University instructors have many options for supporting international students in classes

Bieszka, Terri

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ScholarWorks at WMU

Western Michigan University ScholarWorks at WMU Instructional Development Grants Office of Faculty Development Fall 9-14-2018 Supporting International Students In Your University Class Terri Bieszka Western Michigan University, theresa.bieszka@wmich.edu Follow this and additional works at: https://scholarworks.wmich.edu/instructional-development-grants  Part of the Higher Education Commons WMU ScholarWorks Citation Bieszka, Terri, "Supporting International Students In Your University Class" (2018). Instructional Development Grants. 24. https://scholarworks.wmich.edu/instructional-development-grants/24 This Poster is brought to you for free and open access by the Office of Faculty Development at ScholarWorks at WMU. It has been accepted for inclusion in Instructional Development Grants by an authorized administrator of ScholarWorks at WMU. For more information, please contact maira.bundza@wmich.edu. TEMPLATE DESIGN © 2008www.PosterPresentations.comSupporting International StudentsIn Your University ClassTerri Bieszka, MA TESOLCenter for English Language and Culture for International Students (CELCIS)Funding for this poster was through an Instructional Development Travel Grant 2017-2018.SourcesContact informationUniversity instructors have many options for supporting international students in classes.Here are 10 suggestions. 1. Structure classes mindfully.• Have a goal and post a plan.• Preview the topic and encourage student prediction.• Include a variety of methods.These steps help your internationals stay oriented during class.2. Promote a community atmosphere.• Be aware that internationals are easily isolated or segregated.• Use collaboration and teamwork.• Provide opportunities for internationals to share from their perspectives, if willing.These suggestions help your students feel welcomed and comfortable.3. Suggest reading strategies.• Encourage the use of graphic organizers.• Add a link for a technical dictionary to your class e-learning page.• Remind students to focus on the relationship of ideas.These ideas assist less-than-fluent readers to read more effectively and efficiently.4. Guide note-takers as you lecture.• Include previews:  “Today’s lecture will have 3 parts: _a_, _b_, and _c_.”• Use signal language..  “Now let’s move on and take a look at my second point.”• Teach generally accepted abbreviations for technical words.These tips help your students manage the dual tasks of listening and writing.5.  Vary the discussion formats.• Use the ”jigsaws” model to build expertise.• Use  online discussion boards so students can capture language and form a response.• Include a few group roles that are less language focused.These suggestions promote engagement by non-native students.6. Build confidence for speaking upin class.• Wait at least 10 seconds when you ask questions or ask for questions.• Assign peer practice partners before important speaking assignments.• Seek feedback from students more frequently.These actions allow students the time to communicate more fluently.7. Offer support for important writing tasks.• Provide a model or basic template.• Offer tools (i.e. library page, links,).• Encourage use of Writing Center or library . (Arrange for a specific contact person).These steps provide resources to help students meet assignment objectives.8. Develop a variety of assignments.• Use groups assignments with multiple roles.• Assign projects that allow students to use their creativity.• Plan multi-media assignments.These methods provide ways for students to engage that are less language-based.9. Reconsider your assessment methods.• Use more frequent tests over a smaller amount of information.• Use a variety of testing methods.• Ask the student to explain how he thinks he is doing.These strategies allow students to demonstrate what they have learned.10. Give feedback frequently.• Give feedback in writing.• Provide a key for editing or correction marks.• Include the correct answer.These methods help students see their challenges and their progress.Don’t be surprised if these tips help your domestic students too!TESOL International: The World Comes Together, March 27-30, 2018 Chicago ILBenson, S. “Effects of Written Corrective Feedback andLanguage Aptitude on Accuracy.”Brooke, J., Godfroid, A, and Ohlrogge, A. “MeasuringVocabulary Development in IEPs.Carrasquel, N., Davies, A., and Goussakova, E. “IrregularVerbs: A Corpus Analysis of Lists from GrammarBooks.”Clarke. N. and Uzun, O. “Ten Strategies to ImproveListening Comprehension.Foskey, D. and Thelen, S. “ Using Online DiscussionBoards for Reflective Writing.”Hagen, S. “12 Tips for Grammar and Writing Instruction.”Lara, J. and Speer, L. “Book Club Café: A New Approachto Extensive Reading.”Ryan, G. “Reading: The Underemphasized Skill.”Schmidt, H., “Engage, Enrich, and Empower IEPStudents to Demonstrate Academic Readiness.”Stamper, S. “10 Tips for Digital Literacy”Terri Bieszka, Language SpecialistCenter for English Language and Culture for International Students (CELCIS)Ellsworth HallWestern Michigan University1903 W. Michigan AvenueKalamazoo, MI  49008theresa.bieszka@wmich.edu(269) 387-4800

Supporting International Students In Your University Class

https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1031&amp;context=instructional-development-grants

Supporting International Students In Your University Class

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