Embed Size (px)
Citation preview
1|17-09-2015
Developing practices
for use in the
international classroom
ISS Kick-off Day 2019
Kevin HainesUniversity of Groningen The Netherlands
Guide book to Oslo at 6 o’clock in the morning
Phrases for talking to Lost Runners:
Question: How do I get to the lake?
Answer: Turn left and go up the very small hill.
Question: Is it far?
Answer: The lake is very close by.
Question: So it’s really not far?
Answer: You can do it!
Transformations in the International Classroom: A lecturer’s perspective
“Internationalisation makes the picture more complex.
When teaching a course, different perspectives can be
useful in analyzing a subject. However, particularly
when students are asked to cooperate, it may also lead
to tension and misunderstanding …. This means that we
have to manage diversity more actively than before and
need more student input to do that”.
Mitchell, Lecturer, Law Faculty
Transformations in the International Classroom:
an educational developer’s perspective
“As the creator of the programme, you
are not aware of your ‘Dutchness’. It’s so
‘normal’, it’s so part of you that you have
a blind spot.”
Hendrika in Haines et al 2015: 171
Making the familiar strange
I find it difficult
,
for the power of the familiar is
overwhelming.
Wisniewski 2000: 19
Guide book to Oslo at 6 o’clock in the morning
Making the familiar strange?
The lake isn’t far if you are used to hills.
Transformations in the International Classroom:a student’s perspective
“Whenever I learn anything about myself or
about my friends, it is never when we are
agreeing on subjects or when we share the
same experience. You always learn about
other cultures and other perspectives when
you discuss it from different angles.”
Maja, 2nd Year Medical Student, University of Groningen
International Classrooms?
In the Netherlands (2017-2018):
74% of Master’s programmes taught through English
23% of Bachelor’s programmes taught through English
(KNAW 2017)
At University of Groningen (September 2017):
90% of Master’s programmes taught through English
67% of Bachelor’s programmes taught through English
Two prerequisites for the successful implementation of an international classroom
1. An inclusive, safe learning environment, in which students
are explicitly stimulated to integrate and to exchange cultural
and contextual knowledge.
2. Lecturers have sufficient knowledge and awareness of the
learning processes that occur in an international and intercultural
learning environment, and they are able to respond to this in
an adequate way.
Royal Netherlands Academy of Arts and Sciences (2017) citing Lauridsen &
Lillemose 2015 and Edwards & Teekens 2012)
Dimension
(actor)
Focus on
activity
(process)
Quality principles (conditions)
1.
Educational
context &
institutional
environment
2.
Educational
processes
3.
Educational
outcomes
The IntlUni Principles 2015
Dimension 1: The HEI
Providing an inclusive learning space
Language & Culture Policy (Cercles)
“A Language Policy of an Institution in Higher Education
should address issues at all levels of the organisation
(university, faculty, programmes, courses etc.) and be
co-owned by all stakeholders and the whole university
community (governing bodies, teaching, research,
administrative staff and students).”
CercleS Language Policy Position Statement 2011
Policy, principles and practices
Generic Principles for Internationalising the Curriculum
1: Focus on students as learners [transition]
2: Respect and adjust for diversity
3: Provide context-specific information and support
[manage expectations]
4: Enable meaningful intercultural dialogue and engagement
[designed interaction]
5: Be adaptable, flexible and responsive to evidence
[meaningful evaluations]
6: Prepare students for life in a globalised world
[graduate attributes & employability]
(Leask 2015: 96-103) [see also Carroll 2015: 113-117]
But how do we make sure
that we really do this!?
Alignment: Policy, principles and practices
Learning
Communities
Project
Language & Culture Policy
Project
International Classroom
Project
Cultures in the international university Westerholm & Räsänen (2015), adapted from Flowerdew &
Miller 1995
Pause for thought
How do you understand ‘diversity’ in your teaching context?
How do you take this diversity into account so that it becomes a resource in the classroom?
