International Students

How cultural awareness at UAL impacts on academic success

CHRIS BRYANT

My Role- Pastoral support- Promote Support Services/ Facilities- Collect Student Feedback- Initiatives to improve the student experience- To act as a ‘point of contact/ go between’ for students and

teaching staff- Chase up students who may be having difficulties - Induction sessions/ tours of the campus

The three main barriers to academic success

- Practical Issues (accommodation/ finance etc..)

- Cultural/ Emotional Issues (language issues/ homesickness/ independent study..)

- Cultural Awareness at UAL (Most Important!)

• Pressure to succeed

• Language difficulties

• Unfamiliar food

• Different teaching methods

• Different climate/ Weather

• Visa difficulties

• Culture Shock

• Making Friends

• Financial Difficulties

• Homesickness

• Independent Living

• Time Management

Independent studyPlagiarismAdjusting to a more ‘equal’ relationship

Financial sacrifice others may have madeFamily pride

Level of EnglishAccents/ dialectsConfidence in presenting/ academic writing etc...

Pace of London LifeLondon TransportDrinking culture

Lack of UK guarantors / paying money upfrontBankingLiving on a budgetFinding suitable work

Restrictions on the number of working hoursDifficulties in travelling abroad (as part of course/ society)

Responsibility for accommodation/ billsHealth

How do we help students to overcome these difficulties?

• Providing up to date and relevant information (i.e website/ leaflets)• Flexibility in our delivery • Simple and clear language• Taking the time to listen to their needs and concerns • Finding out who the best people are to deal with an issue or problem

It’s all about balance ...........

• There are boundaries

• International students don’t want to feel patronised/ seen as a special case

• Help/ Advice

• Going the ‘extra mile’

Culturally Sensitive

“... Being aware that cultural differences and similarities exist and have an effect on values, learning and behaviour.”

- Stafford, Bowman, Eking, Hanna & Loepes- DeFede (1997)

Staff at UAL are not expected to become experts on UK culture, or the cultures of International students

However by being culturally sensitive you can;

• Help International students adjust to life here• Empathise with the International Student Experience• Gain a better understanding of our own culture

Why Bother ?

“Research shows that people who feel connected to a community enjoy greater wellbeing in all areas of life- including academic work. When people

can build relationships and share their experiences, they feel included in the life of a University Community.”

This should aid;

- International Student Retention- Academic Achievement

- Confidence and Creativity - Student Satisfaction

- NSS Results

There are several levels of cultural awareness that reflect how people grow to perceive

cultural differences.

• Level 1: My way is the only way

At the first level, people are aware of their way of doing things, and their way is the only way. At this

stage, they ignore the impact of cultural differences. (Parochial stage)

• Level 2: I know their way, but my way is better

At the second level, people are aware of other ways of doing things, but still consider their way as

the best one. In this stage, cultural differences are perceived as source of problems and people tend

to ignore them or reduce their significance. (Ethnocentric stage)

Degrees of Cultural Awareness

• Level 3: My Way and Their Way

At this level people are aware of their own way of doing things and others’ ways of doing

things, and they chose the best way according to the situation. At this stage people realize that

cultural differences can lead both to problems and benefits and are willing to use cultural

diversity to create new solutions and alternatives. (Synergistic stage)

• Level 4: The ideal Way

This fourth and final stage brings people from different cultural background together for the

creation of a culture of shared meanings. People dialogue repeatedly with others, create new

meanings, new rules to meet the needs of a particular situation. (Participatory Stage)

At LCC we should be culturally aware to at least Level 3, but ideally Level 4 - The Ideal Way

Increasing cultural awareness means to see both the positive and negative aspects of cultural differences.

Cultural diversity could be a source of problems, in particular when the organization needs people to think or act in a similar way. Diversity increases the level of complexity and confusion and makes agreement difficult to reach.

On the other hand, cultural diversity becomes an advantage when the organization expands its solutions and its sense of identity, and begins to take different approaches to problem solving. Diversity in this case creates valuable new skills and behaviours.

