Cross-Cultural Teaching and Learning for Home and International Students

Cross cultural teaching and learning for home and international students maps and discusses the increasing internationalisation of teaching and learning at universities around the world. This new phenomenon brings both opportunities and challenges, as it introduces what can be radically different teaching, learning and assessment contexts for both students and staff. This book moves beyond the rhetoric of internationalisation to examine some of the more complex issues for practitioners, researchers, students and those working in transnational or non-Anglophone contexts. It recognises that although universities around the world enthusiastically espouse internationalisation as part of their mission, there is currently little information available about carrying out this vision in terms of pedagogy and curriculum at a practical level. This book fills that gap comprehensively, organising its information around four main themes:

• New ways of teaching, learning and assessing: Challenges and opportunities for teaching practice, student engagement and participation, assessment and supervision of learning.

• New ways of designing and delivering curriculum: Internationalising the curriculum for all students within 'home' and 'abroad' contexts.

• New ways of thinking and acting: Developing the global citizen, intercultural learning and respectful dialogue, responding to student diversity and equity, enhancing graduate employability and future life trajectories.

• New ways of listening: Discovering and responding to new or unfamiliar voices among students and staff, embracing 'other' academic and intellectual traditions.

Illustrated by a wide range of examples from around the world, this book brings together contemporary work and thinking in the areas of cross cultural teaching and internationalisation of the curriculum.

Auteur

Dr Janette Ryan is Director of the UK Higher Education Academy Teaching International Students Project and Research Associate of the China Centre at the University of Oxford.

Résumé
Cross cultural teaching and learning for home and international students maps and discusses the increasing internationalisation of teaching and learning at universities around the world. This new phenomenon brings both opportunities and challenges, as it introduces what can be radically different teaching, learning and assessment contexts for both students and staff. This book moves beyond the rhetoric of internationalisation to examine some of the more complex issues for practitioners, researchers, students and those working in transnational or non-Anglophone contexts. It recognises that although universities around the world enthusiastically espouse internationalisation as part of their mission, there is currently little information available about carrying out this vision in terms of pedagogy and curriculum at a practical level. This book fills that gap comprehensively, organising its information around four main themes: New ways of teaching, learning and assessing: Challenges and opportunities for teaching practice, student engagement and participation, assessment and supervision of learning.New ways of designing and delivering curriculum: Internationalising the curriculum for all students within 'home' and 'abroad' contexts.New ways of thinking and acting: Developing the global citizen, intercultural learning and respectful dialogue, responding to student diversity and equity, enhancing graduate employability and future life trajectories.New ways of listening: Discovering and responding to new or unfamiliar voices among students and staff, embracing 'other' academic and intellectual traditions.Illustrated by a wide range of examples from around the world, this book brings together contemporary work and thinking in the areas of cross cultural teaching and internationalisation of the curriculum.

Contenu

Introduction

Janette Ryan

Chapter 1

Capitalising on a multicultural learning environment: Using group work as a mechanism for student integration

Christine Edmead

Chapter 2

Exploring new frontiers in an internationalised classroom: Team-based learning and reflective journals as innovative learning strategies

Susan McGrath-Champ, Mimi Zou and Lucy Taylor

Chapter 3

Developing capability: International students in doctoral writing groups

Jeannie Daniels

Chapter 4

Feedback or feed forward? Supporting Master's students through effective assessment to enhance future learning

Sue Robson, David Leat, Kate Wall and Rachel Lofthouse

Chapter 5

Internationalisation and quality in higher education: perspectives of English, Australian and Czech senior academics

Patricie Mertova

Chapter 6

The challenges of multi-lingualism for international students in Denmark

Gordon Slethaug and Jane Vinther

Chapter 7

Engaging students in academic transitions: A case of two projects using student voice and technology to personalise the experience

Monika Foster

Chapter 8

Business lessons without business: Can Arts-based training enhance cultural competence?

Helen E. Higson and Kai Liu

Chapter 9

Towards the global citizen: Utilising a competency framework to promote intercultural knowledge and skills in HE students

Stuart Reid & Helen Spencer-Oatey

Chapter 10

Exploring stakeholder perspectives regarding a 'global' curriculum: A case study

Sharon Slade, Fenella Galpin and Paul Prinsloo

Chapter 11

Socrates in the Low Countries: Designing, implementing, and facilitating internationalisation of the curriculum at the Amsterdam University of Applied Sciences (HvA)

Hans de Wit and Jos Beelen

Chapter 12

Future curriculum for future graduates? Rethinking higher education curriculum for a globalised world

Catherine Montgomery

Chapter 13

Global citizenship and campus community: Lessons from learning theory and the lived-experience of mobile students

David Killick

Chapter 14

Toward the intercultural self: Mahatma Gandhi's international education in London

Martin Haigh

Chapter 15

A mismatch of expectations? An exploration of international students' perceptions of employability skills and work-related learning

Sabine McKinnon

Chapter 16

Pathologies of silence? Reflecting on international learner identities amidst the classroom chatter

Yvonne Turner

Chapter 17

Raising students' awareness of the construction of communicative (in)competence in international classrooms

Rachel Wicaksono

Chapter 18

Internationalising the curriculum for all students: The role of staff dialogue

Valerie Clifford, Juliet Henderson and Catherine Montgomery

Chapter 19

Developing the multicultural community of practice: Starting at induction

Tony Shannon-Little

Chapter 20

Listening to 'other' intellectual traditions: Learning in transcultural spaces

Janette Ryan