Working with International Students
We are all in the process of learning how best to serve and integrate our growing international population. Below are some resources, which might help you to communicate with and better understand the students in your classes.
Wikipedia definition of F-1 visa
This is the link to the Wikipedia entry about F Visas, so you can see the general outline of the visa status of our international students. All of our nonimmigrant/international students are attending Union Catholic on F-1 visas. We are an approved school through the Department of Homeland Security to host these students.
You will notice that this Wikipedia entry includes stats on the number of F-1 visa applications for the year 2010: 540,200 applicants. Interestingly, this number is up from 477,782 applicants in 2009, and there were 622,663 applicants in 2011 (latest data available). This clearly demonstrates the growing trend of international students applying to study in the United States. We have seen that growth reflected in our own population here at UC!
Extending English Language Learners Classroom Interactions
Studies suggest that engaging English Language Learners in social and academic oral interactions will significantly improve their language abilities. This article provides suggestions and guidelines for leading positive and productive interactions.
"Awareness Points" for Educators with International Students
A helpful handout from the University of Wisconsin, Eau Claire Academic Skills Center, providing insight on cultural differences that might affect your students' behavior, responses, or approach to your class.
Modification Tips for ESL Students
Modifying assignments and instruction can benefit your limited English speakers, as well as the whole class. This is a great list of techniques to try in the classroom.
Also, try following some ESL-related Twitter feeds:
@langology - News and insights in Language Education
@englishfeed - Kenneth Beare, English language learning content developer
@shellterrell - Shelly S. Terrell, host of a free Friday Webinar Series for AM TESOL
(American Teaching English to Speakers of Other Languages)
Questions for Response/Comments:
1. What is one helpful piece of advice or assistance you found in the above resources?
2. If you are currently teaching one or more international students, what best practices can you share?
3. What would help you the most, as a teacher with new English Language Learners in the classroom?
The articles about what international students find appropriate was most helpful.
ReplyDeleteIf a student needs help they may be hesitant to ask since that could be perceived as insulting to the teacher. I didn't know this. I will definitely approach the students differently to get them to open up about their questions.
In regards to testing, one of my classes is accelerated and heavy on the language. The critical thinking skills that are being tested are often confusing because of their language barrier. It was recommended in the articles to alter their tests to include less language, less questions or fewer subtle questions. Is this something that I should practice even though they are enrolled in an accelerated course? How can I change the test to best assess their knowledge at an accelerated level?
I have found that the international students mostly keep to themselves. Two out of three in one of my class have opened up and are learning to ask more questions. I have already began to engage them in casual conversation while they are packing up their books. I will be pairing them up with American students to make the situation more comfortable for them to get more assitance.
I read that when a student is struggling that their culture is for the teacher to approach them and if the teacher does not that they may perceive this as the teacher does not care about their success. It's quite the opposite for me. I did not want to make them feel uncomfortable by bringing attention to their grades. I will work with them when their tests grades could use improving.
Articles were helpful. thank you
Some very good ideas tracy
DeleteHi Tracy,
DeleteI have had similar thoughts with regard to how often to approach international students who I think may be in need of extra help, and the information in this module has changed my thinking on this issue. While one of my international students frequently approaches me with questions, the other does not seek out help. In the future, I plan to change my approach and more aggressively attempt to offer individual assistance with their learning.
Good information Thanks
DeleteThe awareness points and modification tips were very helpful. Like Tracy, I was hesitant to keep asking/approaching them, but I will reach out to them instead of waiting for them to ask me for help.
ReplyDeleteFrom my experiences with our international students, I believe they will welcome and appreciate the help when it's offered!