Aspects of cultural differences

Highly visible

Hidden

Dress

Food

Greetings Language Etiquette

Body Language

Customs

?Aspects below the waterline can be ambiguous. It is possible to think one understands them, but closer examination often reveals areas where knowledge and understanding are lacking

Aspects of cultural differences

Highly visible

Hidden

Dress

Food

Greetings Language Etiquette

Body Language

Customs

Communication Art

Relationships Family Structure

Marriage Teaching/Learning styles

Religion Prejudices Beliefs/ Values

Concept of Beauty Timekeeping

Aspects below the waterline can be ambiguous. It is possible to think one understands them, but closer examination often reveals areas where knowledge and understanding are lacking

THE IDEAL

Our way of doing things

Their way of doing things

UAL INTERNATIONAL STUDENT

They learn from us

We learn from them

Find best practice

................................................................................................................................................

..

‘The two approaches to cross cultural living’

Our approach . (LCC)

Openness

Acceptability

Trust

Adaptability

Suspicion

Fear

Superiority

Prejudice

CULT

URA

L

DIF

FERE

NCE

S FRUSTRATION

MISUNDERSTANDING

TENSION

EMBARRASSMENT

Coping Skills(our response)

ObserveEnquireListen

CriticiseDismiss

Result

•Understanding•Empathy•Respect•Deepening Relationship

•Alienation•Withdrawal•Broken Relationship

Facts of cross cultural living

Ope

n ap

proa

chSu

spic

ion

appr

oach

Our culture

We take our culture for granted, but much of our social behaviour isn’t immediately obvious to

International students...

• Time keeping: In the UK being late for a class or a meeting is seen as bad manners. Time keeping

is valued a lot higher here than in some other countries.

• Queuing: In Britain we queue for EVERYTHING; for trains and buses, in shops, for toilets and

sometimes even to enter rooms for classes or meetings. Queuing is seen as being polite and

respectful of others, but in many other cultures this is not the case.

• Small Talk : In Britain we are famous for our small talk, everything from the weather to weekend

plans.

I find it really odd in this country the way people ask, “How are you?”

without really caring about your answer.

Showing Respect in other Countries

Handshakes

• A simple handshake may have different meanings in other cultures.

• Most Americans prefer a firm handshake while the French prefer a soft and quick one.

• The Japanese offer their handshake with a bow.

• In the middle East it is the custom to place your free hand on the forearm of the other person when you shake their hand

Bowing

• Most Asian cultures consider bowing as a sign of respect but there are different degrees of bowing in

different cultures.

• The Japanese bow with their arms pressed to their sides. Pakistanis bow with their right hand palm on

their forehead while Cambodians and Laotians bow with their hands in front of their chests.

Eye Contact

• Middle Eastern cultures, largely Muslim, have strict rules regarding eye contact between the

sexes; these rules are connected to religious laws about appropriateness. Only a brief

moment of eye contact would be permitted between a man and a woman, if at all.

• ln many Asian and Latin American cultures, extended eye contact can be taken as an affront

or a challenge of authority. It is often considered more polite to have only sporadic or brief

eye contact, especially between people of different social registers (like a student and a

teacher, or a child and his elder relatives).

• For example, if a Japanese woman avoids looking someone in the eyes, she is not showing a

lack of interest nor is she demonstrating a lack of self-confidence; instead, she is being polite,

respectful and appropriate according to her culture.

1. Everything is new, different & exciting

2. Frustration/ annoyance with everyday differences

3. Adjustment to culture

4. Confronting deeper cultural/ personal issues

5. Adaption & assimilation

Native culture

Native culture Foreign cultureLe

vel o

f com

fort

and

sati

sfac

tion

Time

This chart shows the five stages that the majority of International/ EU students will go through over the course of a year

THE CULTURAL ADJUSTMENT CURVE

Can you think of any examples of issues/ difficulties that might happen during these first four stages & what emotions/ thoughts

students may be having?

STAGE 1 STAGE 2 STAGE 3 STAGE 4 STAGE 5‘Everything is

new, different and exciting’

‘Frustration/ annoyance with

everyday differences’

‘Adjustment to culture’

‘Confronting deeper personal

issues’

‘Adaption and assimilation’

Emotions/ Thoughts

• Anticipation• Excitement• Naivety

Emotions/ Thoughts •Culture shock • Am I on the right course ?• Why don’t people speak ‘proper’ english ?

