Discipline-specific reading expectation and challenges for ESL learners in US universities

Abstract

English-medium institutions of higher education host increasing numbers of English-as-a second-language (ESL) learners in the US. English language skill is vital to their progress. Previous research examined reading challenges and expectations faculty have for their first-year students within five popular majors for international students including Biology, Business, Computer Science, Engineering, and Psychology. Analyses revealed differences across majors and identified the reading expectations and challenges these first-year learners face. Building on the research, this study examines the reading expectations of faculty for their upper-division students nearing graduation. In addition to comparing the reading expectations and challenges within the same five majors, we compared professor perceptions across the baccalaureate experience. We present these findings along with observations of participating faculty across the five majors regarding the linguistic preparation of their students for professional work or graduate study within the discipline. The implications and applications of these findings are discussed.