WORKING IN MULTICULTURAL ENVIRONMENT
Theoretical introduction
Internationalization of universities has become a hallmark of the majority of educational systems in the world. Foreign exchange programmes provide students with many possibilities, i.e.: studying the same programme abroad, learning about the culture, society and traditions of the host country, and finally meeting new people. Foreign exchange students attend classes and lectures like home students; that is why, one of the crucial elements of these classes and lectures is engaging foreign exchange students in all the activities performed during classes and lectures, facilitating them, and expressing willingness to learn about the cultures and sociocultural contexts they represent.
It sometimes happens that foreign exchange students feel excluded during classes and lectures and their participation is rather passive than active. Additionally, cultural, and social norms, attitudes, language barrier and problems with accommodation may result in unwillingness to cooperate, fear and lack of confidence.
Building a feeling of community and safety space in which every student has the same opportunities and works according to the same rules and shared values is a key element of each class or lecture which involves foreign exchange students.
Exercise I: NET
Interactive board
Depending on the class. Best works during classes which are dedicated to a debate/discussion.
Online: synchronous
Activate all the students in the group, including students from international exchanges. The exercise might be implemented during debates/discussions on various topics, for instance when the students are supposed to present their stance, interpret a text, work of arts, film, or a piece of music.
STEP I
Depending on the number of students, the teacher marks the interactive board with dots and/or writes S1, S2, S3… or name initials M, W, E….
STEP II
The teacher presents the problem and points the student who starts a discussion/answers the question.
STEP III
After finishing his/her stance, the student points another student who should continue the discussion. The teacher draws a line from one student to the other (might be done by students themselves).
STEP IV
The student who has been pointed continues the discussion. After finishing points another student. Each student should participate in the discussion, so the student who finishes speaking should pass the words to a student who hasn’t spoken yet.
STEP V
After finishing the discussion, both the teacher and the students read the interactive board and assess students’ participation and comments in the discussion.
- The teacher has an opportunity to check upon students’ knowledge and preparation for classes.
- The exercise engages all the students.
- International students have the feeling that they are equal members of the group.
- The exercise works best if it covers topics which are of intercultural matter. It will help students learn and find out more about other cultures.
– Not all students might be willing to participate. Students may simply point their friends or close mates
+ The teacher should introduce a rule that each student must participate / take their stance at least two times
– Students might not be willing to point other students
+ The teacher needs to introduce clear rules; students might be pointed by accident or according to months they were born
Exercise II: INTERVIEW WITH AN EXPERT
Padlet and (depending on the platform) the possibility of creating breakout rooms (ZOOM, Google Meet, MS Teams).
Depending on the timetable and the syllabus.
Online: synchronous
Activate students who represent various cultures; enriching the knowledge of other cultures and societies; students’ assessment; verification of preparation for classes
STEP I
Students receive homework: reading a text, analysis of some epoch, searching for additional information
STEP II
During the class, the teacher (depending on the number of international students) creates breakout rooms. The number of breakout rooms should be adequate to the number of international students. If there is only one international student in the group, there is no need of creating breakout rooms.
STEP III
The teacher introduces the exercise:
a) there is an expert (international student) in each group; other students create audience who ask questions
b) expert’s task is to answer students’ questions
c) When the exercise is on, the teacher pops in the breakout rooms and listens to the interviews.
- Students are engaged in class preparation
- Students can check their progress
- Students have a chance to get to know each other better
- Students can learn and help each other.
– This form of exercises might turn into students’ assessment
+ The teacher needs to bear in mind that students should not be graded upon the discussion they run or answers they give.
Exercise III: WHO KNOWS?
Depending on the platform: breakout rooms are needed (ZOOM, Google Meet, MS Teams).
During the semester: classes, seminars
Online: synchronous
Activate students who represent various cultures; enriching the knowledge of other cultures and society; students’ assessment; verification of preparation for classes
The exercise is most effective if the number of foreign students is min. 3.
STEP I
At the end of a given class, the teacher asks the international students to prepare additional homework: reading a text, analysis of some epoch, searching for additional information on a particular topic.
STEP II
During the class, the teacher (depending on the number of international students) creates breakout rooms. The number of breakout rooms should be adequate to the number of international students.
