Approaches to Teaching Non-Native English Speakers Across the Curriculum: New Directions for Teaching and Learning, No. 70

This volume of New Directions for Teaching and Learning makes the knowledge and skills of academic specialists available to subject-area faculty who deal with the writing and oral communication styles of non-native users of English in their classrooms. The chapters offer information and much-needed advice in nontechnical language about ways to help these students improve their writing and speaking skills in content-area courses. The volume also considers the points of view of the students themselves and discusses their differing levels of intent about becoming proficient in English writing and speaking. The authors are specialists from institutions of higher education across the United States, and their academic fields included English as a Second Language, composition theory, editing, technical editing, interpersonal communication, oral communication, and linguistics. Faculty, especially those involved in writing-across-the-curriculum programs, will find this an invaluable help in dealing with the writing aspects of their courses, and those in charge of faculty development activities will particularly welcome this volume for use in their seminars. This is the 70th issues of the journals New Directions for Teaching and Learning.

DAVID L. SIGSBEE is a faculty member in the Department of Foreign Languages and Literatures at the University of Memphis. He is also director of the university's general education program, for which he oversees faculty development activities. BRUCE W. SPECK is an associate professor of English at the University of Memphis, where he is coordinator of the writing-across-the-curriculum program. BRUCE MAYLATH is assitant professor of English in the Department of English at the University of Memphis. He teaches in the Professional and Technical Writing program. He has taught ESL in Michigan and English as a Foreign Language in Norway.