DeleteI was hesitant in the beginning with my international students. I would ask them if they needed help often but the answer was always the same, "I'm ok." Eventually, I gave up asking and just sat down next to them and started talking with them. I learned quickly that most students don't want to ask for help, but greatly appreciate it when it is given to them. In my support study class I begin each class period with a short prayer and then we go over the school calendar for the week. I feel it is not only important to assist with school assignments, but also to make sure they are comfortable and aware of their environment. Many international students have told me they are happy at our school : )
DeleteReading over the "Modification Tips for ESL Students," I saw a lot of techniques that are already being practiced at UC with our vast population of international students. It must be so hard for these students to come here not knowing anyone or our language, but it was good to read that having an English-speaking study buddy would be helpful to them. Expecting much from these students & providing them with opportunities to feel safe to volunteer answers in front of the class seem to be important steps in assimilating these international students to our community, and I am always delighted to hear a 'success story' from or about one of our international students.
ReplyDeleteIn working with these students, I've found that their laptops, smartphones, and translators are most helpful when trying to communicate more abstract ideas and thoughts. While I think it's important for the students to NOT utilize these devices in all instances, sometimes the direct translation through technology is necessary & helps move the conversation along to a point where it becomes easier to communicate more naturally.
For me as a counselor, I've found that communication between guardians/agencies is a crucial piece to help reinforce what is done during the day at UC when the students go home to work with their tutors. This open line of communication with their English contact person then enables me to bounce ideas off of our teachers to find out exactly what works best for each student's growth & learning. I think we are all trying to work together to find out what works best for these valued students, and the above resources certainly add another helpful layer to working successfully with our international population.
Your help with these students has been great.
DeleteI agree,communication can be a problem.
DeleteMike,
DeleteGreat point about communicating with the guardians/agencies. These are the people who probably have a great perspective and can tell us how the student "really" is adjusting. If I am having an issue in the future I will keep that in mind and use you as a resource!
I loved what you did with that student and the iphone translator. You were able to make a connection on several levels, get the information and even share an international loke...Thinking out of the counseling box on that one !
DeleteYou're doing a great service to them.
DeleteMike,
DeleteYou have been doing a great job with the international students! Mike and I work closely together with several international students, and having Mike there as an additional support has helped tremendously. We were able to encourage a student in my poetry class to present a power point project on poetry from his native language and culture. All students were to complete this project, but the international student was understandably intimidated to speak in front of the class. With Mike's help as well as some other students in the class pitching in, the presentation was a wild success! It actually fostered great dialogue between the international student and the rest of the class.
This is my third year with International students. Last year I had a student who loved to learn and excelled but it was her third year with us and I had her for two of those three years. The other young lady is presently having a good year because she stops in to tell me of her classes.
ReplyDeleteThis year my International students have hugely diverging abilities. Two have actually moved up to the Honors Level in Chemistry because they were working so well, asking questions and testing well.
BUT the one came by at the end of each class to confirm the assignments and work required. At the beginning they chose not to participate but worked hard to understand the work and the process.
I try to encourage and compliment them on their improvements. The show pleasure at any recognition.
Unfortunately of have 3, one in particular, who does little or no work and is also a disruption to the students around him.
The article indicated how I might reengage these students and continue to respect their peers who are working and trying.
The hardest for me is my struggle with pronouncing their names. I apologize but I continue to let them know I would like to recognize them as a student and a member of the class.
One of the articles suggested the teacher pair up the ELL with an English-speaking person to help them become a part of the class. I tried that with lab groups. However, the non-ELL students complained because the ELL student never did any work. I then put same-language speakers together. The students seem to feel more comfortable.
ReplyDeleteI have three languages and cultures represented in my physics class, other than English and Spanish. I find it very difficult to assess whether the students' troubles are with the content or the language. One tip I liked, and will try, is to ask them to respond to a question in their native language first, either verbally or on paper. Then, when they have their ideas formulated, encourage them to communicate the main ideas in English.
The assessment of which issue is greater - language or material - the written question is a great idea. All too often they appear frustrated. They have translators so once the question is written, they can translate and share. Since the material is as new to them as their English speaking peers, it can help both groups.
