Cross Cultural Teaching

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Cross Cultural Teaching Learning

• Russell WarhurstStaff Learning Development Unit

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Objectives

• Understand the importance of cultural difference
  in HE
• Explore the nature of national culture
• Assess the issues of teaching students with poor
  English language competence
• Explore frameworks for analysing cultural
  difference use them to understand resolve
  teaching learning problems
• Examine techniques for assisting the learning of
  international students in lectures, practicals,
  self study, dissertation work

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Why Understanding Culture is Significant in C21
Higher Education

• of students from overseas?
• UK 11 of f/t u-g - international (c. 40 EU)
• UK 43 of f/t p-g
• HW 28 (17 international 11 EU)
• Diverse cultural backgrounds of UK students
• Increasing / decreasing? (ODL development)
• Degree of cultural diversity in any one class?
• Importance of international awareness
  cross-cultural competence for home students

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Why Understanding Culture is Significant in C21
Higher Education

• Increasing diversity of students in HE . . .
• But same model of TL ( service provision)
• From denial . . . to acceptance . . . to
  accommodation . . . to incorporation . . .
• . . . And its not just about language
• Beyond stereotyping . . . To analyse, understand,
  explain, predict . . . learn

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What is Culture?

• Convergence, difference or divergence?
  McDonaldisation thesis
• 95 the same but different in all important
  respects
• 150-200 identifiably distinct definitions in the
  education literature
• Sub-cultures?
• What culture / cultures do you belong to?

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What is National Culture?

• Iceberg idea -
• Above shared language, use of language, modes of
  dress, diet, . . . ?
• Below shared values, attitudes,
  beliefs(examples from your national culture?)
• Below the water-line attributes most impact on
  teaching learning

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Describing Culture

• How would you describe your national culture to a
  foreigner? (3-4 examples of behaviour that typify
  your national culture)
• Describe a non-teaching situation where you have
  faced a cultural challenge . . .What made it a
  challenge / problem
• So . . . what dimensions / elements can be
  identified that we can work with in assisting
  learners?

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Why Understanding Culture is Significant in Your
Subject

• I teach chemistry / maths . . . . Wheres the
  international dimension in that?
• Alternative cultural ways of viewing a
  discipline?
• Explore the cultural heritage of your own
  discipline

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Challenges . . .

• Need to balance the needs of home students with
  international students needs
• In your subject / service area
• What are the problems / challenges arising from
  cultural diversity? (3-4)
• What are the benefits? (2-3)

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Experiencing a New Culture

• Empathy ?
• What are the likely reactions of the following
  students to HW Edinburgh that will differ from
  a Tyneside natives reactions?
• A male undergraduate language student from Hale
• A female undergraduate science student from Dubai
  
• A female postgraduate science student from
  Jonkopping
• A male postgraduate technology student from
  Visakhapatnam
• A female postgraduate business student from
  Novosibirsk
• A male undergraduate language student from
  Ascuncion
• A female engineering postgraduate from Kyriat
  Shemona
• What factors are we considering when anticipating
  likely reactions?

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Influences on Culture

• History, traditions
• Religion insignificant - - - -
  guidance - - - - way of life
• Sense of nationality
• Income level distribution - Significance of
  social class
• Political environment
• Climate

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Ignoring or . . . Accommodating or . . . Adapting?

• Our way is the only way
• Our way is the best way
• . . . . . ?

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Research International Students Problems

• Two Key Problems Highlighted
• The nature of teaching in UK universities (rather
  than language per se)
• Establishing contact developing friendships
  with home students

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Language Culture

• Language - defining feature of culture?
• Creating sustaining shared realitythe limits
  of my language are the limits of my world
  Wittgenstein
• If you dont have command of the language you
  dont have a personality
• The world in English - different from the world
  in German?Language perception of a different
  reality

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Language Issues

• Running classes with students with variable
  English language competence
• Is the problem
• Listening -Speaking?
• Reading- Writing?
• Diagnosing ?
• Remedial - EFL - provision?

