How the West is Done: Simulating Western Pedagogy in a Curriculum for Asian International Students

Doherty, Catherine; Singh, Parlo

doi:10.1007/1-4020-3784-8_4

Cited by 64 publications

(39 citation statements)

References 11 publications

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“…A new place would usually mean a different place from the homeland with different weather, language, food, culture, custom, system, people and the list goes on. Their dissimilarities in the way of life and everything else in the new country warrant the name "The Other" as evidence in Doherty and Singh (2005), Hellmundt and Fox, as cited in Trahar (2008) and Trevaskes et al (2003). And due to their differences, they have become interesting subjects to be studied -whether to highlight the various distinctions, to discuss their problems or to research on their communicative strategies in coping with the new environment; the aim is to help them to survive and give an insight to the other players like the lecturers and the management team members to understand and even assist them in making their stay and education in the host country worthwhile and meaningful.…”

Section: Player 1: the International Students (Iss)mentioning

confidence: 98%

The Isles (International Students’ Learning Experiences): The Human Touch

Saad¹,

Naif²,

@Hanisa³

2017

IJAEDU- International E-Journal of Advances in Education

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The number of international students is increasing in higher institutions in Malaysia as the country is moving towards becoming the hub of education in the Asian Region. In the hype of welcoming and getting them enrolled in the institutions, are the host institutions ready for them? There are many aspects that can ensure the smoothness of the education journey of the international students here. A study on the elements that assist and hinder the learning experiences of the international students in a public university was embarked on. However, this paper delineates only one part of the study -the human touch. It deliberates on the people who have played a role in assisting and also hindering the international students' learning experiences. A google form consisting of 5 open-ended questions was emailed to 600 international students who were considered active in 2016 but only 40 students responded. The data were analysed qualitatively where themes on who and how the people in the host institutions were involved in assisting and also hindering the international students in moving towards completing their studies. The data revealed that the international students admitted that they found the people, namely the supervisors in the host institution to be really instrumental in their learning experiences. They named the administrative staff to be leaving quite a bad impact in their journey as international students here.

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Section: Player 1: the International Students (Iss)mentioning

confidence: 98%

The Isles (International Students’ Learning Experiences): The Human Touch

Saad¹,

Naif²,

@Hanisa³

2017

IJAEDU- International E-Journal of Advances in Education

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“…Littlewood (1981) maintains that many characteristics of language learning can take place only through 'natural processes', which function when a person is involved in using the language for communication and the main goal for the learner is to communicate with others. Doherty and Singh (2005) conclude that if students want to learn a new language effectively, they should take part actively in the communication with language rather than sentence structure and only passively accept what the teacher says. As a result, it can be seen that over-emphasis on grammar in the teaching and learning could be another difficulty when implementing CLT in the EFL classroom practice.…”

Section: Implementation Of Clt In Efl Classesmentioning

confidence: 99%

The Use of CLT in the Arab Context: A Critical Perspective

Alwazir¹,

Shukri²

2016

IJELE

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One of the main aims behind learning English as a foreign language (EFL) is to communicate effectively with other speakers of the English language. The justification for concentrating on the teaching and learning of English as a second language (L2), and as a foreign language, is that it is the lingua franca (Klimczak-Pawlak, 2014) and the primary language used for communication around the world (Rich, 2014). English language learners are given limited chances to practice speaking in authentic situations in class, and teaching to communicate effectively in an authentic environment is often overlooked. Communicative Language Teaching (CLT) emphasizes meaning and communication in language learning, and with CLT the goal is to improve learners" "communicative competence" (Richards & Rodgers, 2001). Nevertheless, challenges are faced when applying CLT in the EFL classrooms. Consequently, the purpose of this paper is to critically explore elements of the CLT approach and to better understand some of the cultural difficulties involved in its application. The paper will propose more application of the CLT in EFL classrooms, in place of language teaching techniques currently used in the Arab context. This paper will also examine issues dealing with the theoretical background of CLT, and focus on the implementation of activities that can encourage students' communicative competence.

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“…It also assumes a stereotype that people belong to a single culture, so little attention has been given to the notion that an individual could be the product of many evolving, intermixing hybrid cultures. Moreover, it assumes that the language of communication across these multiple cultures is English, and that English is a politically and culturally neutral language [12]. In universities, internationalisation as multi-culturalism places the onus on the 'international' student to change and assimilate, so the flow of knowledge becomes one-way from the West to the Rest (see [12,13]).…”

Section: The Matter Of the Prefixmentioning

confidence: 99%

“…Moreover, it assumes that the language of communication across these multiple cultures is English, and that English is a politically and culturally neutral language [12]. In universities, internationalisation as multi-culturalism places the onus on the 'international' student to change and assimilate, so the flow of knowledge becomes one-way from the West to the Rest (see [12,13]). By contrast, the prefix trans signifies 'across', 'beyond', 'through', and 'changing thoroughly'.…”

Section: The Matter Of the Prefixmentioning

confidence: 99%

Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

Choy

Singh

2017

Education Sciences

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Abstract:Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and trans-cultural within these policies. In this paper, we define these terms and advocate for a policy position which orients to a futurist definition of culture. We then review the work of Michael Singh and his research team at Western Sydney University who have responded to this rapid increase in Asian international student doctoral enrolments in Australian universities by developing pedagogic principles around notions of trans-language and trans-cultural practices. In the final section of the paper, we then draw on our own experiences of doctoral supervision in Australian universities to reflect on our positioning within the pedagogic principles around trans-language and trans-cultural practices.

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How the West is Done: Simulating Western Pedagogy in a Curriculum for Asian International Students

Cited by 64 publications

References 11 publications

The Isles (International Students’ Learning Experiences): The Human Touch

The Isles (International Students’ Learning Experiences): The Human Touch

The Use of CLT in the Arab Context: A Critical Perspective

Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

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