"Rules you have to know"

As more universities internationalize, interest in engagement between international and domestic students has increased. University initiatives to bring students together often adopt a deficit approach dependent on international students’ “adjustment” to the host culture, overlooking the need for adjustment to be a two-way exchange and the role of the institution in this process. Focusing on educational group work as a salient site of cross-national interaction, this study draws on focus group data to explore how institutional habitus, or unwritten rules, are enacted at a large U.S. university. Findings indicated that domestic students were better socialized to understand the habitus of the institution and thus tend to take charge in group work. In contrast, international students were seen as linguistically and academically deficient and are relegated to passive roles in a group. Important implications for practitioners and scholars of U.S. higher education are discussed.

Revising Approaches to ELL

This chapter explores how current approaches to English Language Learner Education frequently suffers from the erroneous assumption that students are somehow academically deficient, leading to institutional neglect and relegation of English Language Learner issues to the peripheries of US universities. By examining and discussing existing approaches, this chapter highlights specific shortcomings and offers more effective solutions to better reflect and understand English Language Learners. The goal is to provide a more effective English Language Learner education.

Motivational Effect of Well Dressed Teachers on College Students Who are Academically Deficient

The importance of the teacher as a role model has not been listed on students' evaluation of instruction at a local community college, but research has shown that this is a concern for the motivation of first-year deficiency-level college students. This study surveyed students in deficiency-level classes on whether their motivation to learn is improved by having a well-dressed teacher (superficial role model). Both day and night students were not significantly motivated by the described teacher's dress. Night students were, however, significantly more motivated by the teacher's qualities (including dress) than were day students.

ACADEMICALLY DEFICIENT READMITTED STUDENTS: ARE THEY REALLY A HIGH RISK?

As with most institutions of higher learning, the College of Charleston has been making efforts to attract and retain qualified students. As part of a larger plan, academically deficient students who sought readmission were examined closely. The intent here was that some of their problems and solutions would result in potential solutions for other target populations in the future. This article details the process and the results of the study.

Patterns of Auditory Processing and Articulation Deficits in Academically Deficient Juvenile Delinquents

Auditory processing deficits and articulation disorders were studied in a group of male juvenile delinquents. Significant auditory processing deficits were frequently observed and were significantly related to underachievement in reading, spelling, and arithmetic. In addition, articulation disorders were present in over 60% of the delinquent subjects. The results are interpreted to indicate that the evaluation of speech capabilities and auditory processing skills should be an integral part of treatment programs for delinquent populations. The importance of early intervention through identification and treatment of speech and language disorders in the early school period is supported.