Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania
Descripción del Articulo
The number of students who decide to enroll in Higher Education Institutions (HEIs) located away from their homeland is increasing every year across the globe. This quantitative change is bringing about a qualitative transformation as the HE sector is becoming one more globalized industry. Together...
| Autores: | , |
|---|---|
| Formato: | artículo |
| Fecha de Publicación: | 2020 |
| Institución: | Universidad de San Martín de Porres |
| Repositorio: | Correspondencias & Análisis |
| Lenguaje: | español |
| OAI Identifier: | oai:ojs2.ojs.correspondenciasyanalisis.com:article/360 |
| Enlace del recurso: | http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360 |
| Nivel de acceso: | acceso abierto |
| Materia: | Educación superior Estudios en inglés Estudiantes extranjeros Adaptación cultural Comunicación intercultural |
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Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania Estudiar en inglés en universidades de países no angloparlantes: retos comunicativos y experiencias de la adaptación educativa y cultural en Lituania |
| title |
Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania |
| spellingShingle |
Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania Grebliauskienė, Beata Educación superior Estudios en inglés Estudiantes extranjeros Adaptación cultural Comunicación intercultural |
| title_short |
Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania |
| title_full |
Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania |
| title_fullStr |
Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania |
| title_full_unstemmed |
Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania |
| title_sort |
Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in Lithuania |
| dc.creator.none.fl_str_mv |
Grebliauskienė, Beata Sueldo, Mariana |
| author |
Grebliauskienė, Beata |
| author_facet |
Grebliauskienė, Beata Sueldo, Mariana |
| author_role |
author |
| author2 |
Sueldo, Mariana |
| author2_role |
author |
| dc.subject.none.fl_str_mv |
Educación superior Estudios en inglés Estudiantes extranjeros Adaptación cultural Comunicación intercultural |
| topic |
Educación superior Estudios en inglés Estudiantes extranjeros Adaptación cultural Comunicación intercultural |
| description |
The number of students who decide to enroll in Higher Education Institutions (HEIs) located away from their homeland is increasing every year across the globe. This quantitative change is bringing about a qualitative transformation as the HE sector is becoming one more globalized industry. Together with this growth, the academic offer of study programs delivered in a foreign language (most frequently-English) is also incrementing the level of complexity that HEIs while managing the cultural diversity of the university auditorium. HEIs are naturally lured into his attractive prospect to welcome a larger number of students; however, few are the HEIs truly ready and able to face the challenges that such complex phenomenon implies. A culturally diverse university class can certainly have both positive and negative impact on the teaching and learning processes. The purpose of this article is to explore how foreign students confront the communicational and intercultural challenges they encounter in a predominantly Lithuanian linguistic and cultural environment during their studies delivered in non-native English. The gathered and analyzed empirical data allow to state that there are considerable differences in the experiences and perceptions regarding the causes and possible solutions to the mentioned problems and challenges. The studentswho participated in the focus groups demonstrate contrasting viewpoints compared to those of the interviewed academic and administrative staff members in the receiving HEI. |
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2020 |
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2020-06-18 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360 10.24265/cian.2020.n11.10 |
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http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360 |
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10.24265/cian.2020.n11.10 |
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http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/453 http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/465 http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/582 http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/488 http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/881 http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/882 /*ref*/Al-Shariden, K., & Goe W. (1998). Ethnic communities within the university: An examination of factors influencing the personal adjustment of international students. Research in Higher Education, 39, 699-725. /*ref*/Altbach, P. (2004). Higher Education Crosses Borders: Can the United States Remain the Top Destination for Foreign Students? The Magazine of Higher Learning, 36(2), 18-25. /*ref*/Andrade, M. (2006). International students