Savanna Hoffman
Teaching international students comes with its own set of challenges and opportunities. Instructors need to be mindful of the diverse backgrounds, skills, and expectations of their students, and plan their courses accordingly. This includes being aware of potential language barriers, cultural differences, and varying levels of prior knowledge. To create an inclusive learning environment, educators can utilize a range of tools and strategies, such as interactive whiteboards, closed captions, student mentors, and group work, to enhance engagement and understanding among international students. Additionally, drawing on research and examples from different countries can empower international students by providing them with a global perspective and a sense of inclusion. Ultimately, the best way to teach international students may vary depending on the specific context and needs of the students, and instructors should strive to be flexible and adaptable in their teaching approaches.
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What You'll Learn
Creating an inclusive learning environment
International students bring a diverse range of backgrounds, skills, and learning styles to the classroom. Instructors should strive to create an inclusive learning environment that values and includes these differences. Here are some ways to achieve this:
Firstly, it is important to acknowledge and embrace student diversity as a resource for learning and teaching. This can be done by incorporating diverse perspectives and cultural differences into course content. For example, including international and national case studies, illustrations, and examples. Drawing on research studies conducted in different countries can empower international students by giving them access to research from their own countries and in their own languages.
Instructors should also be mindful of assumptions regarding knowledge of the local culture, history, or slang that may be embedded in course materials. Unconscious biases based on a student's name, appearance, or accent should be avoided. Blind grading for essays and exams can help to address this issue, providing anonymity and an additional layer of protection for students. Furthermore, it is important to explicitly discuss plagiarism and academic integrity early and often, as international students may not be familiar with the rules and expectations surrounding these issues.
To enhance communication and understanding, instructors can utilize non-verbal cues such as facial expressions, lip-reading, hand gestures, and body language. Writing key words on a whiteboard or using slides with crucial points can also aid in reinforcing the message. Instructors should encourage multiple ways for students to participate and ask questions, such as discussion boards, freewriting prompts, and "tickets to enter and exit" to gather comments. Allowing students to access a roster so they can connect with their peers is another way to facilitate communication.
Instructors should also be mindful of the diverse learning needs of international students. Providing opportunities for individual face-to-face conferencing can help ensure that students understand the expectations and requirements of assignments. Low-stakes writing activities can facilitate class discussion and provide a safe space for students to process their thoughts and construct language expressions. Additionally, peer response activities can enhance cross-cultural communication and provide international students with more exposure to native writing samples.
In conclusion, creating an inclusive learning environment for international students involves valuing and embracing diversity, providing clear communication and instruction, and offering a variety of participation and interaction opportunities. By implementing these strategies, instructors can ensure that all students feel valued and supported in their learning journey.
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Understanding prior educational backgrounds
Understanding the prior educational backgrounds of international students is key to teaching them effectively. International students bring a diverse range of skills and knowledge to the classroom, and instructors should be mindful of this when designing their courses. For example, students from different countries may have been taught different skill sets in high school, and some may be more advanced than others.
Instructors should be explicit about the skills they want students to learn and apply, and the extent to which students need to absorb and question the material. Regular checks for comprehension can help identify any gaps in preparation and ensure that all students understand the content. This can include asking students to paraphrase ideas and checking in with questions like "what questions do you have?". It is important to be flexible and make changes when necessary to accommodate the needs of international students.
To create an inclusive learning environment, instructors should avoid making assumptions about a student's country of origin or their first language. They should strive to create a safe space where students can ask questions and participate in discussions without feeling self-conscious. Instructors can encourage participation by providing multiple avenues for students to voice their thoughts, such as discussion boards, freewriting prompts, and "tickets to enter and exit".
In addition, instructors can promote intercultural interactions and collaborative learning by incorporating international perspectives and cultural differences into the curriculum. This can include using research studies, case studies, and illustrations from different countries, as well as addressing how knowledge is constructed across various cultures. By drawing on the diverse backgrounds of their students, instructors can create a rich learning environment that benefits all students.
Furthermore, instructors can facilitate one-on-one meetings with students to ensure they understand the expectations of assignments and address any misconceptions. These individual interactions can be particularly valuable for international students who may be unfamiliar with certain academic genres or disciplinary habits of thinking. By understanding the prior educational backgrounds of their international students, instructors can provide the necessary support and guidance to help them succeed.
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Using non-verbal communication
When teaching international students, it is important to consider the impact of non-verbal communication on the efficacy of educational departments and students' motivation to learn and academic success. Non-verbal communication, including body language and paralinguistics, can complement spoken language and help students interpret information.
Instructors can enhance their non-verbal communication by using facial expressions, lip-reading, and intonation, in addition to writing key words and crucial points on a whiteboard or slides. Hand gestures and body language can also amplify the message being conveyed. For example, when teaching the concepts of "greater than" and "less than," forming a small gap with the hands for "less than" and a wide gap for "greater than" can help students visualise the concept instantly. Similarly, mimicking a triangle's shape with hand gestures when teaching geometry or showing flowing motions for water currents can aid in explaining the concepts effectively.
Instructors can also pay attention to students' non-verbal reactions and adjust their teaching methods accordingly. For instance, slowing down speech, pausing for emphasis, and using a firmer tone during crucial points can help maintain students' attention and facilitate the processing of complex ideas.
