1. Teaching International Students: or helping them to learn? Rosemary Buchanan, Debbie Holley & Samya Cook

2. Fascinating Facts £12.5 billion? (British Council April 2010) £14.1 billion for that year? (Department for Business, Innovation & Skills BIS) £4.3 billion? (Migration Watch UK)  International Students: how much are they worth? To reach a more up to date estimate for 2010/11, they account for inflation and an increase in non-EU students, and propose a figure of £5.76 billion. http://fullfact.org/factchecks/value_international _students_add_to_the_uk_economy-27973

3. Student story: Ainur from Kazakhstan  When I came to the University of Brighton I did not attend the orientation week for international students and now I realize that it was my mistake. I had to cope with settling in to Brighton and starting my new course in the School of Education.  At first I felt completely lost: I had only one friend who was from Kazakhstan and we supported each other in those early days; I was the only international student in my group. I was surprised to discover that there was a different style of teaching and learning: over half of my time I was expected to study independently and I was not prepared for this. Planning my time was very difficult for me. Reflecting and keeping a learning log was a new experience for me, which I found useful and a creative way of learning.  I paired up with a student from Austria and we became study buddies, which was very helpful. We gave critical feedback to each other, we discussed different concepts, we prepared for presentations and supported each other.

4. Short Video from Higher Education Academy: views from international students  http://www.heacademy.ac.uk/resources/detail/internationa lisation/tis_panelvideo_language http://www.heacademy.ac.uk/resources/detail/internationa lisation/tis_panelvideo_language Any ideas for more inclusive practice in our own classrooms?

5. What are the different types of learning?  Typical to UK?  (List)  Typical from where our international students previously studied?  (List) Are there any key issues that we can identify?

6. The Culture Quiz http://staffcentral.brighton.ac.uk/clt/International/1aCultureQuiz.html

7. http://staffcentral.brighton.ac.uk/clt/International/Iceberg_diagram%201.pdf

8. http://staffcentral.brighton.ac.uk/clt/International/Iceberg%202.pdf

9. Metaphor: a useful concept Here are three sayings:  Follow your teacher seven feet behind so that you don’t step on his shadow (Japan)  The nail that sticks out is to be hammered in (Japan)  Reading the same book one hundred times would make you understand its meaning by itself (China)  If these three ideas are widely held to be true by Japanese and Chinese students, then what could be their impact if these students brought them to your classroom? How might you attempt to discuss the validity of these sayings with students? http://staffcentral.brighton.ac.uk/clt/International/2Metaphors.html

10. Resources:  The ‘Teaching International Students’ project lots of information from the HEA http://www.heacademy.ac.uk/assets/documents/internati onalisation/Introduction_to_project.pdf http://www.heacademy.ac.uk/assets/documents/internati onalisation/Introduction_to_project.pdf  An excellent resource from the University of Brighton: http://staffcentral.brighton.ac.uk/clt/International/ I particularly like the use of metaphor ideas: http://staffcentral.brighton.ac.uk/clt/International/2Metaph ors.html http://staffcentral.brighton.ac.uk/clt/International/2Metaph ors.html