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Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.3/149543
- Professional communication challenges for international students
- Gill, Rob
- Foreign students, particularly from Chinese partnership arrangements (eg CAP), appear to find the pedagogy in LPR100 Professional Communication Practice challenging. This is evidenced through their participation in group and class discussion and their approach to practical assessment. LPR100 is a core unit for Business and Communication Degrees at the FHEL aimed primarily at entry-level students. The unit's curriculum is weighted heavily towards class participation and team discussion. Most of the Chinese students from the CAP cohort have come from classic lecture style pedagogy, with assessment heavily weighted on the unit's final exam. Many seem to lack confidence in their spoken English and have a cultural belief that regards open verbal inquiry as a display of disrespect towards academic staff. This often results in stifled participation in class/group sessions. Innovative assessment that requires students to produce expansive documents as an extension of theory covered appears to be a challenge to some. The challenge for me over 2010 has been to adapt the classroom organisation to provide a more nurturing environment for international students, further taking into account their diverse cultural backgrounds, language challenges and past pedagogical experiences.
- Publication type
- Seminar, speech or other presentation
- Research centre
- Swinburne University of Technology. Faculty of Higher Education, Lilydale
- Paper presented at 'Language in the disciplines: disciplinary discourses and the embedding of academic literacy skills within programs', an Academic Literacy Teaching and Research Network (ALTAR) Symposium, Swinburne University of Technology, Hawthorn, Victoria, Australia, 24 November 2010
- Publication year
- English skills; International students; Language ability; Language skills; Pedagogy; Professional communication; Student demographics; Teaching methodology
- Swinburne University of Technology
- Publisher URL
- Copyright © 2010.