Practical Recommendations for Instructing Non-Native English-Speaking Students in the United States


Page 62 - Developments in Business Simulation and Experiential Learning, Volume 46, 2019 

 

ABSTRACT 
 

Many business students in U. S. colleges and universities struggle with writing, but the English Language Learners (ELLs) face 
challenges that are different from their English-speaking classmates. Because their challenges are different, there is a misconception 
that ELLs are weaker writers. These misconceptions lead to problems such as anxiety about speaking and writing in English that can 
have a negative impact on the student’s performance and educational experience. Not only do the ELLs themselves have these 
misconceptions, but their American classmates and instructors may have these misconceptions as well. This paper presents the 
perspectives of a Brazilian student and three business instructors at the University of West Florida and offers recommendations that 
instructors can use to help alleviate the language anxiety and improve the learning experience for ELLs. 

 
 

Practical Recommendations for Instructing  
Non-Native English-Speaking Students in the United States 

 
Francesca Perini Chaher 

University of West Florida 
fpc1@students.uwf.edu 

 
Jeffrey R. Ezell 

University of West Florida 
jrezell@uwf.edu 

 
John R. Batchelor 

University of West Florida 
jbatchelor1@uwf.edu 

 
Helen Soter 

University of West Florida 
hrichard@uwf.edu 

mailto:fpc1@students.uwf.edu
mailto:jrezell@uwf.edu
mailto:jbatchelor1@uwf.edu
mailto:hrichard@uwf.edu