STEP III
The teacher introduces the exercise:
a) There is an expert (an international student) in each breakout room
b) home university students receive questions from the teacher. Each student receives one or two questions.
c) The students migrate between the breakout rooms and look for the answers to their questions
d) the teacher pops in the breakout rooms and listens to students’ questions and answers
- Engaging international students in class preparation
- The teacher might reflect which topic need further discussion and presentation.
- Interaction between home and international students
– International students might not attend the class or simply might not prepare the homework
+ The teacher should (in advance) appoint other students or simply inform international students that they will receive additional credits/points
– No feedback
+ The teacher needs to provide students with proper feedback. The exercise shouldn’t be treated as time killer.
Exercise IV: IN MY COUNTRY…
Padlet and (depending on the platform) breakout rooms (ZOOM, Google Meet, MS Teams)
Best during the last class as a summary / revision of the module, subject, topic.
Online: synchronous
Activate students who represent various cultures; enriching the knowledge of other cultures and societies; students’ assessment; verification of preparation for classes. The exercise allows the teacher to introduce elements of contrastive analysis.
Due to its character and structure, the exercise might be introduced during revision classes.
STEP I
The teacher prepares a pool of topics / questions which refer to the module.
STEP II
During the class the teacher creates breakout rooms (depending on the number of international students)
STEP III
The teacher introduces the exercise:
a) in each group/breakout room there is an international student
b) home students receive topics prepared by the teacher. Each student receives one topic.
c) home students migrate between breakout rooms and discuss the topics they received: nota bene, in order to involve international students, home students need to find out what a given problem looks like in the international student’s country, e.g.:
- fine arts class – for example home students need to find out more about artists who represent a given style in an international student’s country;
- during classes which involve case studies, home students need to find out how a given problem would be solved in an international student’s country
d) the students need to take notes during their conversations
e) the teacher pops in the breakout rooms and listens to the conversations
STEP IV
Summary:
a) might be performed on Padlet by indicating, for instance, differences and similarities
b) a discussion to compare the topics, solutions implemented in different countries
Points a and b might be followed by the preparation of a report, bibliography or any other form of a summary.
- Students’ engagement in class preparation
- Interaction between students, especially those who represent various cultures
- Enriching the knowledge of foreign cultures
– Students might not be prepared for the discussion
+ The exercise should be treated as a kind of mock test. Students will realize the need for constant learning
Exercise V: COMMON PROJECT
Google forms, any interactive online form
Last class
Online synchronous
Students challenge the preparation of a common project on a given topic. Students work in groups; it is important that each group will include at least one international student.
STEP I
At the beginning of the course, the teacher announces that the final assessment will take a form of a common project.
STEP II
The teacher, according to the topic of the module/ subject matter, prepares a list of topics, problems to solve
STEP III
The teacher divides the students into groups. It is important to include at least one international student in each group.
STEP IV
If there is only 1 international student in the group, the teacher asks the students to prepare one project. The teacher points the project manager – best international student. If the international students are not willing to be the project managers, the teacher might ask them to pick home students who will be their assistants.
STEP V
The topic of the project should be of international matter, e.g.:
a) in fine arts classes: 20th Century European Art
b) in linguistics: main schools of linguistics
c) in lexicography: preparation of a mini-dictionary/lexicon (exercise works best in groups which include a large number of international students)
d) in film classes: European Cinema
e) in history classes: political systems, a gallery of monarchs
STEP VI
Project must be set in time. During classes, the students inform the teacher about their duties and responsibilities concerning the project.
STEP VII
Students prepare the project. Project manager supervises (and his/her assistant) the students.
STEP VIII
Project manager prepares a final report.
STEP IX
Students deliver the project: a presentation, mini lecture etc.
- Students’ engagement in working on a common project.
- Students learn responsibility. Each student is responsible for his/her part.
- Students learn group and pair work.
- By working with international students, home students learn cooperation and working with representatives of other cultures.
- Students enrich their knowledge about other cultures.
– Improper project management may ruin the whole idea; the project might not be delivered on time
+ Project manager should be in touch with the teacher who might intervene in the case of unexpected events
– Improper explanation of the aim and structure of the project may ruin the whole idea
+ The teacher needs to work out the whole mechanism of the project and introduce it to the students.
