What Post-Secondary Institutions Can Do to Support International

StudentsEnglish in a Global Context

Aliye Grant

Background

Post-secondary institutions recruit international students.

Study abroad to learn a language, post-secondary studies.

Most have a positive experience Study a new language Receive a diploma or degree

Background

Make new friends Develop new contacts Create international connections. Some are motivated for different

reasons: Intrinsically or extrinsically Not always a positive experience Experience challenges: Academically

and socially

Statistics about International Students in Canada

Approximately 20% of students enrolled in graduate programs in Canada are international students.

Integral part of Canadian schools. In 2012- approximately 100,000

international students studying in Canada.

Problems for Post-Secondary Institutions

Minimal information available about how students adapt to life in post-secondary institutions in Canada.

Gaps in how to best meet their needs. What they really need and how to

accommodate

Contribution to Canada’s economy and Cultural Climate

In 2012, Canada had approximately 100,000 international students

Increase the diversity in Canadian culture

Own experiences and make Canadian society more diverse.

Enriches the educational environment

Challenges

Left feeling lost and lonely Stressful relocating to a new country to

study. Schools have to prepare international

students for successful learning experiences

Psychological Challenges

Stress trying to adapt to the new culture

Different cultural and societal norms Marginalization and stigmatization Separation in the new culture Increased pressure to perform both

academically and socially Increased risk for severe depression

Academic Challenges

Successful in their own countries. Achieved high marks in their country of

origin Often experience challenges adapting to

the new environment Pressure to succeed in new country Increased pressure to achieve required

marks so that they can enter programs. Differences in education-different learning

environment

Common reasons why help is not sought

Do not take advantage of the services available to them- they feel they will be discriminated

Difficulty expressing themselves in English

Not have the necessary information about services

Embarrassment or shame as a result of their struggles.

Help for international students through the transition process

Employ student assistants Reference of professionals Regular meetings with regular program

faculty and support staff Give staff information about how to

identify students in distress Educate staff about some of the

challenges international students face

Help for international students through the transition process

Students take one elective course at the final level of their language studies

Join clubs with other international and domestic students (Global Connections, Conversation Clubs, Newsletter Clubs, Reading Club and International Community Links.)

Participate in regular social gatherings with classmates

Classroom Practices

Encourage students to ask questions Capitalize and celebrate differences of

international students Learning strategies to create conducive

learning environment Consider how each student learns-

customize teaching methods to reflect all students

Final Thoughts-Recommendations for Future Practice

Continue to conduct research into international student needs

Establish diversity training for all instructors

Workshops for cross-cultural relations

References

Andrade, M.S. (2006). International students in English-speaking universities. Journal of Research in International Education, 5(2), 131-154. doi: 10.1177/1475240906065589

Chang, M. (2011). Helping the international student understand the American university. New Directions for Higher Education, 153, 21-26.

doi: 10.1002/he.422

References

Chirkov, V., Vansteenkiste, M., Tao, R. & Lynch, M. (2007). The role of self-determined motivation and goals for study abroad in the adaptation of international students. International Journal of Intercultural Relations, 31, 199-222.

Canada-Organisation for Economic Co-Operation and Development. http://www.oecd.org/canada

References

Citizenship and Immigration Canada http://www.cic.gc.ca/english/department/

media/releases/2013/2013-02-26.asp

 Google images. Retrieved from www.googleimages.com

Guo, S. & Chase, M. (2011). Internationalisation of higher education: Integrating international students into Canadian academic context. teaching in Higher Education, 16(3), 305-318.

References

 Khawaja, N.G. & Stallman, H.M. (2011). Understanding the coping strategies of international students: A qualitative approach. Australian Journal of Guidance and Counselling, 21(2), 203-224. doi: 10.1375/ajgc.21.2.203

Tas, M. (2013). Best practices in hosting international students in the U.S. Cross-Cultural Communications, 9(2), 14-17. doi:10.3968/j.ccc.1923670020130902.3197

References

Tung, W.C. (2011). Acculturative stress and help-seeking behaviors among international students. Home Health Care Management & Practice, 23(5), 383-385. doi: 10.1177/1084822311405454

Wei, M., Yao Ku, T & Russell, D. W. (2008). Moderating effects of three coping strategies and self-esteem on perceived discrimination and depressive symptoms: A minority stressmodel for Asian international students. Journal of Counseling Psychology, 55(4), 451-462.

doi: 10.1037/a0012511 

References

Yang, R.P.J. (2013. The possible selves of international students and their cross-cultural adjustment in Canada. International Journal of Psychology,48(3), 316-323. doi.org/10.1080/00207594.2012.660161

 Zhai, L (2004). Studying International Students: Adjustment Issues and Social Support. Journal of International Agricultural and Extension Education, 11(1), 97-104.