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Introduction

“I’m having my lunch, actually”: the transition to a new educational culture on INTO English Language courses Rebecca Michel Programme Manager, English Language Courses. Introduction. INTO Our students What we teach them My job. Questions to talk about.

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Introduction

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  1. “I’m having my lunch, actually”: the transition to a new educational culture on INTO English Language courses Rebecca Michel Programme Manager, English Language Courses

  2. Introduction • INTO • Our students • What we teach them • My job

  3. Questions to talk about 1. “I’m having my lunch, actually” - why this title? 2. Have you had a “cultural surprise” with an International student? 3. What is it about the academic culture of a UK University that International students might not be familiar with? 4. Who should adapt? “Them” or “us”?

  4. Themes and anecdotes • Student – teacher roles • Privacy • Time • Rules and arrangements • The individual and the group • Language

  5. 1. Student – teacher roles • Topsy-turvy? Informal and chatty in classrooms and lectures but cold and private outside the teaching time. • How to show respect? • What is valued in a teacher? • Who is responsible for the learning?

  6. 2. Privacy • Personal space • Personal information • Personal property • Personal time

  7. 3. Time • Punctuality and attendance • Sleepiness • Appointment systems

  8. 4. Rules and arrangements • What is fixed? What is negotiable? • Written rules and instructions • What does “Maybe” mean? • What does “God Willing” mean? • What does 60% mean?

  9. 5. The individual and the group • Group harmony • Fear (shame) of standing out • Face-saving (and giving)

  10. 6. Language “I want you to print this for me” “You must give me a letter for my Embassy” “Are you busy?” E-mail: Hiya, teacher Rebecca!

  11. More Language “I am the oldest son in my family. My grandfather is very ill. I have to go back to my country. So I want to ask permission to miss one week”

  12. Features of “our” academic culture • student autonomy • criticality and logical argumentation • intellectual property and originality • ethics and integrity What else?

  13. INTO as transition Time and a safe environment: to grow up to experiment to make mistakes to get feedback to develop awareness to build up support networks to acculturate

  14. How should we help students? • Assume a cultural bump rather than rudeness, deceit etc. • Refer overtly to and discuss cultural surprise • Raise awareness: encourage reflection, comparison, exploration.

  15. Further reading • Carroll, J (2008) “Assessment Issues for International Students and for Teachers of International Students” The Higher Education Academy, Hospitality, Leisure, Sport and Tourism Network. Accessed at http://www.heacademy.ac.uk/assets/bmaf/documents/publications/Case_studies/carroll.pdf retrieved April 2010 • Flowerdew, L. (1998) “A cultural perspective on group work” ELT Journal 52/4 • Grimshaw, T. (2008) “Negotiating an identity in English: the discursive construction and reconstruction of Chinese students” in University life uncovered: making sense of the student experience The Higher Education Academy, Social Work and Social Policy Subject Centre. Accessed at http://www.swap.ac.uk/resources/publs/monographs.html, retrieved May 2010 • Gu, Q and Brooks, J. (2008) “Beyond the accusation of plagiarism” System 36, pp 337-352 • Jiang, W. (2001) “Handling ‘culture bumps’” ELT Journal 55/4 • Jin, L. and Cortazzi, M. (2006) “Changing Practices in Chinese Cultures of Learning” Language, Culture and Curriculum 19/1 • Liu, D (2005) “Plagiarism in ESOL students: is cultural conditioning truly the major culprit?” ELT Journal 59/3 • Sowden, C. (2005) “Plagiarism and the culture of multilingual students in higher education abroad” ELT Journal 59/3 • Thorp, D. (1991) “Confused encounters; differing expectations in the EAP classroom” ELT Journal 45/2

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