Developed for a training at the University of Manchester - advice for working with large numbers of international students

1. Teaching large cohorts of international
students: Setting the scene
Jenna Mittelmeier
Lecturer in Education (International)
The University of Manchester
jenna.mittelmeier@manchester.ac.uk
@JLMittelmeier

2. ‘I’d like them to know
I’m not only a
student. I am a
human being.’
(Interview Participant – Mittelmeier el al., 2018)
http://bit.ly/2Vh21tc

3. International students are
not a collective group!
• At UoM: students from over 160 countries
• Blurry boundaries between the traditional binary
of ‘home’ and ‘international’ students

4. Different is not deficient
http://bit.ly/2UteVHg

5. What level of language proficiency
should international students have?
IELTS bands 6-7
are the usual
requirements for
admissions
throughout the
UK

6. Supporting ‘Competent’ and
‘Good’ English speakers
• Slow down
• Use simple language and give definitions/synonyms
• Make sure important points are written
• Use subtitle features for videos
• Provide questions in advance they should be
prepared to discuss
• Allow students to use technology in the classroom

7. Simultaneously note-
taking and listening
can be challenging at
IELTS levels 6-7.
• Provide digital
copies of slides
• Give pauses
• Repeat important
points
• Allow audio
recording

8. Cultural differences in
essay structures
Typical approach in the UK:
• Introduction – Main Body
– Conclusion
• Thesis statement
provided at the start
• Importance of author
voice and developing an
argument
• Emphasis on how ‘nice’
the writing sounds
Typical approach in China:
• Beginning – Following –
Turning - Concluding
• Thesis statement is built
up and saved for the end
• Importance of highlighting
the work of others
• Emphasis on efficient
writing

9. Supporting transitions to what
is considered a ‘good’ UK essay
• Provide scaffolding for writing (don’t just leave it
to study skills teams)
• Provide examples of ‘good’ and ‘bad’ essays
• Build in opportunities for peer review or writing
workshops (where appropriate)
• Point out features of ‘good’ writing when
discussing readings

10. Cultural differences in
comfort with hierarchy
• Hierarchical position of a
teacher can vary by culture
• In some cultures, asking
questions can be
considered inappropriate
• Some international students
may feel uncomfortable with
asking questions or meeting
with lecturers

11. Tips for increasing comfort
Instead of:
‘Do you have any questions?’
Ask
‘What questions do you
have?’

12. Tips for increasing comfort
Q&A tool on Mentimeter can provide an
outlet for asking questions anonymously

13. Tips for increasing comfort
Allow for anonymous questions on
Blackboard forums

14. Tips for increasing comfort
Online appointment sign-ups
I use:
www.acuityscheduling.com

15. Teaching approaches in the UK
that might require transition
• Critical thinking
• Peer learning
• Receiving feedback
• Open-ended assignments or activity
(again, ‘different’ not ‘deficient’)

16. Tips to support
• Explain the purposes and goals of activities like
group work or feedback
• Explicitly teach skills such as group work and
critical thinking
• Scaffold your own critical thinking process
(‘When I read this, I wonder…’)
• Provide structure to activities (roles, turn-taking,
structured questions, etc.)

17. Cultural / religious events
(2019 dates)
• Lunar New Year – February 5
• Holi – March 21-22
• Persian New Year – March 21
• Ramadan – May 6 – June 5 (Eid al Fitr)
• Eid al Adha – August 12-14
• Diwali – October 27
• Hanukkah – December 23-30
• National holidays for 160+ countries

18. Ramadan
• May 5 – approx. June 4/5
• Observing Muslim students will fast from sunrise
to sunset
• Prayer time at 1:05 pm in Manchester
• Eid holiday may interfere with exams: June 5-8
• UoM policy on religious observances:
http://bit.ly/2K00MNB
• FAQs on Ramadan: http://bit.ly/2FXNGwB

19. Learning to pronounce
students’ names
Interactive Chinese audio chart
http://bit.ly/2FV0ofm

20. Learning to pronounce
students’ names
Online tools:
https://www.pronouncenames.com/
https://www.nameshouts.com/

21. Helpful Resources
• Carroll, J. (2014). Tools for teaching in an educationally mobile world. London: Routledge
• Carroll, J. & Ryan, J. (2005). Teaching international students: Enhancing learning for all. London:
Routledge.
• Gu, Q., Schweisfurth, M., & Day, C. (2010). Learning and growing in a ‘foreign’ context:
intercultural experiences of international students. Compare: A Journal of Comparative and
International Education, 40(1), 7-23. doi:10.1080/03057920903115983
• Heng, T. T. (2018). Different is not deficient: contradicting stereotypes of Chinese international
students in US higher education. Studies in Higher Education, 43(1), 22-36.
doi:10.1080/03075079.2016.1152466
• Jindal-Snape, D., & Rienties, B. (2016). Multi-dimensional transitions of international students to
higher education: New perspectives on learning and instruction. Oxford, UK: Routledge.
• Leask, B. (2009). Using formal and informal curricula to improve interactions between home and
international students. Journal of Studies in International Education, 13(2), 205-2011.
• Leask, B., & Carroll, J. (2011). Moving beyond 'wishing and hoping': Internationalisation and
student experiences of inclusion and engagement. Higher Education Research & Development,
30(5), 647-659.
• Mak, A. S., & Kennedy, M. (2012). Internationalising the student experience: Preparing instructors
to embed intercultural skills in the curriculum. Innovative Higher Education, 37(4), 323-334.
doi:10.1007/s10755-012-9213-4