Abstract
This article argues that assigning exclusive sections of the foundational oral communication course to international students using English as a second language fosters stronger participation, language proficiency, and academic integration. Drawing on national enrollment reports, classroom discourse research, and questionnaire evidence from ESL enrollees, the discussion compares exclusive and mixed section formats, highlighting how language anxiety, cultural turn taking norms, and instructor calling patterns limit involvement when learners are mainstreamed. Exclusive grouping, the analysis shows, increases peer supported negotiation of meaning, expands speaking time, and enables instructors to tailor interactive tasks in public speaking, interviewing, discussion, and debate that accelerate second language acquisition. The article further outlines curricular adjustments, instructor training, and resource considerations guiding implementation, positioning exclusive sections as a principled yet context contingent strategy for speech communication programs seeking equitable learning environments.
Recommended Citation
Dick, Robert C.
(1990)
"A Case for Exclusive Sections of the Basic Oral Communication Course: International ESL Students,"
Association for Communication Administration Bulletin: Vol. 73, Article 6.
Available at:
https://stars.library.ucf.edu/aca/vol73/iss1/6