in English-speaking universities. Journal of Research in International Education, 5(2), 131-154. /*ref*/Butcher, A., & McGrath, T. (2004). International students in New Zealand: needs and responses. International Education Journal, 5(4), 540-551. /*ref*/Centro de Análisis y Seguimiento de la Educación Superior e Investigación de Lituania - Mokslo ir studijų stebėsenos ir analizės centras (MOSTA, 2016). Lietuvos švietimas skaičiais. https://mosta.lt/lt/tyrimai/ataskaitos#2016-m /*ref*/Chan, S. (1999). The Chinese learner - a question of style. Education and Training, 41, 294-304. /*ref*/Chen, S., & Absalom, D. (1996). Cultural awareness and language teaching methodology. En Issues in language education: Selected papers from ILEC’95 (pp. 171-190). Hong Kong Institute of Education. /*ref*/Cowley, P., & Hyams-Ssekasi, D. (2018). Motivation, Induction, and Challenge: Examining the Initial Phase of International Students’ Educational Sojourn. Journal of International Students, 8(1), 109-130. /*ref*/De Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: a business and management perspective. Innovations in Education and Teaching International, 38(2), 165-174. /*ref*/Departamento de Estadística de Lituania (2019). Lithuanian Statistical Agency. Official statistics portal. https://osp.stat.gov.lt /*ref*/Flora Hung, C. (2004). Cultural influence on relationship cultivation strategies: Multinational companies in China. Journal of Communication Management, 8(3), 264-281. https://doi.org/10.1108/13632540410807682 /*ref*/Furnham, A. (2004). Foreign students: Education and culture shock. The Psychologist, 17(1), 16-19. /*ref*/Gilleard, J. (1998). Managing the cultural divide: The case of classroom assessment. Industrial and Commercial Training, 30(3), 90-95. /*ref*/Graddol, D. (2006). English Next. Why global English may mean the end of English as a Foreign Language. British Council. /*ref*/Halic, O., Greenberg, K., & Paulus, T. (2009). Language and academic identity: A study of the experiences of non-native english speaking international students. International Education, 38(2), 73-93. /*ref*/Hechanova-Alampay, R., Beehr, T., Christiansen, N., & Van Horn, R. (2002). Adjustment and strain among domestic and international student sojourners: A longitudinal study. School Psychology International, 23(4), 458-474. https://doi.org/10.1177/0143034302234007 /*ref*/Kleiber, P. (2004). Focus groups: More than a method of inquiry. En K. De Marrais & S. Lapan (Eds.), Foundations for research. Methods of inquiry in education and the social sciences. Lawrence Erlbaum Associates. /*ref*/Ladd, P., & Ruby R. (1999). Learning style and adjustment issues of international students. Journal of Education for Business, 74(6), 363-367. https://www.tandfonline.com/doi/abs/10.1080/08832329909601712 /*ref*/Li, G., Chen, W., & Duanmu, J. (2009). Determinants of international students’ academic performance: A comparison between chinese and other international students. Journal of Studies in International Education, 14(4), 389-405. https://journals.sagepub.com/doi/abs/10.1177/1028315309331490 /*ref*/Myles, J., & Cheng, L. (2003). The social and cultural life of non-native english speaking international graduate students at Canadian University. Journal of English for Academic Purposes, 2, 247-263. /*ref*/Morgan, D. (1997). Focus groups as qualitative research. Sage Publications. /*ref*/Pun, A. (1990). Managing the cultural differences in learning. Journal of Management Development, 9(5), 35-40. /*ref*/Rajapaksa, S., & Dundes, L. (2002). It’s a long way home: International student adjustment to living in the United States. Journal of College Student Retention: Research, Theory and Practice, 4(1), 15-28. https://journals.sagepub.com/doi/abs/10.2190/5HCY-U2Q9-KVGL-8M3K /*ref*/Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research & Development, 19(1), 89-101. https://www.tandfonline.com/doi/abs/10.1080/07294360050020499 /*ref*/Robotham, D. (1995). Self-directed learning: The ultimate learning style? Journal of European Industrial Training, 19(7), 3-7. /*ref*/Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580. /*ref*/Selvadurai, R. (1998). Problems faced by international students in American colleges and universities. Community Review, 12(1-2), 27-32. https://eric.ed.gov/?id=EJ469274 /*ref*/Trice, A. (2003). Faculty perceptions of graduate international students: Benefits and challenges. Journal of Studies in International Education, 7(4), 379-403. https://journals.sagepub.com/doi/abs/10.1177/1028315303257120 /*ref*/Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of Culture Chock and Adaptation in International Students in Higher Education. Studies in Higher Education, 33(1), 63-75. |
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Universidad San Martín de Porres. Escuela Profesional de Ciencias de la Comunicación. Instituto de Investigación |
