Strategies for Improving Academic Performance by Non-Native English Speakers in Graduate Programs

Over the past decade, the number of non-native English speaking students in higher education has increased dramatically. Educators at all levels have experienced challenges in meeting the academic needs of these students and continue to seek strategies for addressing these challenges. This paper des...

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Bibliographic Details
Published in:Journal of college teaching and learning 2011-12, Vol.8 (12), p.1
Main Authors: Todd, Tracye A, Stinson, Terrye A, Sivakumaran, Thillainatarajan
Format: Article
Language:English
Subjects:
Academic Achievement
Asian students
Bilingual education
Bilingualism
Classrooms
College Faculty
College Instruction
Curricula
Educational Environment
Elementary Secondary Education
English (Second Language)
English as a second language
English language
English Language Learners
Enrollment
Enrollment Trends
Enrollments
Foreign Students
Graduate students
Graduate studies
Graduate Study
Higher Education
Immersion Programs
Language Minorities
Learning
Limited English Speaking
Native Speakers
Non English Speaking
Professional development
Program Effectiveness
Schools
Secondary Education
Speech Communication
Studies
Teachers
Teaching
United States
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Summary:Over the past decade, the number of non-native English speaking students in higher education has increased dramatically. Educators at all levels have experienced challenges in meeting the academic needs of these students and continue to seek strategies for addressing these challenges. This paper describes some of this research related to K-12 and suggests ways for applying the results to improve the academic performance of non-native English speaking students in U.S. graduate programs. Educators in higher education can benefit from the research focused on K-12 and should seek ways to replicate the successful strategies in the graduate classroom. (Contains 1 table.)
ISSN:1544-0389
2157-894X
DOI:10.19030/tlc.v8i12.6616