International Students in a Composition Classroom

Different Background

I have had the opportunity to study under two distinct education systems: Kenyan and American. The Kenyan system of education is mostly lecture-based and teacher oriented. In most cases, the teacher is the central figure of authority in the classroom who is in charge of the entire learning process, creating classroom policy, and makes all the decisions regarding teaching and learning in the classroom. There are less classroom activities that require students’ direct participation and most lessons are designed in a lecture format with students taking notes. The danger of this is that the students  often regurgitate this information on their exams without critically analyzing its content. There are assignments given in the course but this rarely contributes to the final grade which is solely based on the final exam. Furthermore, transition from primary school to secondary school and from secondary school to college is based on one final national exam that completely disregards the performance the student has had in their prior years of schooling. In addition, since the teacher is presented as a respectable figure of authority, there is limited interaction between students and teachers outside the classroom. Even at the college level where some of these distinguishing teacher-student relationship practices become fluid, students still do not utilize their professors outside the classroom.

American education is on the other end of the spectrum. I have had to do a lot of adjusting first as a student and even more as a teacher. In teaching college classes in the U.S, you are most likely to experience an international student especially with the current rise in international students admission. This chance is even increased if you are teaching a required first year composition class.  Based on my own experience and also what I look forward to implement in my own composition classes, I have compiled a list of strategies that could be helpful in dealing with international students in your classroom:

1. Build a community in your classroom: Create opportunities in the classroom where students can talk and interact with each other. Most times, international students may keep to themselves and find it hard to interact with others due to cultural differences or difficulty in adjusting to the new environment. As a teacher, make everyone feel welcome and existing as part of a large classroom community. In case you have a student who is from a teacher-centered learning background, it might take some time for them to get used to speaking in class. Let the student feel welcome by encouraging their participation in the learning process and even encouraging them to speak to the other students. Students talking to each other may help eliminate stereotypes and misconceptions.

2. Know your students. It is important to first know your students by names. Identify international students and get to know them even more. For instance you might ask which country they come from, what languages they speak and even whether it is their first time in the U.S. This will not only help the student feel welcome, it also helps you as a teacher to know how to communicate effectively with them and be mindful of them during learning sessions. Find out any challenges they might be having with writing and offer help if any is needed. You can also point the student to campus resources such as the writing center to help with their writing.

3. Talk to your students and let them know they can talk to you. In case of students from a background where there is limited interaction between the student and the teacher, the student might be struggling with your class but not tell you about it. Make an effort to check in on the student. Know how they are doing and how you can be of help in case any is needed. Let the student know your office hours and that they are invited to speak to you in case of any class related issues. You can also set up conferences with them at various points of their writing process to monitor their progress.

4. Be patient with your international students, very patient. Your student may come from a very different cultural background. This means they have different ways of interaction and communication. For instance, a student may use some language that may sound insulting or rude to you. This does not always mean they mean to be rude. They may only have a different way of communicating that may not align with the American- or generally the western standards. This may also be caused by language differences especially with ESL students who might want to either, directly apply their native language grammar rules to English or directly translate words into English which may not be equivalent to what they actually mean. Secondly, if this student comes from a less technologically developed country, they probably are not accustomed to formal online communication such as email or even learning management systems such as canvas or blackboard. They may probably go for days without checking their email. They may even ask a question that is obviously well illustrated in the syllabus or online. Be patient with such students. It takes a while for them to get used to different education standards.

5. Encourage and embrace the diversity in your classroom. For one, realize that there are cultural differences in our classroom. Create opportunities for students of different cultures and nationalities to bring their culture to the classroom. You can have students discuss how various aspects of culture apply in their own community. For instance, you can ask how christmas is celebrated in different cultures, or how cultural concepts like marriage is regarded in different cultures. Let the students exchange ideas and at the same time, learn to appreciate and respect others cultures. You can also incorporate in your learning materials resources from a culture that might not be necessarily American. This will encourage mutual understanding among your students who will realize that they are existing in a diverse classroom.

Final Thoughts

The biggest challenge that international students face is culture shock. This does not only affect their studies but also their personal lives in general. If a student is having a hard time adjusting, you can point them to resources they could use to help them integrate into their new environment. You could suggest social events they could engage in or in severe cases, suggest the counseling center. This might go outside your role as a teacher but in case you are in a position to offer such help, do so!

Myself and other international Fulbright students at Syracuse University