This article investigates perceptions of international students among faculty at a university in the United States. Based on data collected from a large-scale online survey (n=261), the study explores four issues: 1) faculty perceptions of international students’ positive attributes; 2) faculty perceptions of international students’ academic and social challenges; 3) faculty perceptions of their own challenges when teaching international students; and 4) statistically significant relationships between faculty views and their own background characteristics, including ethnicity, academic status, multilingual skills, birth place, and experience studying or living abroad. Results offer new insights on faculty beliefs and highlight key considerations in the hiring, training, and support of faculty to promote positive learning experiences for international students.

Interest in service‐learning within TESOL has increased in recent years. Teacher‐scholars have described multiple uses of such pedagogy in programs for students of English as a second language (ESL) and in courses of ESL teacher education. This article employs action research to focus on an introductory TESOL class at a U.S. university for which students volunteered as ESL tutors and teachers at local community‐based organizations. By describing the course design and implementation, and by drawing on a data set comprising both student writing and interviews with community partners, the article highlights an undertheorized value of service‐learning in TESOL: its potential to raise novice teachers' awareness about the sociopolitical contexts of language education and, in turn, to help them recognize the importance of attending to such dynamics in pedagogic decision making. In this way, the course offers a case study that can support TESOL educators who want to help teachers‐in‐training situate second language learners in larger contexts. Two specific recommendations that emerge from the study are the need to move beyond the traditional content areas of TESOL/second language acquisition in designing such courses and the importance of collaborating with community‐based organizations as true partners.

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Working within the framework of language learner strategies, and more specifically strategies employed by L2 writers, this article presents findings from a qualitative, longitudinal study of seven international college students in the United States. On the basis of data comprising 54 interviews with the students over a period of four years, and over 100 samples of their written work, three questions are addressed: 1) What strategies did the students use to achieve writing success within their academic discourse community? 2) How did the writers’ decisions to employ specific strategies reflect academic and other goals? 3) How did the students’ uses of strategies over time reflect their evolving identities? Findings indicate that the students all used diverse strategic repertoires, and that their implementations of specific actions in specific contexts were reflective of unique goals and aspirations. By highlighting links among strategies, goals, and identities, this article proposes an understanding of advanced EAL writers as nimble, self‐aware actors whose approaches to composing indicate not only their interests in developing new competencies in English, but also their desires to construct future selves.