By Vanessa Pinto

When tutoring non-native English speakers, instructors are not only faced with the challenge of differentiating instruction for multiple subjects and learning levels, but also with integrating social and cultural dynamics into our lessons.

I am an ESL instructor to elementary and middle school students in Springs (East Hampton), NY, and after school I lead a tutoring program through the non-profit organization Project Most. The organization strives to “build on the strengths of our children by providing a range of academic support, enrichment activities, and a positive social environment everyday, after school.”

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