Supporting Non-Native English Speakers at the University

A Survey of Faculty & Staff




faculty development, internationalization, multilingual learners, nonnative English speakers


This study reports on a survey designed to understand the experiences of faculty and staff who work with non-native speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having non-native English speakers on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNES and the faculty and staff who work with them.

Author Biographies

Bethany D. Peters, Greenville University USA

BETHANY D. PETERS is a faculty member at Greenville University, where she teaches multiple MA courses in the Teaching English as a Second Language (TESL) track. Her research interests include intercultural communication, group dynamics, and intercultural development strategies.

Michael E. Anderson, University of Minnesota, USA

MICHAEL ANDERSON is the director of English language programs at the University of Minnesota - Twin Cities.  His research interests include advanced study in a second language environment, second language assessment, and language teacher education.  


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2021-01-15 — Updated on 2021-02-23

How to Cite

Peters, B., & Anderson, M. E. (2021). Supporting Non-Native English Speakers at the University: A Survey of Faculty & Staff . Journal of International Students, 11(1), 103–121.



Research Articles (English)