DeleteLisa Kawalec
ReplyDeleteI enjoyed this article very much. I have read up on my own about international students and found this one to be very informative. I will try asking a student to respond in their language . I think that is a very good idea. It's difficult as a teacher to get them involved in class. This article has some good suggestions.
I agree that the most difficult part has been getting the international students involved in class, especially in classes where participation is counting as part of their grade. The articles gave some great insight into why they might be hesitant to participate.
DeleteThis was very good in helping me to undrestand important cultural differences. How we percieve thier reactions to instruction and how we can better reach out to them will be important to thier achievement and experience here at U.C.. It would be helpful to us to have an understanding of thier level of english comprehension prior to begining in our classes.
ReplyDeleteI definitely agree with you about needing to know what they come into class with - not only language skills, but also content. Other school systems follow very different patterns than the US. It would be helpful to know something about their skill set in the content area.
DeleteGreat feedback! We had an experience last week with one of our Chinese students, who began at UC in January. He hadn't handed in any assignments, and his teacher asked me for assistance. I contacted his school coordinator, and she spoke to the student. He had all of the assignments completed but did not realize he was supposed to hand them in. He said that in China it was just expected that he would do his homework; it was never required to be handed in or checked. We are learning every day!
ReplyDeleteI have asked one of our agencies to provide a presentation for our May in-service re: the cultures and customs within the Chinese and Korean school systems. I think that will help a lot.
Thank you - I think this will help a lot.
DeleteThat type of inservice will definitely be appreciated. I also agree with Donna that background information on prior knowledge would also be valuable. In conversations with some of my Chinese students I have learned that the study of science is approached very differently. Instead of focusing on one area, like chemistry, they study in an interdisciplinary fashion.
DeleteA most welcome idea for an inservice!
DeleteI also noticed that I needed to ask for the homework assignments. The student had all of the assignments completed, but he was not handing them in. Interesting...
DeleteHaving that presentation regarding Chinese and Korean culture would be very helful (and comforting) to our staff!
DeleteLove the idea of an inservice and I know we spoke about possibly sharing some of the essays the international students wrote for their admissions application, because they are so touching in their hopes of experiencing a new county " baking a turkey for Thanksgiving" and making their parents proud.
DeleteI like the idea of having a presentation on the cultures of the students we are supporting.
DeleteThat might explain why the new student has not submitted his work. I will speak with him on Wednesday. Having all this new background information - customs, etc. - will help.
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DeleteExciting idea for the in-service. Any insight on their culture will be helpful in assisting these students in the classroom. Do our international students receive a presentation about the American culture and teacher/professor expectations of the American student? If not, maybe this could be implemented going forward.
DeleteBecky - that's a great idea!
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ReplyDeleteI found the articles interesting and pertinent, especially the "awareness points". #3 on that worksheet mentions Americans' emphasis on independence rather than working in groups, and I found that I encountered this challenge within my English 2R class. I have 10 international students in this class. Originally I had the students working independently, but soon found this was difficult for the students and little work was being accomplished during the class period.
ReplyDeleteI then paired up international students with English speaking students but, like Donna, found that the English speaking students complained that they were doing most work independently. After looking at more written assessments, it became clear that within my 10 students, about half were more proficient in English than the other half, so I paired them accordingly. This was more comfortable for the students because they had a foundation of language and general cultural knowledge.
When the international students first arrived they were seated together in the back, which I allowed so that their first few transitional weeks would be more comfortable. As time has progressed though, I've separated the group into the "pairs" throughout the classroom, and I have found that the classroom has been much more dynamic and productive.
I personally found the above articles very helpful. Being a language teacher,I would have thought I was prepared to meet the needs of these students. I was definitely quite surprised at some of the suggestions the article gave.
ReplyDeleteI really liked the suggestion of writing down important directions for the student. If the student does not understand the assignment at the time and is too embarrassed to ask in class then they at least have the opportunity to look for a translation later on.
Secondly, one of the articles mentioned that international students have "pause times" or wait to answer a question to show the teacher they are not taking the question lightly. In my class I often call on a student for a response to my question within a few seconds. By doing this I may not be giving the international student in my class the opportunity to participate or process the information.
