The cultural, ethnic, and linguistic diversity of today’s tertiary students necessitates exploring a variety of approaches to support learning. This study reports on a university’s efforts to understand the teaching and learning of its diverse students—international students who are nonnative English speakers (NNESs). Faculty were surveyed to determine their experiences with NNESs. Findings indicate that faculty think students’ English skills are adequate but could be better. Faculty share their views about having NNESs in the classroom, their approaches for learning support, and possible future forms of institutional support.
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