Writing Instructors’ Perceptions of International Student Writers - What Teachers Want and Need to Know

Oct 15, 2026

Uploaded by SANS

Results of a University of California (UC) wide survey examine how developmental and first-year composition instructors perceive the rapid growth of international degree-seeking undergraduate writers across UC campuses. The findings highlight needs for professional development and broader program advocacy, focusing on placement, course offerings, and teacher qualifications. The study uses an online instrument of 22 questions to elicit instructors’ backgrounds, views on students’ preparation levels, current classroom responses, and interest in further development to better support international student writers.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

The Study

Writing Instructors’ Perceptions of International Student Writers: What Teachers Want and Need to Know University of California (UC) campuses have recently experienced a dramatic increase in the number of international degree-seeking undergraduate students. This article presents results of a UC-wide survey conducted to understand the perceptions of developmental and 1styear composition instructors about these demographic changes and to help design professional development for these instructors as they aim to better support international student writers. Results suggest the need not only for in-service training but also for advocacy by UC writing programs within the UC system in general as well as local contexts, specifically regarding placement issues, course offerings, and teacher qualifications. Introduction Many University of California (UC) campuses have recently experienced a dramatic increase in the number of international degree-seeking undergraduate students, with some experiencing a fivefold increase over the past 10 years (UCOP, 2014) . In the last decade, both UC Berkeley and UCLA have seen the number of international undergraduates climb from fewer than 700 students to more than 3,500 students (UC Berkeley Office of Planning and Analysis, 2014; UCLA Office of Analysis and Information Management, 2014). In 2012, the international student population at some UC campuses comprised more than 15% of the freshman class (UCOP, 2014) and almost 35% of the students enrolled in reading and composition courses designated for students who have not fulfilled the entry-level writing requirement (UCOPE EMS Advisory Group, 2013) . Though dealing with smaller numbers, other campuses—such as UC Davis, Irvine, San Diego, and Santa Barbara—have recently seen their interna The CATESOL Journal 27.2 • 2015 • 55 tional undergraduate numbers more than quadruple (UCOP, 2014) . Even UC campuses that have traditionally had very few international student applications have recently begun to see the need for international student support because of increased international enrollment (S-H. Parmeter, personal communication, November 24, 2014) . It is important to note that first-year composition (FYC) courseson many UC campuses, required of most entering freshmen, are often taught by instructors who may not have specific training in working with international multilingual student writers, who may not be familiar with the academic cultures and expectations these students previously experienced in their home countries, and who may feel a degree of frustration in working with the changing population of students in the public UC system. In addition, the influx of international students has placed great hiring and scheduling pressure on programs providing pre-FYC, entry-level writing requirement (ELWR) courses for multilingual students. Finally, instructors in both ELWR and FYC programs have designed curricula through the years to support longterm immigrant student writers (Generation 1.5) who previously comprised a large percentage of the multilingual student population UC-wide but whose needs differ substantially from those of recently arrived international student writers. Thus, this recent influx of international students with unique writing-support needs has forced many instructors and administrators to consider curricular changes and additional support systems for both students and faculty. The idea for coordinated teacher development across campuses first grew out of conversations among compositionists at the UC Writing Program Conference held in 2012 at UC Santa Barbara. In order to understand the perceptions of FYC and ELWR writing instructors regarding their need to best serve this growing population—as well as identifying the felt needs of the instructors for further professional development—multilingual student writing consultants from UC Berkeley, UC Davis, and UCLA conducted a UC-wide survey of writing instructors. The

FAQs

What prompted the UC-wide survey on international student writers?

UC campuses experienced a dramatic increase in international degree-seeking undergraduates, creating new writing-support demands. The survey was designed to understand instructors’ perceptions and inform professional development to better support these writers.

How was the survey structured?

The online survey included 22 questions, mostly multiple choice, with optional space for additional comments. It was divided into four sections covering instructor backgrounds, perceptions of student demographics and preparation, teaching responses, and interest in further professional development.

What areas did the results suggest should receive advocacy or additional support?

The results indicate a need for both in-service training and advocacy related to placement issues, course offerings, and teacher qualifications within UC writing programs across local contexts.

Oct 15, 2026

Uploaded by SANS