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Language Issues

• Language SolutionsProblem
• 1) L - S
• 2) R - W

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A) Strategies for Coping with Language
Deficiencies

• Foundation year
• Language support
• Additional allocation of time to tutors for
  support (e.g. coaching in writing skills)

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B) Techniques for Coping with Language
Deficiencies

• Careful recruitment
• Diagnostic at beginning of Course / Module
• What is being marked?
• Standard of English?
• Understanding of your subject?
• Tutors judgement of meaning / level of
  understanding (regardless of language skills)

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Analysing / Measuring Cultural Differences

• Dangers of stereotyping
• What is stereotyping?
• What are the dangers?
• What are the uses?
• Contrast with rigorous analysis of cultural
  difference
• Advantages of analysis?
• Diversity within cultures (class v. culture)

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Hofstedes Work

• Cultures Consequences
• Survey research-- initially 120,000 respondents
  across 40 countries- extended - more varied
  sample population
• Factor analysis of data - isolation of five key
  dimensions of cultural difference
• ? Reflect upon the research findings on the
  position of UK culture how that is reflected in
  the University system of teaching learning

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Individualism - Collectivism
Individualism
Collectivism
0
1
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Power Distance
Small Power Distance
High Power Distance
0
1
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Uncertainty Avoidance
Small UA
High UA
0
1
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Masculinity - Femininity
Masculinity
Femininity
0
1
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Time Orientation
Short-Term
Long-Term
0
1
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Significance for Teaching Learning

• In the case of each dimension assume that you are
  working with a student in your discipline area
  from a cultural background some distance from
  that of the UK . . .
• What are the implications for teaching / working
  with that student?

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Further Dimensions of Cultural Difference

• Linearity
• Cause - Effect RelationshipCategories v.
  ContextsSequence v. Synchronous
• Relationship to Nature
• Mastery v. Harmony
• Past . . . Present . . . Future
• Relationship - inter-relationship
• Effort

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Further Dimensions of Cultural Difference

• Specific v. DiffuseOverlap between work role
  societal role
• Ascribed v. Achieved status
• Universalism v. Particularism
• NVC
• ?

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Case Study

• Read the attached case study then, in teams,
  consider the questions posed.

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Learning Styles International Differences

• Culture shapes
• What is knowledge
• How it is learnt
• Learning theory - new learning has to build upon
  existing cognitive structures . . . maybe very
  different
• Lack of intellectual independence?
• In many cultures - more support guidance
  available than in the UK
• Personal opinions - valued?

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Learning Styles International Differences 2

• Relationship between teacher learner
• Passive v. active learning
• Description versus critique
• Correct answers avoiding mistakes (loss of
  face)
• Harmony v. challenge
• Group v. individual learning
• Language cultural problems -? a strategic (v.
  deep) approach to learning

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Teaching Learning for Cultural Diversity

• Need to recognise the variety of learning styles
  take account of these but . . .
• Disadvantage to home students?
• What follows - suggestions to explore for
  enhancing foreign students
• independent study skills
• understanding in lectures
• participation in small group sessions
• performance in assessment
• engagement in research

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Specific Approaches to Try Independent Study

• Study skills training
• Reading techniques (selecting skimming)
• Note making (c.f. note taking - copying)
• Synthesising (c.f. plagiarism)
• Critical evaluation
• Referencing

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Specific Approaches to Try Independent Study

• Contrast between language school English and
  English as used in subject reports / essays
• Linear versus circuitous writingUK writing -
  key ideas early . . . West African writing -
  getting there eventually

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Specific Approaches to Try Lectures

• Permit lectures to be taped . . .
• . . . But emphasise note making from tapes
• Define technical words (white board - build a
  glossary during class) - simpler words
• Allow time for note taking from overheads . . .
• Dont talk write / show oht at same time
• Think about vocabulary sentence structure . . .
• Short, clear sentences . . . Active voice

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Specific Approaches to Try Lectures

• Repeat the important bits - signpost these
• Signpost the structure
• Allow side-talk possibly improved
  comprehension
• Check understanding e.g. live questions or end
  of lecture quiz
• Visuals and diagrams
• Use white-board rather than ohp
• Repeat the important bits

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Specific Approaches to Try Lectures

• Handouts in class or on the webWeb-cast the
  lecture
• Be available - in person or electronically . . .
  Or use learning sets with a carefully allocation
  of overseas students

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Specific Approaches to Try Small Group Sessions

• International students - likely to have less
  experience than UK students in
• Group work
• Oral presentations
• At the outset explain the purpose of this form of
  class
• Quiet / garrulous international students?

