No 12- Learning and Teaching with International Students

Learning and Teaching: Essential Guides

Learning and Teaching Essential Guides

No 12: Learning and Teaching with International Students International students, especially at the beginning • Be willing to spend more time, especially of their programmes, may face multiple pressures in the initial stages, than you might be that can affect their academic performance. Some accustomed to with ‘home’ students. of the most significant of these are: • Make an effort to learn names, know Low levels of competence in English language and something of the student’s place of origin and unfamiliarity with studying entirely in the medium help ‘break the ice’ with home students. of English; • Know about the University’s designated Unfamiliarity with UK HE approaches to learning support for international students, and and teaching, in particular in group work, selfencourage students to make full use of the directed research, referencing skills, expectations support. Please see the end of the document that students will be critically aware of and give for information on International Academic opinions on subject matter and learner/teacher Support (IALS) as well as dedicated support relationships; via Student Services.

Learning to live in a new country and culture without the support of family and former close friends.

Speaking and Writing

Students who are aware that they exhibit different patterns in speaking and in writing, or who perceive Some General Principles that their English vocabulary is less extensive than that of their fellow students, may be hesitant to Be explicit about your expectations. Give examples speak out in class discussion. In extreme cases, or model what you are talking about. Duplicate it may be difficult for other students to understand information in written form whenever possible. what they say, and their remarks may be ignored Provide a reference list of terminology for your or even interrupted. International students may initially find it particularly difficult to construct a module. reply in English at the same time as needing to • Make module sessions available on Moodle give a personal opinion on subject matter. so students can access them before and Non-native users of English may also have particular after sessions. Encourage students to record difficulty understanding the idiomatic language or seminars and lectures. fast-paced speech that characterizes many class • Focus on meaning first and grammar and discussions. This perpetuates a cycle that makes style later. it difficult for such students to participate. Yet participation is crucial if students are to improve • Stress fluency in communication along with their oral skills and become confident about their correctness. abilities, as well as to become part of the student • Reinforce the student’s strengths while learning community. explaining what she/he still needs to work on.

• Recognize that students may be acculturated differently to classroom situations.

Learning and Teaching: Essential Guides

To encourage non-native speakers to contribute to class discussion, consider using the following techniques: • When students make unclear remarks, paraphrase them before building on them (“so you are saying that . . .?”). This gives students an opportunity to correct you if you have not understood what was meant; other students also understand the comment and so are less likely to ignore it. It is good practice to apply this technique to all student comments. Do not single out international students.

• Make sure students understand directions and assignments. Students from many cultures–and many individuals–believe it is polite to nod in response to someone’s words. When such a nod masks lack of comprehension, difficulties arise. If students have misunderstood previous directions, check with them individually after class about future assignments. Instead of asking, “Do you understand this assignment?” say, “Tell me what you need to do for Wednesday.” You can clarify directions for all students by having a volunteer rephrase them during class. Write it down! Use visual aids and write down key terms during lectures or while giving directions. This will help non-native speakers significantly with their comprehension of the material.

• Let students who hesitate to speak in class contribute first in pairs or small groups or through electronic discussion groups using Portia.

• For students who hesitate to speak on the spur of the moment, provide assignments or questions that the student can prepare beforehand. To avoid any feelings of favouritism, give these assignments or questions to all students.

Cultural Students

Differences

for

International

International students’ relations to other cultures may continue to affect their academic performance and learning responses in ways beyond language interference. For instance, students from some Asian, European, and Latin American cultures may have been taught that it is a sign of disrespect to look directly at teachers when they are speaking, to question them directly, or to differ from their opinions. Understandings of audience expectations differ between cultures as well; students may have been taught that to state their opinions directly and forcibly in discussions or writing is egotistical as well as disrespectful.

They are likely also to have been taught not to speak in class unless called upon. Depending on their educational culture, they may have had more experience memorizing information than critiquing arguments or asking questions. For this reason, students from such cultures may be more hesitant to speak up in class discussion than some other students. Their writing may also rely heavily on abstract and passive constructions that obscure the direct presentation of their ideas. Such cultural differences may be combined with gendered differences, and so may particularly affect female students from such cultures.

To respond to these cultural differences, consider the following strategies: • Ask international students to contribute their opinions without forcing them to criticize directly another person’s (and particularly your) views. You can focus at times on reaching consensus rather than on raising a debate.

• Give specific guidelines for the operation of group work and assist international students to join suitable groups.

• Emphasize that all students are welcome to come by during office hours to ask a question or follow up on an idea from class or to contact you by email or phone.

Learning and Teaching: Essential Guides

• Let students know explicitly they have permission to express their ideas directly in their written work, and that in our academic culture, we encourage them to do so.

• Give them specific directions for the direct style you prefer. A model or example can be very instructive.

• Comment first on the meaning and organization of an essay and only after that on the grammar and style.

• Comment on errors in terms of general patterns of language use, rather than on discrete instances. That is, group the errors together (a problem with articles, or verbs, inconsistent past and present tense, etc.), and comment on the main rule, rather than circling each individual error.

