Australian university tutors/lecturers, how do you handle big differences in students' English proficiency?
I was recently in a university tutorial where a large proportion of the class were international students, and most seemed to have fairly limited English proficiency.
This was an Arts subject where a lot of the class involved discussion, interpreting readings and expressing arguments. I noticed the tutor had to spend quite a bit of time rephrasing questions, explaining things in simpler terms and heavily guiding students through activities.
What made me start thinking about this was that I often found myself knowing the answers to the questions and wanting to discuss the material further, but we'd have to stop and spend quite a lot of time re-explaining things. We didn't end up getting through everything the tutor had planned.
I'm curious about this from the teacher's perspective. Does this become frustrating or difficult to manage when a significant proportion of a tutorial needs more linguistic scaffolding? Particularly in Arts subjects, where being able to understand readings, participate in discussion and articulate an argument is such a big part of the course.
How do tutors balance supporting students who are still developing their academic English with making sure students who are already comfortable with the material still get enough opportunity to engage at the intended level?
I'm not really asking whether international students should or shouldn't be admitted. I'm more interested in what this is actually like from the educator's perspective and how teachers deal with it in practice.