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Multilingual International Students From the Perspective of Faculty: Contributions, Challenges, and Support

Multilingual International Students From the Perspective of Faculty: Contributions, Challenges, and Support

Vander Tavares
Copyright: © 2021 |Pages: 18
ISBN13: 9781799850304|ISBN10: 1799850307|ISBN13 Softcover: 9781799856894|EISBN13: 9781799850311
DOI: 10.4018/978-1-7998-5030-4.ch006
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MLA

Tavares, Vander. "Multilingual International Students From the Perspective of Faculty: Contributions, Challenges, and Support." Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education, edited by Vander Tavares, IGI Global, 2021, pp. 102-119. https://doi.org/10.4018/978-1-7998-5030-4.ch006

APA

Tavares, V. (2021). Multilingual International Students From the Perspective of Faculty: Contributions, Challenges, and Support. In V. Tavares (Ed.), Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education (pp. 102-119). IGI Global. https://doi.org/10.4018/978-1-7998-5030-4.ch006

Chicago

Tavares, Vander. "Multilingual International Students From the Perspective of Faculty: Contributions, Challenges, and Support." In Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education, edited by Vander Tavares, 102-119. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5030-4.ch006

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Abstract

This chapter explores the experiences and perceptions of 14 faculty members toward multilingual international students at River University—a large, research-focused university in Ontario. Data was collected through an online survey and analysed thematically. Responses were categorised under three broad categories with respect to faculty's (1) perceptions of multilingual international students' contributions to River's academic community, (2) challenges surrounding faculty's interactions with multilingual international students, and (3) strategies developed and implemented to support students' academic success. Overall, findings were consistent with those in the current research literature, in which language proficiency was identified by faculty as a major concern, and multilingual international students were considered important for the enhancement of cultural and intellectual diversity, and for the internationalisation of higher education.

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