Teaching and learning with a population of immigrant, refugee, and international students
can be an extremely rewarding experience for faculty and all students in the classroom.
International students encounter academic and personal barriers when pursuing their
studies, just like domestic students. However, in addition to the traditional issues
faced by many domestic students, international students are often adjusting to some
additional circumstances:
- Adjusting to a completely new education system
- Reading, writing, public speaking, and taking tests in another language
- Experiencing the shock of a new culture
- Living without the support of family or close friends
- Feeling the pressure of US immigration regulations (which are often changing these
days)
Jump to the sections below:
Who are "International students" at MCC?
Primarily, colleges identify international students as students studying in the United
States on an F-1 student visa. They have a specific set of immigration restrictions
and benefits associated with their F-1 status, so they are served by MCC's coordinator
of International Services.
F-1 international students are extremely diverse. In 2019-2020, we have students from
six continents attending MCC! English may be their first and only language, or it
may be the fifth language they are learning. MCC may be their first school in the
United States, or they may have studied in the U.S. for high school or at another
college.
MCC also has a number of enrolled students who are living and studying in the United
States on other non-immigrant visa types.
In addition, MCC has many hundreds of "new American" students; those who are immigrants,
refugees, or asylum-seekers living in Rochester. Many of these students are often
assisted by the GEIS Office.
All of these student populations may consider themselves to be "international" and
add to the rich diversity of MCC. You will absolutely have them in your classroom!
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Advisement & Immigration Considerations for F-1 Students
As faculty members, you should always refer all F-1 international students to work
with International Services on immigration matters. However, having a basic understanding of the F-1 visa rules during academic advising can be helpful. Here are some main points:
- Full-time enrollment is required during the semester (minimum 12 credit hours)
- F-1 students require approval from International Services before dropping below 12 credits. Dropping below full-time is only permitted in certain
circumstances, and cannot always be approved. Do not encourage an international student
to drop or withdraw a course if it will put them below full time. Encourage them to
meet with International Services first!
- F-1 students have limits on the amount of online courses they can take and should
consult with GEIS when registering for online courses.
- F-1 students are not eligible for federal or state financial aid. Therefore, financial
aid eligibility does not need to be considered when selecting courses for registration.
Students can repeat courses, take courses outside of their program, etc. without fear
of financial aid repercussions.
- Employment is generally limited to on-campus employers only, and 20 hours per week when school
is in session. F-1 students are not eligible for federal work study positions.
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English Language
To attend MCC, demonstration of English language proficiency is required of all students
who have foreign diplomas or received ESOL services in US high school. Various tests
and methods can be used. Depending on their country of origin, English may be an international
student's native language or it may be one of several languages they know or are still
learning. English language learners may be enrolled in an ESOL course alongside their
academic courses to build their English language skills and better prepare them for
ENG 101.
A few tips when speaking with English language learners:
- Don't speak louder. Do speak a little slower than "normal American" pace, but still speak naturally.
- Give the student time to process what you have said before expecting a response. Do not immediately repeat (or rephrase)
what you have just said.
- When repeating, repeat the question or sentence verbatim before trying to rephrase. Rephrasing requires the student to process two or more utterances and decreases the likelihood of comprehension.
- Listen closely and don't interrupt. English language learners have often thought through exactly what they want to say.
Allow them to first get through this script so they feel certain you have heard what
they have to say.
- Use simple language and simplify sentence structure in both speaking to students and in writing emails or syllabi. Instead of: "In order to receive full credit for assignments, you must turn them in by the due
date listed on the course information sheet, or else I will deduct late points." Try
simple: "All assignments are listed on the course calendar. Late assignments lost
points."
- Be clear, concise, and direct with language and direction. Avoid the use of modal words like "could, may, might, should, would, ought to" in
your communication.
- Avoid the use of acronyms, abbreviations, idioms and slang terms such as "ASAP" or "all set." These kinds of terms are not only dependent on strong
knowledge of English language but also of American culture.
- Check for understanding. After discussing an issue or explaining a procedure, ask the student to explain it
back in their own words or write a short list of steps. Don't just ask the student
if he or she understood everything you said.
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Cultural Considerations
Students will come from a multitude of different cultures from around the world, so
there is no complete cultural "cheat sheet." However, there are things that faculty
can do as teachers to make sure that culture does not impact learning in a negative
way.
- Learn to say the names of international students correctly, and ask what name they
would like to be called in your class. It may be a very different name than appears
on your roster.
- Tell students what you would like to be called in class. Different cultures address
teachers in many different ways.
- Take the time to learn a little about your students' countries of origin, customs,
languages, and the larger issues of concern in their home countries-- like current
events or natural disasters that may impact their families.
- Be explicit about when assignments may be redone and if/when extra credit is available.
Grade negotiating in some cultures is very common and even expected, and is not considered
rude or manipulative.
- Assign group roles or establish rules of turn-taking for group work or for class discussion.
Students from collective cultures (especially those in Asia) may not speak up unless
asked, or until every other person is quiet.
- Provide periodic grade review so that students know where they stand in your class
and what they need to improve moving forward in the semester. In some cultures, grades
are given based on status or relationship with the teacher, and are not completely
based on individual student performance on assignments.
- Offer to make scheduled appointments during your office hours, rather than just telling
them the time and encouraging them to come in. Most international students will not
come into office hours without an appointment, because they feel it imposes on the
teacher and it is not common practice in many countries.
- If a student plagiarizes, do not assume it was intentional. Plagiarism is a cultural
concept and the way that ideas are cited (or not) varies across cultures. Consider
that the first incident may be an opportunity to educate the student, instead of seeking
immediate disciplinary action.
- Rethink what is "common knowledge" on test questions or in lectures
- Be aware of non-verbal cues. They are very different across cultures. For example,
students from parts of South Asia (India and Pakistan) shake their heads to express
"yes" or understanding, instead of nodding like we do in the U.S.
- Don't assume that all students from a particular country or culture will behave or
respond the same way. Likewise, do not expect a student to know what everyone in his
her country thinks about a particular topic. Perspectives will vary by region, group,
and individual, just as perspectives vary amongst Americans.
Remember that sometimes behavior is indeed personal, not cultural. If a student is
displaying behavior that is unusual, worrisome, disruptive, or disturbing, please
seek advice from resources or experts at MCC such as International Services, Counseling
Center, Student Rights & Responsibilities, or the Chief Diversity Officer.
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Global Education Resources
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Brighton Campus
Building 11, Room 211
(585) 292-3170
mccglobaleducation@monroecc.edu
