{"id":335,"date":"2017-02-03T16:19:15","date_gmt":"2017-02-03T16:19:15","guid":{"rendered":"https:\/\/staffblogs.le.ac.uk\/lli\/?p=335"},"modified":"2025-02-26T13:27:44","modified_gmt":"2025-02-26T13:27:44","slug":"internationalisation-and-teaching-international-students","status":"publish","type":"post","link":"https:\/\/staffblogs.le.ac.uk\/lli\/2017\/02\/03\/internationalisation-and-teaching-international-students\/","title":{"rendered":"Internationalisation and Teaching International Students"},"content":{"rendered":"<p>On Wednesday 1st February, I had the pleasure of co-running, with <a href=\"https:\/\/www2.le.ac.uk\/offices\/eltu\/about\/staff-directory\/staff-pages\/dan-jones\">Dan Jones<\/a> from the <a href=\"http:\/\/www2.le.ac.uk\/offices\/eltu\/eltu\">English Language Teaching Unit (ELTU)<\/a>, an LLI-hosted session on <em>Teaching International Students<\/em>. The session focussed on the following themes:<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Considering some common experiences and challenges for <em>all<\/em> HE students<\/li>\n<li>Focussing, in particular, on teaching students who are non-native speakers<\/li>\n<li>Contextualising students\u2019 prior experiences and qualifications<\/li>\n<li>Reflecting on the role of assessment and feedback in supporting students\u2019 academic development<\/li>\n<li>Considering practical strategies for engaging international students in a variety of settings<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>In the introduction, I drew some parallels between the experiences of international students and UK students new to HE study, using\u00a0<em>academic literacies<\/em> as a conceptual framework for thinking about how students encounter HE learning and how\u00a0we might support them in doing so: <a href=\"https:\/\/staffblogs.le.ac.uk\/lli\/files\/2017\/02\/Introductory-slides.pdf\">introductory-slides<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Next, Dan provided insights into international students\u2019 prior experience of study. In particular, this part of the session focused on how students\u2019 English language for academic purposes is assessed prior to entry onto University degree programmes: <a href=\"https:\/\/staffblogs.le.ac.uk\/lli\/files\/2017\/02\/Main-session-slides.pdf\">main-session-slides<\/a>\u00a0To help explore this further, participants were shown samples of students\u2019 writing and asked to comment on these: <a href=\"https:\/\/staffblogs.le.ac.uk\/lli\/files\/2017\/02\/Samples-of-student-writing.pdf\">samples-of-student-writing<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>In the second part of the session, attention shifted (via discussion of common scenarios) to some of the issues tutors and international students experience in different academic settings (e.g. lectures, smaller group seminars, and the production of academic writing): <a href=\"https:\/\/staffblogs.le.ac.uk\/lli\/files\/2017\/02\/Discussion-scenarios.pdf\">discussion-scenarios<\/a>. This yielded discussions about both the possible origins of the situations described and strategies for\u00a0responding to\u00a0them. To help with these discussions, we referred to relevant sections of Rachel Scudamore\u2019s <a href=\"https:\/\/www.heacademy.ac.uk\/resource\/engaging-home-and-international-students-guide-new-lecturers\" target=\"_blank\" rel=\"noopener\">HEA guide to engaging home and international students<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong>UPDATE:<\/strong> In the session held on <strong>Wednesday 14th June, 2017\u00a0<\/strong>we looked at a set of\u00a0<a href=\"https:\/\/staffblogs.le.ac.uk\/lli\/files\/2017\/06\/updated-discussion-scenarios.pdf\">updated discussion scenarios<\/a>\u00a0which, as previously, yielded some very interesting and insightful responses from participants,<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>The session closed with an overview of the support available to both staff and directly to international students (see links below):<\/p>\n<ul>\n<li><a href=\"http:\/\/www2.le.ac.uk\/offices\/eltu\/learn\/learn-english\">The English Language Teaching Unit<\/a>\u00a0(ELTU)<\/li>\n<li>ELTU<a style=\"margin: 0px;padding: 0px;border: 0px currentColor;color: #00748b;font-family: inherit;font-size: 13px;font-style: inherit;font-weight: inherit;text-decoration: underline\" href=\"http:\/\/www2.le.ac.uk\/offices\/eltu\/learn\/vsac\">\u00a0Virtual Self-access\u00a0Centre<\/a><\/li>\n<li><a href=\"http:\/\/www2.le.ac.uk\/offices\/ld\/succeed-your-studies\">Succeed in your studies<\/a><\/li>\n<li><a href=\"http:\/\/www2.le.ac.uk\/library\/help\/help-and-training\">University of Leicester Library<\/a>\u00a0(help