Supporting Nonnative English-Speaking Instructors to Maximize Student Learning in Their Courses: A Message From the Guest Editors
Abstract
Internationalization has become a common initiative in higher education with the rise of globalization. Reflecting this trend, more international students are enrolling in institutions of higher education than ever before. In the 2010-2011 academic year, the number of international students in U.S. universities and colleges grew to a record high of 723,277, which was a 32% increase from 2000-2001. This number accounted for 3.5% of the total student enrollment (Institute of International Education, n.d.). A similar trend has occurred in Canada, where the number of international students in institutions of higher education increased from 36,822 in 1992 to 87,798 in 2008--an increase from 4% to almost 8% of all university students (McMullen & Elias, 2011). This change necessitates an increased of international teaching assistants (ITAs) and international faculty members in North America. Indeed, the recruiting, hiring, and retaining of instructors from diverse backgrounds has become a priority on institutional agendas.
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