Definitely some great suggestions here!!
Reading the "Awareness Point" was helpful. After observing and working with my international students for several months, I have tried a variety of ways to approach and encourage them. I have met with success with some of my international students but not all. Most of the time they do not take notes or do class assignments; they are observing the lesson. I do encourage them to work with alone with us.
ReplyDeleteIt would also be helpful to know some background information in regards to previous levels of instuctions in subject areas as well.
I came to the U.S. on an F1 visa and an I-20 from Fordham. It was extremely disconcerting trying to adjust to a lot of things in the beginning. We should be aware that the students' transition is not merely academic. Personally, I believe that their difficulty is not the language. From what I gathered, many of them have been taking English classes in China since kindergarten. The difficulty is more cultural. They are simply not used to speaking up and having their opinions heard especially in an environment where children are expected to behave otherwise. The most basic intervention is to first make them feel at ease to draw them out of their comfort zones.
ReplyDeleteElito, thank you. That is a very interesting point about having their opinions heard.
DeleteElito, that comment is the gem, to date, of this in-service. Thanks for sharing from your personal perspective.
DeleteElitio, insights from your personal experiences is priceless. Thanks for sharing.
DeleteIs there a way that the students could meet is a small forum in their own language before the inservice so we could benefit from some of their comments. I would really like some feedback so as to initiate some changes for integrating them into the class activities because my students, also, try to stay together to work.
DeleteThis cultural piece is what has been missing for me in terms of understanding how to reach out. Thank you Elito. That is exactly what I found to be most helpful in the articles. Any more insight on how we can help them transition into "Norms" of their peers would benefit many of us greatly. Thank you.
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DeleteGreat insight Elito. Thanks for sharing.
DeleteElito, thanks for sharing your personal experience and insight! You can, I'm sure, truly relate to the need for us to rely heavily on our core value of compassion with these kids. I cannot imagine all they're facing, or the immense amount of trust their parents must have to be able to let them go so far away and to believe they will be lifted up and encouraged and cared for. It's really a gift they've given to us!
DeleteThe articles were all very helpful and offered some very good suggestions, particularly that it might be perceived that to ask a question is an insult to the teacher. Also, when asking if something is understood that they might respond yes even if they do not. Following up with a specific question to check for understanding would be more beneficial.
ReplyDeleteI, too, am struggling with pairing them up with American students. I currrently have six international students in one class and they work together in lab and in problem solving sessions. They seem to be more comfortable in those situations because they can communicate easily with each other. They do excellent work but I am concerned that I am not providing them with the fully integrated experience.
Hi Laura,
DeleteI have tried the same technique. When it comes time for group work assignments I have kept my international students together. I too felt they would be more comfortable in that type of setting. I do agree with your concern however. Maybe if each student had a specific task in the group work assignment then they would know their specific goal and expectations.
I believe we truly underestimate the vast difference in the 'social interaction " expectations especially between our Asian students and their teachers. The students feel that asking a question or even saying they do not understand a presented lesson or concept would be " very disrespectful". My understanding from them is that their prior educational. experience was almost entirely large lecture and individual study. They are even upset when the other American students in the room " question" the teacher. They are surprised and delighted that their teachers are " friendly and helpful" but it is giant leap not only to verbalize but to feel they are verbalizing respectfully and appropriately
ReplyDeleteSuch interesting & important cultural pieces, Joanne. Thanks for pointing them out.
DeleteI thought the articles would be very helpful for teachers who work with class-size groups while I have the luxury of one-on-one. What I found helpful is to create a welcoming environment, allowing a student to choose his/her seat (one of three) at different distances from me. So far, every Asian student chose the closest.I try to sit forward communicating what we are doing is important and communicating respect. I see how much eye contact the student is comfortable with and adjust accordingly. Most search for the "right"
ReplyDeleteEnglish word and I give them sufficient time to do that (by keeping my mouth shut a little longer than usual!). I rephrase (paraphrase) what he/she is saying to assure the student that I am really try to understand. I smile at appropriate times and I, almost always, get a smile in return. Praise for their information gathering behaviors (college exploration) and support and encouragement to continue.
