Preparing Nonnative English-Speaking (NNES) Graduate Students for Teaching in Higher Education: A Mentoring Case Study
Abstract
This article explores an evolving mentor-mentee relationship between a nonnative English-speaking (NNES) advisor and an NNES graduate student by providing recounts of the work in which they engaged to prepare the NNES graduate student for the demands of advanced academic literacy and for teaching in higher education in the context of a Ph.D. program in the United States. The authors show that "teaching" moved beyond the classroom as their mentoring relationship evolved. This mentoring relationship has been central for the NNES graduate student's apprenticeship to advanced academic literacy and learning to teach in higher education.
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