There are 3 reading:1.(http://www.iecaonline.com/blog/2013/08/14/schools-must-help-international-students-adjust/) 2:(http://chronicle.com/article/Colleges-Educate-a-New-Kind-of/127704/)3.Using Formal and Informal Curricula to Improve Interactions Between Home and International Students(I will upload it later) Guiding Questions Week 8 1. Among the three pieces of readings, what appears to be common good practices of universities adapting to international students? 2. In Schools Must Help International Students Adjust by Marina Lee, she argued that In all of these interactions, the key is not to force a behavioral change for either party, but instead to explain and embrace the cultural differences. International students are diplomats, and must be received as such. The challenge as educators is to both show acceptance for other cultures and values yet share the American perspective that the students have come to learn. Betty Leask argues in her piece Using Formal and Informal Curricula to Improve Interactions Between Home and International Students in a slightly different tone, however, the dominance of the view that it is the international student who must make the adjustment is evident in the practice in universities around the world who host international students employing international student counsellors (using a medical/mental health model) whose role it is to assist students from other cultures to adapt to the local culture. We need to move away from deficit models of engagement, which position international students as interculturally deficient and home students as interculturally efficient, when in reality both need support and encouragement and both have skills and knowledge relevant to the task. Are there ways and how do you reconcile the two views? 3. In Colleges Large and Small Help International Students Adjust to American Life by Amanda L. Smith, she seems to suggest the locale of a college/university shapes how domestic and international students interact to a degree. How does IUs specificity of locale shape interactions between East Asian international students and domestic students? 4. The three pieces all suggest to a varied level of explicitness that universities need to take a systemic approach to cope with the influx of international students, what are the similarities/differences in how the three define and use systematic?
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