Educational Expectations: How They Differ Around the World: Implications for Teaching ESL College Students

Content Provider	Semantic Scholar
Author	Rubenstein, Ilene Z.
Copyright Year	2006
Abstract	Expectations regarding teacher-student relationships, classroom interactions, testing and evaluation, and academic integrity vary widely around the world. Understanding these differences can be critical to enhancing the academic success of ESL(English as a Second Language) college students. Faculty working with ESL students often ask: “Why won't my students participate more in class?” “Why do my students only repeat back what I've said?” “Why won't they tell me what they think?” “Why don't they ever know what courses they want to take when they come to registration or advisement?” Students often ask: “Why does my professor keep asking me to talk about my personal experiences? We never had to do that in my country. Why is it such a big deal to do that here?” There are a lot of “why's” floating around the campus. This article addresses some of these questions.
Starting Page	433
Ending Page	441
Page Count	9
File Format	PDF HTM / HTML
DOI	10.1080/10668920500442224
Alternate Webpage(s)	https://faculty.unlv.edu/nagelhout/ENG714f10/RubensteinEducationalExpectations.pdf
Alternate Webpage(s)	https://doi.org/10.1080/10668920500442224
Volume Number	30
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article