[lg policy] Special issue: Supporting Nonnative English-Speaking Instructors to Maximize Student Learning in Their Courses

[Kubota, Ryuko]

The latest issue of the Journal on Excellence in College Teaching (http://celt.muohio.edu/ject/) is now available in print and online.

Volume 23, number 3 (2012) is a special issue focusing on Supporting Nonnative English-Speaking Instructors to Maximize Student Learning in Their Courses. It is guest edited by Soonhyang Kim, Pace University, and Ryuko Kubota, University of British Columbia.

The articles in the issue are:

The Intersection Between Intercultural Competence and Teaching Behaviors: A Case of International Teaching Assistants
Nadine LeGros & Farahnaz Faez, The University of Western Ontario

“Being Underdog”: Supporting Nonnative English-Speaking Teachers (NNESTs) in Claiming and Asserting Professional Legitimacy
     Davi S. Reis, Duquesne University

Preparing Nonnative English-Speaking (NNES) Graduate Students for Advanced Academic Literacy: A Mentoring Case Study
Luciana C. de Oliveira & Shu-Wen Lan, Purdue University

In Search of Permeable Boundaries: A Case Study of Teacher Background, Student Resistance, and Learning
Shirley Mthethwa-Sommers, Nazareth College

Teaching Experiences of Native and Nonnative English-Speaking Graduate Teaching Assistants and Their Perceptions of Preservice Teachers
Burcu Ates, Sam Houston State University, & Zohreh Eslami, Texas A&M University

Going Beyond the Native-Nonnative Speaker Divide in College Courses: The Role of Nonnative English-Speaking Educators in Promoting Multiculturalism
Lisya Seloni, Illinois State University

Intergroup Contact Exercises as a Tool for Mitigating Undergraduates’ Attitudes Toward Nonnative English-Speaking Teaching Assistants
Okim Kang, Northern Arizona University, & Don Rubin, University of Georgia

The Journal is a 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 Journal 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.

For information about subscribing, submitting manuscripts, or other inquiries, visit the Journal website (http://celt.muohio.edu/ject/) or contact

Gregg Wentzell, Managing Editor
Journal on Excellence in College Teaching
Center for the Enhancement of Learning, Teaching,
   and University Assessment
Miami University
Oxford, OH 45056
Telephone: 513-529-9265
E-mail: wentzegw at muohio.edu <applewebdata://AAEDAD21-BACA-408F-9E29-660DDC0EE335/wentzegw@muohio.edu> ).

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