Most people involved in education are aware that different people learn in different ways. Many of us, though, may be unaware that culture also has a role to play in determining a student's learning style. As increasing numbers of overseas students appear on college campuses, third-level staff are being forced to reconsider their teaching methods. What works for an Irish student may not do so for someone from abroad.
This is an issue that has been enjoying much debate at Griffith College, Dublin, recently. The college boasts a full-time student enrolment of 1,500, one third of whom are from abroad. Of these, 300 are from China, the rest mostly from the Middle East, India and Pakistan. The vast majority are studying business or computing.
Since last October, lecturers have been involved in a number of seminars and workshops organised by Griffith's co-ordinator of lecturer training and development, Alison Farrell. Highlighting the importance of intercultural awareness has been a major aim of the programme. Issues discussed include learning and communication styles, stereotyping and the concept of cultural values. Language is a huge issue, Farrell says. If lecturers speak quickly, foreign students can have difficulty understanding. Similarly, if they use local references to explain a point, overseas students can be left floundering.
A particular difficulty for Chinese students is their lack of familiarity with western culture. Students from the Middle East, India and Pakistan have greater international experience and facility with the English language, she says. According to Farrell, Chinese students are infinitely polite and gracious. However, they are unused to contributing in class. "They see the teacher as having all the knowledge and believe that they must sit and imbibe it," she says. "In China, the teacher is held in great respect and students won't question or challenge the teacher's knowledge. To do so would be disrespectful." The students are used to learning by rote. They are used to regurgitating information, but not to analysing or applying it. They are, however, highly motivated. Their families have made huge sacrifices to send them to Ireland and the pressure on them to succeed is enormous. Chinese students, too, prefer co-operative rather than individual learning. Because they have been taught to copy and regurgitate, they have little understanding of the concept of plagiarism. "They don't see it as wrong to hand up the same project," Farrell says. "We have to be very clear about college policy and show that while they can work together, they must present individual work. We have to show them that we value creativity, applied knowledge and evidence of outside research." The college, meanwhile, is introducing special induction programmes for overseas students and new lecturing staff. Student focus groups are to be established to examine the problems faced by students. Greater language testing for overseas students is also on the cards. According to Farrell, those foreign students who have really good English mix more easily with Irish students. Optional language classes have been available to overseas students. Next year, they are likely to be compulsory, Farrell says.
