Pedagogical practice in mainstream university literature courses with generation 1.5 and international ESL participants

The following mixed-methods study explored the pedagogical practices of mainstream instructors in literature classes with NNS participants at a university in British Columbia. The inclusion of NNS students in these courses presents challenges due to various educational differences as compared with NS peers. This often necessitates changes in the teaching practices of instructors who might have little experience or training in the instruction of NNS students. Participants included three instructors, 33 NS students and 17 NNS students. Results indicated that each instructor employed different types of instruction in their class, including practices implemented specifically for their NNS learners which appeared dependent on experience or the number of NNS participants. Learner perception of these practices varied, with international ESL, Generation 1.5, and NS students all exhibiting preferences unique to their groups. This suggests that university instructors are active in making pedagogical adjustments in classrooms inclusive of students with diverse language abilities.