She presents three models of communication between these groups and surveys fora for interchanging ideas between them. I For students from cultures where classroom discourse is mostly lectures and rarely discussions, becoming fluent in U.S. academic discourse is particularly problematic. Using data from a graduate seminar, the presenter reports on a study examining how NSs and NNSs of English differ in their use of discussion skills. While students learned to plan listening opportunities, the researcher learned what students consider valid listening experiences. I Programs operated by partnerships between schools and community-based organizations support English language learners' academic achievement using a variety of arrangements.
Presenters exemplify characteristics that make programs successful, based on a national study.