Intercultural communication and US higher education: How US students and faculty can improve: International students’ classroom experiences |
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| Institution: | 1. Universidad de La Frontera-Facultad de Educación, Ciencias Sociales y Humanidades, Departamento de Lenguas, Literatura y Comunicación, Campus Andrés Bello - Avenida Francisco Salazar 01145-Edificio O - Of. 11, Temuco, Chile;2. Universidad de La Frontera-Facultad de Educación, Ciencias Sociales y Humanidades, Departamento de Trabajo Social, Campus Andrés Bello-Francisco Salazar 01145- Edificio O - Of. 11, Temuco, Chile;3. Universidad de La Frontera-Facultad de Educación, Ciencias Sociales y Humanidades, Departamento de Educación, Campus Andrés Bello - Avenida Francisco Salazar 01145 – Edificio O - Of. 11, Temuco, Chile;1. Graduate School of International Relations, Ritsumeikan University, Kyoto, Japan;2. The School of Psychology and Cognitive Science, East China Normal University, Shanghai, China;1. Department of Psychology, Bar Ilan University, Ramat Gan, 5290002, Israel;2. Schneider Children’s Medical Center of Israel, Kaplan St. 14, Petach Tikva, Israel;3. School of Behavioral Sciences, Academic College of Tel-Aviv Yaffo (MTA), Khever ha-Le’umim St 2, Tel Aviv- Yaffo, Israel |
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| Abstract: | Intercultural communication research rarely addresses the perspective of international students, who face challenges as they leave family, move to a foreign place in the US, pursue a degree, and study in a foreign language. Considering these students’ perspectives, US universities, which house large numbers of international students, should consider how they can help these students better adapt to US academic life. To address these challenges, we invited international students at a 4-year tier-one state university to interview, and we qualitatively analyzed their responses to identify how universities can help international students. Our participants noted that US students can befriend them, respect them in the classroom, and learn about other cultures to be more welcoming. Faculty have the most to do to improve international students’ success in the classroom; faculty can grade consistently, communicate outside the classroom, allow time for students to ask questions, help students adapt to US classrooms, speak slowly and eliminate idioms from examples, explain course objectives per industry, share interests and personal information, effectively use class time (particularly final examination weeks), and learn about cultures to better meet students’ needs. Additional research can diversify international students’ needs per their classification (graduate versus undergraduate), home culture, and expectations. |
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| Keywords: | International students Intercultural communication Higher education Classroom experiences Faculty |
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