‘It’s a lot of homework for me’: post-secondary teachers’ perception of international students and internationalization in Canada

Heringer, Rebeca

doi:10.1080/13562517.2019.1653274

Cited by 8 publications

(2 citation statements)

References 28 publications

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“…Concern about the gap between internationalization policies and international students' learning experience include students being subjected to racism and discrimination from peers and faculty (Guo & Guo, 2017). Due to the lack of language development support, faculty at a Canadian university who are more empathetic to their students' language challenges felt burdened to have to spend more time editing their students' work in order to help them succeed (Heringer, 2021). Inadequate assistance to support international students in language development and faculty in teaching international students is problematic, as noted by Murphy (2022): "it borders on unethical to keep taking their tuition dollars and de facto promising they can succeed" (p. 85).…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning

Khoo

Huo²

2022

Journal of Teaching and Learning

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International students with low academic English proficiency face challenges with reading their course materials and writing assignments. Their challenges are exacerbated during remote learning, as they remain in their home countries, immersed in their home languages, which may be quite distant from academic English. To investigate the effects of culturally responsive pedagogy for international students online, quantitative and qualitative data were collected from a learner-driven, instructor-facilitated (LeD-InF) support program at a large university in southern Ontario. This fully online delivery of the Reading and Writing Excellence (RWE) program was re-envisioned from a long-running co-curricular program that addressed students’ academic English reading, writing, and critical thinking needs. Among eight groups (with the total enrolment of 154) in the Fall 2020 academic term cycle and nine groups (with the total enrolment of 226) in the Winter 2021 academic term cycle of the online RWE program, the intervention groups that were additionally supported with culturally responsive pedagogy had the highest volume of writing output and engagement metrics among all groups. The text data (of student voices and experiences) also reinforces the efficacy of culturally responsive pedagogy in facilitating student experience, constructing identities, promoting learner agency, increasing satisfaction, improving students’ perceptions of learning, and realizing transformative inclusivity.

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Section: Introductionmentioning

confidence: 99%

The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning

Khoo

Huo²

2022

Journal of Teaching and Learning

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“…Although research has shown their general effectiveness in supporting students’ academic success, concerns have been raised about the positioning of EMLs as less capable (Marshall, 2019), particularly once they exit those programs to continue their degrees in their chosen fields of study. Another documented issue concerns the (self‐reported) lack of preparation of subject instructors to properly support EMLs, together with an entrenched belief that supporting them is the responsibility of language specialists (Haan, Gallagher, & Varandani, 2017; Heringer, 2019; Hillman et al., this issue). How can these issues be addressed?…”

Section: Introductionmentioning

confidence: 99%

Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners

Zappa‐Hollman

Fox

2021

TESOL Quarterly

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Guidelines for culturally and linguistically responsive instruction in higher education

Kim

2024

TESOL Journal

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Given the internationalization of higher education and the increasingly diversifying student population in higher education institutions worldwide, it is critical to reevaluate the teaching and learning environment in higher education classrooms. Although inclusion and inclusive pedagogy emerged as essential orientations in education, gaps in educational opportunities, access, and achievements persist. This practical guide is intended to inform and promote inclusive pedagogy, specifically for culturally and linguistically diverse students in higher education settings across various disciplines. The guidelines for culturally and linguistically responsive instruction in higher education offer a brief outline of the theoretical foundation and practical self‐reflective questions with recommended strategies to implement in curriculum, assessment, and instructional designs. With the hope of providing a welcoming classroom for culturally and linguistically diverse students where their knowledge and experiences are valued, the article ends with discussions to establish a more inclusive higher education learning ecology.

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‘It’s a lot of homework for me’: post-secondary teachers’ perception of international students and internationalization in Canada

Cited by 8 publications

References 28 publications

The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning

The Efficacy of Culturally Responsive Pedagogy for Low-Proficiency International Students in Online Teaching and Learning

Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners

Guidelines for culturally and linguistically responsive instruction in higher education

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