Supporting Non-Native English Speakers at the University

A Survey of Faculty & Staff

Authors

DOI:

https://doi.org/10.32674/jis.v11i1.1200

Keywords:

faculty development, internationalization, multilingual learners, nonnative English speakers

Abstract

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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Published

2021-01-15 — Updated on 2021-02-23

Issue

Vol. 11 No. 1 (2021)

Section

Research Articles (English)

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How to Cite

Supporting Non-Native English Speakers at the University: A Survey of Faculty & Staff . (2021). Journal of International Students, 11(1), 103-121. https://doi.org/10.32674/jis.v11i1.1200