Abstract
Challenges that Chinese international students with low academic English proficiency encounter in academic reading and writing were exacerbated by remote learning during the COVID-19 pandemic. Qualitative and quantitative data were collected and analyzed from an online reading-writing support program at a Canadian university to examine Chinese students' challenges, perceptions of learning, as well as the impact of culturally responsive pedagogy (CRP) used in the program. The study indicates the benefits of CRP in improving language proficiency and critical thinking, facilitating student experience and satisfaction, constructing identities, promoting learner agency, and enhancing transformative inclusivity. The study also provides insights into effective online teaching pedagogies to help instructors better support low-proficiency international students in coping with academic challenges. In addition, the study suggests teaching practices for empowering international students studying remotely from various global locations, with potential applicability to different teaching contexts.
TopIntroduction
With increasing internationalization, which results in high mobility, more international students study in English-speaking countries such as Canada and the United States. Chinese international students, as one of the largest overseas student groups, comprise 33.86% and 12.68% of the total Chinese international student population in the U.S. and Canada respectively (Tao & Hu, 2013). Chinese overseas student population is on the rise, constituting 18.5% of all overseas students 2009-2010, 21.8% 2010-2011, and 25.4% during 2011 and 2012 (Institute of International Education, 2014). Due to different “linguistic and cultural norms” in the mainstream classrooms, Chinese international students do not have a sense of belonging in the host country (Huo, 2020, p. 2). Chinese international students’ cultural challenges, language barriers, socialization issues, and adjustment difficulties (Smith et al., 2019; Zhang & Zhou, 2010) were exacerbated by the pandemic as international students have to learn remotely from their home countries while immersed in their home languages. Despite the correlation shown between pedagogy and student satisfaction and perceptions (Smith et al., 2019), there is an inadequate supply of teachers with intercultural competence who are capable of acting as “border crossers” (Giroux, 1992) to teach culturally and linguistically diverse international students, including Chinese students. This paper aims to investigate potential teaching strategies that work effectively for international students (e.g., Chinese students) in the online teaching and learning environment to help them develop their competence with academic English (e.g., reading and writing) skills needed for academic work. With the paucity of research on sustained learner-centered or learner-driven programs to achieve this goal, the paper will contribute pedagogical insights gained from taking an innovative approach (i.e., Culturally Responsive Pedagogy) to supporting students in developing these skills.
Key Terms in this Chapter
Perceptions: Ideas or understanding of something.
Reading: It is a cognitive process of reading written or printed materials and acquiring meaning.
Chinese International Students: Chinese students who study in foreign countries other than China.
Culturally Responsive Pedagogy: A learner-centered approach by placing students’ cultural strength at the core of teaching and learning.
Challenges: Obstacles or problems that one encounters or faces.
Academic Writing: Formal writing used in academic contexts, such as university writing, journal articles, research papers, and academic books in a scholarly way.
Critical Thinking: Active, rational, and skeptical synthesis and analysis of facts, information, arguments, and situations to make judgments and reach effective conclusions.
Student Satisfaction: Students’ attitudes as a result of their learning experience and learning outcomes.