Presence Of Foreign Students Research Articles

Teaching sociological subjects in English to university students: a case study of the Polish university

Nowadays, the role of English in teaching sociology has been increasing significantly, as far as the English language is an international medium of academic communication worldwide. Polish universities also follow this global trend. Students are offered not only general English courses but also specialised facultative courses in English. Taking into account the last one, a reflexive qualitative research has been carried out at the Institute of Philosophy and Sociology, the Maria Grzegorzewska University in Warsaw. The objective of four face-to-face expert interviews with the academic teachers was exploring teaching methods and techniques, as well as difficulties in the process of teaching sociology with the use of English as a foreign language. An expert interview was designed starting from the teaching background, followed by teaching reflections on their didactic practice and ending with the academic teachers’ thoughts on the role of English in sociology. The following issues were considered: 1) methods and techniques of incorporating English in teaching sociology to Polish students; 2) strategies of motivating students to use English in sociology; 3) the perception of difficulties; 4) reflections on empowering students.The research results in the field of the sociological facultative English-based courses revealed the dominance of some ways of using the language over others. All experts acknowledged that they aimed to develop sociological English through the communicative and task-based approaches. They engaged students in reading sociological texts and critically discussed them. Some of the academic teachers referred also to watching and listening to native speakers as important ways to activate students during their classes. Moreover, the experts took into account students specific interests and encouraged them to prepare a presentation or to write a short essay. Some experts used also the collaborative methods when students were involved in group projects and group presentations. In general, the experts developed interesting and important topics of social life and research to strengthen the students’ intrinsic motivation. It was noticed that the presence of foreign students becomes a reasonable factor of improving English-based communication among Polish and foreign students in classroom. The experts pointed out that there were various linguistic, psychological and institutional barriers in teaching sociological subjects in English for Polish university students. Nevertheless, they tried to overcome those obstacles whenever it was possible.

Counteracting Threats to Societal Security at School

As Poland is becoming a more attractive destination for immigrants, Polish schools need to develop relevant solutions that can assist the integration of immi-grant students into Polish society. The objective of this study is threefold. Firstly, the paper aims to discuss the role of schools in counteracting threats to societal security resulting from increased migration. Secondly, the study investigates im-migration policy and educational solutions in Poland. Finally, we evaluate educa-tional solutions implemented in schools to facilitate the integration of immigrant children, their safety, as well as discuss the difficulties and advantages resulting from the presence of foreign students in Polish schools. The study shows that schools play a special role in educating young people about societal values, personal safety and societal security. Educational solutions aiming at immigrant integration need to be investigated in the context of multidimensional legislation on immigra-tion. The findings of the quantitative analysis relate to the solutions adopted by Polish schools that assist the integration of foreign students. They also shed light on the problems and benefits of having heterogeneous classes. Most schools in Po-land offer foreign students a number of educational opportunities related to Polish language acquisition, academic performance (e.g. remedial lessons) and social inte-gration. Inability to speak Polish is the greatest problem at schools, which is the root cause of other complex problems, such as foreign students’ falling behind with schoolwork, slower pace of the lesson, and discipline problems.

СТРУКТУРА ГОТОВНОСТИ ПРЕПОДАВАТЕЛЕЙ ВУЗА К РАБОТЕ В ИНТЕРНАЦИОНАЛЬНЫХ ГРУППАХ СТУДЕНТОВ КАК ЯВЛЕНИЕ И ПЕДАГОГИЧЕСКОЕ ПОНЯТИЕ

As universities strive to take their position in the world rankings a large number of foreign students are studying at Russian universities. The presence of foreign students at the university indicates that the education process at such universities is at a high level. In our country a lot of universities have dual programs, when the subject is taught in both languages Russian and English. To do it lecturers must be ready and able to give lectures at a high professional level. The article discusses two structures of the university lecturers’ readiness to work in international groups of students. The first structure of readiness includes the following components: psychological, cognitive, intellectual, and conative readiness. According to the second, which is an aspect of professional qualification, the readiness of the lecturers to work in the international groups of students consists of the following elements: professional competence, morality, initiative and professional qualification.