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Specific Approaches to Try Small Group Sessions

• Sub-group formation
• Same language. . . Advantages Disadvantages?
• Few international students per group?
• Use of mature students

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Specific Approaches to Try Small Group Sessions

• Gender issues (role of women in some cultures)
• Open questions (otherwise yes) but - allow
  think / translation time
• Advanced warning of the need to contribute
• Alternatives to presentations - e.g. posters
• Alternatives to speaking to whole class
  (individual work -? pair work -? 4s etc.)
• Structured tasks with clear guidelines

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Specific Approaches to Try Assessment

• Lower the standard? Or . . .
• Finding rigorous alternatives?
• UK marking 45-65 c.f. US / Australian system
• Structuring tasks - use of sub-questions
• Clear assessment criteria
• Clarity in language avoiding ambiguity

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Specific Approaches to Try Assessment

• Provide samples of good (or bad) assignments
  with commentary on why
• Plenty of formative feedback - Work in progress
  - commenting on plans versus editing drafts
• But avoid you did really well (considering . .
  .)
• Clear indication of what how to improve
• Correcting English - first few paragraphs only
• Use variety of assessment methods

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Specific Approaches to Try Assessment

• Exams
• Expectation of rote learning regurgitation
• Short answer exam questions (UK long-answer are
  unusual)
• Provide examples of exam questions / mock papers
• Access to dictionaries?
• More time?

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Plagiarism

• Cultures where knowing ( reproducing) wise
  authorities are valued far more than personal
  interpretation -
• Deference to authority
• Reproductive versus Transformative view of
  knowledge -
• Conserving versus Extending view of academic
  process
• Cultural assumption - of course the tutor will
  know this (source)

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Plagiarism

• Individualism versus collectivism - the
  ownership of ideas
• Paraphrasing synthesising do require high level
  language skills

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Syndication

• Family support replaced by peer support
• More tutor support guidance in home culture
• Mixed message - group tasks same assignments .
  . .
• Need to explore with students the distinctions
  between collusion collaboration

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Responding to Plagiarism Syndication

• Thorough introduction to UK academic requirements
  -
• Drawing out cultural contrasts in approaches
• Scaffolding - carefully designed, formative
  assessments
• International students need training in the
  skills of
• Paraphrasing referencing

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Specific Approaches to Try P-G Supervision

• Possible Problems - Expectations . . .
• of direction - hierarchical relationship
• that the supervisor will take the initiative
• structure control
• that the supervisor will be highly knowledgeable
  in specific subject
• that research is about reproduction rather than
  critique creativity

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Specific Approaches to Try P-G Supervision

• Clarification of roles
• Exploration of expectations
• Regular meetings way-points for reporting
  progress
• Record keeping
• Recommend gap filling - specific reading or
  attending relevant under-graduate modules
• Specific training in practical work - laboratory
  working

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Specific Approaches to Try Supporting
International Students

• Culture shock - lacking norms / social rules etc.
  to understand others guide own action
• Adaptation - transition cycle
• Honeymoon period
• Depression
• Hostility / or withdrawal
• Adjustment
• Autonomy
• Re-adjustment back to home culture

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Specific Approaches to Try Supporting
International Students

• Degree of cultural difference - degree of
  potential distress
• Networks are important for international
  students
• 1) Mono-cultural
• 2) Bicultural
• 3) Multi-cultural
• Pre-departure briefing of international students
  ( accurate recruitment in the first place)

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Specific Approaches to Try Supporting
International Students

• Personal tutoring . . . training for tutors
• Create opportunities for socialisation between
  international students home students
• Mentoring systems - home students paired with
  international (even before departure)
• Isolated or ghetto living
• Know what support services are available . . .
• . . . and when to refer on

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Specific Approaches Design of Courses

• Problem of slotting international students into
  courses anchored in UK cultural assumptions
• Course induction - explaining the learning
  methodologies
• Surfacing exploring assumptions
• Incorporate international elements / perspectives
• Broaden the choice of Modules
• Make Module guides / work-books available
• Diversify assessment requirements ( avoiding
  religious festivals)

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Your Action Planning

• What are you going to do differently as a result
  of this session?
• 2 SMART objectives

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References

• Ballard, B J. Clanchy (1997) Teaching
  International Students, IDP Education Australia
• Bloor, M. A. Lahiff (2000) Perspectives on
  Learning A Reader, University of Greenwich Press
• CVCP (1996) Code of Practice on the Recruitment
  Support of International Students, 2nd Edition
• Hofstede, G. (1980) Cultures Consequences
• Ryan, J. (2000) A Guide to Teaching International
  Students, Oxford Centre for Learning Staff
  Development
• Ryan, J. O. Zuber-Skerritt (Eds.) (1999)
  Supervising Post-graduates from Non-English
  Speaking Backgrounds
• Tromenaars, F. C. Hampden-Turner (1997) Riding
  the Waves of Culture 2nd Edition