Being part of an international class
has many positive benefits. For students, especially those training to teach,
it is an enjoyable learning experience to study alongside students from
different and contrasting backgrounds. For western students in particular it is
beneficial to learn from Asian students who don’t live and learn in a western
centred way. It can be very easy for western students to believe that their way
of doing things is best or even superior, so it is very beneficial for them to
be confronted with a different culture that does things differently.
For many
international students English is not their first language and they rarely get
the chance to speak English, so as a student with English as a second language
you must try to speak and understand the lecturer and other students. This is a
steep learning curve for international students and it can be challenging and
at times even stressful. Writing academically in can be very difficult for some
students. Whilst most students in international classes can speak English to a
reasonable level, writing in English is another challenge in itself and a lot
of time can be spent translating. When a student has another course as well as
an international class it can add to the pressure of academic writing. Many
international students in Sweden also take on additional Swedish language
classes and studying to be teachers will be under pressure to learn basic
Swedish as well as improve their English.
Language competence is a big issue in
an intercultural class but it not necessarily a problem. Using English has both
positive and negative benefits for an intercultural class. Such is the power of
the English language that it is now a second language for many students and
often a pre requisite for going on and international exchange. It is a huge advantage for students from 12
different countries to be able to communicate in one language. The most obvious
barrier between people from different countries is language and eliminating
that barrier also means many others can be broken down as well. For example,
this means that students can learn about each other’s country and culture first
hand and not rely on clichés and stereotypes that may exist. Sharing a language
provides the opportunity for students to learn what other countries are really
like. Sharing a language means students are able to ask probing questions and
satisfy the curiosity they may have about other cultures and countries.
It can beneficial for students to see
how the learning of language in different cultures and how education is
organised in different countries has an effect on the behaviour of students. Margaret
Akinyi Obondo believes that there are two distinct methods of learning a
language that is dependent on where you are from. There is the ‘child centred’
approach which is Western, middle class and involves the mother and other
adults interacting with the child. The
other method is ‘situation centred’ and exists in non western backgrounds. This
generally takes place in extended families and the child primarily learns
language from listening and observing members of the family. This is evident in the international class
with western students being more outspoken and willing to challenge points made
by the teachers. At western universities students are often encouraged to
deliberately adopt a contrary point of view for the purpose of debate and discussion.
In non western backgrounds it seems to be the case that students will listen
and observe but rarely challenge the teacher or a fellow student. This can be a
bit of an intellectual adjustment for such students but a positive experience
in the end.
In an intercultural classroom there
are so many different types of people representing their own identity and what
they stand for. When we look at different identities from an outside perspective
we only see a small part of it and usually the cliché side of the identity too.
However in the classroom we get a chance to represent our identity by the means
of making points, asking questions or talking in presentations. Conversely we have to make sure that we don’t
always force our opinion as the fact as this may not be the case for so many
other countries within the class. We have to make sure that we take time to
listen to others and be more open to taking in others opinions on topics
remembering not to be narrow minded, for example, how children should be taught
in primary school/secondary school. We as an identity (whatever identity that
may be) don’t want to make others feel intimidated by being too out spoken or
being forceful with our opinions.
Tak så
myket for reading.
Until next time Hej
då
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