A Study on Native English-Speaking Instructors’ Experiences and Perceptions on Non-face-to-face Classes in the Post-COVID-19 Era

2021 ◽  
Vol 60 ◽  
pp. 285-310
Author(s):  
Myeong-Ae Ha
Keyword(s):  
Face To Face ◽  
English Speaking ◽  
Native English Speaking

Non-Native English-Speaking Students' Perspectives of Culture, Language, and Academic Success

2020 ◽  
pp. 181-201
Author(s):  
Maja Stojanovic ◽  
Petra A. Robinson
Keyword(s):  
Academic Success ◽  
Graduate Students ◽  
Language Proficiency ◽  
The United States ◽  
Graduate Schools ◽  
Language Programs ◽  
Cultural Challenges ◽  
Face To Face ◽  
English Speaking ◽  
Native English Speaking

The chapter examines how non-native English-speaking graduate students perceive academic success and possible linguistic and cultural challenges in graduate schools in the United States. Data were collected from six in-depth individual face-to-face interviews specifically to understand the complexities and nuances in the perceptions of non-native English-speaking graduate students related to their academic success and possible challenges they face that may be caused by the lack of native-like language proficiency. Students' perceptions revealed the importance of cultural and language training for key stakeholders. Graduate schools as well as those teaching multicultural classes, among other stakeholders, should utilize this information to help modify English language programs and curricula for current and new students.

Migration fluxes and adjustment disorder: An examination of a native English speaking population in Milan.

2012 ◽  
Vol 6 (1) ◽  
pp. 66-81
Author(s):  
Caterina A. Zaiontz ◽  
Anna Arduini ◽  
Denise Buren ◽  
Giovanna Fungi
Keyword(s):  
Adjustment Disorder ◽  
English Speaking ◽  
Native English Speaking

Text Appropriation as Foreclosure From Native English-Speaking Teachers in EFL Writing

2014 ◽  
Vol 69 (4) ◽  
pp. 103-122
Author(s):  
Myung-Hye Huh ◽  
Minkyung Kim ◽  
이인환
Keyword(s):  
Efl Writing ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers

Inadvertent Exemplars: Life History Portraits of Two Socially Just Principals

2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan
Keyword(s):  
Social Justice ◽  
Life History ◽  
Elementary Schools ◽  
Middle Class ◽  
Life Histories ◽  
Public Elementary Schools ◽  
White Middle Class ◽  
English Speaking ◽  
Native English Speaking

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.

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