John Jay’s Center for English Language Support offers valuable resources on linguistic diversity in CUNY’s classrooms. Their website explains trends in NNS (non-native speakers of English) student enrollment at CUNY, helps instructors understand different types of NNS students, and gives practical guidance on how to best support them in the classroom. This resource is specially useful since it’s specifically about CUNY students. 

Additionally, John Jay Language Support Center offers a guide on “Understanding and Responding to NNES Student Writing”  which describes some of the most common language problems that the various categories of NNS students (foreign / int’l student, recent immigrants, Generation 1.5) have and how best to respond to them. This is a great resource for everyone looking to improve their response and assessment of non-native English writers. 

Outside the CUNY context, Berkeley’s Teaching and Resource Center offers some guidelines on “Working with Non-Native-English-Speaking Writers” as part of their Working with Student Writing section of their Teaching Guide. Like John Jay’s guide, it highlights some commonly made mistakes by non-native writers and explains how to respond to this in the most constructive way. Another resource for this is Wake Forest University’s Zak Lancaster’s  “How to Respond Constructively to ELL’s Writing” presentation, in which he explains how to focus on patterns of errors and how to prioritize certain types of corrections over others.