Abstract
ABSTRACTPrivate entities offering US‐based colleges and universities access to international student recruitment networks have expanded in recent years as institutions seek to bolster their international prestige and their enrollment revenue. Many resulting third‐party partnerships also provide curricular “pathway programs” and co‐curricular support for students who may not otherwise be admissible. The relative novelty of these programs, especially in the United States, has so far limited scholarly research. This report seeks to raise awareness of such programs among TESOL scholars, teachers, and administrators, as well as others who are often directly impacted by trends in international education. I briefly summarize the history and current landscape of third‐party pathway programs, describe and analyze emerging themes from scholarly literature, and suggest next steps for research and practice.
Published Version
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