The Challenges of Multi-Lingualism for International Students in Denmark

Gordon Slethaug and Jane VintherThe University of Southern Denmark

Outline

The Role of English

The Social and Academic Environment

The Difficulties Encountered

Motivation

Conclusion

• Proficiency levels• Danish ’noise’

• Teaching and guidance• Interaction

• Administration• General communication

• Incentives• Experience

English usage

Inner circle.

Outer circle.

Expanding circle.

Motivational priorities (adapted from Ushioda 2001)

• Personal goals• Academic interest• Course and university related enjoyment/liking• Desired levels of competence• Positive learning history• Personal satisfaction• Feelings about Danish-speaking people• External pressures/incentives

QUESTIONNAIRE

MOTIVATION

Please describe you perceptions and experiences Any other comments?

DIFFICULTIES FACED

Have you experienced any language-related difficulties? How has the Danish environment affected you?

SATISFACTION WITH TEACHING AND SOCIAL ENVIRONMENT

Have you been satisfied with the English-speaking academic environment

Have you been satisfied with the English-speaking social environment?

THE ROLE OF ENGLISH

What role did an English-speaking environment play in your choice of studying in DK?

How do you perceive the English competence level of your teachers?

Framework of the study

Nationality of students

Danish environment

Course Previous evaluation

2009 Student evaluation

[…] especially when it comes to international students and locals students—zero interaction. [… ]I often have the feeling that we are ‘Palle alene i verden’ (i.e. all alone in the world), we come to university we load ourselves with critical thoughts and information and we go home but it is all like a ‘systemic pipeline’—nobody knows nobody and if they do it’s only the faces a bit.

The Role of English

• Proficiency levels - Expectations and performances

• The Korean student wondered how the Danes seemed to speak English nearly as well as their native language.

• The Chinese student asserted that “the English competence level of the teachers in Denmark is much higher than in Hong Kong,” especially in pronunciation and intonation, and asserted that she felt “more comfortable here.”

The Role of English

• Proficiency levels - Expectations and performances

• The Hong Kong student: “My English is fine and most of the Danish students and profs

are very good,” but “some other international students, well that’s a different story.”

• In reflecting on her place within the classroom, the Korean student clearly saw herself as one of those “other international students” who had limitations with their English expression.

The Role of English

• Danish ’noise’– “In some group discussions, they may switch to Danish

when they want to talk about some personal issues or when they try to explain some term to their friends. But it doesn’t affect me much. I have experienced the same situations in Hong Kong […]”.

– Others saw a problem not so much in the groups’ reverting to Danish but in the instructors’ doing that.

– One of the French students remarked that teachers would communicate informally in Danish to students, but “English during the lectures.”

Satisfaction with Teaching and Social Environment

ACADEMICThe classroom interaction is :

PARTICIPATORYDYNAMICMOTIVATIONAL

– A French student noted:“Danish students are very implicated in their studies which is good. They participate more in class than my classmates in France. Teachers are very implicated also and take a lot of importance in what the students think about their teaching. […]

It affected my way of being implicated in my study.”

Satisfaction with Teaching and Social Environment

SOCIAL

• The Hong Kong student: “Danish students are pretty friendly and helpful if I approached them, but they do not approach international students themselves. Danes are pretty cool to people, but they are friendly once you started to be friends with them.”

• The Canadian student: ”Sometimes the Danes will keep to themselves and their groups, but once you get in the ‘in group’ you’re fine.”

Difficulties encountered

• CULTURAL• Danish aloofness• Danes are too direct and critical

• LANGUAGE RELATED• Power points in Danish• Exam information in Danish• The wider society, though English-speaking everything

written is in Danish

Motivation

• Globalisation

• Personal goals – improve English skills – and academic success

Conclusion

Interactive dynamic approach

Effective motivation thinking

(Ushioda, 2001; Csizér and Dörnyei,

2005 )

Criticisms are indirect and veiled Danish ‘noise’ risks