This article is the first in a two-part series. The first focuses on some issues facing ESOL (English for Speakers of Other Languages) support for international students in English-speaking countries, such as New Zealand. This includes a focus on the TESOL (Teaching English to Speakers of Other Languages) practitioners who are tasked with providing this support. The second part will aim to offer some solutions for institutions that wish to move towards a more inclusive model of support that overcomes the language-as-barrier mentality and begins to provide ESOL support which is more inclusive and effective. Part I highlights the lack of support for international students (at the secondary and tertiary level) within New Zealand. Current models have enabled New Zealand institutions to reap the economic benefits of international students, while in some cases failing to provide sufficient ESOL or academic support for these students. In addition, this model has fostered working conditions for TESOL practitioners which are marginalised and under-resourced. Given that existing professional bodies claim to advocate for students and staff alike, it is proposed that a shift in leadership within the ESOL sector is required.[Show full abstract]
![[PDF]](/themes/LURA/images/mimes/b_pdf.png "PDF file"){kind=small}
