Addressing the linguistic needs of nonnative English speakers in the first year

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Author(s): Andrade, M. S.

Citation: Andrade, M. S. (2007). Addressing the linguistic needs of nonnative English speakers in the first year. Journal of The First-Year Experience & Students in Transition, 19(2), 69-86.

 

Abstract

The academic language needed for success in college or university courses can be challenging for nonnative English speakers (NNES). Institutions have implemented initiatives such as study partnerships, Supplemental Instruction, content-based language courses, and technology-based support to strengthen the English skills of NNES. This study examined the effectiveness of a program in which NNES enroll in an English language course and a linked general education (GE) course. The English language instructor attends the GE course with the students and focuses on the development of language skills using the GE course materials. Study skills, cultural information, and GE course content are also addressed in the English language course. Findings indicated that participants' GE course grades were generally comparable to those of mainstream students.

 

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