Emotions/ Thoughts

• Confidence• Greater .. Independence

Emotions/ Thoughts

• Depression• Homesickness• Loneliness

Emotions/ Thoughts

• Confidence• Relief

Potential Difficulties

• Bombarded by information so may not take all of it in.

• Sense of Priority

Potential Difficulties

• Timekeeping (being late for classes and/ or appointments)

•Lack of discipline with self study/ further reading

Potential Difficulties

• As students embrace UK culture university work may start to suffer

Potential Difficulties

• Reluctance to engage

• Students’ questioning if they have done the right thing/ are they on the right course ?

It’s a good thing Dave raised his voice because Pedro understood loud English

Language•Constantly listening and speaking in a foreign language is tiring

•Even native English speakers have trouble understanding regional accents.

•Students may feel too embarrassed to ask someone to repeat themselves

Language support is available

•In sessional Language Support

•Study Support

Problematic Language

English is full of sayings and phrases that seem to make no sense at all

Colloquialisms/ Slang

• Knackered (tired)

• Argy- bargy (argument or confrontation)

• Wind up (tease, irritate or annoy)

• Bloke (man)

• Bottle (nerve or courage)

• Chuffed (pleased)

• Dodgy (risky, difficult or dangerous)

• Tenner (ten pounds)

• Fork out (pay out, usually with reluctance)

• Jammy (lucky)

• Miffed (confused)

• Off the hook (free from obligation/ danger)

• Warts and all (including negative characteristics)

Idioms

An 'idiom' is an expression. It's meaning is different from all the meanings of the individual words in it. It may be difficult to understand idioms if you are not a

native English speaker.

Here is a Dutch Idiom: Daar komt de aap uit de mouw

Translation: There comes the monkey out of the sleeve

Actual meaning: So that’s what’s really going on here

UK example: ‘Talk the hind legs off a donkey’ We know what all the individual words mean but the phrase doesn’t mean ‘talking to a donkey so that its back

legs fall off.’ !

Can you think of any other British Idioms ?

• Get cold feet

• Rule of thumb

• Bite the bullet

• Bend over backwards

• Actions speak louder than words

• A little bird told me

• A piece of cake

• Bite the dust

• Go the extra mile

• A needle in a haystack

• Saved by the bell

• Under the weather

• Eat humble Pie

• The ball’s in your court

• It’s not over until the fat lady sings

• Blow your own trumpet

• A bee in your bonnet

• The early bird catches the worm

• Im pulling your leg

• He kicked the bucket

• Have a crack at it

• Fish out of water

• At a loose end

• Can’t see the wood through the trees

• Just the ticket

American English Many International students (as well as Americans and Canadians) will be more used to American English. There are

many saying/ phrases that differ;

• What we call the ground floor is called the first floor in American English

(this makes the tower block even more confusing!)

• In American usage the term ‘Curriculum Vitae’ (CV) has a slightly different meaning. A resume condenses all one's

accomplishments into one page, whereas a CV is a complete account that can be many pages long.

• If you say you live in a flat to an American, they are likely to ask "a flat what?“

They use the term ‘apartment’.

• The Underground is known as ‘The Subway’ in America. What we call

a subway is usually called an underpass in American English. If someone

at LCC were to say ‘take the subway to get to the Elephant & Castle

Underground’ this would be very confusing to a known native speaker.

International students may have a range of difficulties with language especially at

the beginning of their studies. They may have trouble with fast-paced lectures,

non-standard English, accents, local references and discipline-specific language.

Especially at the beginning of their studies, International students use a lot of

‘guesswork’ if terms and language are unclear and inaccurate guesses can spiral

into poor performance. It is therefore important that staff try to make their

language as clear as possible.

