The multicultural language-learning classroom, with its wide range of mother tongues, cultural backgrounds, motivations, expectations, prior knowledge, learning styles, attitudes to participation and learner autonomy, potentially offers an ideal forum for promoting internationalisation. This article reviews the scope for interaction, and the nature of interaction, in multilingual language-learning classrooms. It explores the extent to which students are expected to engage effectively in the classroom and presents student views based on data gathered through questionnaires and semi-structured interviews.
It concludes that languages staff and students see language classes as offering a more even playing field for classroom interaction between home and international students than other modules. On the one hand it points out the need to constantly adapt provision to meet changing demand, and on the other that the strategies used in language classes could well be of interest to other disciplines.
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This paper summarises the findings of a small-scale research study, the aim of which was to explore the intentions of teachers who stated that they ‘incorporate global perspectives’ into their teaching. Seven teachers of health care professionals, working in a variety of higher education institutions around the UK, were interviewed using a semi-structured interview technique.
The interview schedules were analysed using Radnor’s framework for interpretive analysis (Radnor, 2002), in order to identify commonalities and differences both in relation to the teachers’ intentions and in relation to the different teaching activities they described. A range of perspectives were identified amongst the teachers, who were found to have a variety of personal motivations for incorporating global perspectives into their teaching. They described a wide variety of strategies for doing so, both in terms of the content of their teaching and in terms of the teaching processes they used. The results of the study illustrate the complexities both of defining ‘global perspectives’ in relation to higher education, and of identifying the underlying motivations that teachers and institutions may have for incorporating global perspectives into higher professional education.
As a result of analysing the interviews, a simple framework was devised to assist individual teachers when reflecting on how they might incorporate global perspectives into their teaching. It is believed that this framework could assist teachers to explore and reflect on their teaching practices—both the content of their teaching and the processes through which they facilitate student learning. The framework may also be of value to those at programme, institutional and wider levels who wish to explore how global perspectives can be incorporated into teaching within higher education.
The findings of the study suggest that there is a lack of clarity in relation to terminology used in relation to this topic area. The author proposes that to ensure progress in research and practice, a clearer set of terminology should be agreed upon to allow teachers to discuss their intentions and experiences using a shared language that is clearly understood by all.
Although the study focused specifically on the experiences of teachers of health care professionals, it is believed that the findings of this study are relevant to teachers of other subject areas in higher education.
A critical element in the successful internationalisation of any organisation is the level of intercultural understanding, and universities are increasingly called upon to develop such qualities among staff and students. This paper explores some of the limitations and challenges that universities face in developing successful intercultural engagement. It also describes a simple intervention designed to create a safe platform for international students to share experiences, with each other and with academics, about issues of identity, learning and teaching, and the academic and social challenges of transition. The processes that produced the presentations were useful to the participants and have been used to bring together the experiences of home and international students, contributing intercultural understanding to training activities for various student and staff projects, in a UK university.
“They let me know about the place they live in, their values, and their life style. I hope one day I could travel to their cities, I hope one day we could still have the opportunity to meet each other.” Chinese Student
This article outlines a gap in the research cycle as experienced by undergraduates and discusses how engaging with the process of publication, in its broadest sense, can allow students to complete the research process. The paper argues that learners at all levels can be supported to publish their work through embedding a variety of forms of dissemination in the curriculum. It also discusses the way in which new technology can contribute to undergraduate research publication. Arguing that all undergraduates should be given the opportunity to disseminate their research work, the paper outlines ten strategies to facilitate the publication of undergraduate research.
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By: Professor Margaret Price, Berry O’Donovan, Dr Chris Rust, Jude Carroll Introduction Assessment standards lie at the heart of the assessment process underpinning assessment strategy, design and marking. For students, assessment standards provide guidance for their learning and allow them
What comes into your mind when I use the words ‘student representation’? Aaron Porter When we think about student representation and the way it has changed over time, the tendency is to think structurally, to consider all the tools that
This study is an attempt to foster greater involvement by international and dyslexic students in learning strategies at the formative stage of academic writing through structured tutorial sessions using Turnitin. The difficulties with academic writing for international students may stem from a lack of knowledge of UK academic conventions and language problems, while those for dyslexic students may be due to problems with manipulation of language. Through a discussion of results from Turnitin reports on draft assignments, students were encouraged to make use of formative feedback to improve on final drafts and to engage more in their own learning.
The potential for reusability is one of the primary attractions that educators emphasise in discussions about learning objects. This paper explores and analyses a variety of dimensions of reusability that arose from a project rooted in Theology and Religious Studies. These are highly text-based disciplines provoking complex questions when deliberately creating learning objects for reuse, and hence the paper is of relevance to the humanities in general. It opens by providing a background to the project and outlining the form of five Reusable Electronic Learning Objects which were designed specifically to adhere to three principal criteria, including that of reusability. It then considers the concept of reusability itself, before moving to analyse the principal issues that arose during the course of the project. It concludes by offering a first draft of a bipolar continuum that plots a range of dimensions contributing to the reusability of electronic learning objects.
Introduction The transition from teaching in the classroom to teaching online is not one that most professors or students take lightly. This is in part because colleagues who do not teach online often ask for a defence of the concept.
This paper is the result of work carried out by a Centre for Excellence in Teaching and Learning (CETL) at Brookes. The Reinvention CETL is attempting to re-create the notion of an inclusive academic community where learners, teachers and researchers are all seen as scholars in the common pursuit of knowledge. More specifically, the Centre is helping to promote Brookes’ commitment to the development of research-based teaching and learning. In November 2006 an online survey of first-year undergraduate students was conducted with the primary objective of establishing the expectations of students with respect to a research-based curriculum. A total of 548 students replied to the questionnaire and display broadly the same personal and study characteristics as all 4,191 first-year undergraduates at Brookes. The respondents overwhelmingly agree with six statements about different ways in which research should feature in their learning at university. Agreement scores are formed for each of the statements and it is shown that students’ age and mode and subject of study have a small influence on their views about research and learning. The paper concludes that the survey has gone some way towards allaying the fear that students, or prospective students, may react negatively to research-based learning.