PROBLEMS OF TEACHING ACADEMIC DISCIPLINES TO FOREIGN STUDENTS AT THE NORTHERN STATE MEDICAL UNIVERSITY

Одним из показателей успешности вуза является количество иностранных студентов, число которых в российских высших учебных заведениях постоянно растет. Возможность получения образования на английском языке, которое предлагают некоторые российские вузы, – это то, что привлекает иностранцев. Преподавание на английском языке значительно облегчает процесс обучения и в тоже время создает большое количество проблем для профессорско-преподавательского состава. Целью данной статьи является обобщение опыта преподавания клинических и теоретических дисциплин иностранным студентам в Северном государственном медицинском университете.Результаты. Выявлены и проанализированы основные проблемы, с которыми сталкиваются преподаватели в ходе учебного процесса.Область применения. Особенности иностранных студентов и проблемы, возникающие в процессе их обучения, следует учитывать при организации учебного процесса и разработке рекомендаций по оптимизации процесса адаптации в условиях образовательной среды.

Internationalisation - professors' mobility and teaching in foreign languages in Slovenian higher education

Teaching and research in higher education is conducted in collaboration with foreign institutions, professors and researchers and in the presence of foreign students. Slovenian students, professors and other staff, and researchers learn, train, teach and conduct research at foreign institutions. By the end of this decade, the number of our professors going abroad for at least one year and foreign professors coming to Slovenia will increase, as the objective is to have at least 10' of foreign professors by the end of the decade. To achieve top quality, internationalisation and international attractiveness of higher education institutions, the study programs should be carried out in foreign languages. For this reason, we studied how many of our professors went abroad for a period of up to one year, how it was funded, and what the purpose of their stay was. Next, we investigated how many foreign professors and experts were involved in the Slovenian higher education system and in what way. Finally, we examined how many Slovenian study programs and courses were offered in foreign languages and how many professors taught in foreign languages.

Internationalisation - professors' mobility and teaching in foreign languages in Slovenian higher education

Teaching and research in higher education is conducted in collaboration with foreign institutions, professors and researchers and in the presence of foreign students. Slovenian students, professors and other staff, and researchers learn, train, teach and conduct research at foreign institutions. By the end of this decade, the number of our professors going abroad for at least one year and foreign professors coming to Slovenia will increase, as the objective is to have at least 10' of foreign professors by the end of the decade. To achieve top quality, internationalisation and international attractiveness of higher education institutions, the study programs should be carried out in foreign languages. For this reason, we studied how many of our professors went abroad for a period of up to one year, how it was funded, and what the purpose of their stay was. Next, we investigated how many foreign professors and experts were involved in the Slovenian higher education system and in what way. Finally, we examined how many Slovenian study programs and courses were offered in foreign languages and how many professors taught in foreign languages.

DALLA LINGUA MATERNA ALLA SECONDA LINGUA

Abstract.Learning a second language, in addition to the mother tongue, helps to significantly improve the maturation and cultural education of the child, and to enhance its expressive and communicative skills. The 85 New Programs for the Primary School, emphasize the need to strengthen the pupils’ ability to make linguistic relationship with various interlocutors using the language in its variety of codes and its main functions. You need to direct the child to take account of extra-linguistic elements (situations, characters, topics, roles) as a fundamental condition for understanding texts and to produce oral and written messages, in relation to cognitive situations. On 1 September 2012, the Minister Profumo issues the New Indications, maintaining continuity with the previous ones. They assume an intercultural aspect, which concerns, not only the presence of foreign students in the classes, but also an open attitude towards the world and the reality of which the younger generation will be part. In recent years, mankind has achieved a considerable progress in the field of mass communication, the economic and cultural exchanges with different peoples and in the field of science and technology; hence the use of foreign languages is becoming indispensable tool of modern man, open to a broader vision of life. In this regard, school is primarily called to make its contribution, because it first must fulfill these needs, as an institution to which it is specifically entrusted with the task of preparing the new generations in society. So the early teaching of a second language is possible, as long as you lay down clearly achievable goals and implement a suitable educational mediation. In addition, to know how one acquires a language, you have to observe the evolution in the period of growth of the child since he is infant and, above all, the relationship between language and thought.Keywords: Learning a second language - L2 - Bilingualism - Learning motivationRiassunto.Apprendere una seconda lingua oltre a quella materna contribuisce a migliorare in modo considerevole la maturazione e la formazione culturale del bambino, nonché a potenziare le sue capacità espressive e comunicative. I Nuovi Programmi dell’85, per la Scuola Elementare, mettono in evidenza la necessità di potenziare nell’alunno la capacità di porsi in relazione linguistica con interlocutori diversi usando la lingua nella sua varietà di codici e nelle sue numerose funzioni. Bisogna avviare il bambino a tener conto degli elementi extralinguistici (situazioni, personaggi, argomenti, ruoli) come condizione fondamentale per comprendere testi e per produrre messaggi, orali e scritti, rapportati alla situazione cognitiva. Il 1° Settembre 2012 il Ministro Profumo emana le nuove indicazioni, mantenendo una continuità con quelle precedenti. Esse assumono un carattere interculturale, che non riguarda soltanto la presenza di alunni stranieri nelle classi, ma anche un atteggiamento di apertura verso il mondo e la realtà in cui si troveranno le giovani generazioni. Negli ultimi anni l’umanità ha raggiunto un notevole progresso nell’ambito delle comunicazioni di massa, degli scambi economico-commerciali e culturali con diversi popoli e nel campo delle scienze e della tecnologia, di conseguenza l’uso delle lingue straniere è diventato strumento indispensabile dell’uomo moderno, aperto ad una visione più ampia ed universale della vita. A tal proposito, la scuola è chiamata principalmente a dare il suo contributo, perché essa in primo luogo, come istituzione a cui è specificatamente affidato il compito di preparare le nuove generazioni alla vita sociale, deve assolvere a queste necessità. Dunque l’insegnamento precoce di una seconda lingua è possibile, purché si fissino chiaramente gli obiettivi raggiungibili e si attui un’ idonea mediazione didattica. Inoltre, per sapere come si acquisisce una lingua, bisogna osservare le evoluzioni nel periodo di crescita del bambino sin da quando è infante e, soprattutto il rapporto intercorrente tra linguaggio epensiero.Parole Chiave: Apprendere una seconda lingua- L2- Bilinguismo- Motivazione all’apprendimento

