International Students

Provide guided questions for pre-session reading (to focus attention on key issues and give purpose to reading.
• List Intended learning outcomes and keep referring back to them to explain why they’re important.
• Use a mix of audio/visual materials and presentations.
• Build in pauses.
• Use images and speak clearly and slowly.
• Use open ended questions to help aid discussion.
• Provide opportunities for peer discussion.
• Provide pre session tasks and readings in advance, so students can prepare for the lecture content

Discuss and analyse the rubrics/assessment criteria.
• Allow students to discuss and analyse exemplars (alongside assessment criteria)
• Offer opportunities for formative feedback early on (peer and/or lecturer feedback)
• Don’t assume everyone knows what ‘being critical’ means.
• Explain what marks mean.
• Provide assignment checklists.
• Encourage/ support reflection/ self-assessment (what went well, what can I do to improve next time)

There is much research on the best approach to teamwork within a multicultural setting. The approach you take will depend on your students and the discipline  but it should:

• Discuss the benefits of working with others, raising the issue of cultural differences and potential misunderstandings with students before the activity.
• Set ground rules (co-created with students), different roles, expectations, and what success looks like.
• Support groups to come to a common agreement as to how they will handle contentious issues that may arise.
• Assign groups to help promote social cohesiveness between cultures (Burns,V 2013) and avoid students selecting to work in mono-cultural groups

• Explain what seminars are for and what you expect from the students.
  • Provide pre-seminar preparation tasks.
  • Find resources/ examples from students' contexts.
  • Tap into students’ expertise and provide opportunities for students to share from their context (but don’t force them).
  • Allow for thinking time before expecting an answer and allow students to finish.
  • Get students to share their thoughts/ ideas with each other before reporting back to the whole class (creates a safe space to share).

Focus on an exploratory model of discussion- seeking information to gain a new perspective.
• Anticipate material that could be controversial and actively plan to manage it.
• Model behaviours of responding using neutral statements.
• Be explicit about the value of knowing what you don’t know.
• Use open questions to navigate the discussion.

The deficit narrative is widely used, and sees teachers and educationalists focus on the ‘lack’ of language, understanding, and integration, rather than how international students enrich the learning experience for all. A number of researchers have explored this phenomenon:

• A lack of language and academic skills (Lower 2017)
  • A lack of social integration (Cockrill 2017)
  • A lack of confidence to engage with learning and questioning opportunities (Turner 2015)
  • A lack of critical thinking skills or ability to participate verbally (Marline 2009)
  • A lack of knowledge of local issues and institutions (Krall 2017)

The deficit narrative is rooted in stereotypes of one type of international student but applied to all. It is this ‘lack of’ narrative that can foster the presence of intercultural tensions between home students and create the feeling of ‘other’ shaping both learning relationships and pedagogical practices. (Straker 2015). Many international students perceive discriminatory language and bias from their classmates (Heloitt et al 2020), some of which implies that international students need to assimilate into traditional UK pedagogical practices. This gives the perception to international students that it is their job to adjust and assimilate to ‘our way’.

The Advance HE (2024) ‘Internationalising HE Framework’ highlights the responsibility of the university to support students with the challenges they face.

When a deficit narrative is applied there is also a missed opportunity to recognise and optimise the diverse cultural, intellectual, and experiential perspectives that international students can offer to all student's experiences.

Recent literature acknowledges how individual agency and adaptability are important to understanding how students learn, alongside the varying dimensions of diversity and traditional stereotypes and assumptions of certain groups of students (Sanger & Gleason, 2020). Lomer (2017) applies a value narrative that situates international students as offering a window into the world, enhancing higher education quality by facilitating internationalisation. International students offer a different perspective and, when valued, can enhance the learning experience for all students, gaining cultural competencies that will prepare all for the globalised world. There are several benefits for all students when the learning environment recognises, celebrates, and values the diversity of everyone.

Cultural enrichment

An international cohort brings an array of cultures, perspectives, and experiences to the academic environment.

Global networking

Interacting with peers from around the world provides students with a valuable opportunity to build an international network. This network can extend beyond the academic setting and contribute to future collaborations and professional/ personal connections.

Enhanced Learning Experience

Exposure to different perspectives challenges traditional viewpoints and cultivates critical thinking. This diversity can lead to more comprehensive discussions and a deeper understanding of global issues.

Preparation for Global Careers

Engaging with an international cohort prepares students for global workplaces. The ability to work effectively in diverse teams is a sought- after skill in today's interconnected world.

