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Autor/inn/enSnow Andrade, Maureen; Evans, Norman W.; Hartshorn, K. James
TitelLinguistic Support for Non-Native English Speakers: Higher Education Practices in the United States
QuelleIn: Journal of Student Affairs Research and Practice, 51 (2014) 2, S.207-221 (15 Seiten)Infoseite zur Zeitschrift
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Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1949-6591
DOI10.1515/jsarp-2014-0020
SchlagwörterHigher Education; Educational Practices; English Language Learners; English (Second Language); Language Minorities; Language Skills; Progress Monitoring; Success; Special Needs Students; Needs Assessment; Educational Needs; Educational Resources; Stakeholders; Admission Criteria; Student Evaluation; Academic Support Services; Foreign Students; School Surveys; Standardized Tests; Language Proficiency; Degree Requirements; Writing Evaluation; Speech Evaluation; Institutional Characteristics; Screening Tests; Barriers; ACT Assessment; International English Language Testing System; SAT (College Admission Test); Test of English as a Foreign Language
AbstractHigher 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. (As Provided).
AnmerkungenDe Gruyter Mouton. Available from: Walter de Gruyter. P.O. Box 960, Herndon, VA 20172-0960. Tel: 800-208-8144; Tel: 703-661-1589; Fax: 703-661-1501; e-mail: degruytermail@presswarehouse.com; Web site: http://www.degruyter.com/browse?type_0=journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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