Crossing BordersCrossing Borders

Teaching International Students in Higher Teaching International Students in Higher EducationEducation

Dr Annie Morgan-JamesDr Annie Morgan-Jamesand Rebecca Rowntreeand Rebecca Rowntree

October 23 2012October 23 2012

Goal 10 : Anglia Ruskin UniversityGoal 10 : Anglia Ruskin University Corporate Plan 2012-2014 Corporate Plan 2012-2014

20% of our campus - based students 20% of our campus - based students are from outside the EU and we are from outside the EU and we educate and equal number of educate and equal number of students both on-site and off-site.students both on-site and off-site.

PRE-ARRIVALPRE-ARRIVAL

Buddy SchemeBuddy Scheme

International students report that International students report that one of the best sources of one of the best sources of information is through contact with information is through contact with previous international students. previous international students.

Buddy SchemeBuddy Scheme

In January 2011 Student Services, International In January 2011 Student Services, International Office, LAIBS and ALSS ran a successful pilot to Office, LAIBS and ALSS ran a successful pilot to establish a buddy scheme for new international establish a buddy scheme for new international students. As a direct result a University wide students. As a direct result a University wide scheme was implemented for the new intake in scheme was implemented for the new intake in September 2011 and January 2012. The objectives September 2011 and January 2012. The objectives of the buddy scheme are to welcome our new of the buddy scheme are to welcome our new international students, give them an orientation to international students, give them an orientation to the UK and more specifically to life as a student at the UK and more specifically to life as a student at Anglia Ruskin. In addition our buddies (current Anglia Ruskin. In addition our buddies (current students) would gain valuable work experience and students) would gain valuable work experience and the opportunity to integrate with students from the opportunity to integrate with students from other cultures.other cultures.

Buddy Scheme Feedback 1Buddy Scheme Feedback 1

‘‘It was very good experience for me cos It was very good experience for me cos though i make friends easily sometimes though i make friends easily sometimes im shy at asking questions cos i dont im shy at asking questions cos i dont want to seem ignorant or feel like am want to seem ignorant or feel like am pestering someone. so it was good that i pestering someone. so it was good that i could call up someone especially at the could call up someone especially at the beginning who didnt mind my questions beginning who didnt mind my questions and was available as much as possible to and was available as much as possible to put me through on any number of topics. put me through on any number of topics. it helped a lot.’it helped a lot.’

Buddy Scheme Feedback 2Buddy Scheme Feedback 2

‘‘Very helpful and supportive in terms of how to use Very helpful and supportive in terms of how to use library resources/borrowing books, etc...and talking library resources/borrowing books, etc...and talking about being in the same module’about being in the same module’

‘‘One of the major problem with the scheme is One of the major problem with the scheme is countries or areas with limited internet services. it countries or areas with limited internet services. it actually reduce my contact because during my actually reduce my contact because during my buddy scheme i was in an area were internet buddy scheme i was in an area were internet service is fluctuating’service is fluctuating’

‘‘The buddy allotted to me contacted me only once The buddy allotted to me contacted me only once and I don't even know who it is. Buddy's need to and I don't even know who it is. Buddy's need to help the people in consistentcy.’help the people in consistentcy.’

‘‘it would be help full if the "buddy mate" could it would be help full if the "buddy mate" could explain more about studing in the university, by explain more about studing in the university, by telling how to gather information ...’telling how to gather information ...’

Buddy Scheme Feedback 3Buddy Scheme Feedback 3

‘‘My buddy was quit nice, she made me to fall My buddy was quit nice, she made me to fall in love with the Anglia Ruskin University while in love with the Anglia Ruskin University while awaiting my visa approval; she, as well awaiting my visa approval; she, as well encourage and enlighten me on the nature of encourage and enlighten me on the nature of studying in the UK,at the same time, provided studying in the UK,at the same time, provided a listening ear to my complaints. On arrival, a listening ear to my complaints. On arrival, she was there to attend to me and gave me she was there to attend to me and gave me necessary guidelines. I did like to participate necessary guidelines. I did like to participate in the forth coming one!’in the forth coming one!’

‘‘Buddy scheme is fantastic’Buddy scheme is fantastic’

PRE-SESSIONALPRE-SESSIONAL

Pre-sessional courses allow students direct entry to degree Pre-sessional courses allow students direct entry to degree studies. We offer pre-sessional courses for undergraduate studies. We offer pre-sessional courses for undergraduate and postgraduate degrees. These courses provide students and postgraduate degrees. These courses provide students with a combination of English language advancement and with a combination of English language advancement and Academic skills and language. The academic English focus Academic skills and language. The academic English focus of the courses will include work on how to write and of the courses will include work on how to write and research for an extended essay, presentation skills, research for an extended essay, presentation skills, listening and note-taking, seminar skills and academic listening and note-taking, seminar skills and academic vocabulary. The English language focus of the courses will vocabulary. The English language focus of the courses will be on grammar and the four skills of reading, writing, be on grammar and the four skills of reading, writing, listening and speaking.listening and speaking.

