Classroom Guidance and Strategies to Support EAL Learners

Abstract

English as an Additional Language (EAL) learners in U.S. higher education face multifaceted linguistic and academic challenges that require informed classroom guidance. This study adopts an integrated mixed-methods approach to examine support strategies for university-level EAL learners, blending insights from second language acquisition theory, sociocultural learning, and practical pedagogy. Survey results (n = 102) highlight key challenges – academic writing, reading load, class participation – while qualitative interviews with students and faculty (n = 30) reveal effective practices such as scaffolding instruction, collaborative learning, and culturally inclusive curriculum design. The Introduction situates EAL learners’ experiences in theoretical context (e.g., Zone of Proximal Development, scaffolding, and academic literacy), and the Methodology details data collection in diverse disciplines (STEM and humanities) with both international and domestic EAL students. Results show that targeted strategies (e.g., explicit academic language teaching, peer support, translanguaging opportunities) correlate with improved participation and performance. The Discussion links these findings to existing research and frameworks, noting differences between international and generation 1.5 learners and across disciplines. Institutional responses – including faculty development for linguistically responsive instruction and integration of writing support – are analyzed. The article concludes with practical recommendations for fostering EAL learners’ academic success and language development in inclusive, asset-based ways. Findings contribute to applied linguistics and TESOL literature by empirically demonstrating how theory-informed classroom strategies can enhance learning outcomes for EAL students in U.S. university contexts.