Hanging Together Even with Non-Native Speakers: The International Student Transition Experience

Prescott, Anne; Hellstén, Meeri

doi:10.1007/1-4020-3784-8_5

Cited by 46 publications

(26 citation statements)

References 14 publications

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“…This trend is consistent with the students coming from different geographical regions such as South Asia, Middle East, Asia Pacific and Africa studying in an off-shore Australian program at an Asian country (Loong, 2013). This is interesting given the finding that international students who come from similar backgrounds and study at an on-shore Australian university face many difficulties during learning (Prescott & Hellstén, 2005). These differences are attributed to western learning environments which are different from most of the Asian and African contexts.…”

Section: Discussionmentioning

confidence: 99%

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

Alvi¹,

Iqbal²,

Masood³

et al. 2016

AJTE

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Section: Discussionmentioning

confidence: 99%

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

Alvi¹,

Iqbal²,

Masood³

et al. 2016

AJTE

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“…Joseph, 2008;Stromquist, 2007). As a result, recent research into international education has engaged with the questions of cultural transition (Du & Hansen, 2004;Singh, 2005), double knowing (Singh & Shrestha, 2008) and the interaction between local and incoming students (Prescott & Hellstén, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

Caught in the Tower of Babel: university lecturers' experiences with internationalisation

Tange

2010

Language and Intercultural Communication

117

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The paper examines the ongoing internationalisation of Danish higher education from the perspective of the academic staff. Drawing on a series of qualitative research interviews, the analysis highlights the implications of internationalisation for individual lecturer's ability to act and interact in the classroom, changing the form of the lecturer's message as well as its content and frame of reference. A major theme emerging from the inquiry is language since most lecturers agree that the linguistic change from Danish into English, which is requested for most international programmes, affects the quality and quantity of classroom communication. A second theme is cultural diversity, which the lecturers characterise as an obstacle as well as a possible resource in the multicultural classroom.Ud fra et underviserperspektiv belyser artiklen den igangvaerende internationalisering af de videregående uddannelser i Danmark. På baggrund af tyve kvalitative forskningsinterview påvises det i analysen, hvordan internationaliseringen får konsekvenser for undervisningens form, indhold og referenceramme. Et gennemgående tema er sprog, idet underviserne fremhaever, hvordan et sprogskifte fra dansk til engelsk får betydningen for både maengden og kvaliteten af deres interaktion med de studerende. Analysens andet tema er kulturel mangfoldighed, der af underviserne beskrives som henholdsvis en barriere og en ressource i det multikulturelle laeringsrum.

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“…These usages indicate that rather than simply learning how to function in the university, students need to engage in a variety of practices in their particular discipline, often switching between different genres and academic practices. Some research has recognized that this is not an easy task and calls for more explicit teaching to bridge the gap between the (often unstated) expectations of academics and the skills of students entering higher education (Parry, 1989;Prescott & Hellsten, 2005).…”

Section: Language Learning and Academic Discourse Socialisationmentioning

confidence: 99%

Graduating as a ‘native speaker’: international students and English language proficiency in higher education

Benzie

2010

Higher Education Research & Development

118

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The current concern about low levels of English proficiency among international students who graduate from degree courses -that students' English language skills are not being developed during their higher education experience -reflects negatively on the quality of Australian higher education and its graduates. More careful selection of students and increased use of English language testing are among the solutions put forward. These debates over English language proficiency tend to construct English language as a skill that can be applied in any context and 'native-speaker'-levels of language ability as essential for employment. Within such a formulation international students can only ever be defined as in deficit. Drawing on socio-cultural theories of language learning and academic literacy, alternative understandings of language proficiency in internationalized higher education are explored. Improved communication skills among graduates are likely to be achieved through a better understanding of issues beyond classroom instruction, such as barriers to social integration with native-speakers, which reveal many international students unable to access adequate levels of language experience. Without wider perspectives on the debate over English language proficiency in higher education, the many benefits of having international students in higher education institutions are obscured by negative attitudes and unrealistic expectations.

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Hanging Together Even with Non-Native Speakers: The International Student Transition Experience

Cited by 46 publications

References 14 publications

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

Caught in the Tower of Babel: university lecturers' experiences with internationalisation

Graduating as a ‘native speaker’: international students and English language proficiency in higher education

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