This study seeks to understand the meaning of the experiences of a group of nine diverse educators who participated in a five-day, residential, intensive seminar known as the Teaching for Educational Equity (TFEE) seminar in 2010. Particular attention is devoted to a small subset of four educators who have continued to meet and work together…

This study explores the nature of language anxiety from the perspective of five Japanese learners of English (ESL), especially in reference to their self-reflective accounts of emotional difficulties encountered in the U.S. college settings. Through the use of an in-depth qualitative interview format, this study attempts to identify potential…