• Speak clearly and not too quickly

• Take time to explain important concepts and ideas

• Explain new words and concepts in several ways to help students understand

Using clear language to communicate

• Define or explain figurative or abstract language or concepts

• Use both simple and complex words and expressions so that students can

understand but can also gradually increase their vocabulary

• Develop a system where international students can discretely alert you to things

they don’t understand

• Try to leave at least 5 minutes after a lecture for students to ask individual

questions. If engaged in email/ phone dialogue with a student at the end of the

correspondence ask ‘Do you understand?’ or ‘Do you have any more

questions ?’

Remember...• Students with limited English will often hear what they want to hear

For example if you say to a student “ I think you can extend your visa” they may interpret that as “ You can extend your visa”.

• International Students may not have a concept of strict deadlines

For example if you say “The deadline is 18th January” they may interpret that as “ I need to hand .... my work in on 18th January.”

If things go wrong there may be no time to resolve the situation and students with a limited grasp .... of english may feel they have been misinformed.

• If you are speaking to a student either face to face or over the phone, and you feel . that they may not fully understand something, it’s often useful to send them a .... follow up email. By doing this;

- You are reinforcing what you have said to the student

- You are leaving a paper trail so that nothing can come back on you

Case Study

A Chinese student emails Joe Blogs saying that they are having financial difficulties and would like some advice. They also mention that they don’t want to speak to someone face to face as they are worried about confidentiality. Joe doesn’t think that it’s his job to give financial advice and replies with this response;

Dear Wing,

I’m afraid you have come through to the wrong department- we do not offer financial advice to students. You will need to bite the bullet and speak to someone in person in Student Services.

Regards

Joe Bloggs

What is wrong with this response?

– Words used; Why this may not be clear;

‘ I’m afraid ’ This has negative connotations

‘We do not offer financial advice to students’

This could be interpreted that the University as a whole does not offer financial advice.

‘You will need to bite the bullet’ Would make no sense to a non native speaker

‘Student Services’ No contact details or location given. As far as the student knows they could be an external organisation

‘In Person’ No mention of confidentiality which may put the student at ease. Also this is incorrect as Student Services can respond via email

‘Regards Joe Bloggs’Joe has provided no phone number so the student cannot contact for clarity.

A clearer and more informative response would read something like this;

Dear Wing,

Thank you for your email. The best people to speak with would be Student Services. They are based at the front of the building next to the Information Centre and can also be contacted by email or phone.

Telephone: 020 7514 8492Email: studentservices@llc.arts.ac.uk

They also have information on the LCC website which may answer your question;www.studentservices@lcc.co.uk

All the advice they offer is completely confidential and they won’t pass it on without your permission. Do you have any other questions?

Kind Regards

Joe BloggsAcademic Co-ordinator, T410020 7514 8494

INTERNATIONAL STUDENT

INTERNAL ISSUES

• Communication

• LCC Environment

EXTERNAL ISSUES

• Managing Expectations

• Language Barrier

PERSONAL ISSUES

• Culture Shock

• Practical things (i.e finance)

CULTURAL ISSUES

• Misunderstanding

• Independent study

International Student Cycle of Problems

Advice for International Students who may be struggling

• They should be aware that culture shock is normal

• The need to balance their academic and non-academic life

• They should try and make friends not just from their own own culture and develop a social network where they can regularly speak English

• They should talk to family and friends about how they feel

• They should take advantage of help and support that is offered: the Students’ Union, the International Team, Study Support, Student Services etc...

• They should make contact with the Students’ Union and join societies that interest them

• Keep healthy: exercise regularly, get enough sleep and eat healthily

• They should find a supplier of familiar food.

My Observations at LCC

• The majority of International BA/ Foundation students don’t know what to expect before they arrive. (Early communication regarding workload/ self study/ managing expectations is vital)

• International students need to feel part of a community

• They don’t want to be seen as a ‘special case’

• They want to feel that people are listening to their needs and concerns/ They want to feel valued

• They want value for money

• Appreciation when UAL staff go ‘the extra mile’

Areas I’ve Tried To Improve

• Provide clear Information

(improving the website/ better communication between teams)

• International Student Ambassadors

• Events for International/ EU students (inclusion?)

• Skype Booth

• International/EU Information Sessions: e.g accommodation talks

• Collecting Feedback (and acting on it)

• Cultural Awareness Training for staff

ANYQUESTIONS ?