Title

Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs

Author(s)

Jennifer Haan, University of DaytonFollow
Colleen E. Gallagher, University of DaytonFollow
Lisa Varandani, New Mexico State University

Document Type

Article

Publication Date

3-6-2017

Publication Source

Journal of the Scholarship of Teaching and Learning

Abstract

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.

Inclusive pages

37-51

ISBN/ISSN

1527-9316

Document Version

Published Version

Comments

This document has been made available for download in its published form in accordance with the publisher's policy on open access.

Permission documentation on file.

Copyright

Copyright © 2017, The Author(s)

Publisher

Indiana University

Volume

17

Issue

1

Place of Publication

Bloomington, IN

Peer Reviewed

yes

eCommons Citation

Haan, Jennifer; Gallagher, Colleen E.; and Varandani, Lisa, "Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs" (2017). Teacher Education Faculty Publications. 39.
https://ecommons.udayton.edu/edt_fac_pub/39