1. Jude Carroll, author of Tools for Teaching in an Educationally Mobile World (Routledge 2015) Supporting teaching across cultures: the role of good practice principles and teacher adjustments

2. This workshop is about Identifying the factors that influence diverse students’ learning success Naming the common areas of learning difficulty for culturally and linguistically diverse students Naming teacher roles / adjustments Discussing and applying good practice principles in making teacher adjustments [with one try-out example] Every one of these statements deserves considerable discussion Every statement needs adjustment for the context Every one of these statements deserves considerable discussion Every statement needs adjustment for the context

3. ‘Diverse students’: some factors do impact on learning Mobility (‘far from home/support, far from familiar, far from the place where I will use my learning’) + high cost, high pressure, high expectations etc Academic cultural difference(s) Learning and teaching in English

4. Predictable and common learning needs arising from: Learning and communicating in English Operating in an unfamiliar academic culture Having/not having useful skills (for example, academic skills, reading, writing, exams and assessment, self-management, research etc) ) Participation, taking part Collaboration and feeling included Taking home a useful and relevant qualification

5. Issues needing accommodation The roles for teachers? Students’ language capability New academic culture Building necessary skills. Participation [‘Getting the most from ……’] Collaboration & inclusion auditor (where are they so far?); supporter for language development Mediator between pedagogic cultures Coach: providing practice, giving feedback Facilitator of interaction and dialogue Designer: in course learning outcomes, in a program, in a classroom session; in group tasks

6. A range of content teachers’ reactions to suggestions that they adjust for diversity …

7. Outline of an alternative approach 1. Start with your culturally and linguistically diverse students’ learning needs 2. Think about teachers’ adjustments…… […and beyond: to university services, program, course, classroom etc] 3. What adjustments? Use generic good practice principles for teaching across cultures 4. Apply good practice principles at different  levels of responsibility (course, program, university)  contexts (lectures, writing, research, group work)  goals and outcomes (inclusion, easier life, sustainability) 1. Start with your culturally and linguistically diverse students’ learning needs 2. Think about teachers’ adjustments…… […and beyond: to university services, program, course, classroom etc] 3. What adjustments? Use generic good practice principles for teaching across cultures 4. Apply good practice principles at different  levels of responsibility (course, program, university)  contexts (lectures, writing, research, group work)  goals and outcomes (inclusion, easier life, sustainability)

8. Good practice principles for teaching across cultures from an Australian government-funded three-year project about internationalisation of the curriculum see http://www.ieaa.org.au/resources/good- practice-principles

9. principles for inclusive teaching across cultures 1. Treat all students as learners (not as arriving with all the skills and background knowledge they will need) 2. Adjust for diversity – different language levels, backgrounds, previous experiences, goals and engagement 3. Provide specific, explicit information: ensure the information fits the context. Don’t make them guess. 4. Foster engagement and intercultural dialogue (student- student and teacher-student) 5. Use reflection as a teacher; be flexible, evaluate then use the results to make changes 6. Prepare students for life in a globalizing, diverse and interconnected world

11. How could I lecture in a way that ….  treated all students as if they were still learning relevant skills and knowledge?  adjusted for their diverse backgrounds and language skills?  provided context-specific information?  encouraged their [cognitive] participation? … encouraged collaboration and interaction

12. Lecturing if students are developing skills in note taking: handouts, pauses for checking/ comparing, modeling good practice, prompting (‘write this down’) following the structure: make transitions explicit, use repeats carefully, make importance explicit using lecture materials: explain the links with other activities.

13. Lecturing adjustments if students have diverse background knowledge Expectations are stated Necessary background is provided – perhaps in a handout or by pointing students to where they can fill gaps. Opportunities for retrieving/activating/checking previous knowledge and experiences Ways for students to identify and/or alert you to problems / misunderstandings

14. Lecturing for students’ diverse language capabilities Before: During After: Pre-reading, pre-warning, glossary  Lower language load (vocabulary, pace, sentence structure, repeats, pauses)  Modified slides (write in whole sentences/ whole ideas; read out longer texts; stand next to the screen, make handouts in the ‘outline’ version)  Changes of activity / language ‘breaks’  [lecturer]Self-checking: Am I understandable? Do they need a break?  Recordings to support rehearsal and review  How/when/where to ask questions, seek clarification

15. Provide context-specific information [Many of the suggestions already made also do this] State rules, behaviours, boundaries, schedule etc (Which ones? …. pay attention to students’ surprising behaviour) State when and how students can discuss, use or question lecture material

16. Lecturing to encourage cognitive participation I have been trying to model this - did you spot any tactics I was using? Turn to the person next to you. Check if what you spotted matches what he/she spotted….. Talk about what you noticed. Be ready to tell me in 4 minutes.

17. How can educational managers help / support teacher adjustment? Start with teachers’ issues, with their problems. Listen hard. Move them on from describing the problem. Identify the local, discipline-specific benefits for their students and for themselves as teachers if they make adjustments/ changes. Offer examples, theory, rationale, principles to support thinking / planning. Offer choices and options…. Read the literature List and investigate local resources (people, time, money, space, links). Make a plan….. Stay with it – this is long-term, tough and important work.