Abstract: The New Zealand international education sector has seen significant growth over the last decade. Associated with this change, New Zealand tertiary educators need to be increasingly aware of language and learning needs of students from non-English speaking backgrounds (NESB). Certainly, language is seen as an underlying factor influencing student socio-cultural and educational adjustment. The aim of this exploratory study was to examine the ways in which lecturers communicate in the classroom to consider factors affecting student comprehension of lecture content. The communication styles of four lecturers were analysed and the findings revealed that while lecturers spoke at an average rate of speech, their utterances tended to be quite lengthy, with minimal pauses to allow students to process complex information.
Additionally, nonverbal behaviours including eye contact varied with lecturers not always addressing all class members. Supporting the current literature, it seems that lecturing staff are unaware of their communication behaviours and as such make little modification in the culturally and linguistically diverse classroom. Therefore, there is a need for greater education to inform teachers of how they may improve their communication to enhance classroom interaction and success for NESB students.
Abstract: This paper presents critical examination of the perceptions of intercultural learning among a group of Japanese undergraduate students who participated in a one-mmonth English as second Language ESL) programme at an Australian university. In contrast to the previous studies that mainly focus on an individual student ’s development of language and intercultural competency, the present study looks at intercultural earning as a discursive practice, and aims to propose a power-minded perspective of intercultural learning that may help to eradicate chauvinistic therisation and promote further intercultural dialogues and harmony.
Toward this objective, the author conducted series of athnographic interviews with twenty-two students over the duration of the programme and analysed the collected data, using rounded theory and critical discourse analysis as research methodologies. The findings revealed the participant students could be conceived so: 1) subjects who expressed static and essentialist notions of culture while struggling hard to overcome interpersonal difficulties rising from language barriers and 2) subjects who strengthened their own national identity by constantly comparing Japan/JJ the foreign Other.
It was also revealed that the presence of essentialist discourses of culture in Australian ESL classrooms had significant impact on students ’ interpretive frames of intercultural earning, particularly with reference to emphasis on national boundaries. The author argues that, in order for this kind of study programme to be run free from the raps of essentialism and nationalism, educational interventions that reach both students and educators the danger of stereotypes, changeability and heterogeneity of culture, dynamics of power relations between cultures and community of cultural differences, are critically important throughout the implementation of the programme.
Key words: Japanese students, intercultural learning, ESL
Abstract: Participants in this workshop will work in small groups, having chosen a leader to provide feedback to the whole group. Each group will be involved in the following:
Reading a short narrative text on a real-life case study of a student or students from La Trobe University International College.
Discussing and deciding with group members the Standards (of the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students 2007) related to each case study.
Finding possible solutions to the emerging issues in the narrative of the case study.
Making short notes of the discussion to report to the whole group.
For the sake of privacy no real names of students will be used. To keep to a consistent thread in discussions of student issues, and or the sake of specificity, all case studies chosen will be about Middle Eastern students. besides the case studies, copies of the standards of the national Code) will be provided to each group for reference. As the issues to be discussed have already been tackled and resolved by management at La Trobe University, the strategies and processes used will be revealed. The participants in the workshop will have the opportunity to critique these and volunteer examples from their own experiences.
Key words: middle eastern students, workshop, national code
Abstract: Asian students need to be considered within New Zealand’s broader engagement with Asia. The New Zealand government has invested significant funding into recruiting international students; professional development for those working with international students; and research into the experiences of international students in New Zealand. Only limited research has investigated the experiences and implications of international students returning to their countries of origin and it has been within frames of either development studies (McGrath, 1998) or sociology (Butcher, 2003), with focus on challenges international students’ face in their re-entry experiences. This paper seeks to consider Asian students within international relations more broadly. In particular, this paper asks how Asian students who have studied in New Zealand could be nurtured as friends and allies of New Zealand longer term.
Keywords: international students, asian students, recruitment, New Zealand, re-entry experiences.
Abstract: In the competitive employment market employers are looking for talent well beyond the direct skill and knowledge a graduate can bring to the role. At Monash University developing a broad and positive student experience is a commitment shared across its community and activity is reported through a committee structure directly to the vice chancellor. Case studies will be shared within this paper demonstrating the collaborative work to broaden students’ experience, and the many personal and professional rewards voiced by the students involved in the various programs and opportunities. Student success in international education is critical for both students and their University. The preparedness for gaining quality employment across the globe requires Universities to address many aspects of academic and non-academic delivery. Obtaining ‘more than just a degree’ is to leverage off the rich opportunities available at the University and differentiate your ability with a leading edge when facing the workforce. An increasing number of international students are embracing this and through a supportive University environment they explore and practise various skills for both personal and professional growth.
Through growing engagement and volunteering, international students at Monash University reap the benefits of the opportunities available to them throughout the year. Case studies will focus on the programs delivered through the International Student Support (ISS) office, including Peer Mentor program (offering extensive training), teams assisting new students during pre-departure (in home country), on arrival, during registration, orientation, late arrival and settling in. Language and cultural exchange programs, where learning occurs directly between peers - developing language skills and culture awareness. Strong working relationships and support also exists between the ISS staff and the International Student Association representatives. Working in student associations brings many varied and valuable skills including working in committees, event management, financial management, building relationships across the University, communication and negotiation skills, greater awareness of the University structures and processes, and much more. Students also gain paid casual employment assisting in the ISS office.
Individual student success is felt and measured by the experiences gained through meaningful contribution and involvement beyond the course itself. The feedback from students engaged in the various volunteering and paid roles shows the importance of a broader experience while at University. Students report feeling valued and being a part of the University, able to make positive and important contribution, receive broader training and learn new skills & practise them safely, broaden engagement and relationships with different students and staff, develop skills in leadership, improve communication, presentation, organising events, explore their interests and abilities more broadly, receive formal acknowledgement and recognition provided by the University for their contribution and participation.
Keywords: employment, international education, peer mentor program, relationships
