English-Medium Instruction and Intercultural Sensitivity: A Korean Case Study

2017 ◽  
Vol 21 (5) ◽  
pp. 467-482 ◽  
Author(s):  
Jeongyeon Kim ◽  
Jinsook Choi ◽  
Bradley Tatar
Keyword(s):  
College Students ◽  
International Students ◽  
Intercultural Sensitivity ◽  
Student Population ◽  
Lingua Franca ◽  
English Medium Instruction ◽  
Local Students ◽  
Qualitative Analyses

This case study examined the reactions of local students to the diversity in student population. Specifically, it investigated how the local students’ intercultural sensitivity to the international students is interrelated with their perception of the English-medium instruction (EMI) policy. The quantitative and qualitative analyses of the questionnaire responses of 213 college students and the subsequent interviews with 15 students revealed a lack of intercultural sensitivity which was correlated with their perception of EMI. The findings indicated that the local students’ different perceptions of the policy interplayed, directly and indirectly, with their sensitivity to the cultures of international students. The implications of these findings are discussed in terms of cultivating intercultural sensitivity in an English as a lingua franca context.

scholarly journals Attitude and Perception Differences among International Students and Local Students: A Case Study of Australia and New Zealand

2012 ◽  
Vol 8 (2) ◽  
Author(s):  
Abdul Latif ◽  
Nadeem Bhatti ◽  
Ghulam Murtaza Maitlo ◽  
Muhammad Suhail Nazar ◽  
Faiz. M. Shaikh
Keyword(s):  
New Zealand ◽  
International Students ◽  
Local Students

A Living ‘CCC'ase Study

2017 ◽  
pp. 61-78
Author(s):  
Donna M. Velliaris ◽  
Janine M. Pierce
Keyword(s):  
International Students ◽  
Business Education ◽  
International Student ◽  
Relevant Literature ◽  
Action Learning ◽  
Real Life ◽  
Student Population ◽  
Sources Of Information ◽  
Education Experience

This chapter describes the Coglin Clothing Company (CCC), the focus of a multidisciplinary Live/Living Case Study (LCS) that was developed and introduced at the Eynesbury Institute of Business and Technology (EIBT) between 2010-2013. The LCS methodology endeavoured to address educational obstacles that had arisen from EIBT's international student population for whom it was first designed, but were typical problems of ‘business education' in general. This work begins by attending to issues such as: generalised problems of the education-experience business-related gap; the benefits of integrating more than one business discipline; the difficulties of handling various and conflicting sources of information; and the indispensability of action learning for deeper comprehension. A LCS was integrated across eight separate courses, including one titled ‘Management Principles'. The relevant literature is presented, followed by a discussion of the value of LCSs for acculturating (international) students to ‘real-life' business scenarios.

scholarly journals An Investigation of the Experiences of Working with Multilingual International Students among Local Students and Faculty Members in Chinese Universities

2020 ◽  
Vol 12 (16) ◽  
pp. 6419
Author(s):  
Yawen Han ◽  
Wenxuan Li ◽  
Min Bao ◽  
Xinyu Cao
Keyword(s):  
Higher Education ◽  
International Students ◽  
Large Scale ◽  
Academic Programs ◽  
Faculty Members ◽  
Chinese Universities ◽  
Learning Attitudes ◽  
English Medium Instruction ◽  
Local Students ◽  
Depth Interviews

In recent years, as a response to the internationalization of higher education worldwide, China has begun to enroll international students to study at the tertiary level on an increasingly large scale. While the majority of the programs and courses are open to international students via Chinese as Chinese-medium instruction (CMI), there are also an increasing number of programs and courses delivered through English-medium instruction (EMI). In order to understand higher education multilingual contexts, this qualitative study examines how local students and faculty members make sense of their engagement with international students in three Chinese universities. In the study, we conducted in-depth interviews with 11 academics who worked with international students as project supervisors and 25 Chinese university students regarding their experiences of working with international students. The findings that emerged from the thematic analysis revealed that international students’ learning engagement was profoundly mediated by language barriers, cultural assumptions and the academic conventions in host institutions. The study revealed that Chinese academics are concerned about international students’ learning attitudes, their academic progress and a lack of participation due to their language ability. Local Chinese students also reported a lack of satisfaction in working with international students. Some of the local students felt that some international students may have been enabled to enroll in the academic programs as a result of national and university policies, which has led to a ‘dumbing down’ of the curriculum offered in English. The findings indicate that more needs to be done to promote mutual exchanges and better understanding among international students, Chinese faculty members and local students.

scholarly journals Transculturality in higher education

2020 ◽  
Vol 13 (3) ◽  
pp. 41-60
Author(s):  
Heidi A. Smith
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Experiences ◽  
Student Experience ◽  
Longitudinal Case Study ◽  
Education Students ◽  
Ability To Work ◽  
Local Students

