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The academic programs at the graduate level are increasingly interested about the enrollment management challenges in terms of international student mobility. Understanding fundamental enrollment concepts to attract international students provides the essential key to consider the competitive environment concerning university resources, academic program potential, complex cultural dynamics, and workplaces among others. Based on a six-year quantitative and descriptive statistical study, this paper addresses the trends of first-time graduate enrollment and patterns of international student mobility by faculty at the University of Puerto Rico at Mayaguez. Results revealed the sustained trend of graduate enrollment of international students mainly from South America, Central America, and the Caribbean among others. Moreover, the presence of international graduate students adds a dimension of diversity to UPRM between teaching and research undertakings that enhance the Colleges of Engineering, Arts and Sciences, Agricultural Sciences, and Business Administration. The international student mobility has a consistent tendency mainly in the Colleges of Engineering, Arts and Sciences, and Agricultural Sciences. This consistency resembles the quality and reputation recognized by educational institutions and organizational world rankings. In-depth, understanding the trends related to international graduate enrollment and mobility should be considered by institutional leaders and administrators at UPRM to make knowledgeable decisions and to effectively set priorities to recruit highly qualified international students.

Whenever a second language is the object of learning, identity (or sense of self) is at stake, and the question of what community and what speech community one belongs to, strives to belong to, or is afraid to belong to raises complex issues. As stated by Zarate, Bhimji, and Reese (2005): "A bicultural identity is not necessarily a homogeneous or stable identity; nor is it a fixed location where cultures meet peacefully in perfect coordination". In Puerto Rico, the authors live in between two cultures, the Puerto Rican culture and the American culture. Therefore, English as a second language (ESL) instruction in Puerto Rico takes place in an unusual context. Puerto Rico's history included language imposition, which has made issues of identity and community particularly delicate. In this article, the authors share some of their experiences teaching ESL in a society where language is directly linked to identity and political issues. They also discuss how their personal identities as a Puerto Rican (Betsy) and as a New Yorker (Eileen), along with their understanding of community (where they live), influence their teaching practice in the ESL classroom.

A survey of 388 language teachers in Texas found teachers in general made little use of computer facilities. Although they commonly used video materials, they did not use interactive media such as CD-ROMs and videodisks. Teachers' level of education, experience, and geographic location accounted for some of this difference. Teachers of Japanese were most likely to use technology. (Author/MSE)