Abstract
This article discusses the rhetoric-based teaching strategies which address how to assist the oral and written competency of English as a Second Language (ESL) students in separate, specialized speaking, writing, and/or preparatory courses. This article also offer two areas of preparation for professors and graduate teaching assistants who have a small number of ESL students enrolled in regular sections of public speaking courses. In addition, this article provides an overview of the campus setting, areas of preparation recommended by B. L. Quigley and colleagues, application of the recommended assessment and instructional strategies, perceptions of the ESL study participants regarding the effectiveness of the strategies and issues associated with assisting ESL students in the mixed classroom.
Recommended Citation
Hendrix, K. G. (2000). Assessment and skill development for ESL students in mainstream communication classes requiring oral presentations. Journal of the Association for Communication Administration, 29(2), 196–212.
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