Supporting non-native English-speaking students in an online postgraduate degree

David Catterick

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Supporting non-native English-speaking students in an online postgraduate degree

于Virtuality and Education

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David Catterick

David Catterick
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类型:: 章节

Page Range:: 81–97

DOI:: https://doi.org/10.1163/9789401203289_007

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Abstract

Language support for non-native English speaking (NNES) international students is well-established within English-medium higher education institutions. Based on his experience as both an international student and a lecturer in a UK university, De Vita^1,2 identifies a number of key issues which such support needs to address: metaphors and idiomatic expressions; discourse style; referencing; and cross-cultural small group interaction. With increasing numbers of NNES students joining online degree programmes, we need to ask whether the same provision that exists in face-to-face contexts is required in distance mode.

An earlier study by Catterick³ began to address this question through a survey of online teaching staff. A large majority of respondents indicated their belief that NNES students do have differentiated support needs. This chapter reports on a collaborative project with the University of Sydney designed to test the validity of the previous study’s findings. For this ethnographic study, the presenter acted as participant-observer for a student cohort on one of Australia’s largest online graduate programmes. The author provided academic support as and when requested and categorised students’ self-reported support needs. The chapter summarises the findings and suggests how these might go some way to informing student support considerations.

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Virtuality and Education

A Reader

丛编： At the Interface / Probing the Boundaries, 卷： 34

ISBN:: 9789401203289

出版社:: Brill

印刷出版日期:: 01 Jan 2006

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Supporting non-native English-speaking students in an online postgraduate degree

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Virtuality and Education

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