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Peer-Reviewed Article 
ISSN: 2162-3104 Print/ ISSN: 2166-3750 Online
Volume 6, Issue 2 (2016), pp. 415-430 
 Journal of International Students
English Language Learners in Higher Education: 
An Exploratory Conversation 
Jamie Harrison 
Auburn University (USA) 
Hong Shi 
Auburn University (USA) 
This article discusses an exploratory conversation between a newly 
hired assistant professor of ESOL Education and one of her graduate 
level students taking the methods and materials course. The graduate 
student was an English learner (international student), and therefore 
offered this new professor an opportunity to explore her practice of 
working with English learners in a new context outside of K-12 
schools. The discussion followed theoretical protocols of co-
generative dialogue in which the student brought in artifacts from the 
recently completed course that exemplified easy and difficult 
assignments. Both professor and student were able to examine their 
own practices in relation to access of curriculum and strategies that 
encourage that access.
English language learners, higher education, learning 
strategies, pedagogy 
tudy abroad has long been an avenue for college-aged students to 
experience other cultures and gain real-world experience while 
receiving an education, and the United States continues to be a 

popular destination for students from around the world. According to 
Open Doors 2014
report, enrollment trends of international 
students in U.S. colleges and universities show continued and steady 
growth since the 1950s (Institute of International Education, 2014).
Current 2013/2014 data indicate an 8.1% growth over the prior year 
with 4.2% of the total U.S. higher education population being 
international (Institute of International Education, 2014). Students 
studying at the undergraduate level make up 41% of the international 
student population, with graduate level students making up 38% 
(Institute of International Education, 2014). Many universities have 
included recruitment of international students as a high priority in 
institutional planning, and for-profit pathway programs tied to 
corporate entities are on the rise in the U.S. (Redden, 2014). With this 
in mind, understanding the needs of high level adult English language 
learners (ELLs) in mainstream university settings is paramount to 
providing appropriate instruction and services.

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