Leadership education seeks to develop leadership knowledge and skills for a universal student body. Challenges arise in English-speaking classes when student populations are comprised entirely of nonnative speakers. Activities accommodating multimodal concepts of learning may better facilitate knowledge acquisition and provide context in light of a significant lack of English proficiency. This mixed methods study examines the value of non-traditional leadership classroom activities engaging nonnative English students. Participants who completed undergraduate-level leadership studies courses with an English language curriculum reported preferences and retention resulting from the use of experiential learning, including art in the classroom, simulations, and low ropes activities.
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15 July 2019
Research Article|
July 15 2019
ENGAGING STUDENTS BEYOND DISCUSSION: Leadership Education and Nonnative English-Speaking Classrooms Open Access
Jeff Bourgeois, Ph.D;
Jeff Bourgeois, Ph.D
1
Fort Hays State University at SIAS International University
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Cris Bravo, PhD
Cris Bravo, PhD
2
Instituto Tecnologico de Monterrey
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Publisher: Emerald Publishing on behalf of Association of Leadership Educators
Copyright © 2019, The Journal of Leadership Education
2019
The Journal of Leadership Education
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/
Journal of Leadership Education (2019) 18 (3): 113–129.
Citation
Bourgeois J, Bravo C (2019), "ENGAGING STUDENTS BEYOND DISCUSSION: Leadership Education and Nonnative English-Speaking Classrooms". Journal of Leadership Education, Vol. 18 No. 3 pp. 113–129, doi: https://doi.org/10.12806/V18/I3/R8
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