The article was another reminder to me that not to get an immediate response/reaction from my counselee could signify that he/she is thinking before reponding, a trait that our society would benefit from as an effective form of communication. The artice was very helpful in allowing me to take a few moments to review what I am doing as a school counselor and to help in consulting with classroom teachers in helping their international students.
Valuable insights.
DeleteCas, these are all such important pieces in creating that comfortable environment for our international students & I really like that you allow the student to choose their own seat at varying distances from you... I think giving them that simple "control" begins to make them feel that we are there for their benefit & that we are invested in their learning & success.
DeleteWith a number of international students interested in getting involved in the athletic program I found the article on Awareness Points to be very informative. This article will be invaluable to our coaching staff when an international student tries out for a sport. An awareness of the cultural differences which might be encountered with international students can help a coach in communicating with students and in presenting concepts of their sport and in the selection process for their team.
ReplyDeleteThis is very true. I think this would be a great read for all coaches!
DeleteI really liked the "Awareness points" article. It opened my eyes passed the obvious and put myself in their shoes. I feel like if I was in their home country I would want my teachers to have read something like those points in better understanding who I am and what I need in order to succeed in the classroom but also in understanding the language.
ReplyDeleteI have quite a few of the international students and each one of them are very different. In the beginning I was having a hard enough time with the students who were from here let alone the students who did not understand me. I realized that the only way I was going to succeed with helping these students was to treat them like any other teenager. I Ike to pair my international students with one or two english speaking students and utilize the translator on their phones to help with the assignment or just the basic conversation. The students love it! I also am beginning to send translated power points and assignments to the students so they can see what the word looks like in English compared to their language. This has helped with their grades and helped them see that we are there to help them
I am extremely excited to see where my international students will be by the end of the year. I also cannot wait to read more great ideas from our great teachers and begin to utilize them in my PD in helping these students in the future.
Before reading the above article about accomodations, I never would have thought that writing in cursive as opposed to print could cause an issue. Now that I read it, it makes complete sense, and it something I will have to make myself aware of in my classes with international students.
ReplyDeleteThe Article, " Awareness Points," personally helped me to understand what our international students might be going through. I think it can easily forgotten that these students have been practicing certain techniques in the classroom for years, and now they are expected to adapt to a whole different set of educational techniques. This has to be extremely difficult and intimidating for them. I have definitely had instances where an international student has avoided making eye contact with me in the classroom. Because of this I have jumped to conclusions that hey aren't trying and hat they don't want to be part of the class discussion. This article helped me realize hat in some parts of the world eye contact is considered threatening. Once again, these are the little things that these students are so used to. I will take some of these strategies and use them in the classroom.
ReplyDeleteI feel that the field of music offers a unique perspective to the challenge of educating international students... First of all, Music is a language. We read it, we write it and we speak (play) it... We have lessons in comprehension, because someone can play a piece of music without really understanding it on a deeper level. This deeper level is understood by studying the theory and structure behind the music, which is equivalent to studying grammar, spelling, syntax etc...
ReplyDeleteThe point is, when an international student comes into my class, we already have a common language that we both speak. Even if they speak ZERO English, I can easily assess their musical ability and then through the magic of Google Translator, figure out a way to communicate with them on a non-musical level. I feel like the international students in my classes are engaged and learning not only because of the musical bond, but because they are getting some of the things pointed out in the articles above... We have a "Welcome Environment", there is a ton of "Group Work", and there is also "one on one interaction" which cuts out the need for them to "ask for help"... Once I hear them play or sing, I can immediately assess their needs and help them on an individual level.
Wow! That is such a great thing. Music does not require words, just appreciation. Lucky you.
DeleteThat is really so cool, Don!
