Fostering the Academic Transition of International Students Who Are Ethnoculturally and Linguistically Diverse in Postsecondary Education

Abstract

The need for more services and support for the academic transition of international students is evident as their population continues to increase in postsecondary institutions. There is also need for faculty to have a deeper understanding of how international students transition academically, and how they can use the knowledge to guide academic support development. This phenomenological study examined the personal experience of international students who are Ethnoculturally and linguistically diverse (ECLD) with academic transition to postsecondary education. The focus was on international students with educational backgrounds and experiences outside of Canada and how they adjusted to academic writing and teaching approaches in a Western Canadian university. Data were collected using semi- structured interviews with eight purposefully selected international graduate students. A content analysis of related documents from the location of the study was used for data triangulation. All data were analyzed using an interpretative phenomenological analysis, resulting in the creation of the following superordinate themes: teaching and learning approaches, challenges, types of support and suggestions for improvement. Findings from this process revealed that disparities in one’s social and educational background may conflict and critically affect an international students’ academic transition.’ The findings brought to bear culturally responsive practices that postsecondary institutions can adopt as they develop programs and academic support services for students. The study also provided recommendations that can be implemented to ensure the smooth transitioning of all international students.



Author Information
Kacia Whilby, University of Saskatchewan, Canada

Paper Information
Conference: BCE2022
Stream: Learning Experiences

This paper is part of the BCE2022 Conference Proceedings (View)
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To cite this article:
Whilby K. (2022) Fostering the Academic Transition of International Students Who Are Ethnoculturally and Linguistically Diverse in Postsecondary Education ISSN: 2435-9467 – The Barcelona Conference on Education 2022: Official Conference Proceedings https://doi.org/10.22492/issn.2435-9467.2022.24
To link to this article: https://doi.org/10.22492/issn.2435-9467.2022.24


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