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Consulting with International Students

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Morgan Gross

on 9 August 2016

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Transcript of Consulting with International Students

Perspectives and Strategies
International Students in the FYC Classroom
--on teaching, literacy, and students--matters!
For Fostering an Inclusive Classroom Environment
For Responding to Student Writers/Writing
What challenges have you encountered or do you anticipate encountering when teaching international students in FYC courses predominately composed of American students?
What will you take away from this workshop to inform your teaching?
What additional comments, concerns, or questions do you continue to have?
Teaching Grammar and Vocabulary
Taking a Critical Approach
Students' Right to Their Own Language
From CCCC, 1974
"We affirm students' right to their own patterns and varieties of language--the dialects of their nurture or whatever dialects in which they find their own identity and style. Language scholars long ago denied that the myth of a standard American dialect has any validity. The claim that any one dialect is unacceptable amounts to an attempt of one social group to exert its dominance over another. Such a claim leads to false advice for speakers and writers, and immoral advice for humans. A nation proud of its diverse heritage and its cultural and racial variety will preserve its heritage of dialects. We affirm strongly that teachers must have the experiences and training that will enable them to respect diversity and uphold the right of students to their own language."
"Contact Zones"
Contact zones
: Occur when different ideas come up against each other and create tension.

In a class
, students often learn more
when they come to consensus, but when they listen to each other's multiple viewpoints and allow their own beliefs/ideas/values to be challenged.

The instructor plays a crucial role in making sure all students have an opportunity for their voice to be heard and respected.
Translingual Theory
Give and Take
Find curricular opportunities for students to share and challenge their culturally-based knowledge, including perspectives on language and writing (for example, during peer review).
Don't ask one student to speak on behalf of an entire race/nation/culture, which can be embarrassing for them and lead to overgeneralizing.
Reflective Practice
What else can you do to...

1. Develop or maintain a commitment to diversity and inclusion in the educational arena?
2. Express that commitment to students through your actions and the curriculum?
Questions and Wait Time
students time to think and respond--rather than putting your own words in their mouth or letting the same few students answer every question during class discussion.
Talk It Out:
Get to know students and their thought processes for making particular decisions about their writing. After hearing a rationale, you might go from seeing something as wrong to simply unexpected.
Teaching How to Work with Source Information
Look it up!
Be directive, B - E directive
Three's Company
Model in the Middle
Give Examples
does not equal

International students are often the best and brightest from their home countries, but they may struggle to express themselves in a non-native language and new environment.

Be patient. Be empathetic. Observe their strengths. Learn from each other.
Recognize In-Group Diversity
Ask yourself frequently, to what extent do I value diversity? and does the culture in my classroom reflect those values? etc.
Why before How:
Some cultures privilege collective knowledge over individual intellectual property. Explain why style guides are used and why giving credit to others for their work is important
teaching students how to do it.
Find the vocabulary and rationale for our conventions rather than saying, "That's just what we do."
If a student needs to know or do something, tell them explicitly rather than hoping they'll eventually draw the conclusion on their own.
Focus on only a few of the most common or most intrusive writing issues in a paper so as not to overwhelm the student.
Mark and explain all of the editing issues in the two middle paragraphs of the paper. Then have the student apply similar edits to the rest of the paper, using those as a model.
Give lots of them. As well as opportunities to practice new skills.
What benefits are there, do you imagine, to having international students in your FYC classes?
* Translingual: Literally, "across languages."
* Theory highlights the fluidity of language.
* Today's global context privileges communicative competence.
* The contact between languages "generat[es] new grammars and meanings" (Canagarajah).
* A translingual pedagogy attends to the writing context and the diversity of students.
Teach "Standard" Academic Edited American English, but also consider challenging its dominance. Ask students to use deviations purposefully, rhetorically.
Think about incorporating a unit on or an entire course theme about literacy and language diversity.
Ask students to write before speaking or break them up into smaller groups for discussions.
Teaching Organization and Style
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