Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs

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Jennifer E. Haan Colleen Gallagher Lisa Varandani


The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.


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How to Cite
Haan, J., Gallagher, C., & Varandani, L. (2017). Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs. Journal of the Scholarship of Teaching and Learning, 17(1), 37-51.
Author Biographies

Jennifer E. Haan, University of Dayton

Jennifer Haan is an Assistant Professor of English at the University of Dayton. She specializes in Applied Linguistics and Second Language Writing.

Colleen Gallagher, University of Dayton

Colleen Gallagher is an Assistant Professor in the Department of Teacher Education at the University of Dayton. Her specialities include Educational Linguistics and Second Language Teacher Education.

Lisa Varandani, Independent Consultant

Lisa Varandani has her MATESOL from the School for International Training in Vermont. She has taught TESOL in various settings and currently consults as a curriculum developer and book editor.