In our practical workshop, we will unpack the role of language in international classrooms using practical simulation activity and explore some strategies how to overcome challenges when the language of instruction is not the mother tongue of all students. We will also delve into the dynamics of multicultural teamwork, identifying key cooperative learning elements that enhance team effectiveness. Participants will have the opportunity to share and learn from diverse teaching experiences in international educational environments. 

This presentation will explore the themes of international student adaption and overcoming culture shock on higher education programmes, and particularly preparatory programmes. It will suggest practical ideas for how the culture shock U-curve model can be used to assist students in transitioning to their new study environments, how to use critical incident exercises to develop intercultural competence, and how short courses and personal tutoring systems can be used to support transitioning international students. The presenter will draw on his experience of working with international education programmes in the UK, Japan and China to highlight examples of successful initiatives. 

Eoin’s scholarly activities are focused on the enhancement of educational practice, often through the use of technology, but also based on an understanding of the nature of language, and on sensitivity to cultural differences. His professional activities are intertwined with this focus. These activities include leading the development of new educational programmes, reviewing and redeveloping existing programmes, as well as providing leadership/mentorship to fellow educational practitioners. 

To add to Martina’s comments, the workshop was geared to helping workshop participants understand the changes in traditional yo non traditional world influences in new higher education destinations. It was also a space for them to reflect  

and come up with the challenges they face, create networks and take these shifts back to their respective offices. 

A few of them after the session noted they did not realise that some universities or faculties face challenges with visas snd incoming students.  

Overall, different people took different perspectives back based on how much and what they know as internationalisation evolves for them based on neighbouring countries, vs, western countries vs, non-western countries and shifting demographics. 

(the simulation we used during the workshop) 

Redundancia is a foreign language simulation where participants experience speaking a language non-fluently: how it affects one's ability to stay focused and connected with the listener, and one's feelings of competence and confidence. Available for purchase through on a link on the site. 

You will be divided into groups of three. Each person will take turns as Speaker, Listener and Observer. 

REDUNDANCIA-THE SPEAKER 

The "Speaker" will speak on any topic for three minutesusingRedundancia. Tell a simple story (not a discussion). 

The language is quite simple. Every verb you use needs to be followed by a synonym. Example: This morning I had/drankcoffee. It was/tasteddelicious

REDUNDANCIA-THE LISTENER 

The “Listener", will listen attentively and encouragingly to the Speaker, attempting to fully understand what is being said.

REDUNDANCIA-THE OBSERVER 

The “Observer” note the verbal and nonverbal behavior ofboth the Speaker and the Listener, recording their findings intheir Personal Discovery Guides. Secondly, Observers monitorand encourage the Speaker's use of theRedundancialanguage. 

If Observers notice that a Speaker has failed to use two verbsin succession, Observers should bring this to the Speaker'sattention by repeating the single verb, by snapping theirfingers, tapping on the table, or whistling. 

S1. How did it feel to be the Speaker?  

S2. Was speaking Redundancia easy or difficult? Why?  

S3. As a Speaker, was I able to maintain my train of thought?  

S4. Did I feel competent as a Speaker? Would I be able to discuss a serious problem in Redundancia (for example, telling police about an accident I just observed)? Would I be able to argue persuasively in this new language?  

L1. How did it feel to be the Listener?  

L2. As a Listener, was it easy to understand what the Speaker was saying? Did I feel that the Speaker's story was organized and clear? Did the Speaker appear confident?  

L3. Did my mind wander as I was listening? Did I concentrate on the content of the story or on the double verbs?  

L4. Would I, as Listener, be able to retell the Speaker's story?  

01. How did it feel to be the Observer?  

02. As Observer, did I have to interrupt or remind the Speaker to use Redundancia? What kind of body language did the Speaker use?  

03. Did I feel that the Listener was attentive and encouraging?  

What kind of body language did the Listener use?  

04. As Observer, was it easy for me to focus on the communication? 

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How do you think being non-fluent can affect students' performance in the classroom, as well as teachers' behavior?

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1. What do each of us consider “thriving” to mean? Use example stories of students who have thrived/are thriving to illustrate

2. What can we do to facilitate students thriving in their new environments? Use example stories to illustrate examples of what has worked

There were many stories shared within groups, but two that seemed to resonate with the group were:

One Czech-based participant noted that they had welcomed a group of postgraduate students from one country to their institution, and had initially located them together in office space by themselves. It was intended that this might be more comfortable for them, but after a while reports emerged that the students were not engaging well with their studies, or integrating well with other students. A change was then made that co-located these students separately with other (mainly Czech?) students, and over time this appeared to help the students to thrive in their new environment. One student in particular became much more engaged with their study, and connected with the university community. This story suggested that trying to mix international students with home students by co-locating them as much as possible may be a good strategy to try.

One other Czech-based participant spoke about how a volunteer centre/hub at their institution had provided great opportunities to integrate international students into both the university and local communities. Experiences and connections gained through volunteering seemed to positively affect students overall experience, enhancing overall engagement with both life and study. This story suggested that organised volunteering programmes that bring together both home and international students, and also provide contact with the local community, may be a useful tool to help international students thrive in their new environment.

There was also discussion about how to utilise the enthusiasm of Czech students who have returned from a study abroad experience. These students may be able to fill an important role as a bridge between international and domestic cohorts, and may be the first group to approach when looking for mentors for new international students. There was also some discussion about the language of operation of some student clubs being a barrier to students who do not speak the local language, but there were mixed views on the idea that all student clubs should be required to operate in English for inclusivity reasons.