Dimension 2: The HE teacher
Raising awareness about teaching and learning processes
“We will promote and support institutional, national
and European initiatives for pedagogical training,
continuous professional development of higher
education teachers and explore ways for better
recognition of high quality and innovative teaching
in their career.”
Paris Communique EHEA 2018
IntlUni recommends HEIs “to provide the necessary
professional development and teacher training programmes
that will allow HE teachers to appropriately develop their
language proficiency as well as their professional and
pedagogical knowledge, skills and competences.”
See: www.intluni.eu
“I don’t teach language”
“I cannot say that I test them or train them in English. Of course
they can always come and ask me, but I don’t think I take
responsibility for training them in English. I don’t correct their
work in English”.
Physics lecturer (Airey 2012: 75)
“Speaking Math(s)”
”Instruction should move away from simplified views of
language as words, phrases, vocabulary, or a list of
definitions.”
“The mathematical register includes styles of meaning,
modes of argument, and mathematical practices and has
several dimensions such as the concepts involved, how
mathematical discourse positions students, and how
mathematics texts are organized.”
Moschkovich 2012: 21-22
The EQUiiP Project
2016 – 2019
Designing and teaching
inclusive international
programmes
“This project focuses on the development of modules which
will provide a consistent platform for educational
developers (EDs), who are responsible for the Continuous
Professional Development (CPD) of university teaching staff
in internationalised programmes.”
EQUiiP Project proposal, 2016 p, 33
EQUiiP definition ofEducational Developers
Educational Developers (EDs) support lecturers in
their work in universities, both in relation to the
design of programmes and courses and the
delivery of these programmes and courses (the
didactics).
The EQUiiP Platform
www.equiip.eu
Pause for thought
EQUiiP Timelapse videos
by Laura Hoskins, University of Bordeaux
Dimension 3: The HE student
Developing one’s own cultural identity and extending one’s knowledge base
Student’s perspective
“They expect you to be able to do academic writing, but you
have never done it before. There’s also a lot of diversity in
what has been done before. It would be the first time for
me to do it in Dutch too, although the language would be a
lot better.”
Vera, 2nd Year Dutch Medical Bachelor’s student
Haines & Dijk 2016: 362
Student’s perspective
“In the International Baccalaureate I had learnt to
write essays, to structure essays, to express
myself in essays. So since I had done the IB I
knew how to write an essay and I knew how to put
my ideas down nicely.”
Vincent, Lithuanian Medical Bachelor’s graduate
Haines & Dijk 2016: 362
Feedback to Vincent(research training report)
Partnerships with students in the informal curriculum
“An instance of collaboration is the Groningen Journal of
International Law (https://grojil.org), which is independent of UG
and mainly comprised of students. This as “an effective way of
maintaining a ‘partner’ relation with the University and staff of the
Law Faculty who form the advisory board of the journal”.
Student at International & European Law, UG
Purposeful Co-production: Students and teachers
“The students and teachers make meaning of diversity in a
complex manner and they engage in negotiating multiple
perspectives of knowing which they encounter in
pedagogies within international contexts of higher
education.”
Welikala 2013: 54
Mutual engagement
It is more important to know
how to give and receive help
than to try to know
everything yourself.
(Wenger 1998: 76)
ISS Kick-off day 2019
Developing practicesfor use in the international classroom
Kevin HainesUniversity of Groningen
Thank you for listening!
Useful references and resources
Airey, John. 2012. “I don’t teach language”: The linguistic attitudes of physics lecturers in Sweden. AILA Review,
25, 64–79.
Carroll, Jude. 2015. Tools for Teaching in an Educationally Mobile World. Abingdon: Routledge.
