Pedagogical Differences: What Can We Learn From the First-Year Experiences of Chinese ESL Students in a Midwestern University?

• In Event: 31.092 - Poster Session 5
  In Poster Session: 31.092-7 - Poster Session: College Student Learning and Development (1)

Abstract

The U.S. higher education has the large number of international students largely from countries with significant differences from America in culture and language. Among these international students, Chinese make up the largest contingent, representing 29 % of the total, with their numbers having increased by 21.4% between 2012 and 2013 (IIE, 2013). This session presents findings from a qualitative study of the social, cultural, and academic challenges faced by eight Chinese ESL students transitioning into US higher education in a large Midwestern university ESL program, especially focusing on their presuppositions about pedagogical practices and academic rigor, and how this affects their attitudes and participation in the ESL program and their estimation of its value.

Authors

• Akiko Ota, Michigan State University

• Michael J. Smith, Portland State University