My interpreting class is usually quite large and
consists of approximately 100 students, who are coming from different countries
and regions. Having a diverse group of students means recognizing that they are
all different or unique in their own ways. Such differences might be in their
reading and understanding level, athletic ability, cultural background,
personality, religious beliefs, and the list goes on.
1. Creating an inclusive learning environment
to accommodate, recognize and meet the learning needs of all students
1). Creating safe collaborative spaces by setting
ground rules for collaborative learning behavior, making time to get to know
students as individuals. Encouraging students to articulate their
thinking openly in trusting, respectful environments allows all students to
learn by getting stuck, being uncertain, making mistakes and being different;
2). Developing strategies for sharing and generating
knowledge. This involves creating open, flexible activities that allow students
to draw on their own knowledge, interests and experiences while encouraging the
sharing and application of different knowledge, experiences and perspectives
among peers;
3). Connecting with students’ lives. This may involve
selecting or negotiating topics and activities relevant to students’ lives,
backgrounds and future or ‘imagined’ identities; being culturally aware, for
example by using resources, materials, humor, anecdotes that are relevant to
the subject and sensitive to the social and cultural diversity of the group.
2. Creating opportunities for small group
participation
1). It has been widely observed that international
students may appear hesitant in contributing to group discussions. This
could be in part due to their lack of familiarity with how to contribute to an
academic discussion or their perceived lack of English language skills.
Contributing to discussions can be seen as a risky undertaking if the students
are not comfortable with their English language ability or are unfamiliar with
the cultural conventions for ‘breaking into’ the conversation. Academics may
need to create ‘safe’ learning environments where students feel that they can
make a contribution. Creating opportunities for participation in class where
students feel supported can be achieved.
2). As second language learners, students need to be
given adequate time to prepare responses. One strategy that can be used is to
ask students to prepare some responses for the next tutorial or seminar. Set
key questions with the reading material so that students can prepare their
answer before the class. This will give them greater confidence in contributing
to any discussion.
3. Encouraging contributions in class
1).This can be a successful strategy if the lecturer
has already established a ‘safe environment’ and if the international students
feel that the group values their contributions. Ask international students how
the issue would be considered from their experiences, keeping in mind that they
do not represent the views of their culture or country.
2).Structure group tasks so that international and
domestic students are grouped together. Assigning roles for each member of the
small group, including discussion leader, timekeeper, note-taker, and person to
report back. This allows everyone to have a role in the group.
4. Developing group assignments
1). I found that organizing group activities is
particular popular and effective in a culturally diverse class. Therefore,
diversity of experience and knowledge are necessary for successfully completing
the task. Some assignment questions that we set advantage one group over the
other, like getting students to critique something that is inherently
Australian that has cultural values that are Australian. What would students
who have come from China be able to contribute to this assignment? Unless if
somewhere in the assignment it says to take a different world perspective and
ask whether from other countries look at it the same way. You then start to
give other cultures that sort of chance at being valued members of the team.
Unless you create that situation, why would you want to have someone who is a
liability in your group for assignment work when they don’t have that
background knowledge that you have?
2). Cooperation is the key to successful discussions
and group work, particularly in diverse classes. Students are likely to see the
benefits that come from working as a team, and accomplish tasks that otherwise
would have been significantly more difficult if attempted on their own. In cooperative classrooms,
students find value in helping each another, because each group comprising of
students with various abilities, interests, background and culture, each member
likely to have something different to contribute with.
One of the things that I think is very important is
that making expectations about student participation clear to international
students. As we know, this is an effective strategy for all students, but it is
particularly useful for international students because research indicates that
they are often not aware of what participation in class actually means in an
Australian tertiary context. Making academic expectations clear can help to
clarify this to students.
