Interacting with International Interacting with International StudentsStudents

Liz FerryLiz Ferry

TE 494TE 494

ObjectiveObjective

Learn how to effectively interact with Learn how to effectively interact with international students, especially those international students, especially those who have lower levels of English-language who have lower levels of English-language proficiencyproficiency

Language SkillsLanguage Skills

ReadingReading

WritingWriting

ListeningListening

SpeakingSpeaking

Important PointsImportant Points

Assessing English language skills of Assessing English language skills of international studentsinternational studentsTactics to help students understand Tactics to help students understand written documents, tactics for helping them written documents, tactics for helping them understand what you are saying (how to understand what you are saying (how to respond appropriately)respond appropriately)Reasons for difficulties among skillsReasons for difficulties among skillsCultural differencesCultural differencesConnections to field experienceConnections to field experience

Spanish ActivitySpanish Activity

“…“…el vulgo, he determinado de sacar a luz al Ingenioso el vulgo, he determinado de sacar a luz al Ingenioso hidalgo don Quijote de la Mancha, al abrigo del clarísimo hidalgo don Quijote de la Mancha, al abrigo del clarísimo nombre de Vuestra Excelencia, a quien, con el nombre de Vuestra Excelencia, a quien, con el acatamiento que debo a tanta grandeza, suplico le acatamiento que debo a tanta grandeza, suplico le reciba agradablemente en su protección, para que a su reciba agradablemente en su protección, para que a su sombra, aunque desnudo de aquel precioso ornamento sombra, aunque desnudo de aquel precioso ornamento de elegancia y erudición de que suelen andar vestidas de elegancia y erudición de que suelen andar vestidas las obras que se componen en las casas de los hombres las obras que se componen en las casas de los hombres que saben, ose parecer seguramente en el juicio de que saben, ose parecer seguramente en el juicio de algunos que, continiéndose en los límites de su algunos que, continiéndose en los límites de su ignorancia, suelen condenar con más rigor y menos ignorancia, suelen condenar con más rigor y menos justicia los trabajos ajenos; que, poniendo los ojos la justicia los trabajos ajenos; que, poniendo los ojos la prudencia de Vuestra Excelencia en mi buen deseo, fío prudencia de Vuestra Excelencia en mi buen deseo, fío que no desdeñará la cortedad de tan humilde servicio.”que no desdeñará la cortedad de tan humilde servicio.”

Don Quijote de la Mancha, Miguel de CervantesDon Quijote de la Mancha, Miguel de Cervantes (1605) (1605)

Spanish Activity, cont.Spanish Activity, cont.

What do these activities feel like? What do these activities feel like?

This is how some of our own international This is how some of our own international students feel upon arrival in our housing students feel upon arrival in our housing offices in August.offices in August.

Reading/WritingReading/Writing

Housing contractHousing contract

Professional, contractual documentProfessional, contractual document

How can we help international students How can we help international students better understand our housing contract better understand our housing contract (and/or other documents)?(and/or other documents)?

Assessment and ResponseAssessment and Response

Assess reading by time they take, if they Assess reading by time they take, if they get stuck on something; respond get stuck on something; respond appropriately based on your observationsappropriately based on your observations

If reading slowly, get stuck on words…If reading slowly, get stuck on words…speak slowly in response, ask if they speak slowly in response, ask if they understand the paperwork, explain in more understand the paperwork, explain in more basic terms if neededbasic terms if needed

Reasons for DifficultyReasons for Difficulty

Different alphabetsDifferent alphabets

Lack of professional/academic vocabularyLack of professional/academic vocabulary

Lack of discourse knowledgeLack of discourse knowledge

Cultural DifferencesCultural Differences

Writing the dates (date.month.year)Writing the dates (date.month.year)

Different alphabetsDifferent alphabets

Connection to Field ExperienceConnection to Field Experience

Difficulties with academic texts (online Difficulties with academic texts (online research)research)

Lacking in academic/professional Lacking in academic/professional vocabularyvocabulary

Explain to them in more simple terms what Explain to them in more simple terms what terms/ideas mean, assist them in finding terms/ideas mean, assist them in finding age-appropriate ways to write these ideasage-appropriate ways to write these ideas

Listening/SpeakingListening/Speaking

Questions about housingQuestions about housing

How can we help international students in How can we help international students in verbal communications?verbal communications?

Assessment and ResponseAssessment and Response

When they’re speaking, make quick When they’re speaking, make quick assessments of verbal abilities in English assessments of verbal abilities in English (use as signals for how you should (use as signals for how you should respond)respond)If they speak more slowly or have a thick If they speak more slowly or have a thick accent or lower level of proficiency in their accent or lower level of proficiency in their English pronunciation, you should adjust English pronunciation, you should adjust how you respond (aka do not speak like how you respond (aka do not speak like you would to a native English speaker)you would to a native English speaker)

Tips for Responding (so they better Tips for Responding (so they better understand you)understand you)

Slow down!Slow down!AnnunciateAnnunciateTry not to use slang, idioms, reduced Try not to use slang, idioms, reduced forms (example of reduced form = gonna)forms (example of reduced form = gonna)Ask them if they understand or if we Ask them if they understand or if we should explain in a different wayshould explain in a different wayTry more basic ways to explain something Try more basic ways to explain something (more basic vocabulary)(more basic vocabulary)Nonverbal communicationNonverbal communication

Reasons for DifficultyReasons for Difficulty

Speech not yet automatic, must process Speech not yet automatic, must process while trying to speak (makes for slower while trying to speak (makes for slower speech)speech)

Vocabulary retrieval not automaticVocabulary retrieval not automatic

Vocabulary/discourse knowledgeVocabulary/discourse knowledge

Pragmatics (social interaction/social Pragmatics (social interaction/social norms)norms)

Reasons for Difficulty, cont.Reasons for Difficulty, cont.

Pronunciation issues (fear of mistakes, Pronunciation issues (fear of mistakes, difficult to produce sounds that don’t exist difficult to produce sounds that don’t exist in their native language) in their native language)

Grammatical difficultiesGrammatical difficulties Speed of speech (hard to determine word Speed of speech (hard to determine word

boundaries, idioms, reduced forms, etc.) boundaries, idioms, reduced forms, etc.)

Cultural DifferencesCultural Differences

Personal space Personal space For example, Spaniards have little concept For example, Spaniards have little concept

of forming lines (they just push to the of forming lines (they just push to the front), and East Asians and people from front), and East Asians and people from other cultures stand closer to you when other cultures stand closer to you when interactinginteracting

Cultural Differences, cont.Cultural Differences, cont.

Taking turns during interaction Taking turns during interaction For example, Spaniards often interrupt For example, Spaniards often interrupt

each othereach other

Connection to Field ExperienceConnection to Field ExperienceFaster speech (advanced-level middle-Faster speech (advanced-level middle-school students, well versed in American school students, well versed in American slang)slang)

Huge alteration when working with Huge alteration when working with beginner’s pull-out groupbeginner’s pull-out group

Adjust speed of speech, clarity, use of Adjust speed of speech, clarity, use of idioms, etc.idioms, etc.

Varied depending on student and activity; Varied depending on student and activity; always made quick assessments before always made quick assessments before continuing with interactioncontinuing with interaction

A Global InstitutionA Global Institution

MSU is globalMSU is global

We should portray characteristics of a We should portray characteristics of a world-class global institutionworld-class global institution