Keywords

language learning, language proficiency, non-native English speakers

Abstract

Higher education institutions in English-speaking nations host significant populations of non-native English speakers (NNES), both international and resident. English language proficiency is a critical factor to their success. This study reviews higher education practices in the United States related to this population. Findings indicate weaknesses in how institutions identify NNES, measure their English language skills, and track their success. These issues must be addressed to support the needs of this population, fully benefit from their contributions, and achieve educational parity.

Original Publication Citation

Maureen Snow Andrade, Norman W. Evans & K. James Hartshorn (2014) Linguistic Support for Non-Native English Speakers: Higher Education Practices in the United States, Journal of Student Affairs Research and Practice, 51:2, 207-221, DOI: 10.1515/ jsarp-2014-0020

Document Type

Peer-Reviewed Article

Publication Date

2014-05-10

Publisher

NASPA

Language

English

College

Humanities

Department

Linguistics

University Standing at Time of Publication

Associate Professor

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