The DOI matches its Crossref record; 31 of the 35 references it cites were found in a registry or an index.
Respectful interactions: learning with international students in the English-speaking academy
Abstract
International students entering postgraduate courses in Australian universities encounter numerous challenges in their new environments. Many relate to the academic literacy and pedagogical practices in the English-speaking academic environment, which international students time and again have reported assume local linguistic and cultural knowledge and can result in feelings of disengagement and a sense that their own knowledge and experiences are undervalued. These practices are often associated with the notion of a native-speaker norm in the English-speaking academy, which exercises tacit power in pedagogy and assessment. Here, we identify the perceptions of international students with whom we have worked in our teaching and our research, which illustrate the impacts on their self-identity and self-esteem as they operate in unfamiliar linguistic and cultural environments. We identify essential principles for teaching and learning environments which students believe can help them to engage more actively in respectful conversations promoting learning for all. We focus on the personal impacts for international students of operating in new academic cultures, and seek ways of promoting dialogic, multivoiced learning spaces for all participants.
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“Finally, assessment is indivisible from individual value judgements. No matter the structures and processes put in place, assessments are designed and evaluated by humans, with all their complex socio-cultural backgrounds, educational experiences, and intellectual and personal values (Malouff and Thorsteinsson 2016; Ryan and Viete 2009; Leathwood 2005; Stowell 2004).”
From A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy (2019) · cites this paper as Ryan and Viete 2009
In the citing paper
“Referencing Litowitz (1993), they illustrate how academics can unconsciously conflate proof of learning with a learner becoming more like them: an assessment is judged to have value because it approximates the style (in language, in content, in tone) of the individual making the judgement rather than because of its intrinsic quality.”
From A typology for a social justice approach to assessment: learning from universal design and culturally sustaining pedagogy (2019) · cites this paper as Ryan and Viete 2009
Citations
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Cited by
Developing Intercultural Competence in Practice
(2001) · doi:10.2307/jj.27195490 · Cited by 284
Guo, Y., & Guo, S. (2017) · Studies in Higher Education · doi:10.1080/03075079.2017.1293874 · Cited by 207
Teaching and learning for international students: towards a transcultural approach
Ryan, J. (2011) · Teachers and Teaching · doi:10.1080/13540602.2011.625138 · Cited by 231
Self-citationGuo, S., & Chase, M. (2011) · Teaching in Higher Education · doi:10.1080/13562517.2010.546524 · Cited by 173
Arkoudis, S., Watty, K., Baik, C., Yu, X., Borland, H., Chang, S., Lang, I., Lang, J. R., & Pearce, A. (2012) · Teaching in Higher Education · doi:10.1080/13562517.2012.719156 · Cited by 171
Metadata
- Authors
- Ryan, J., & Viete, R.
- Affiliations
- Monash University (AU)
- Corresponding author
- Ryan, Janette
- ORCID
- Ryan, Janette
- Venue
- Teaching in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2009-06
- Volume
- 14
- Issue
- 3
- Pages
- 303-314
- ISSN
- 1356-2517 (ISSN-L)
- 1470-1294
- OpenAlex
- W2169692818
- Cited by
- 199
- References
- 35
- Citations by year
- 2026: 14 · 2025: 10 · 2024: 12 · 2023: 4 · 2022: 8 · 2021: 17 · 2020: 9 · 2019: 11 · 2018: 12 · 2017: 11 · 2016: 23 · 2015: 10 · 2014: 19 · 2013: 12 · 2012: 9
- FWCI
- 29.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching in Higher Education (publishedVersion)
- Topics
- Social Sciences › Communication › International Student and Expatriate Challenges
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Higher Education Governance and Development
- Keywords
- international students, graduate education, native speaker norms, academic literacy, self-identity, self-esteem, dialogic learning, respectful interaction, academic culture, Australian universities
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