• Set up a hierarchy of errors and focus on the most important. Comment on the rules you most want the student to learn. Since the student cannot learn to correct everything within the confines of your course, focusing on a limited number of kinds of errors will give both you and the student a sense of progress. To enhance this sense of progress, you may even wish to focus at certain times on errors that can more easily be corrected rather than on those that are most important.

The Curriculum Many international students complain that their courses offer an almost exclusively Anglo-centric view in some areas of study, and that this view is presented as if it were universal. Even when students raise the point that what they are being taught will be of limited value to them when they return to their own culture, this point is often ignored.

• Often, you may find it hard to imagine how you can incorporate an international dimension into what you teach. However, in the examples you use, and in teaching ways of applying knowledge in different situations, you can give a diversity of examples and use a variety of methods. Alternative cultural ways of viewing a discipline can be important in understanding why a discipline has evolved in a particular way in different cultures.

• Consider your own discipline. Are you aware of its cultural heritage? Do you know if it has been predominantly constructed by a particular culture/period in time/personalities/ schools of thought?

• Has this been to the exclusion of other schools of thought or influences? Do you try to include alternative viewpoints or ones that are critical of the conventional approaches?

• Do you use materials that contain a range of social, political, economic and religious perspectives, events, theories and achievements?

• Try to include an ‘international dimension’ in your course and materials, which reflects the increasing globalisation and internationalisation of the discipline.

• Use the curriculum to alert home students to global and international perspectives, to prompt them to discover alternative perspectives and paradigms, and to develop cross-cultural awareness and skills.

Learning and Teaching: Essential Guides

• Consider broadening the choice of modules within your programme to provide modules that give an international perspective to your discipline, e.g. marketing in Asia; international management perspectives; social work in different cultures • Ensure diversity of images, examples, case studies, and texts in module materials.

• Include content from other cultures, perspectives and philosophies.

• Try to establish a common base of knowledge in the discipline such as covering legislative frameworks or government policies, historical events or influences, key identities, organisations or concepts, and useful journals and references.

• Explore strengthening the international content and perspective of modules and programmes through specific projects with overseas universities, and try to provide opportunities for students (both home and international students) to work within these projects during their studies.

• Encourage the establishment of research collaborations between individual members of staff and staff at overseas universities to broaden the subject area and perspectives of those members of staff.

• Invite outside experts with international knowledge or from overseas countries to present lectures or seminars giving international perspectives and examples.

• Explain where appropriate that issues such as race, gender and sexuality will be covered in the course and that the language used to describe such issues can be value-laden and even offensive to other cultures.

• Positively celebrate diversity and internationalisation.

• Design modules to require the sharing of experiences and cultural expertise.

• Use international students’ ideas and experience to enhance your module content and approaches to learning and teaching.

• Identify other teaching staff with international experience who would be willing to share their knowledge and lend support.

• Use your international students as ‘living resources’ – consult with them about the selection of appropriate course materials and design.

International Academic & Language Support (IALS) International students are entitled to IALS support throughout their degree programmes. This is a very valuable lifeline for students. Those who consistently use the service settle in faster and have fewer progression issues. IALS is run by Applied Language Studies, (ALS), and offers support to students across the University (undergraduate & postgraduate) for whom English is not a first/main language and/or those for whom the UK is not their normal place of residence. Specifically, the Package offers: • A two-day orientation programme to meet the particular needs of international students; (the event precedes the normal Level Four induction programmes); • A language profiling service so that students and their Departments are aware of students’ language needs; • On-going advice and facilities for the development of students’ English language and academic culture skills; • Individual tutorial support, (up to 3 hours per student per semester), with an Applied Language Studies tutor to help students in the planning, carrying out and checking of coursework from a language perspective; • Weekly classes in English Language Studies, (for students with IELTS scores, (International English Language Testing Service), under 6.0 these classes must be taken as part

Learning and Teaching: Essential Guides

of their BA in International English Studies Programme); • The use of dictionaries and extra time in unseen examinations; • Weekly classes in academic skills for Level 4 SEMAL IALS students, (introduced Sept.

2012); • Moodle-based resources; • A contact group, occasional meetings and social events.

The package is not mandatory. All students are advised by the Coordinator on entry to the University which aspects are best suited to them, and their choices can be revised at any point in their studies. For international students who take the BA International English Studies as a one of their degree subjects, their IALS support tutor is also their Academic Advisor.

Where there are particular issues IALS tutors are happy to work with Module tutors to support specific individuals. Please get in touch as soon as you are aware of difficulties experienced by particular students.

For more information or to discuss particular issues, please contact: Sue Lavender: IALS Coordinator: s.lavender@chi.ac.uk Jane Smith: IALS Administrator: j.f.smith@chi.ac.uk International Student Advisory Service Our International Student Advisors can provide help and support for all International and EU students on a range of issues including finance, fees status, visas, culture, religion, personal problems and more.

For more information or to book an appointment please contact: International Student Advisory Service: international@chi.ac.uk o r01243 812146