Critical Teacher Talk: Successful English for Academic Purposes Classroom Practices in a Global Campus

Drawn on the sociocultural paradigm, I examined teacher-student communication with emphasis on teacher’s talk and its role on international students’ learning English as a Second Language in an English for Academic Purposes classroom in a global campus in the U.S. Developmental data analyses of class observations, teacher and student interviews, and documents led to finding multidimensional characteristics of Critical Teacher Talk (CTT). I also found evidence of the role of CTT on production-process-affective aspects of learning English as an International Language. The findings further shed insights on the need to train and practice Critical International Language Pedagogy with the triadic principles—transnational culture building, critical caring, and authentic learning—among international higher education educators and teachereducators

Jaekyung Lee and Namsook Kim, “Aliens” on College Campuses: Immigrant and International Students’ Educational Opportunities and Challenges

We would like to start with a pop quiz. What is one of the common background characteristics of the following people (in categories 1 and 2 each)? (1) Madeline Albright (Former US Secretary of State), Kamala Harris (US Senator, Vice President Candidate), Sergey Brin (Google Co-Founder) (2) Kofi Annan (Former UN Secretary-General, Nobel Peace Laureate), Juan Manuel Santos (Former President of Columbia, Nobel Peace Laureate), Robin Yanhong Li (Baidu Co-Founder

Immigrant and International College Students\u27 Learning Gaps: Academic and Sociocultural Readiness for Career and Graduate/Professional Education

This mixed-methods study is based on transformative education and asset model, thus challenging conventional deficit view about immigrant and international student groups in American colleges and universities facing the challenges of improving equity and inclusion. Using bachelor’s degree completion with full-time job employment or graduate/professional school enrollment as barometers of college success, this study explores undergraduate students\u27 learning gaps in terms of academic and sociocultural readiness. Quantitative analysis of the Beginning Postsecondary Students (BPS) data reveals mixed patterns of college learning gaps: the first-generation immigrant students lagged behind the U.S.-born natives, whereas international students fared relatively well except for full-time job employment. In terms of college major, both immigrant and international groups were overrepresented in STEM fields but underrepresented in humanities and human service fields including education and law. Qualitative analysis of interview cases offers further insights into the immigrant and international students’ challenges and strategies for improving inclusive equity