ENGAGING STUDENTS BEYOND DISCUSSION: Leadership Education and Nonnative English-Speaking Classrooms

Jeff Bourgeois, Cris Bravo

Journal of Leadership Education

ISSN: 1552-9045

Open Access. Article publication date: 15 July 2019

Issue publication date: 15 July 2019

114
This content is currently only available as a PDF

Abstract

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.

Citation

Bourgeois, J. and 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. https://doi.org/10.12806/V18/I3/R8

Publisher

:

Emerald Publishing Limited

Copyright © 2019, The Journal of Leadership Education

License

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/


Related articles