Thus, situating our thinking using the value narrative ensures we reflect on and consider the needs of all the students to enhance the learning environment for all.

Transitions can happen throughout the student journey and when successful can lead to the development of identities and new ways of knowing (Beach 1999, in Ecohard and Fotheringham 2017:101). Ploner (2018) discusses academic hospitality which focuses on the reciprocal exchange between ‘host’ and ‘guest’. When you apply this concept to international students you are reframing the deficit narrative and moving towards the notion of actively valuing and learning from different cultures.

Students entering university will have mixed experiences and expectations. International students traveling to study have already demonstrated a commitment to studying in another country. However, the reality can be very different from the expectation. For a home student, the process of entering a new context can be challenging in many ways. The additional dimensions of acculturation and adjustment within the process of transition create an extra challenge for international students. These need to be considered when planning induction and transition processes. Bridging the gap between prior experience and expectations to ensure that all students can perform to their potential does not mean changing what we ask of students, but it does mean recognising the scale of the transition for some students (Scudamore 2013).

Scudamore (2013: 10) identifies several phases to transition that can last over a few months, some or all might be experiences by students:

Figure: Stages of transition (Scudamore 2013 p10)

Dimensions of adjustment

Broadly the literature presents 3 dimensions of adjustment for international students

Here is an example of some challenges international students may face when adjusting to university:

The following resource shows Bell’s (2016) dimensions of international support model’ highlighting the type of support universities offer, and identifying key practices to help support the transition process.

I was wondering how the university currently considers international students in our equality and diversity efforts. This is prompted by discussions with some international students about how much they struggled with classes where e.g. the lecturer uses very complex language that home students understand but international students do not, and the emotional impact of feeling sidelined in classes.
It's perhaps inevitable there would be some challenges in this area, and some would argue that it is the responsibility of students to ensure they have the language abilities to study in the UK. However, these are students who have met the language standards required by the university but find that this isn't sufficient for the level of language used by some lecturers. This isn't about 'dumbing down' content - but rather thinking about the type of language used (e.g. long complex sentences, lots of idioms, cultural references that are known only to home students).

International students often seem aware of the need to do something ‘critical’ in their writing but ask questions about what exactly this means in practice. Looking up the word ‘critical’ in a dictionary may add to the uncertainty. In their essay questions, lecturers can use different words and phrases to ask for a critical approach. A few of these that come to mind are:
o Evaluate
o Critically evaluate
o Assess
o Build an argument
o Show your stance/position/perspective/motivation
And sometimes, just the word ‘discuss’ might be used (maybe with the ‘critical’ input assumed)
Examples of what counts as ‘critical’ in a specific context/question are difficult (and risky) for a writing support tutor to give.

International students often talk about the difficulty of participating in discussions with home students. Sometimes they struggle to understand – particularly more colloquial English – but also to be understood. One student recently told me that that she feels home students avoid talking to her as she thinks she makes them feel uncomfortable if they struggle with her accent. I feel there is a quite urgent need for academic staff to engage home students as well as international students in developing an inclusive classroom - and indeed an inclusive programme and School environment. This needs to happen from day 1. Or even before. To what extent do our home students understand what it means to study at an international university - if indeed we are one? 
Many international students also comment that by the time they have formulated something to contribute to the discussion, the home students have moved on to another aspect of the topic. This to me suggests a greater need for the scaffolding of discussion activities – for example, the need to build in thinking and preparation time but also more private (e.g. pair) rehearsal before larger group discussion. 

International students often have difficulty understanding what the marking criteria mean in a real sense. For example, the criteria may include quite generic ideas like 'written work has to be well-referenced, well-structured and show evidence of evaluation' but those skills are difficult to demonstrate if they aren't properly explained. Similarly, feedback on formative work has to be explained in quite a lot of detail so it's clear what needs to be changed. 

In many countries, students are used to a system where it's possible (and typical) to get very high percentages on coursework and in exams (e.g. 90-100%). They are often shocked when they get a grade here around 60% and are told that it's 'good'. They often panic that they're failing and worry about telling their parents. Explaining the grading system here and that 60-70%+ constitutes a good/very good grade is advisable.

As mentioned above linguistic proficiency plays a fundamental role in students’ ability to fully integrate into their new context. Below you will find a selection of international students' perspectives on linguistic considerations from Jenkins and Wingate (2015).

