Supporting nonnative english speakers at the university: A survey of faculty and staff

Abstract

This study reports on a survey designed to understand the experiences of faculty and staff who work with nonnative speakers of English (NNESs) at a U.S. public research university. Over 1,500 faculty and staff responded to the survey, and the findings highlight their perspectives on the benefits of having NNESs on campus, as well as the challenges that they experience in teaching and advising this population of students. We conclude with a discussion about possible resources and strategies that may provide enhanced support for NNESs and the faculty and staff who work with them.