Enhancing expressions of attitudes: achieving equity for international students in everyday communication

Abstract

International students from language backgrounds other than English (LBOTE) often have problems expressing attitudes precisely and effectively in English. Not being able to express what they think and feel prevents international students from adjusting easily to the host culture and integrating socially with the locals, including local students. Current ELICOS programs often neglect attitudinal language. This article suggests one way of enhancing international students' fluency and confidence in everyday communication through analysis of the language used in a narrative extract. Teaching and learning activities focus on scaffolding students' proficiency in using evaluative language (Martin & White, 2005).