Student 1

IELTS is about giving your opinion, like you have a topic and you write an introduction, a body and a conclusion, and you come up with your ideas and that’s fine. And then you think you should do the same in your university essays.

Student 2

The assignments they gave us were always for evaluation, for marking. But they might give us different types of assignments, just to give feedback.

Student 3

But the problem is the time […] and I don´t look at it [i.e. grammar problems] as something that I really need to improve because I´ve got other priorities, I need to submit coursework, I need to do my assignment, so that problem doesn´t get resolved.

Student 4

If you are disabled they give you some allowances, they give you some empathy, they give you some you know credits [...]. If you are dyslexic they give you some, they give you some exemption as well, right? When you´re a foreign student you almost like a dyslexic person, I mean, not literally the same but you´re almost fulfilling the disabled criteria […] so what I would suggest is if universities look at the point these people are making […] and the ideas and the knowledge that the foreign students have got to impart or put, that should be marked in terms of criteria.

Key research on the role of linguistic proficiency and the challenges international students face, (Gatwiri G. 2015):
• There is a discourse about whether traditional standardised language tests and grammar methods inadequately prepare students (Wu and Hammond 2011). Even when students’ English language skills are good when they arrive at university, they find that their linguistic proficiency is insufficient to cope with the demands of an English-speaking environment.
• Challenges also lie in the subtleties embraced by academic writing. The level of language competence to identify these differences and model them in their writing can be demanding.
• Reviewing sources for reliability and validity and the language used and context can be less accessible to students creating barriers for those students who are not English first language speakers. (Ramachandran 2011: Ecohard and Fatheringham 2017).
It is not just the academic language proficiencies that can cause a challenge but the communication with native speakers and the pace of the speaker, dialect, accent, and use of idioms and metaphors that are culturally dependent can create a sense of isolation that can impact both academic and socio-cultural integration. (Wu and Hammad 2011, Akanwa 2015).

Considerations need to be made about:
• How English was taught in the home country and to what level of acquisition, the application of informal English in the UK, the use of idioms, metaphors, and culturally specific references, and lastly the specific academic language associated with the discipline.
• Whether the student has learned English from a native English speaker or someone who has English as an additional language (Ramachandran 2011).

Many nuanced factors contribute to how a student acquires language and it would be unrealistic to expect international students to arrive in the UK using fluent English, and a knowledge of contextual references, metaphors, and idioms to communicate effectively (Echochard and Fotheringham 2017).
This view undermines the complex nature of applied linguistics and acquiring another language. Many international students choose to study in the UK as they understand the value of immersing themselves in the language to improve their linguistic ability. Therefore, it is important to acknowledge the challenge of linguistic proficiency and be mindful of its impact on the learning environment

Academic English Skills for International Students
English Language Programmes’ Academic English Skills team provide free classes and one-to-one tutorials to current international students whose first language is not English. We can support you with advice on the skills you need for academic study in the UK.
Classes and workshops
One-to-one tutorials
Self-study resources
Further information and enrolment
Contact
If you have any further questions, please contact:
Academic English Skills for International Students
academicenglish@cardiff.ac.uk
https://www.cardiff.ac.uk/study/international/english-language-programmes/academic-english-skills-for-international-students

Assumptions: They will have all done well in their educational system, however, they will not all share the same knowledge and skills and may have different life experiences to your own. Do not necessarily expect them to understand all the academic conventions you may take for granted, or know how to prepare for a seminar or case study.

Reflection Questions:
• What assumptions are you making about the knowledge of your students?
• What are you expecting that they can, and cannot do?
• What expectations do you have of your students?

Manage expectations: Where possible, through websites, pre-arrival documentation, email briefing, the VLE and induction week; help students to understand what to expect from your course or module and also what you expect of them.

Reflection Questions:
• What will be the class size?
• How will the module be assessed?
• How many lectures will there be?
• What formative tests are there?
• How much reading do you expect them to do each week?
• What is the structure of the module and what topics will be covered?

Presentation style: Use a slow and clear voice, allow students the chance to familiarise themselves with your use of language and accent. use of metaphors, idioms, be clear!!

Reflection Questions:
• Do you have specific phrases you use that could be confusing?
• What specific academic phrases, vocabulary will they need to know?
• How fast do you talk, volume, direction you face?