Meet your tutorMeet your tutor

InductionInduction

According to Evans et al. (2009):According to Evans et al. (2009): For domestic students, the transition to For domestic students, the transition to

university can be exciting, unfamiliar and university can be exciting, unfamiliar and challenging. For international students it is challenging. For international students it is all that and more. Much is unfamiliar to a all that and more. Much is unfamiliar to a new international student: the culture, the new international student: the culture, the environment, the climate, and usually the environment, the climate, and usually the language. The challenges are numerous and language. The challenges are numerous and the learning curve is steep. Most universities the learning curve is steep. Most universities recognise this and offer a variety of support recognise this and offer a variety of support services, the most common of which is new services, the most common of which is new student orientation.student orientation.

PerceptionPerception

‘‘In most existing literature, Chinese learners of In most existing literature, Chinese learners of English are portrayed as reticent and quiet in English are portrayed as reticent and quiet in class. They are reluctant to participate in class. They are reluctant to participate in classroom activities; they hardly volunteer classroom activities; they hardly volunteer replies; they seldom answer, let alone initiate replies; they seldom answer, let alone initiate questions; even if they answer, they give brief questions; even if they answer, they give brief replies; they seldom speak up about their replies; they seldom speak up about their opinions even if they have one; and they hold opinions even if they have one; and they hold back from expressing their views’ (Cortazzi and back from expressing their views’ (Cortazzi and Jin 1996; Jackson 2002, cited in Xie, 2009:10).Jin 1996; Jackson 2002, cited in Xie, 2009:10).

Passive students?Passive students?

Jude Carroll (2005) put it more vividly Jude Carroll (2005) put it more vividly when she explained:when she explained:

‘‘One reason why international One reason why international students are frequently characterised students are frequently characterised as passive and silent in lectures is as passive and silent in lectures is that they are using every ounce of that they are using every ounce of their energies in trying to keep up their energies in trying to keep up with what is happening.’with what is happening.’

Different Styles 1Different Styles 1

‘‘In Western Universities, lecturers have In Western Universities, lecturers have very different roles from their counterparts very different roles from their counterparts elsewhere in the world. Students may, in elsewhere in the world. Students may, in some cases, be able to ask only quick some cases, be able to ask only quick questions at the end of the lecture as questions at the end of the lecture as another class waits to enter the room. After another class waits to enter the room. After that the teacher disappears into an office that the teacher disappears into an office and shuts the door, which carries a notice and shuts the door, which carries a notice restricting access to office hours.’restricting access to office hours.’

Different Styles 2Different Styles 2

In China and Vietnam, by contrast, In China and Vietnam, by contrast, students can approach university students can approach university teachers outside class, not only teachers outside class, not only regarding study-related matters but regarding study-related matters but also about personal issuesalso about personal issues

What’s the problem? How can What’s the problem? How can we help?we help?

First, I’m really worried how to get well along First, I’m really worried how to get well along with my tutors. Although my IELTS is 6.5 and I with my tutors. Although my IELTS is 6.5 and I have already known more than 5000 words, I have already known more than 5000 words, I don’t know how to appropriately express don’t know how to appropriately express myself and to be polite. I’m afraid I will do myself and to be polite. I’m afraid I will do something wrong because of my ignorance.something wrong because of my ignorance.

I’ve no confident to communicate with each I’ve no confident to communicate with each others, especially native speakers, because I others, especially native speakers, because I am very hard to catch up their words.am very hard to catch up their words.

My biggest concerns are ability to understand My biggest concerns are ability to understand books written in English, and some lecture books written in English, and some lecture speak too fast so maybe I can’t understand speak too fast so maybe I can’t understand fully.fully.

What’s the problem? How can What’s the problem? How can we help?we help?

Time management because Western study Time management because Western study style different to Asian study style.style different to Asian study style.

To make sure about my academic writing To make sure about my academic writing whether will be efficient enough or not.whether will be efficient enough or not.

Worry about my dissertation that someone Worry about my dissertation that someone jokes me.jokes me.

I’m a bit worried about the terminal I’m a bit worried about the terminal examinations, I don’t know the form of our examinations, I don’t know the form of our exams. And I think maybe writing essays exams. And I think maybe writing essays would become the other difficult part for me. would become the other difficult part for me. I really need a period of time to get used to I really need a period of time to get used to writing this kind of texts.writing this kind of texts.

