How Can We Better Understand and Support International Students at Australian Schools? A Case Study of Chinese Learners

Datos Bibliográficos

ID22043373
AutoresHongzhi Zhang (0000-0002-5234-461X, Monash University, autor de correspondencia), Philip Wing Keung Chan (0000-0003-1605-1665, Monash University), Yu Tim God (0000-0003-1664-1008, Monash University)
Año2021
Volumen11
Número12
Páginas807
Fecha de publicación2021-12-13
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11120807
OpenAlexW4200241133
IdiomaEN
Citas recibidas1
Referencias citadas34

Despite the rapid increase in international students in the education sector, this area remains an under-researched. In Australia, many schools welcome international learners, but are also aware that the support they can offer cannot fully address the student’s needs. Drawing on surveys (n = 51) and focus group interviews (n = 16), this case study considers how Chinese international students at four Australian schools understand their everyday experiences. The findings show that students learn and socialise in ways that make sense to them, based on their observations and interpretations of everyday events. Although the support from the school, teachers, and local peers were appreciated, they did not completely solve students’ problems, nor were they necessarily interpreted and accepted by our participants as intended. It is important for educators to develop a more nuanced understanding of the challenges faced by international students in everyday life, and the kind of support that the students need

Everyday life · Focus group · Higher education · International education · Mathematics education · Pedagogy · Political science · Sociology · EFL/ESL Teaching and Learning · Global Education and Multiculturalism · International Student and Expatriate Challenges · Psychology