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Experiences of Teaching a Culturally Diverse and Internationalised Student BodyDr Patrick Corr Centre DirectorA little context What is INTO Queens?INTO is a global private sector organisation that partners with leading universities to transform their international performance, invest in their student experience and prepare students for success in higher education worldwide. Partnerships with universities in the UK, USA and ChinaINTOs UK University Partners since 2006

Partnerships with universities in the UK, USA and China3Thursday, April 26, 2012www.into-global.comINTO University PartnershipsThe INTO Queens CentreINTO Queens is a joint venture partnership, between INTO and Queens;

Established in August 2009 based in LennoxvaleRange of English language and Pathway programmesRapid growth currently almost 200 Queens studentsWe are the journey a Queens degree is the destinationOverview of coursesEnglish Language Courses Academic Courses: by pathwayEnglish for University Study:Undergraduate and Postgraduate

Pre-sessional English

In-sessional English Study Abroad with English

Summer School English packages:This is a tailored English course including a social programme, available upon request International Foundation:Engineering and ScienceBusiness, Humanities & Social Sciences

International Diploma:EngineeringManagement and Finance

Graduate Diploma:FinanceManagement Computing (NEW Sept 2012)

5The students Journey

Imagine you are an international student .It can be a difficult journey

UKBACulture ShockHome sicknessEverything is different .. weather, accents, social norms, etc, etcDifferent education system

Making the big leapInto the brave new world8

Spot the individualThey rote learn and lack critical thinking skillsThey are passive, wont talk in classProgressive Western teaching methods dont work with Asian studentsThey only focus on assessmentThey dont understand what plagiarism meansThey wont mixSome common overgeneralisations:Motivations and Expectations

Motivations and ExpectationsStudent motivations and expectations are all differentInternational students: issuesLanguage difficultiesCultural differences independent learningEducational expectations - plagiarism Why don't they speak slowly? Our teachers normally dictate the notes.Roles of university teachers- more or less supportive or involved?Differing learning styles and experiences education systems differAbility and opportunities to integrateLanguage DifficultiesThree main problems have been identified from a number of independent surveys:Listening and speaking in seminars:expectations what is a seminar? speed of input other studentsshynessinability to formulate a response (fast enough)knowing the best way to say somethingAcademic writing:Expectation of role of tutors/lecturersType of assignments/skills requiredConventions of written workRange/type of resources usedForm and culture of assessmentLinguistic competence- limited vocabulary/grammatical rangePlagiarism- often easy to identify in international studentsListening and note-taking:Understanding a new accent, a variety of accentsUnderstanding fast talkersNew vocabularyListening, looking and writing at the same timeGetting used to a different system

Cultural differencesMay include:-being too teacher-dependentbeing uncritical of materialsunderstanding what independent learning means in HEIaccidental plagiarism

In classAll new students need to adjust to their new educational setting - school to university, country to city.Those from an international background will generally have significantly more adjustment to make culture, climate ,language

International students do have a range of different needs.To accommodate them we need to change (or have already changed) how we teach and what we teach and probably, how we think about teaching . to accommodate cultural and linguistic diversity.

Some practical considerationsFind time to learn a little about the cultural backgrounds of your students & about the different kinds of experiences and expectations they may haveBe conscious of your own delivery - speed, languageUse visual support, handouts, QOLMix nationalities in group work - shared input into final productDiscuss and decode academic language. How is evaluate different from justifyDraw upon and use students cultural capital they have lots to contribute - interesting for local studentsKeep on and on about acknowledging and referencing

Actively Manage DiversityBe aware of and accept academic cultural difference. experiencing differences as a natural and enriching issue instead of a problem is another significant condition for intercultural learning (Jokikokko, 2009).Be prepared to support students through the transition period & help them develop the necessary skills to be successfulUse teaching methods that encourage participation and collaborationAnticipate and manage predictable problems (expectations, integration,group work, plagiarism, etc)