Some participants indicated that their lack of participation was due to the time they needed to think over what they heard, process the information and complete assigned tasks. These comments were supported by the analyses of in-class dialogue and researcher observation. When questions were asked in tutorials (for example), local students generally responded before NESB students had processed the information and worked out how to express their answers. In group discussions, participants frequently used the entire time allocated for task completion to work out both what the task was and what information was relevant to it. This may have led both lecturers and peers to conclude that NESB students either did not know the answers or did not understand the questions. Academic staff, in general, appeared to be unaware of the different needs of their NESB students in terms of (i) understanding class
content; (ii) clarifying task requirements; (iii) taking time to process information; and (iv) formulating responses. http://aiec.idp.com/uploads/pdf/BaylissIngram%20(Paper)%20Wed%201630%20MR5.pdf
https://www.youtube.com/watch?v=Jy0zqAgp4-o&feature=youtu.be
http://ethniccommunities.govt.nz/sites/default/files/files/LanguageandIntegrationinNZ.pdf
https://books.google.co.in/books?id=so1FBgUpXLsC&pg=PA4&lpg=PA4&dq=correlation+%22proficiency+in+english%22+%22united+kingdom%22&source=bl&ots=r7SxCaxY2g&sig=ZusllIUCFVilMtpFDaQmUMdb0QQ&hl=en&sa=X&ved=0ahUKEwjSjvXh6rzRAhVKQo8KHZ2YBCkQ6AEIMDAE#v=onepage&q=correlation%20%22proficiency%20in%20english%22%20%22united%20kingdom%22&f=false
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