations often requires flexibility in timing, delivery of content, and setting. Evaluate the options you have to be flexible with these elements.
c. Does providing an informal accommodation give some students an unfair advantage? Students who speak English as their first language have advantages in a classroom where English is the language of instruction. An informal accommodation provides a way to mitigate learning barriers that multilingual students may face and thus can provide more equitable access to learning for all students.
d. Will the accommodation enhance the learning experience for all students? Sometimes making informal accommodations to your existing course content or structure (such as extending test time) is reasonable to consider and, if offered to everyone in the class, may increase access for other students beyond just the students requesting it.
3. Is the use of ChatGPT (or other Generative AI tools) considered an Academic Integrity violation?
Not if it is used ethically and with instructor approval. Read more on Gonzaga's guidelines here.
International Students and Translating Devices
1. Is there a university policy on the use of translators in class?
No, there is no university policy, and what follows are guidelines, not mandates.
2. Is letting a student use a translator in class or on a test an accommodation?
Since learning a language does not constitute having a disability, allowing students who are developing their language skills to use a translator should not be labelled as such. That said, it is important to differentiate students who struggle with acquiring content knowledge because of their developing proficiency in English vs students who have a learning disability.
• For the former, recommendations are listed in #4.
• For the latter, if you feel that a student may have a learning disability, encourage them to visit the Disability Access Office to learn about the process for securing accommodations.
Allowing students to use translators does fall under an individual instructor’s discretion. We highly recommend, of course, that student learning outcomes for the course and/or the program not be negatively affected.
3. What are some of the pros and cons of translator devise usage?
Pros
• Translators can help remove the language barrier multilingual students face in demonstrating their knowledge of the content.
• Translators can help students who have already learned the content presented in their native language to connect key vocabulary in their native language with English vocabulary.
Cons
• Since most translators are on phones, it is very difficult during testing to ensure that a student’s phone is only being used to translate the test vocabulary and not to also look up answers to the test.
• Depending on the discipline, knowing the meaning of a word on a test is a crucial part of knowing the content. For example, students in an economics course who use a translator for the word “stagflation” are not just looking up a word but are getting outside help with the content.
• Part of the expectation of a university course is that students will demonstrate their knowledge of the content in English. That is, except for students taking modern or classical language and literature courses, or ASL courses to fulfill the College of Arts and Sciences Core language requirement.
4. Are there ways besides allowing students use a translator that I can support multilingual students taking tests?
Yes! For instance, you can encourage students who don’t understand the language of a test question to come to you for clarification. This can allow you to determine whether their lack of understanding relates to difficult vocabulary related to the discipline (photosynthesis, chiaroscuro, dependent variable, etc.), other general academic vocabulary words (nonetheless, amongst, constrain, etc.), or to how the question is structured. Additionally, you can allow all students to use paper dictionaries.
5. Who can I go to for help with other questions?
• Nick David, the English Language Center Director (davidn@gonzaga.edu)
• Tina Isabelli, Associate Provost for Global Engagement (isabelli@gonzaga.edu)
Other questions? feel free to reach out and ask for a question to be answered! intlstudentsuccess@gonzaga.edu