Additionally, instructors can encourage students to use non-verbal communication as well. For example, during discussions, instructors can write student comments and questions on a whiteboard or projected document, allowing students to express their thoughts without speaking verbally. This can be particularly beneficial for multilingual students who may rely on non-verbal cues to interpret spoken English.
Overall, by effectively utilising non-verbal communication, instructors can create a more inclusive and engaging learning environment for international students, fostering a deeper connection and understanding.
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Encouraging intercultural interactions
Firstly, it is important to acknowledge and embrace student diversity as a resource for learning and teaching. This can be done by creating an inclusive learning environment, where students are encouraged to share their views and perspectives. Instructors should be mindful of any assumptions about knowledge of the host country's culture, history, or slang that may be embedded in course materials and assignments. For example, the use of US-specific humour, slang, or idioms can exclude international students. Instructors should also be aware of any preconceived notions about international students that may obstruct communication and challenge these stereotypes.
Secondly, to encourage intercultural interactions, instructors can facilitate equitable participation and sharing of diverse views. This can be done through group work and discussion. Allowing students to self-select groups may make them feel more comfortable, while random group assignments can mix up the class dynamic and allow students to meet more of their peers. Instructor-formed groups can provide a good balance, allowing the instructor to be intentional about group composition based on their knowledge of the class dynamics.
Thirdly, it is important to provide opportunities for students to interact and exchange ideas. This can be done through peer response activities, where students can give and receive feedback on their writing. These activities can enhance cross-cultural communication and allow international students to better understand the academic structure and writing style of the host country. Online tools such as chat rooms, blogs, and discussion boards can also stimulate student exchange and provide a space for students to interact and share ideas.
Lastly, instructors can encourage intercultural interactions by incorporating intercultural perspectives into the curriculum. This can include the use of international and national case studies, examples, and illustrations, as well as addressing how knowledge is constructed differently across cultures. Drawing on research studies conducted in different countries can empower international students by providing access to research from their own countries and in their own languages.
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Addressing plagiarism and academic integrity
When it comes to teaching international students, it is important to acknowledge and address cultural differences in perspectives on plagiarism and academic integrity. This is a critical aspect of creating an inclusive learning environment that values the contributions of students from diverse backgrounds. By understanding these differences, educators can effectively support original ideas and promote academic integrity among international students.
Firstly, it is essential to recognise that international students may have varying definitions of plagiarism and academic integrity based on their cultural backgrounds and home countries. For instance, research has shown that understanding plagiarism differs across regions, with some students being more accepting of academic misconduct or struggling to identify instances of plagiarism. Thus, it is crucial to provide clear and consistent definitions of plagiarism and academic integrity, ensuring that all students understand the expectations of academic integrity in the context of their host country or institution.
To address these cultural differences effectively, educators should approach alternate perspectives with empathy and compassion. This involves acknowledging and respecting the entire cultural history of the student, creating an egalitarian classroom environment that values diversity. By understanding that academic integrity policies are rooted in specific cultural contexts, educators can patiently guide international students in navigating these unfamiliar concepts without demeaning their cultural backgrounds.
Additionally, it is beneficial to initiate early and frequent discussions about plagiarism and academic integrity with international students. These discussions can be facilitated through Canvas discussion boards, in-person orientations, or tutorials focused on academic integrity. During these conversations, it is important to provide concrete examples of plagiarised text, proper citation methods, and the host institution's academic integrity policy. Encouraging peer interactions and modelling correct citation practices can also help international students understand and internalise expectations.
Furthermore, international students may face challenges in understanding instructor expectations, which can impact their academic performance. To address this, instructors can utilise assessment tasks early in the course to identify any gaps in knowledge or skills and provide feedback to support learning. Additionally, incorporating international and intercultural perspectives, case studies, and illustrations in course content can enhance engagement and empower international students by including them in the learning process.
In conclusion, addressing plagiarism and academic integrity with international students requires cultural sensitivity, clear communication, and the provision of diverse resources. By fostering an inclusive and supportive learning environment, educators can effectively guide international students in understanding and upholding academic integrity standards.
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Frequently asked questions
Instructors should avoid questions such as "Is English not your first language?" or "Is that your real name?". They should also be mindful of assumptions of knowledge of the local culture, history, or slang that may be embedded in their assignments and course materials. To encourage participation, instructors can invite multiple ways for students to voice comments and questions, such as through discussion boards, polls, or freewriting prompts.
Educators should help to break down the language barrier. If possible, lecture notes can be translated into different languages and kept on file. Videos used in coursework can have closed captions set to the native language of the international student. Instructors can also use slides, hand gestures, and body language to amplify their message.
International students may not be used to challenging the opinions of their educators due to cultural differences, so their default behaviour may be more passive. Instructors should encourage students to provide experiences from their own culture. They can also provide international students with a student mentor to boost their confidence and help them feel more at ease in lessons.
Instructors should map out the links between assessment criteria and international standards in the relevant discipline area so that students understand why the assessment items are important. They should also include subject matters relating to global and intercultural perspectives, such as international case studies and illustrations.
International students may face challenges such as different academic cultures, unfamiliar classroom participation and engagement strategies, and a lack of clarity around course aims and objectives. They may also struggle with written assignments despite being fluent in spoken English. Instructors should be patient and give them the opportunity to revise written tasks with guidance if needed.
