Challenges to Brand Australia: international students and the problem with speaking

Yates, Lynda; Wahid, Ridwan

doi:10.1080/07294360.2013.806447

Cited by 34 publications

(14 citation statements)

References 15 publications

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“…Arkoudis et al, 2010;Dimitrov, Dawson, Olsen, & Meadows, 2014;Dunne, 2009;Etherington, 2014;Harrison & Peacock, 2010). This perceived lack of positive, substantial interaction between domestic and international students is a major challenge of internationalization (Arkoudis et al, 2010;Yates & Wahid, 2013). A lack of interaction between diverse students can slow international students' English language development (Etherington, 2014), reduce the opportunities for all students to gain global perspectives (Arkoudis et al, 2010), and result in feelings of dissatisfaction and isolation (Kormos, Csizér, & Iwaniec, 2014;Rochecouste & Oliver, 2014;Yates & Wahid, 2013).…”

Section: Current Challenges In Internationalizationmentioning

confidence: 99%

“…This perceived lack of positive, substantial interaction between domestic and international students is a major challenge of internationalization (Arkoudis et al, 2010;Yates & Wahid, 2013). A lack of interaction between diverse students can slow international students' English language development (Etherington, 2014), reduce the opportunities for all students to gain global perspectives (Arkoudis et al, 2010), and result in feelings of dissatisfaction and isolation (Kormos, Csizér, & Iwaniec, 2014;Rochecouste & Oliver, 2014;Yates & Wahid, 2013). Additionally, peer interaction within learning environments is believed to aid comprehension of the learning material (Arkoudis et al, 2010;Etherington, 2014), assist academic achievement (Akanwa, 2015), and prepare students for intercultural workplaces (Etherington, 2014).…”

Section: Current Challenges In Internationalizationmentioning

confidence: 99%

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Developing a Host Culture for International Students: What Does It Take?

Marangell

Arkoudis

Baik

2018

jis

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This article argues that international student integration is not only a university issue, but a community one. Thus, the next step for universities’ internationalization strategies requires expanding efforts to include engagement with the greater community and bringing a community-based approach to internationalization processes. Doing so will both better serve the international student population and also create a more well-rounded internationalized university experience for all students by acknowledging and harnessing the inherent diversity of the local community. In particular, this article discusses the university’s role in facilitating such a community-based approach. It will then examine possible strategies and practical suggestions for how universities can step beyond campus-specific policies and instead foster student engagement with and within the greater local community.

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Section: Current Challenges In Internationalizationmentioning

confidence: 99%

Section: Current Challenges In Internationalizationmentioning

confidence: 99%

Developing a Host Culture for International Students: What Does It Take?

Marangell

Arkoudis

Baik

2018

jis

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“…Given the large number of international students studying in Australia, intercultural awareness of these high‐profile students on the part of their teachers and professional school staff helps the two sides approach each other positively, enables access to the university community, and achieves intercultural understanding (Malczewska‐Webb, ; Yates & Wahid, ). Such awareness helps Australian university academic and professional staff members see the challenges in intercultural nonverbal communication, undertake relevant workplace training, and work more effectively with international students (Yang, ).…”

Section: Tesol Teacher Intercultural Identity Development: a Dynamic mentioning

confidence: 99%

Developing TESOL teacher intercultural identity: An intercultural communication competence approach

Ping

2017

TESOL Journal

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This article conceptually examines TESOL teacher intercultural identity development in the Australian multicultural context. Using intercultural communication competence theory, the author discusses how TESOL teacher intercultural identity is developed and transformed in action and across languages and cultures. The in-progress formation of TESOL teacher intercultural identity is discussed from three perspectives. First, TESOL teachers must have second language knowledge and demonstrate ability to manage intercultural verbal communicative skills and styles. Second, they need to have more than one set of body languages and demonstrate ability to manage intercultural nonverbal communicative style and sensitivity. Third, they are engaged in social co-construction of intercultural identity through teacher-stakeholder interaction, having positive impact on themselves and on their students, particularly those with a refugee background. The author also proposes three strategies for TESOL teacher intercultural identity development and points out the future research on its potential contributing and/or interfering factors.

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“…The so framed 'Chinese learner': also known as learners of the Confucian heritage cultural background, is "increasingly visible at all educational levels internationally" (Slethaug, 2010, p. 2). Correspondingly, much greater attention has been paid into issues concerning students from China who have gone overseas to study (Arkoudis & Tran, 2007;Liu, 2002;Tran, 2008Tran, , 2009Yates & Wahid, 2013;Wang, 2012). International students who are affluent and proficient in their host language yet are not competent with their host cultural knowledge that is required for interpretation, understanding and appreciation of laughter may not able to adjust/adapt well to their host learning context.…”

Section: Introductionmentioning

confidence: 99%

Promoting Cross-Cultural Understanding and Communication: International Chinese Students’ Use of Laughter as a Means to Modify the Meaning of Speech

Wang

2020

JEI

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Student mobility across national borders has been increasing at an extraordinary pace. Correspondingly, much research has been conducted into issues concerning learners that move internationally to pursue learning in a culturally different country. To a great extent, vigorous debate and research did promote cross-cultural diversity, understanding and communication. However, few studies have looked into international Chinese students’ use of laughter in much detail, given that laughter plays a significant part in shaping or molding meaning. This article demonstrates with examples of a group of ICSs on how their use of laughter alters the meaning of utterance in speech. The findings offer insights that aim at promoting cross-cultural understanding and communication so that a much smoother and a more inclusive and successful adjustment of these learners can be facilitated.

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Challenges to Brand Australia: international students and the problem with speaking

Cited by 34 publications

References 15 publications

Developing a Host Culture for International Students: What Does It Take?

Developing a Host Culture for International Students: What Does It Take?

Developing TESOL teacher intercultural identity: An intercultural communication competence approach

Promoting Cross-Cultural Understanding and Communication: International Chinese Students’ Use of Laughter as a Means to Modify the Meaning of Speech

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