and training)<\/li>\n<li>University of Manchester &#8216;<a style=\"margin: 0px;padding: 0px;border: 0px currentColor;color: #00748b;font-family: inherit;font-size: 13px;font-style: inherit;font-weight: inherit;text-decoration: underline\" href=\"http:\/\/www.phrasebank.manchester.ac.uk\/\">Academic\u00a0Phrasebank<\/a>&#8216;<\/li>\n<li>Using English for Academic Purposes:\u00a0<a style=\"margin: 0px;padding: 0px;border: 0px currentColor;color: #00748b;font-family: inherit;font-size: 13px;font-style: inherit;font-weight: inherit;text-decoration: underline\" href=\"http:\/\/www.uefap.com\/\">a\u00a0Guide for Students in Higher Education<\/a><\/li>\n<li>&#8216;Just the Word&#8217;\u00a0<a style=\"margin: 0px;padding: 0px;border: 0px currentColor;color: #00748b;font-family: inherit;font-size: 13px;font-style: inherit;font-weight: inherit;text-decoration: underline\" href=\"http:\/\/www.just-the-word.com\/\">vocabulary resource<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Internationalisation in context<\/h3>\n<p>The following brief introduction\u00a0outlines\u00a0some of the\u00a0key\u00a0debates surrounding <strong>internationalisation in HE<\/strong>.<br \/>\n<iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/yI2swsx2Mu8\" width=\"560\" height=\"315\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p><strong>References from the above introduction<\/strong><\/p>\n<p>Andreotti, V.O. (2007) An Ethical Engagement with the Other: Spivak\u2019s ideas on Education, <i>Critical Literacy: Theories and Practices<\/i>, 1(1), 69- 79.<\/p>\n<p>&nbsp;<\/p>\n<p>Andreotti, V.O. (2011) (Towards) decolonality and diversality in global citizenship education, <i>Globalisation, Societies and Education<\/i>, 9(3-4), 381-397.<\/p>\n<p>&nbsp;<\/p>\n<p>Caruana, V. (2014) Re-thinking Global Citizenship in Higher Education: from Cosmopolitanism and International Mobility to Cosmopolitanism, Resilience and Resilient Thinking, <i>Higher Education Quarterly<\/i>, 68(1), 85-104.<\/p>\n<p>&nbsp;<\/p>\n<p>Clifford, V. and Montgomery, C. (2014) Challenging Conceptions of Higher Education and Promoting Graduates as Global Citizens, <i>Higher Education Quarterly<\/i>, 68(1), 28-45.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/globalsocialtheory.org\/\" target=\"_blank\" rel=\"noopener\">Global Social Theory<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Fanghanel , J. and Cousin, G. (2012) \u2018Worldly\u2019 pedagogy: a way of conceptualising teaching towards global citizenship, <i>Teaching in Higher Education<\/i>, 17(1), 39-50.<\/p>\n<p>&nbsp;<\/p>\n<p>Haigh, M. (2014) From Internationalisation to Education for Global Citizenship: a Multi-Layered History, <i>Higher Education Quarterly<\/i>, 68(1), 6-27.<\/p>\n<p>&nbsp;<\/p>\n<p>Khoo, S-M. (2011) Ethical Globalisation or privileged internationalisation? Exploring global citizenship and internationalisation in Irish and Canadian Universities, <i>Globalisation, Societies and Education, <\/i>9(3-4), 337-353.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/www.osdemethodology.org.uk\/\" target=\"_blank\" rel=\"noopener\">Open Spaces for Dialogue and Enquiry <\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>Pashby, K. (2015) Conflations, possibilities and foreclosures: Global Citizenship education in a multicultural context, <i>Curriculum Inquiry<\/i>, 45(4), 345-366.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>On Wednesday 1st February, I had the pleasure of co-running, with Dan Jones from the English Language Teaching Unit (ELTU), an LLI-hosted session on Teaching International Students. The session focussed on the following themes: &nbsp; Considering some common experiences and challenges for all HE students Focussing, in particular, on teaching students who are non-native speakers [&hellip;]<\/p>\n","protected":false},"author":261,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-335","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/posts\/335","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/users\/261"}],"replies":[{"embeddable":true,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/comments?post=335"}],"version-history":[{"count":26,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/posts\/335\/revisions"}],"predecessor-version":[{"id":518,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/posts\/335\/revisions\/518"}],"wp:attachment":[{"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/media?parent=335"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/categories?post=335"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/staffblogs.le.ac.uk\/lli\/wp-json\/wp\/v2\/tags?post=335"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}