University of New Hampshire



Suggestions & Reminders for Teaching International StudentsWriting & CorrectionRead for meaning and only correct errors that interfere with meaning. Read primarily for “global” concerns and try not to dwell on “local” issues.Use a rubric and incorporate grammar and mechanics into it to isolate and clearly communicate that part of the grade.Give students models of successful work.Schedule class time for feedback or revision in the early stages of assignments or encourage students to come to office hours with an early draft.Incorporate elements of written assignments in homework assignments.Add more low-stakes assessments and give students opportunities for revision.Be clear about formatting requirements and be aware that new international students may have drastically different computer settings that they have to adjust.Consider whether the genre / type of writing may or may not be something the students experienced in their high school classes – be open to different styles of writing if the requirements are still being met.Recommend students visit the Connors Writing Center or the ESLI H.E.L.P Group. Group Work & CollaborationNot allowing students to self-select groups is better for international student integration.Consider the benefits of having more than one international student in a group.Schedule in-class time for team-building or “warmer” activities within newly formed groups.Don’t be afraid to keep the same groups for the next group work assignment. Organize the formation of specific roles for each individual within the group. If possible, provide rubrics with clear expectations for the roles.Try to meet with groups individually at various points throughout the assignment or schedule smaller “due dates” along the prehending Lectures & ListeningPlan in time to activate students’ prior knowledge or schema.Post PowerPoints to Canvas ahead of lectures.Remind students to take notes even if the PowerPoints are on Canvas.Use captions when showing videos.Present content in multiple ways: verbal, visual, handouts, Canvas, etc.Allow students to record your lectures.Group a struggling international student with a classroom partner or suggest he sit with others.Design time for comprehension-checking questions or peer-work multiple times throughout each lecture.Ask students to write down questions at the end of each lecture and collect them – this may provide ideas of what students were struggling with.Pay attention to language: colloquialisms, cultural references, speed of delivery – these can be problematic for international students to understand what is more important versus less important.Use synonyms and definitions more often.Refer students to SAS (Student Accessibility Services) for note-taking strategies help.Cheating & PlagiarismKeep in mind that academic integrity is a cultural concept. Sharing work or copying an expert’s work may not be considered cheating in another culture.Assign large projects in stages so that you can view earlier forms or drafts and notice any plagiarism issues early on.Use the VeriCite submission program on Canvas and allow students to view the results.Learn about students’ backgrounds. If they’ve taken prior ESL, GSSP content courses, or Academic English, they have been instructed about plagiarism and citation methods.Help students get connected with reference librarians for consultations.Recommend students visit the Connors Writing Center or the ESLI H.E.L.P Group.Cheating on exams is cheating in any culture.Class ParticipationInternational and multilingual students need more time to process and prepare responses.International and multilingual students may come from academic settings where class discussions are uncommon. Common classroom habits such as commenting, disagreeing, and making requests are discourse skills. Use the “Think/Pair/Share” approach: allow students to first pair up and answer the questions, and then share answers with the whole class.Design time for more small group discussions and consider students’ participation in these moments as well.Ask students to prepare questions ahead of time and bring them to class – this can offer them a safe opportunity to participate.Be explicit about what good participation is – this is a cultural concept. Give clear examples of what it means in your class.Call on students in a predictable way at some point throughout class to allow students to plan their responses.Expose all students to different accents through course materials selection.Recommend students visit the Connors Writing Center or the ESLI H.E.L.P Group for presentation practice and feedback.Invite international students to your office early in semester to chat: ask them about their background, language history, their culture, and other UNH courses.Students with no prior courses at UNH might need support with certain concepts: attendance rules, office hours, TAs, review sessions, specific grades for participation, etc.Ask students what they want to be called and practice saying their names over and over, repeat after them.Don’t forget that coming to class on time is unrelated to language skills! GeneralRecognize contributions to your field from different cultures and countries and incorporate them into course materials.Choose course readings, videos, and texts carefully – wear your “international student goggles” while deciding.Capitalize on international students’ different experiences and perspectives – explicitly plan opportunities for them to share examples and perspectives from their cultures. ................
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