Much research identifies the need to assist English as a Second Language (ESL) students in our classrooms. Some communication educators have addressed this need by enrolling students in special sections of introductory courses for ESL students only. With a focus specifically on graduate teaching assistant (GTA) training, this paper suggests ways to assist ESL students, along with native speaking students, enrolled in regular sections of the introductory public speaking course. We first identify steps for assessing whether an ESL student is appropriately enrolled in a course. We then focus on ways instructors can assist ESL students with: 1) pronunciation, comprehensibility, and listening, 2) thinking rhetorically, and 3) delivery skills
