“We are a ghost in the class.” First Year International Students’ Experiences in the Global Contact Zone

Abstract

This article draws on data collected during case studies involving six undergraduate international students. It uses the academic literacies framework to examine how international students (re)negotiate their student identities. Based on the concept that Australian university classrooms are global educational contact zones, the study reinforces the urgent need to shift from existing narratives which focus on international students’ perceived language and literacy deficits. Participants demonstrated positive student identities by successfully mediating disciplinary requirements. However, their transition was hindered due to insufficient opportunities for meaningful classroom interactions and lack of academic instruction and feedback. The findings suggest teachers are in the best position to address this gap through classroom pedagogies which accommodate learners from diverse backgrounds and facilitate inclusive learning environments.

Making friends in Australia: expectations and experiences of Chinese international students in Australian secondary schools

“…Previous research has indicated a lack of responsibility by education institutions for preparing both incoming international students, and their receiving communities, for students’ arrival in Australia and has suggested both “host” and “guest” were therefore equally overwhelmed by the resulting changes to daily life (Jacubowicz & Monani, 2010 ). It has been suggested that educational institutions need to shoulder greater responsibility for providing a safe and welcoming environment for incoming students (Freeman & Li, 2019 ; Lee & Rice, 2007 ; Ziguras & Harwood, 2011 ). Positive interactions with local students have been demonstrated to increase confidence and a sense of belonging (Popadiuk, 2010 ; Vasilopoulos, 2016 ).…”

Peaks and Valleys

“…Limited competency in English also made classroom interactions difficult, especially when ELs felt socially uncomfortable (Luo et al, 2019). As a result, according to a case study of six first-year undergraduate international students at an Australian University by Freeman and Li (2019), ELs often experienced social isolation, even revealing being treated like a "ghost," invisible in the classroom. Similarly, Garcia and colleagues' ( 2019) study of international learners in community colleagues found that socioacademic and social integration were essential for a sense of belonging.…”

“…Later in their program, Freeman and Li (2019)'s participants built resiliency with some faculty empathy. Thus, Lin et al (2019) and Freeman and Li (2019) stressed the need for joint university support (i.e., explaining expectations and building positive learning environments) as avenues toward success and self-confidence. The current study seeks to expand upon the research in ISAs while also exploring the relationship between participants and their instructors.…”

An Inventory of International Student Services at 200 U.S. Universities and Colleges

“…If challenges are unaddressed, poor integration experiences often stifle academic pursuits (Weng, Cheong, & Cheong, 2010), and have been found to negatively impact international students' sociocultural adjustment (Ward & Kennedy, 1994), health and psychological well-being, (Sandhu & Asrabadi, 1994;Shadowen, Williamson, Guerra, Ammigan, & Drexler, 2019;Tochkov, Levine, & Sanaka, 2010;Yoon, Lee, & Goh, 2008), first-year academic experience (Freeman & Li, 2019), communication (Shah, 1991), and persistence (Gardner, 2007). Without institutional support unique to international students' needs, this student demographic can experience problems with academic success, socialization, language development, professional development, and psychological well-being (Hechanova-Alampay, Beehr, Christiansen, & Van Horn, 2002;Madden-Dent, 2014;Smith & Khawaja, 2011;Wang, 2004;Zhou, Frey, & Bang, 2011).…”