DeleteThese articles were great! I got the most out of the "Awareness Points" and "Modification Techniques and Tips." Although you try to put yourself in the shoes of our international students, it is so easy to overlook the customs that we take for granted. While reading the awareness tips, I had one of those iconic Oprah "aha" moments. This was especially apparent with the tip that international students may be reluctant to contact teachers outside of the classroom. The philosophy at UC could not be more different....we encourage anytime learning. I have international students in all of my classes and while some make every effort to meet with me outside of the classroom, others do nothing of the sort, even when encouraged. Discovering this tip provided great understanding.
ReplyDeleteThe modification tips were also helpful. Giving students more wait time when responding to a prompt will be something I will incorporate immediately.
Group interaction seems to work best with my international students. Depending on the class, I try to pair international students within the group. This way, they can work together if needed, while still receiving the benefits of group interaction. I also find that this fosters social interaction between students that normally would not have spoken otherwise.
Learning how to best apply various modification techniques for my international students would be most helpful in my classroom at this time.
Overall, this is a great place to start. Great articles and responses!
These articles were very helpful. Although I check in frequently with my international students, I have found out I may not be asking the right questions. The article about making modifications is a great tool. I had my students watch an interview with a pop artist and afterwards each was required to write 5 facts and 5 opinions about the interview. One international student came forward and said the English was too fast in the video and therefore he wasn't able to do the assignment. I provided a written interview (different from the one shown in class) for all my international students, allowing them to complete the assignment in their own time, at their own pace (in the event they needed to translate the material). Most international students competed the assignment, however there were still a few who didn't regardless of the modification made. Another modification made in the art room was with the color wheel and teaching my international students how to paint. Rather than having them try to read the colors, I numbered the colors instead. It allowed for success because the student could still figure out the mixing formula. Red = 1, Blue = 5, Violet = 3; 1+5=3.
ReplyDeleteWhen you told me about changing the color wheel to numbers a few weeks ago, Becky, I was stunned & so impressed with your innovation because it just made so much sense but who would think of it?! It was just such a great idea!
DeleteSometimes the most simple adjustment can make the biggest difference, and I think this example shows that we don't always have to come up with these elaborate, out of the box concepts to help these students.
I have two international students in my Catholic Social Teaching class and it is very interesting to observe them both at work. Both are very quiet in class, however after class is a whole different story. One of the two will approach me just about every day after class to ask any burning questions he may have. I think this is great and I tell him all the time how important it is for him to keep asking questions. There have been a few instances when we have orally reviewed a class assessment. The student assures me he is taking notes in class and he studies his notes at home. When it comes time for the assessment however, he becomes confused with the questions. I have helped him highlight key words in his notes to guide him through studying and I have asked him to circle any questions that he has difficulty with. Together we work through the material to find the correct answer. I know he is very appreciative of this. Now if only I could get my other international students to do the same : )
ReplyDeleteAs I was reading everyone's comments and what works/didn't work, I could not help but make a connection between the similarities with students with learning disabilities and international students in the way of not understanding them and them not understanding us. It particularly interested me that the same strategies of engaging them in lighthearted conversation, writing down instructions, reaching out to them to offer help, speaking with the counselor, speaking with the "parent" to name just a few seem to perfectly coincide.
ReplyDeleteGood connection! Jen
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ReplyDeleteI have found this strand to be very helpful to me as I continue to try to find ways to engage my international students in my writing class. Primarily I focus on journal writing with them. I have actually used the Google translator to write the prompt for them, one in Korean and again in Chinese (Simplified). I know they understand the question but I have been struggling to get them to give me their responses. I don't know if they can print or email. One student actually emailed me from a friends email. I wish I could have some time alone with my students to be able to work some of these details out. I am curious, do the international students use email for other teachers. I know they have Union Catholic email addresses, but I can't seem to break through that wall. It would be so useful in that they could respond to the journal prompt, translate and email me the response. Wondering how this is working for others...
ReplyDelete