期刊名称：The Journal of Scholarship of Teaching and Learning
电子版ISSN：1527-9316
出版年度：2017
卷号：17
期号：1
页码：37-51
语种：English
出版社：Indiana University
摘要：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.
关键词：international students;university internationalization; linguistically-responsive instruction;teaching multilingual students
