摘要
This paper is a brief summary of the authors＇ advising discourse with international ESL （English as a Second Language） students whose first language is Chinese. For these international students in the United States, being successful academically in a graduate education program requires more than a high entering score of TOEFL （Test of English as a Foreign Language） or GRE （Graduate Record Examination）. To support their journey toward proficiency in academic language for teacher training field, we must consider and address three elements： （1） linguistic differentiation, （2） cultural paradigm shift, and （3） negotiation between cultural perspectives
