Raising the Question #10 Non-Native Speakers of English: What More Can We Do?
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| Title: | Raising the Question #10 Non-Native Speakers of English: What More Can We Do? |
|---|---|
| Language: | English |
| Authors: | Burroughs, Nancy F. |
| Source: | Communication Education. Apr 2008 57(2):289-295. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 7 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools Higher Education |
| Descriptors: | Curriculum Development, Global Approach, Democracy, English (Second Language), Second Language Learning, Anxiety, College Students, High School Students, Communicative Competence (Languages), Oral Language, Student Needs |
| DOI: | 10.1080/03634520701851573 |
| ISSN: | 0363-4523 |
| Abstract: | The author believes that communication courses, especially those that require mastery of skills and behaviors, should be embedded with a sensitivity to culture and communication apprehension. Her reflections here are designed to support the critical need to develop curriculum options that address students' anxieties and speaking English as a second language. In this article, she states that communication-trained professionals need to exert their expertise to assist college students and to reach out to high school populations to manage apprehension and to improve overall oral communication competence. As their borders become more permeable and fluid with both migration and globalization, the democratization of education means the time is ripe to address the needs of all their learners, not just the privileged few--the white, the wealthy, and the native-born speaker. (Contains 2 tables and 1 figure.) |
| Abstractor: | ERIC |
| Number of References: | 21 |
| Entry Date: | 2008 |
| Accession Number: | EJ786657 |
| Database: | ERIC |
| Abstract: | The author believes that communication courses, especially those that require mastery of skills and behaviors, should be embedded with a sensitivity to culture and communication apprehension. Her reflections here are designed to support the critical need to develop curriculum options that address students' anxieties and speaking English as a second language. In this article, she states that communication-trained professionals need to exert their expertise to assist college students and to reach out to high school populations to manage apprehension and to improve overall oral communication competence. As their borders become more permeable and fluid with both migration and globalization, the democratization of education means the time is ripe to address the needs of all their learners, not just the privileged few--the white, the wealthy, and the native-born speaker. (Contains 2 tables and 1 figure.) |
|---|---|
| ISSN: | 0363-4523 |
| DOI: | 10.1080/03634520701851573 |
