Teaching international students in English a matter of culture

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Porta Linguarum Pub Date : 2010-01-01 DOI:10.30827/digibug.31930

Jane Mattisson

引用次数: 5

Abstract

There is a growing interest in learning in the multicultural classroom. More and more universities offer a wide variety of programmes and courses in English. It is important to understand the influence of cultural factors on student performance in the multicultural classroom. This article discusses the writer’s experience of teaching an intercultural communication course at Kristianstad University College, Sweden. It also presents an in-service course, “Teaching in English”, for lecturers and teachers whose mother tongue is not English. The second half of the article focuses on Chinese postgraduates and discusses the cultural factors affecting their performance in writing classes.

查看原文本刊更多论文

用英语教国际学生是一个文化问题

人们对在多元文化的课堂中学习越来越感兴趣。越来越多的大学提供各种各样的英语项目和课程。在多元文化课堂中，了解文化因素对学生表现的影响是很重要的。本文论述了笔者在瑞典克里斯蒂安斯塔德大学学院教授跨文化交际课程的经验。它还为非英语母语的讲师和教师提供在职课程“英语教学”。文章的后半部分以中国研究生为研究对象，探讨影响他们在写作课上表现的文化因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.