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Studying in English at universities in non-English speaking countries: communicative challenges and experiences of educational and cultural adaptation in LithuaniaEstudiar en inglés en universidades de países no angloparlantes: retos comunicativos y experiencias de la adaptación educativa y cultural en LituaniaGrebliauskienė, BeataSueldo, MarianaEducación superiorEstudios en inglésEstudiantes extranjerosAdaptación culturalComunicación interculturalThe number of students who decide to enroll in Higher Education Institutions (HEIs) located away from their homeland is increasing every year across the globe. This quantitative change is bringing about a qualitative transformation as the HE sector is becoming one more globalized industry. Together with this growth, the academic offer of study programs delivered in a foreign language (most frequently-English) is also incrementing the level of complexity that HEIs while managing the cultural diversity of the university auditorium. HEIs are naturally lured into his attractive prospect to welcome a larger number of students; however, few are the HEIs truly ready and able to face the challenges that such complex phenomenon implies. A culturally diverse university class can certainly have both positive and negative impact on the teaching and learning processes. The purpose of this article is to explore how foreign students confront the communicational and intercultural challenges they encounter in a predominantly Lithuanian linguistic and cultural environment during their studies delivered in non-native English. The gathered and analyzed empirical data allow to state that there are considerable differences in the experiences and perceptions regarding the causes and possible solutions to the mentioned problems and challenges. The studentswho participated in the focus groups demonstrate contrasting viewpoints compared to those of the interviewed academic and administrative staff members in the receiving HEI.El número de estudiantes que deciden estudiar en instituciones de enseñanza superior (IES) en el extranjero va creciendo de manera exponencial. Este crecimiento cuantitativo ha traído consigo una paulatina transformación cualitativa de la educación superior en una rama más de la industria global. Asimismo, crece la oferta académica de programas impartidos en lengua extranjera, mayormente en inglés. Si bien son cada vez son más numerosas las IES que procuran atraer nuevos alumnos con esta novedad, no todas están preparadas para afrontar debidamente el reto que supone la diversidad cultural del aula universitaria. Esta atractiva experiencia académica es, a la vez, un fenómeno rico en complejidad y cabe admitir que el impacto en los procesos de enseñanza y aprendizaje puede ser tanto positivo como negativo. El presente artículo se propone revelar los retos y problemas, de índole comunicativa e intercultural, a los que se enfrentan los estudiantes extranjeros que cursan estudios en inglés en universidades donde predomina el ambientelingüístico y cultural lituano. Los datos empíricos obtenidos permiten sostener que difieren de manera considerable las experiencias y vivencias referidas a la causa y posibles soluciones a los retos mencionados, según se trate de la valoración de los alumnos extranjeros de los grupos focales o de lo que aportan las respuestas del personal entrevistado en la institución de acogida.Universidad San Martín de Porres. Escuela Profesional de Ciencias de la Comunicación. Instituto de Investigación2020-06-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlapplication/xmlapplication/zipaudio/mpegaudio/mpeghttp://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/36010.24265/cian.2020.n11.10Correspondences & Analysis; No 11 (2020): Correspondences & analysis N°11 2020 (january - june); 273-309Correspondencias & análisis; Núm. 11 (2020): Correspondencias & análisis N°11 2020 (enero - junio); 273-3092304-22652224-235Xreponame:Correspondencias & Análisisinstname:Universidad de San Martín de Porresinstacron:USMPspahttp://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/453http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/465http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/582http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/488http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/881http://ojs.correspondenciasyanalisis.com/index.php/Journalcya/article/view/360/882/*ref*/Al-Shariden, K., & Goe W. (1998). Ethnic communities within the university: An examination of factors influencing the personal adjustment of international students. Research in Higher Education, 39, 699-725./*ref*/Altbach, P. (2004). Higher Education Crosses Borders: Can the United States Remain the Top Destination for Foreign Students? The Magazine of Higher Learning, 36(2), 18-25./*ref*/Andrade, M. (2006). International students in English-speaking universities. Journal of Research in International Education, 5(2), 131-154./*ref*/Butcher, A., & McGrath, T. (2004). International students in New Zealand: needs and responses. International Education Journal, 5(4), 540-551./*ref*/Centro de Análisis y Seguimiento de la Educación Superior e Investigación de Lituania - Mokslo ir studijų stebėsenos ir analizės centras (MOSTA, 2016). Lietuvos švietimas skaičiais. https://mosta.lt/lt/tyrimai/ataskaitos#2016-m/*ref*/Chan, S. (1999). The Chinese learner - a question