References and additional information

Shapiro, S., Farrelly, R. & Tomas, Z. (2014 ). Fostering International Student Success in Higher Education. Alexandria, VA: TESOL International Association Press.
UFV Library Catalogue: ABBOTSFORD LB 2375 S43 2014 STACKS

The authors base all discussion on theory and research but focus on practical classroom strategies and approaches to foster student success. The appendices include helpful information about classroom activities with specific objectives and tips for implementation, rubric design, writing effective exam questions, grammar support, and techniques for assessing participation.

References to specific chapters from the book are included in each section of the website.

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Berardo, K. & Deardorff, D. (2012). Building cultural competence. Sterling, VA: Stylus.
Available online and in book format through UFV library: HM1211 .B85 2012

This book includes a wide variety of activities to build cultural competence. As the editors put it, objectives range from "the basics of understanding core concepts of culture to the complex work of negotiating cultural identity and resolving cultural differences" (p. 1).

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Stringer, D. M. & Cassiday, P. (2009) 52 Activities for improving cross-cultural communication. Boston; London: Intercultural Press.
UFV Library Catalogue: ABBOTSFORD HM 1211 S775 2009 STACKS

This is an excellent resource that focuses on understanding communication differences and improving communication. The book also offers three great experiential activities for exploring cultural communication patterns.

Kwantlen Polytechnic University

• Working with Multilingual Students: Strategies for KPU Faculty
• The section "Grading Multilingual Students’ Writing: Considerations and Strategies" provides particularly helpful recommendations for balancing considerations regarding content and language when assessing writing assignments.

Oregon State University

• Writing Across Borders
• Robertson, W. (2005). Writing Across Borders. [videorecording]. Corvallis, OR: Oregon State University.
• UFV Library Catalogue: ABBOTSFORD PE 1408 W77 2005 DVD VIDEO

• Writing across Borders is a 3-year documentary project funded by Oregon State University's Writing Center and its Writing Intensive Curriculum Program. The documentary's purpose is to help faculty, writing assistants, and other professionals work more productively with international students in writing environments. The film's goal is to address some of the most significant challenges international students face when writing for American colleges and universities.
• 
  In addressing these challenges, it asks the following questions: How does culture play out in writing, and how are our expectations shaped by cultural preferences? How do we assess international student writing when we have to grade it alongside the writing of native speakers, and how can we think about surface error in a fair and constructive manner? What kinds of teaching and testing practices disadvantage international students and which ones help them improve as writers?

Simon Fraser University

• Centre for English Language Learning, Teaching, and Research
• The Centre is involved in innovative research and partnerships aimed at "facilitating research on best practices in teaching and learning in diverse cultural and linguistic environments".

• English as an additional language

The University of Toronto — Centre for Teaching Support & Innovation

• Ways to Help Your ESL Students... and everyone else in the process
• Teaching multilingual students 

The University of Melbourne

• Teaching International Students: Strategies to enhance learning
• This document was developed for the University of Melbourne by Dr. Sophie Arkoudis of the Centre for the Study of Higher Education. It includes practical strategies on dealing with a wide range of issues, from making lectures accessible to fostering critical thinking skills.

Thompson Rivers University

• Culturally Diverse Learners videos
• The videos show typical classroom situations that instructors find challenging. The first part of the video demonstrates a problematic classroom scenario. This is followed by cultural background information and a debriefing to explain what went wrong. The second section of the video shows one possible approach for avoiding similar problems or dealing with the situation. Student interviews are included to provide insight into student perspectives. Each video has a bibliography with further resources on specific topics.

• TRU: A globally minded campus, a resource for academic departments handbook
• This resource is a comprehensive handbook for faculty in academic departments. The section on "Challenges for International Students" identifies some of the reasons why international students may find it difficult to adjust to the Canadian academic environment and to understand what is expected of them. Quotes from instructors and students are included to illustrate the differences.

• Pages to check out:

• Group projects, writing, and evaluation of group projects (p. 38). Two good suggestions to avoid cutting and pasting can be found in the comments from Canadian students.
• Using international students as a resource (pp. 40-41)
• Managing Multicultural Classrooms (pp. 71-72)
• Dealing with questions and encouraging questions (p. 47)
• Clarifying content and ensuring that everyone understands (pp. 50-51)
• Assessment (pp. 52-54)
• Academic honesty (pp. 56-57)
• Group work: (pp. 73-74)
• Encouraging discussion: (p. 75)
• Lecturing (p. 76)
• Learning theory (pp. 77-81)

• Internationalizing higher education
• A TRU website for discussion and resource sharing on internationalizing higher education.

University of Guelph

• Universal Instructional Design
• The aim of Universal Instructional Design (UID) is to make learning accessible to all learners. The University of Guelph has researched and applied the principles of UID to many of its courses. Resources, from implementation guidelines to faculty workbooks, are available on the site as well as the findings from a report on the implementation of UID at Guelph.

University of North Carolina

• Teaching multilingual students
• This page from the Writing Centre at the University of North Carolina at Chapel Hill provides important considerations and highlights a few strategies for working effectively with ELS students. UFV welcomes many students who are termed "Generation 1.5". These students differ from international students in that they have been in Canada for a long time, have been through the Canadian school system, and are generally confident when interacting with others in English. However, they may not have reached the same level of competency as their Canadian peers with regard to the more formal academic register required in a university setting, and often require support to bridge this gap.

University of Washington — The Center for Teaching and Learning:

• Inclusive teaching strategies
• The strategies for inclusive teaching are strategies that "support meaningful and accessible learning for all students". Five guiding principles are provided along with suggested classroom practices to apply each one.

• Resources for teaching international and multilingual students
• This section focuses on teaching multilingual learners and includes many links to other sites with helpful information.

Humanities, Arts, Science, and Technology Alliance and Collaboratory (HASTAC)

• Our Students: Learning to Listen to Multilingual Student Voices
• The first chapter of the book Structuring Equality: A handbook for Student-Centered Learning and Teaching practices presents the concept of "translanguaging".