CercleS. 2011. Language Policy Position Statement. http://www.aks-sprachen.de/wp-
content/uploads/2015/01/CercleS-Language-Policy-Position-Statement-revised-Nov-2011.pdf
Cozart, Stacey M., Kevin Haines, Karen M. Lauridsen & Thomas Vogel. 2015. The IntlUni principles for quality
teaching and learning in the multilingual and multicultural learning space. In Lauridsen, Karen M. & Mette
Kastberg Lillemose (eds), Opportunities and challenges in the multilingual and multicultural learning space.
Final document of the IntlUni Erasmus Academic Network project 2012-15, 17–22. Aarhus: IntlUni.
http://intluni.eu/uploads/media/The_opportunities_and_challenges_of_the_MMLS_Final_report_sept_2015.pdf
European Higher Education Area (EHEA). 2018. Paris Ministerial Communiqué.
http://www.ehea.info/media.ehea.info/file/2018_Paris/77/1/EHEAParis2018_Communique_final_952771.pdf
Haines, Kevin. 2017. Purposeful interaction and the professional development of content teachers: observations of
small-group teaching and learning in the international classroom. In Jennifer Valcke & Robert
Wilkinson (Eds.), Integrating Content and Language in Higher Education: Perspectives on Professional
Practice. Frankfurt: Peter Lang.
Useful references and resources
Haines, Kevin & Anje Dijk. 2016. Translating language policy into practice: Language and culture policy at a Dutch
university. Language Learning in Higher Education 6(2), 355–376.
Haines, Kevin. 2015. Imagining oneself: Narrative evaluations of the professional identities of learners in a
transnational higher-educational setting. Learning & Teaching 8(1), 30–49.
Haines, Kevin, Franka Van den Hende and Nico A. Bos. 2015. From Training Initiative to Fully-Fledged Innovative
International Programme: A Story of Staff and Student Cooperation at the university of Groningen’s Medical
School. In Wendy Green & Craig Whitsed (Eds.), Critical Perspectives on Internationalising the Curriculum in
Disciplines: Reflective Narrative accounts from Business, Education and Health, 159–174. Rotterdam: Sense
Publishers.
Leask, Betty. 2015. Internationalizing the Curriculum. Abingdon: Routledge.
Moschkovich, Judit. 2012. Mathematics, the Common Core, and Language: Recommendations for Mathematics
Instruction for ELLs Aligned with the Common Core. In Kenji Hakuta and Maria Santos (Chairs),
Understanding Language: Commissioned Papers on Language and Literacy Issues in the Common Core State
Standards and Next Generation Science Standards, 17-31. Stanford: Stanford University.
Useful references and resources
Koninklijke Nederlandse Akademie van Wetenschappen. 2017. Nederlands en/of Engels: Taalkeuze met beleid in
het Nederlands Hoger Onderwijs (English summary). https://www.knaw.nl/nl/actueel/publicaties/nederlands-
en-of-engels
Welikala, Thushari. 2013. Inter-Perspective Pedagogy: rethinking Culture and Learning in Multicultural Higher
Education in the United Kingdom. In Lixian Jin & Martin Cortazzi (eds), Researching International Learning:
Investigations in Language and Education, 37–57. Basingstoke: Palgrave Macmillan.
Wenger, E. (1998). Communities of Practice. Cambridge; Cambridge University Press.
Westerholm, Kirsi & Anne Ra sa nen. 2015. Sharing and promoting disciplinary competences for university
teaching in English: voices from the University of Jyvaskyla language centre’s TACE programme. In J.
Jalkanen, E. Jokinen & P. Taalas (Eds), Voices in pedagogical development – Expanding, enhancing and
exploring higher education language learning, 131–157. Dublin: Research-publishing.net.
Wisniewski, R. 2000. The Averted Gaze. In Anthropology & Education Quarterly 31(1), 5–23.
The EQUiiP Project
Workshop
University of Oslo
Dr Kevin Haines
University of Groningen
The Netherlands
Line up
I recognise the diversity in our international classrooms.
Agree Disagree
Line up
I am aware of how diversity can be used as a resource for teaching and
learning in our international classrooms.
