<html>
<head>
<meta http-equiv="Content-Type" content="text/html; charset=Windows-1252">
<title>Special issue: Supporting Nonnative English-Speaking Instructors to Maximize Student Learning in Their Courses</title>
</head>
<body>
<font face="Arial"><span style="font-size:12pt">The latest issue of the <i>Journal on Excellence in College Teaching</i> (<font color="#0000FF"><u><a href="http://celt.muohio.edu/ject/">http://celt.muohio.edu/ject/</a></u></font>) is now available in print
and online.<br>
<br>
Volume 23, number 3 (2012) is a special issue focusing on <i>Supporting Nonnative English-Speaking Instructors to Maximize Student Learning in Their Courses.</i> It is guest edited by
<b>Soonhyang Kim</b>, Pace University, and <b>Ryuko Kubota</b>, University of British Columbia.<br>
<br>
The articles in the issue are:<br>
<br>
<i>The Intersection Between Intercultural Competence and Teaching Behaviors: A Case of International Teaching Assistants<br>
</i><b>Nadine LeGros </b>&<b> Farahnaz Faez</b>, The University of Western Ontario<br>
<br>
</span><font size="2"><span style="font-size:10pt"><i>“Being Underdog”: Supporting Nonnative English-Speaking Teachers (NNESTs) in Claiming and Asserting Professional Legitimacy<br>
</i> <b>Davi S. Reis</b>, Duquesne University<br>
</span></font><span style="font-size:12pt"><i><br>
Preparing Nonnative English-Speaking (NNES) Graduate Students for Advanced Academic Literacy: A Mentoring Case Study<br>
</i><b>Luciana C. de Oliveira </b>&<b> Shu-Wen Lan</b>, Purdue University<br>
<i><br>
</i></span><i><font size="2"><span style="font-size:10pt">In Search of Permeable Boundaries: A Case Study of Teacher Background, Student Resistance, and Learning<br>
</span></font></i><span style="font-size:12pt"><b>Shirley Mthethwa-Sommers</b>, Nazareth College<br>
<i><br>
Teaching Experiences of Native and Nonnative English-Speaking Graduate Teaching Assistants and Their Perceptions of Preservice Teachers<br>
</i><b>Burcu Ates</b>,<b> </b>Sam Houston State University,<b> </b>&<b> Zohreh Eslami</b>, Texas A&M University<br>
<i><br>
Going Beyond the Native-Nonnative Speaker Divide in College Courses: The Role of Nonnative English-Speaking Educators in Promoting Multiculturalism<br>
</i><b>Lisya Seloni</b>, Illinois State University<br>
<br>
<i>Intergroup Contact Exercises as a Tool for Mitigating Undergraduates’ Attitudes Toward Nonnative English-Speaking Teaching Assistants<br>
</i><b>Okim Kang</b>, Northern Arizona University,<b> </b>&<b> Don Rubin</b>, University of Georgia<br>
</span></font><span style="font-size:12pt"><font face="Times New Roman"><br>
</font><font face="Arial">The <i>Journal </i>is a<i> </i>peer-reviewed venue published at Miami University since 1990 by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and
enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. It answers Ernest Boyer's (1990) call for a forum to present the scholarship of teaching and learning. The
<i>Journal</i> provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.<br>
<br>
For information about subscribing, submitting manuscripts, or other inquiries, visit the
<i>Journal </i>website (<font color="#0000FF"><u><a href="http://celt.muohio.edu/ject/">http://celt.muohio.edu/ject/</a></u></font>) or contact<br>
<br>
Gregg Wentzell, Managing Editor<br>
<i>Journal on Excellence in College Teaching<br>
</i>Center for the Enhancement of Learning, Teaching,<br>
and University Assessment<br>
Miami University<br>
Oxford, OH 45056<br>
Telephone: 513-529-9265<br>
E-mail: <font color="#0000FF"><u><a href="wentzegw@muohio.edu">wentzegw@muohio.edu</a></u> <applewebdata:<u><a href="//AAEDAD21-BACA-408F-9E29-660DDC0EE335/wentzegw@muohio.edu">//AAEDAD21-BACA-408F-9E29-660DDC0EE335/wentzegw@muohio.edu</a></u>>
</font>).<br>
</font></span>
</body>
</html>