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Higher education institutions in English-speaking nations host significant populations of non-native English speakers (NNES), both international and resident. English language proficiency is a critical factor to their success. This study reviews higher education practices in the United States related to this population. Findings indicate weaknesses in how institutions identify NNES, measure their English language skills, and track their success. These issues must be addressed to support the needs of this population, fully benefit from their contributions, and achieve educational parity.
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Andrade et al. (2014) studied this question.
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