Encourage speaking in class: The way you receive the first few class contributions is very important for the class dynamics as the module develops. Welcome all contributions and try not to be critical of any comments made (see Buttner 2004). If a student has misunderstood the point, thank them for their contribution and try to encourage another student to offer an alternative point of view. Be explicit about encouraging all contributions and remind students that obtaining a range of viewpoints is helpful to them because they need to understand there are always arguments for and against different approaches. Students who are reluctant to give their views might be prepared to feedback on an idea that they have talked about with peers.

Reflection Questions:
• Thank you for that viewpoint, does anyone have an alternative?
• I like what you said, can anyone expand on this?
• Is there an alternative viewpoint?

Representation: Wherever possible, use cases with a multi-national context that do not favour the contextual knowledge of the home students. Alternatively, use a case that forces home students to seek contextual understanding from international students.

Reflection Questions:
• Is the module/program representative of my students?
• Who ‘s voice is missing? What does that tell us?
• How can you give space to discussion and critiquing discipline context?

UKCISA - Discussing difference, discovering similarities:Toolkit for academic staff to improve interaction and cross-cultural learning between students from different cultural backgrounds.

https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/resources/language_1568037225.pdf : practical tips on language for international students

How can universities help international students feel at home? | Student experience | The Guardian : Examples of good practice in other universities.

Teaching International Students | Center for Teaching | Vanderbilt University: practical advice on supporting international students

7_steps_to_Internationalisation_2012.pdf (plymouth.ac.uk): internationalising Teaching and Learning

Focusing on the digital experiences of international students can improve higher education for everyone | Wonkhe

Podcasts:
https://www.timeshighereducation.com/campus/podcast-rethinking-internationalisation-higher-education

https://shows.acast.com/63030887e182680013984f2f/65bc17088c97ea0017a58214

Burns, V. (2013) Developing skills for successful international groupwork. AdvanceHE. Available at: https://www.advance-he.ac.uk/knowledge-hub/developing-skills-successful-international-groupwork

Ecochard, S. and Fotheringham, J. (2017). International students’ unique challenges – Why understanding international transitions to Higher Education matters. Journal of Perspectives in Applied Academic Practice, 5:2, 100-108

Gatwiri, G. 2015. The Influence of Language Difficulties on the Wellbeing of International Students: An Interpretive Phenomenological Analysis. Inquiries Journal/Student Pulse [Online], 7. Available: http://www.inquiriesjournal.com/a?id=1042

Héliot, Y., Mittelmeier, J. and Rienties, B. (2020). Developing learning relationships in intercultural and multi-disciplinary environments: a mixed method investigation of management students’ experiences. Studies in Higher Education, 45: 11

Hockings, C. (2010). Inclusive learning and teaching in higher education: a synthesis of research. AdvanceHE. Available at:
https://www.advance-he.ac.uk/knowledge-hub/inclusive-learning-and-teaching-higher-education-synthesis-research

Jenkins, J. and Wingate, U. (2015). Staff and students’ perceptions of English language policies and practices in ‘International’ Universities: A case study from the UK. Higher Education Review, 47:2, 47-73

Lomer, S. and Mittelmeier, J. (2023). Mapping the research on pedagogies with international students in the UK: a systematic literature review. Teaching in Higher Education, 28:6, 1243-1263,

Lomer, S., Mittelmeier, J. and Carmichael-Murphy, P. (2021). Cash cows or pedagogic partners? Mapping pedagogic practices for and with international students. Society for Research into Higher Education (Research Report). University of Manchester.

Lomer, S. (2017). Recruiting International Students in Higher Education Representations and Rationales in British Policy. Basingstoke: Palgrave Macmillan

Marlina, R. (2009). ‘I Don’t Talk or I Decide Not to Talk? Is It My Culture?’- International students’ experiences of tutorial participation. International Journal of Educational Research 48:4, 235–44.

Newsome, L. and Cooper, P. (2016). International students’ cultural and social experiences in a British university: “Such a hard life [it] is here”. Journal of International Students, 6:1, 195-215

Rhoden, M. (2019). Internationalisation and intercultural engagement in UK Higher Education – Revisiting a contested terrain. In International Research and Researchers Network Event. Society for Research in Higher Education.

Scudamore, R. (2013) Engaging home and international students: A guide for new lecturers. The Higher Education Academy.

Straker, J. (2016) International student participation in Higher Education: Changing the focus from “International Students” to “Participation”. Journal of Studies in International Education, 20(4), 299-318.

Universities UK (2023) International facts and Figures 2023. Available at: https://www.universitiesuk.ac.uk/universities-uk-international/insights-and-publications/uuki-publications/international-facts-and-figures-2023