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Post-secondary institutions recruit international students. Study abroad to learn a language, post- secondary studies. Most have a positive experience Study a new language Receive a diploma or degree
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Make new friends Develop new contacts Create international connections. Some are motivated for different reasons: Intrinsically or extrinsically Not always a positive experience Experience challenges: Academically and socially
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Approximately 20% of students enrolled in graduate programs in Canada are international students. Integral part of Canadian schools. In 2012- approximately 100,000 international students studying in Canada.
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Minimal information available about how students adapt to life in post- secondary institutions in Canada. Gaps in how to best meet their needs. What they really need and how to accommodate
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In 2012, Canada had approximately 100,000 international students Increase the diversity in Canadian culture Own experiences and make Canadian society more diverse. Enriches the educational environment
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Left feeling lost and lonely Stressful relocating to a new country to study. Schools have to prepare international students for successful learning experiences
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Stress trying to adapt to the new culture Different cultural and societal norms Marginalization and stigmatization Separation in the new culture Increased pressure to perform both academically and socially Increased risk for severe depression
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Successful in their own countries. Achieved high marks in their country of origin Often experience challenges adapting to the new environment Pressure to succeed in new country Increased pressure to achieve required marks so that they can enter programs. Differences in education-different learning environment
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Do not take advantage of the services available to them- they feel they will be discriminated Difficulty expressing themselves in English Not have the necessary information about services Embarrassment or shame as a result of their struggles.
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Employ student assistants Reference of professionals Regular meetings with regular program faculty and support staff Give staff information about how to identify students in distress Educate staff about some of the challenges international students face
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Students take one elective course at the final level of their language studies Join clubs with other international and domestic students (Global Connections, Conversation Clubs, Newsletter Clubs, Reading Club and International Community Links.) Participate in regular social gatherings with classmates
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Encourage students to ask questions Capitalize and celebrate differences of international students Learning strategies to create conducive learning environment Consider how each student learns- customize teaching methods to reflect all students
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Continue to conduct research into international student needs Establish diversity training for all instructors Workshops for cross-cultural relations
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Andrade, M.S. (2006). International students in English-speaking universities. Journal of Research in International Education, 5(2), 131-154. doi: 10.1177/1475240906065589 Chang, M. (2011). Helping the international student understand the American university. New Directions for Higher Education, 153, 21-26. doi: 10.1002/he.422
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Chirkov, V., Vansteenkiste, M., Tao, R. & Lynch, M. (2007). The role of self- determined motivation and goals for study abroad in the adaptation of international students. International Journal of Intercultural Relations, 31, 199- 222. Canada-Organisation for Economic Co- Operation and Development. http://www.oecd.org/canada
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Citizenship and Immigration Canada http://www.cic.gc.ca/english/department/ media/releases/2013/2013-02-26.asp http://www.cic.gc.ca/english/department/ media/releases/2013/2013-02-26.asp Google images. Retrieved from www.googleimages.com Guo, S. & Chase, M. (2011). Internationalisation of higher education: Integrating international students into Canadian academic context. teaching in Higher Education, 16(3), 305-318.
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Khawaja, N.G. & Stallman, H.M. (2011). Understanding the coping strategies of international students: A qualitative approach. Australian Journal of Guidance and Counselling, 21(2), 203- 224. doi: 10.1375/ajgc.21.2.203 Tas, M. (2013). Best practices in hosting international students in the U.S. Cross- Cultural Communications, 9(2), 14-17. doi : 10.3968/j.ccc.1923670020130902.3197
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Tung, W.C. (2011). Acculturative stress and help-seeking behaviors among international students. Home Health Care Management & Practice, 23(5), 383-385. doi: 10.1177/1084822311405454 Wei, M., Yao Ku, T & Russell, D. W. (2008). Moderating effects of three coping strategies and self-esteem on perceived discrimination and depressive symptoms: A minority stressmodel for Asian international students. Journal of Counseling Psychology, 55(4), 451- 462. doi: 10.1037/a0012511
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Yang, R.P.J. (2013. The possible selves of international students and their cross- cultural adjustment in Canada. International Journal of Psychology,48(3), 316-323. doi.org/10.1080/00207594.2012.660161 Zhai, L (2004). Studying International Students: Adjustment Issues and Social Support. Journal of International Agricultural and Extension Education, 11(1), 97-104.
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