What’s the problem? How can What’s the problem? How can we help?we help?

My biggest concern is conversation. Joining My biggest concern is conversation. Joining discussions is still difficult issue for me, discussions is still difficult issue for me, including to understand other students talking including to understand other students talking quickly, to arrange my opinion and response quickly, to arrange my opinion and response correctly. I need more practice, if you could; I correctly. I need more practice, if you could; I would like you to make time to consult.would like you to make time to consult.

The first one I really worried about is making The first one I really worried about is making new friends here. Most of the time we cannot new friends here. Most of the time we cannot use English as well as our mother language so use English as well as our mother language so it is a little bit difficult to communicate with it is a little bit difficult to communicate with other student, like having a group talk.other student, like having a group talk.

What’s the problem? How can What’s the problem? How can we help?we help?

My major is media studies which is a My major is media studies which is a discipline made up of multi-information discipline made up of multi-information processing, editing and mass-media processing, editing and mass-media research. I felt that the most difficult research. I felt that the most difficult part is to get to know the real media part is to get to know the real media application in our daily life. It is not easy application in our daily life. It is not easy to do academic research out of to do academic research out of university. I’m really worried about how university. I’m really worried about how to start my own academic research in to start my own academic research in the field of media studies.the field of media studies.

Facilitate 1Facilitate 1

In addition, Chan (1999:302) put forward some In addition, Chan (1999:302) put forward some sound advice regarding encouraging sound advice regarding encouraging participation:participation:

‘‘To facilitate participation, it is important to To facilitate participation, it is important to allow them the opportunity to define their roles allow them the opportunity to define their roles at the outset, provide unambiguous at the outset, provide unambiguous instructions as well as allow students more instructions as well as allow students more time to think about the topics under discussion. time to think about the topics under discussion. Long silences in the classroom may not be Long silences in the classroom may not be indications that students are refusing to indications that students are refusing to participate, but that they may be thinking participate, but that they may be thinking about the answers and require more about the answers and require more encouragement from tutors’ encouragement from tutors’

Facilitate 2Facilitate 2

In a study that compared tutor and student In a study that compared tutor and student perceptions Robertson et al (2000:101) made the perceptions Robertson et al (2000:101) made the observation that there was a lack of understanding on observation that there was a lack of understanding on the part of lecturers as to the language limitations of the part of lecturers as to the language limitations of overseas students: overseas students:

‘‘As a start, a simple acceptance by lecturers that they As a start, a simple acceptance by lecturers that they

could assist overseas students by speaking more could assist overseas students by speaking more clearly and slowly ought to be part of the shared clearly and slowly ought to be part of the shared learning process. Best practice in teaching demands learning process. Best practice in teaching demands effective communication; to this end staff should take effective communication; to this end staff should take responsibility, as well as students, for improved responsibility, as well as students, for improved learning outcomes.’learning outcomes.’

Making lectures accessibleMaking lectures accessible

Students record lecturesStudents record lectures Power point available on VLE prior to lecturePower point available on VLE prior to lecture Define any specialist vocabulary or jargonDefine any specialist vocabulary or jargon Explain relevant background to help Explain relevant background to help

comprehension of key aspectscomprehension of key aspects Summarise the important information at Summarise the important information at

certain stages during the lecturecertain stages during the lecture Conclude by summarising main points and Conclude by summarising main points and

highlighting ‘take home’ messageshighlighting ‘take home’ messages

Opportunities for group work Opportunities for group work in seminarsin seminars

Spend time creating a safe learning Spend time creating a safe learning environmentenvironment

Classroom contractClassroom contract Make expectations about preparation for and Make expectations about preparation for and

participation in seminars clearparticipation in seminars clear Give international students enough time to Give international students enough time to

formulate their answersformulate their answers Ensure that students of the same nationality Ensure that students of the same nationality

are not sitting togetherare not sitting together Briefly summarise the discussion from time to Briefly summarise the discussion from time to

timetime

Encouraging good academic Encouraging good academic practicepractice

Clear explanation and examples of the Clear explanation and examples of the importance of referencingimportance of referencing

Tasks that require analysis and evaluation of Tasks that require analysis and evaluation of texts so that focus is on critiquing rather texts so that focus is on critiquing rather than comprehensionthan comprehension

““Rather than focus on what the students Rather than focus on what the students should not do in terms of plagiarism, I try to should not do in terms of plagiarism, I try to focus on what they should be doing.” focus on what they should be doing.” Academic tutor in Academic tutor in Teaching International Teaching International Students: Strategies to enhance learningStudents: Strategies to enhance learning. . Sophie Arkoudis. Sophie Arkoudis.

