Challenges of accommodating non-native English-speaking instructors' teaching and native English-speaking students' learning in college, and the exploration of potential solutions

Abstract

A continuing growth of non-native English speaking (NNES) instructors hired by American universities has been substantial in recent years. Their presence on campus has brought more diversity into both the academic and university culture. However, currently most of the foreign scholars working in American universities come from countries where English is not used as a native language. Due to the differences between their cultural backgrounds and the American mainstream cultures, major adjustments are needed for both NNES instructors and students in their university lives. This study was intended to identify the key components of the obstacles and challenges faced by both NNES instructors and students in an academic college setting. It also investigates the coping strategies of students applied to adapt to the teaching styles of NNES instructors and maintains their study quality. Investigation of the strategies and techniques applied by NNES instructors to improve teaching quality and enhance student-instructor relationships, and exploration the potential solutions to improve classroom quality and the relationship between the two parties was also done. Both interviews and a focus group were used in this research. The interviews were designed to be used as an instrument for the study of opinions from instructors, while the focus group was used to collect input from students. Both NNES instructors and students in this study held relatively positive views on issues related to this growing phenomenon. The challenges NNES instructors have encountered often fell into areas related to student acceptance of diversity, their communication proficiency, classroom culture adjustments, student motivation, conformability of students and classroom organization. For students, the challenges included high expectations by their NNES instructors, communication difficulties due to accents, and different communication styles. The researcher also found that connections actually existed between the challenges perceived by NNES instructors and the challenges of their students. Non-native English speaking instructors often encounter challenges in the classroom and student management. As they strive to pursue career excellence and foster better future professionals, they have to challenge, what is perceived to be, the passivity of the average American student. While American students are attempting to maximally absorb knowledge from their NNES instructors, they also have to face the unfamiliar elaborated expectations from their instructors. Several strategies were found by the interviewees and student participants, which can be useful in resolving the above issues. Recommendations are suggested from the aspects of NNES instructors, students and university administration.