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

scholarly journals “They Are Not Mixing With Others”: Finnish Lecturers’ Perspectives on International Students’ (Mis-)Encounters in Higher Education

2021 ◽  
pp. 209653112097665
Author(s):  
Carlos Mendoza ◽  
Fred Dervin ◽  
Mei Yuan ◽  
Heidi Layne
Keyword(s):  
Higher Education ◽  
International Students ◽  
Global Education ◽  
Institutions Of Higher Education ◽  
Critical Perspective ◽  
Group Discussions ◽  
Missed Opportunities ◽  
Local Students

Purpose: Meeting “others,” especially so-called “local” students, is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education. Previous studies have focused on how international students themselves describe their (mis-)encounters. In this article, the authors consider lecturers’ voices about this phenomenon. Lecturers have an influence on the students’ experiences since they spend a lot of time together in and outside class. Design/Approach/Methods: Using a thematic analysis and social network analysis of interview data with lecturers, and a critical perspective toward the dichotomy of “local” versus “international” students, a university in Finland, a popular destination thanks to its positive image in global education, serves as a case study. Findings: The article identifies privileges, limits, and (missed) opportunities of encounters, as shared by the lecturers in focus group discussions. Furthermore, the lecturers created hierarchies in the way they describedthe encounters between different kinds of students. Some signs of pluralizing both local and international students were also found in some lecturers’ discourses. Originality/Value: The article ends with recommendations for institutions regarding the lecturers’ problematic role of gatekeepers in student encounters and the limiting categories used in institutions of higher education to refer to students.

scholarly journals Investigating the roles of first language (L1) speakers in lingua franca communication in multicultural classrooms: a case study of Japanese as a Lingua Franca (JLF)

2021 ◽  
Vol 10 (2) ◽  
pp. 285-311
Author(s):  
Etsuko Yamada
Keyword(s):  
First Language ◽  
Lingua Franca ◽  
Japanese University ◽  
Japanese Students ◽  
Expanding Circle ◽  
Rapport Building ◽  
English Medium Instruction ◽  
Multicultural Classrooms ◽  
Students Attitudes

Abstract In the Expanding Circle (i.e. countries where English is traditionally learned as a “foreign language”), the concept lingua franca cannot be limited to English. Conducted in a Japanese university, this study reports on the perceptions of verbal behaviours by students in multicultural courses where international and Japanese students studied together. These behaviours were analysed and the findings from English medium instruction courses and those of Japanese-medium instruction (JMI) courses were compared. Then, further analysis centred on JMI courses to explore the roles of Japanese L1 speakers in the co-construction of Japanese as a lingua franca with a focus on cognitive and psychological, rather than linguistic, perspectives. Rapport building, accommodation strategies, often initiated by L1 Japanese speakers, and the spontaneous interactions of second language (L2) speakers in discussions, are assumed to have been the keys to more inclusive interactions in JMI courses. The findings emphasize the importance of students’ attitudes and imply that intercultural education in the context, including both L1 speakers and L2 speakers, will have potential to foster effective lingua franca users.

Japanese home-background students at an Australian university

2004 ◽  
Vol 14 (1) ◽  
pp. 137-151
Author(s):  
Kuniko Yoshimitsu
Keyword(s):  
International Students ◽  
Undergraduate Program ◽  
Essential Step ◽  
Local Students ◽  
Home Background

This paper deals with Japanese home-background students who enrolled in a full degree undergraduate program at an Australian university during 2000 to 2001. The study aims to identify and characterize the types of Japanese home-background students and establish a suitable classification of these students based on the findings. This study is an essential step in understanding the problems and the needs of these students in university learning. The findings are from a case study of 17 students, which are made up of seven local students and 10 international students.

A Living ‘CCC'ase Study

2018 ◽  
pp. 241-258
Author(s):  
Donna M. Velliaris ◽  
Janine M. Pierce
Keyword(s):  
International Students ◽  
Business Education ◽  
International Student ◽  
Relevant Literature ◽  
Action Learning ◽  
Real Life ◽  
Student Population ◽  
Sources Of Information ◽  
Education Experience

This chapter describes the Coglin Clothing Company (CCC), the focus of a multidisciplinary Live/Living Case Study (LCS) that was developed and introduced at the Eynesbury Institute of Business and Technology (EIBT) between 2010-2013. The LCS methodology endeavoured to address educational obstacles that had arisen from EIBT's international student population for whom it was first designed, but were typical problems of ‘business education' in general. This work begins by attending to issues such as: generalised problems of the education-experience business-related gap; the benefits of integrating more than one business discipline; the difficulties of handling various and conflicting sources of information; and the indispensability of action learning for deeper comprehension. A LCS was integrated across eight separate courses, including one titled ‘Management Principles'. The relevant literature is presented, followed by a discussion of the value of LCSs for acculturating (international) students to ‘real-life' business scenarios.

Sign in / Sign up

Export Citation Format

Share Document