Las actitudes hacia la diversidad cultural en escuelas superdiversas en España

<p>En este trabajo, analizamos los datos de una encuesta a padres y madres de alumnos no universitarios, en 25 territorios con alta diversidad cultural en la que se reflejan las actitudes hacia la presencia de alumnos extranjeros y hacia el uso del hiyab en las escuelas. Los resultados muestran un predominio de las actitudes ambivalentes ante ambas cuestiones, sin que se registren diferencias importantes entre 2012 y 2010. Un análisis multivariante muestra factores explicativos distintos para cada una de las actitudes ante ambas cuestiones,<br />ahondando en la necesidad de considerar el carácter multidimensional de las actitudes hacia la diversidad cultural. Entre los distintos factores, la religiosidad aparece como un factor a tener en cuenta, junto con aspectos tradicionalmente más estudiados como el nivel educativo o factores socioeconómicos.</p>

Teamwork at University in Spain: The Importance of Foreign Students

This study discusses the experience of the implementation of a peer-norm in reducing free riding and conflict problems in teamwork activities. This exploratory experiment is run with two cohorts of students in one of the principal Spanish universities. The educational problem is to control for student potential collusion (with clear free riding episodes) in homework projects performed by assigned groups. The peer-norm intends to control for it. The empirical analysis identifies that the success of this norm is associated with the presence of foreign students. Empirically, the presence of foreign students in each cohort brings an educational and cultural background different from the natives’ one. Their presence in work groups turns out to be the key factor to reduce potentially the degree of collusion in the overall cohort because they seem to be less concerned by the “social retaliation” of the mates.

Teamwork at University: The Importance of Foreign Students

This study discusses the experience of the implementation of a peer-norm in reducing conflicts in teamwork. This field experiment is run with two cohorts of students coursing external trade. I investigate on student potential collusion in homework projects performed by assigned groups. The empirical analysis identifies that the success of this norm is associated with the presence of foreign students as a key factor for the achievement of a separating-type equilibrium.

Foreign Students in Engineering Education

Summary Institutions for higher engineering education encourage the admission of foreign students, mostly for economic reasons. Data from the situation of foreign students at Delft University of Technology, however, show that admitting foreign students will be profitable only if the students are carefully selected in the country of origin. Furthermore, language proficiency must play an important role in the procedure of admission in the host country. Foreign students' academic achievement has proven to be sufficient although the students appear to suffer from starting problems. Offering social and educational support at the beginning of their stay abroad may help to overcome problems of adjustment. As yet, any possible positive effects of the presence of foreign students on the quality of education or on the general education of regular students in the host country have not been empirically established. They seem to depend highly upon the amount of interaction between foreign and regular students.

Fellow students from distant shores: The presence of foreign students is of social and economic significance. It is to our benefit to provide for them a welcome environment

In 1960, foreign students made up 1.5 percent of the college student population in the United States. By 1980, that figure had jumped to 2.6 percent, an estimated 311 880 of total college enrollment. At the present rate of growth, foreign student enrollment could reach 1 million, or 10 percent of all students, by the 1990s. It is interesting to note that in 1980, 25.8 percent of foreign students were enrolled in engineering fields and another 6.1 percent were in mathematics and computer science fields. There is every reason to believe that these percentages will continue to increase.