Agree Disagree
Promote inclusive behaviours
This includes ensuring reciprocity by
mutually generating and exchanging
knowledge, ideas and resources within
and across cultures and intellectual
traditions.
scenario
Class debate on water management
To engage all students in an international classroom, a
lecturer organised a debate on the following question:
“How can you critique existing practices of water
management?”
He/she allowed the debate to continue without
intervening. However, only a few students were
debating. After about 10 minutes, the lecturer pointed
directly to the silent students and asked about their
opinions. This led to embarrassed silence.
How could this activity be adapted…
… to ensure reciprocity and mutually generating and exchanging knowledge, ideas and resources?
Some possible didactic interventions
o Give students the opportunity to reflect and discuss in pairs or groups first. Own language?
o Start with a simpler question, e.g. How would this work in your culture?
o Explore students’ previous educational experience at the start of the semester.
o Organise social activities to ensure students are comfortable with each other.
Outline of today’s workshop
1. The line up on diversity
1. Opportunities and Challenges in the International Classroom
2. Good Practice Principles
3. Learning Support Strategies (Role of Language)
4. Wrapping up
Introduction to the International ClassroomActivity 5 (1)
Individually, consider the following questions:
Opportunities: What are for you the most significant opportunities in the international classroom?
Challenges: What are for you the biggest challenges in the international classroom?
Challenges?
Opportunities?
Introduction to the International ClassroomActivity 5 (2)
At your tables:
Identify the opportunities and challenges as you see them.
Write one opportunity or one challenge per PostIt note.
Opportunities?
Challenges?
Introduction to the International ClassroomActivity 5 (3)
On the white boards, place the PostIt notes in the most appropriate category:
The learning goals and content of your course
Teaching diverse student groups: interaction in the classroom; group dynamics among students
Students’ language and communication issues
Other
Introduction to the International ClassroomActivity 6 (1)
1: Focus on students as learners [transition]
2: Respect and adjust for diversity
3: Provide context-specific information and support
[manage expectations]
4: Enable meaningful intercultural dialogue and engagement
[designed interaction]
5: Be adaptable, flexible and responsive to evidence
[meaningful evaluations]
6: Prepare students for life in a globalised world
[graduate attributes & employability]
(Leask 2015: 96-103) [see also Carroll 2015: 113-117]
The Role of Language: Activity 5
Learning Support Strategies:
• What strategies can / do lecturers use to manage language load for learners?
• Brainstorm in groups / write down a list.
• Have a look at the post-its / add your strategies on post-its.
reduce the amount
of content you
deliver through
lectures
get students to
compile a
glossary of key
terms
put key terms /
new terms /
content
vocabulary on
your slides
when lecturing,
slow down and
plan breaks
allow moments
for “think / pair /
share”
use examples that
are universal and
not specific to the
local culture
avoid highly
colloquial
expressions /
metaphors
make your
pedagogical
approach explicit
use your learners
to rephrase or
translate
use group
discussions and
quizzes during
lectures
plan and use
clear signposting
language
use images on
your slides to
illustrate what
you are saying
flip your class
make your
lecture handouts
more detailed
than they usually
are
compile a
glossary of key
terms for
students
deliver lectures
by video
read out text on
your slides
provide
multilingual
translations of
your documents
group students
according to
language
proficiency
get students with
the same first
language to work
together
seek
opportunities for
group and project
work
allow students
time to formulate
their questions
ask students to
prepare/read
sections before
lectures
TEACHER INVESTMENT
LE
AR
NE
R G
AIN
S
LOW HIGH
HIGH
LOW
The Role of Language: Activity 5
Learning Support Strategies:
• What strategies can / do teachers use to manage language load for learners?
• Brainstorm in groups: Write down a list
• Have a look at the post-its / add your strategies on post-its
• Plot the strategies on the graph
Wrapping up
Write down one idea you will take away from today’s sessions which will influence the way you work on the ISS 2019.