Referral to study skillsReferral to study skills

Where to find supportWhere to find support

Study skills – Upskilling Study skills – Upskilling - Drop-in sessions- Drop-in sessions - Library workshops - Library workshops International OfficeInternational Office Counselling serviceCounselling service Student supportStudent support

Case Studies 0verviewCase Studies 0verview

Esra: English with Academic Skills

Emily: BA Fashion Design

Nadia: BA English Language Studies

Leon: BA English Language Studies

Jemma: PhD Children’s Book Illustration

Science and Technology closed group

Esra: (KSA): MSc Health PromotionEsra: (KSA): MSc Health Promotion

Through the short period of time I have attended at Anglia, I have improved my English language and gained the knowledge and confidenceI need to pursue my life as a Master’s student. All this was given in an amazing environment andwith great faculty support.

Emily: (BUU): BA Hons Fashion Design (Yr 3) Sem. 2

The pre-sessional The pre-sessional helped me to speak helped me to speak English and mix with English and mix with other students; we other students; we can’t do this in China. can’t do this in China. Also, theAlso, the

academic English and academic English and vocabulary was very vocabulary was very helpful for assignments.helpful for assignments.

The language centre The language centre staff are staff are

warm-hearted and very warm-hearted and very helpful.helpful.

6-week pre-sessionallanguage Completed Fashion Show as Fashion Design Module

Nadia:(BIGC): BA English Language Studies, MA TESOL

Pre-sessionalPre-sessional UpskillingUpskilling BuddyBuddy

The pre-sessional course helped me to get familiar with the British education system, to know new friends and tutors and get used to Cambridge life.

In the Upskilling the teacher explained how to write an academic essay from thinking about a topic to bibliography. All of this equipped me with the fundamental skills and knowledge for further studies.

Reflecting on my personal development,I consider that my skills and competencies have developed significantly this year. Finishing a 10,000 word dissertation is a challenging task for a non-native speaker just living in Cambridge for 10 months.

Leon: (GUFS): BA English Language Studies

Pre-sessional Drop-insDrop-ins Upskilling Buddy

At Anglia, I have met many professionalteachers. They were not only teaching me knowledge, but also how to study by myself, how to study with English, and how to learn about the UK.

The most important thing I have learnt is theway to pursue and verify truth, which is really serious in academic atmosphere. There should not be plagiarism: people need to be respected and referenced for their contribution.

Being a buddy was a good way to meet new students, and help them to know about Anglia.

Jemma: PhD Children’s Jemma: PhD Children’s Book IllustrationBook Illustration

UpskillingUpskilling

As an international student, academic English is very important for my research. The Upskilling classes helped me to improve my skills. They have taught me English as well as academic culture. Moreover, I try to overcome and improve myself whenever I find my weakness related to my research. In this way, I believe I can convert my

weaknesses into my strengths.

Science and Technology closed group

Tailor made ESP course

2 semestersWorking alongside S & T

lecturersClose liaison with Faculty

Similar with HSC: MSc Physiotherapy

ReferencesReferences

Arkoudis, S. (2009) Arkoudis, S. (2009) Teaching International Students: Strategies to Teaching International Students: Strategies to enhance learningenhance learning. CSHE. The University of Melbourne.. CSHE. The University of Melbourne.

Carroll, J. & Ryan, J. (2005) Carroll, J. & Ryan, J. (2005) Teaching International Students: Teaching International Students: improving learning for allimproving learning for all, London: Routledge., London: Routledge.

Andrade, M. S., Evans, N. W., & American Council on Education. Andrade, M. S., Evans, N. W., & American Council on Education. (2009) (2009) International students: Strengthening a critical resourceInternational students: Strengthening a critical resource. . Lanham: Rowman & Littlefield Education. Lanham: Rowman & Littlefield Education.

http://www.cshe.unimelb.edu.au/resources_teach/teaching_in_practice/docs/international.pdf

Murphy, P. (2011) Murphy, P. (2011) Raising awareness of the barriers facing Raising awareness of the barriers facing international students in the UK and the need for two-way international students in the UK and the need for two-way adaptationadaptation. Paul Murphy. Glasgow International College.. Paul Murphy. Glasgow International College.

http://www.heacademy.ac.uk/resources/detail/internationalisation/Issue5_Murphy

Lewis, M and Reinders, H., Lewis, M and Reinders, H., All Alone in the CrowdAll Alone in the Crowd. The Times . The Times Higher Education Supplement, 05 July 2005.Higher Education Supplement, 05 July 2005.