of style. Education and Training, 41, 294-304./*ref*/Chen, S., & Absalom, D. (1996). Cultural awareness and language teaching methodology. En Issues in language education: Selected papers from ILEC’95 (pp. 171-190). Hong Kong Institute of Education./*ref*/Cowley, P., & Hyams-Ssekasi, D. (2018). Motivation, Induction, and Challenge: Examining the Initial Phase of International Students’ Educational Sojourn. Journal of International Students, 8(1), 109-130./*ref*/De Vita, G. (2001). Learning styles, culture and inclusive instruction in the multicultural classroom: a business and management perspective. Innovations in Education and Teaching International, 38(2), 165-174./*ref*/Departamento de Estadística de Lituania (2019). Lithuanian Statistical Agency. Official statistics portal. https://osp.stat.gov.lt/*ref*/Flora Hung, C. (2004). Cultural influence on relationship cultivation strategies: Multinational companies in China. Journal of Communication Management, 8(3), 264-281. https://doi.org/10.1108/13632540410807682/*ref*/Furnham, A. (2004). Foreign students: Education and culture shock. The Psychologist, 17(1), 16-19./*ref*/Gilleard, J. (1998). Managing the cultural divide: The case of classroom assessment. Industrial and Commercial Training, 30(3), 90-95./*ref*/Graddol, D. (2006). English Next. Why global English may mean the end of English as a Foreign Language. British Council./*ref*/Halic, O., Greenberg, K., & Paulus, T. (2009). Language and academic identity: A study of the experiences of non-native english speaking international students. International Education, 38(2), 73-93./*ref*/Hechanova-Alampay, R., Beehr, T., Christiansen, N., & Van Horn, R. (2002). Adjustment and strain among domestic and international student sojourners: A longitudinal study. School Psychology International, 23(4), 458-474. https://doi.org/10.1177/0143034302234007/*ref*/Kleiber, P. (2004). Focus groups: More than a method of inquiry. En K. De Marrais & S. Lapan (Eds.), Foundations for research. Methods of inquiry in education and the social sciences. Lawrence Erlbaum Associates./*ref*/Ladd, P., & Ruby R. (1999). Learning style and adjustment issues of international students. Journal of Education for Business, 74(6), 363-367. https://www.tandfonline.com/doi/abs/10.1080/08832329909601712/*ref*/Li, G., Chen, W., & Duanmu, J. (2009). Determinants of international students’ academic performance: A comparison between chinese and other international students. Journal of Studies in International Education, 14(4), 389-405. https://journals.sagepub.com/doi/abs/10.1177/1028315309331490/*ref*/Myles, J., & Cheng, L. (2003). The social and cultural life of non-native english speaking international graduate students at Canadian University. Journal of English for Academic Purposes, 2, 247-263./*ref*/Morgan, D. (1997). Focus groups as qualitative research. Sage Publications./*ref*/Pun, A. (1990). Managing the cultural differences in learning. Journal of Management Development, 9(5), 35-40./*ref*/Rajapaksa, S., & Dundes, L. (2002). It’s a long way home: International student adjustment to living in the United States. Journal of College Student Retention: Research, Theory and Practice, 4(1), 15-28. https://journals.sagepub.com/doi/abs/10.2190/5HCY-U2Q9-KVGL-8M3K/*ref*/Robertson, M., Line, M., Jones, S., & Thomas, S. (2000). International students, learning environments and perceptions: A case study using the Delphi technique. Higher Education Research & Development, 19(1), 89-101. https://www.tandfonline.com/doi/abs/10.1080/07294360050020499/*ref*/Robotham, D. (1995). Self-directed learning: The ultimate learning style? Journal of European Industrial Training, 19(7), 3-7./*ref*/Sawir, E. (2005). Language difficulties of international students in Australia: The effects of prior learning experience. International Education Journal, 6(5), 567-580./*ref*/Selvadurai, R. (1998). Problems faced by international students in American colleges and universities. Community Review, 12(1-2), 27-32. https://eric.ed.gov/?id=EJ469274/*ref*/Trice, A. (2003). Faculty perceptions of graduate international students: Benefits and challenges. Journal of Studies in International Education, 7(4), 379-403. https://journals.sagepub.com/doi/abs/10.1177/1028315303257120/*ref*/Zhou, Y., Jindal-Snape, D., Topping, K., & Todman, J. (2008). Theoretical models of Culture Chock and Adaptation in International Students in Higher Education. Studies in Higher Education, 33(1), 63-75.Derechos de autor 2020 Beata Grebliauskienė, Mariana Sueldohttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:ojs2.ojs.correspondenciasyanalisis.com:article/3602023-05-05T21:54:05Z |
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Nota importante:
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
La información contenida en este registro es de entera responsabilidad de la institución que gestiona el repositorio institucional donde esta contenido este documento o set de datos. El CONCYTEC no se hace responsable por los contenidos (publicaciones y/o datos) accesibles a través del Repositorio Nacional Digital de Ciencia, Tecnología e Innovación de Acceso Abierto (ALICIA).
