Faculty experiences teaching in linguistically and culturally diverse contexts at the university level

ABSTRACT

This study explored faculty experiences with teaching in contexts that are becoming more linguistically and culturally diverse (LCD). The findings revealed that the majority of the participants did not receive training to teach LCD populations. Challenges faced by faculty were attributed to gaps in students’ linguistic and cultural competencies and a lack of students’ academic preparedness. Faculty also expressed concerns regarding class sizes and lack of support by the host institution for LCD students and faculty. Implications at the institutional level that involve administrators, faculty, academic developers, and student support staff are drawn from the findings.

KEYWORDS:

• Faculty experiences and perceptions
• international students in higher education
• linguistic and cultural diversity

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Eman Elturki

Eman Elturki holds a Ph.D. in Language, Literacy, and Technology from Washington State University and a master’s degree in TESOL from the University of Southern California. At Washington State University, Elturki taught in the academic English and pathway programs and held administrative positions related to curriculum, assessment, and accreditation. Currently, Elturki teaches academic English in the English Language Studies program at College of DuPage in Illinois. Elturki’s research interests include second language pedagogy and international student success in higher education.

Kate Hellmann

Kate Hellmann is a faculty administrator and researcher in the field of international education and TESOL with fifteen years of experience. She has a Ph.D. in Education and a Master’s in Applied Linguistics. Hellmann currently serves as Director of International Student and Scholar Services at Washington State University. She researches faculty experiences with international students in the classroom and beyond, international students and scholars, innovative teaching methodologies, and integration of domestic and international communities in the context of global learning with a focus on the internationalization of higher education in the United States.