Fostering International Student Success in Higher Education, Second Edition

Overview

The increase in the number of international students attending English-dominant schools brings benefits as well as challenges for institutions. Shapiro, Farrelly, and Tomaš provide a lively, informative discussion that answers the questions instructors commonly ask when seeking to ensure success for these students: What do I do to help students be successful in U.S. academic culture? How can I ensure that the content for my course is comprehensible to students who are still learning English? How do I design assignments and assessments that are fair while still acknowledging the difficulty of doing academic work in a second or foreign language? How might I treat international students as a linguistic and cultural asset in the classroom, and help them to become institutionally integrated? The second edition of this best-selling book is filled with anecdotes, reflection questions, strategies, resources, and activities that can easily be adapted to curricula in various disciplines and provide instructors, as well as academic advisors and administrators, with tools for responding to common classroom challenges.

Author Biography

Raichle Farrelly is an assistant professor in the Applied Linguistics Department at St. Michael’s College. She serves as the second language practicum coordinator for the MA TESOL Program. Her professional interests include second language teacher education, reflective teaching, community engaged learning, and teaching refugee-background adults. Zuzana Tomaš is an associate professor of ESL/TESOL at Eastern Michigan University where she teaches ESL and TESOL teacher education courses. Her scholarship focuses on second language writing pedagogy and teacher development. Shawna Shapiro is an associate professor of writing and linguistics at Middlebury College, where she also directs the Writing and Rhetoric Program. Her research interests include transitions from high school to college, innovations in teaching writing, and asset-oriented approaches to teaching and research with linguistically diverse college students.