What age level/subject area is the student?

The age level of this student is college level, in a new unknown environment. Does gender make a difference? In this situation, I believe gender does make a difference because homesickness is more common in females than in males. What cultural knowledge (for ou! would be relevant? I would like to know what kind of connection this student has to the countr , and what the believe would hel" them adjust to m countr # Does the content knowledge need to change? I believe the content knowledge needs to be more geared towards the student$s interests. This student said the loved the culture and all the things the cit has to offer, but the don$t like the language barrier. I would tr and incor"orate field tri"s to show the student what the want to see, but also teach them along the wa about the culture. What are some ideas ou have for differentiation? I would tr and "air u" the s tudent with a native of m countr who also s"eaks %nglish. I would let that student work with the other in order to give them both a diverse e&"erience and so the could 'mentor( each other# What learning materials would be most effective? I believe that the most effective learning materials would be visual aids and to "rovide students with content that is offered in different languages so all students can kee" u" Would ou need to use different classroommanagement techni)ues? I would not change m classroom management techni)ues, but I would be sensitive to this student$s situation. I would let her know that I am there for her if she needs me, and that I will work with her in order to see her succeed and have a great e&"erience in m countr # What are our learning e&"ectations for the student? * learning e&"ectations are the same for this student, regardless of her background. I will, however, be conscious of the fact she is working harder than m native s"eaking students, and make sure she is health and "ro"erl doing her work. Include a sum for the student ou would mar of a +,-minute lesson "lan I would teach this student some basic words in m language. I would introduce the word, see how much of the word she can understand b looking at it, and then evaluate from there. Is the knowledge level high or low? If the level is high, I will "rovide worksheets that will hel" the student understand the word more in de"th, and ask her to use it for me in a sentence. If the level is low, I will go to the basic "honics of the word to introduce it, and then "rovide her with visuals and e&"lain to her what the mean in conte&t. I will then move onto common "hrases and )uestions in the language so she has an idea of how she can navigate through the cit .