Pplus_short_TA2_INTL

Index

Introduction of Module

Supporting materials

Resources, Glossary

Preliminary Assessment

Learning materials

Mind Map

Unit 2.1

Understanding Innovation in Learning and Teaching for Internationalised Higher Education

Case Studies

Unit 2.2

Empowering Teaching in International and Multilingual Contexts

Sum up Infographic

Final Quiz - Survey - Badge

DESIGNING AN internationalized COURSE

The module Internationalisation of Teaching Performance and Student Learning Support has been developed with the aim to enhance your awareness of various aspects that are essential for the implementation of innovative teaching techniques, targeted at international and multicultural student groups, as well as to facilitate learning in English and/or other foreign languages. The module will equip you with the knowledge, skills, and resources needed to create inclusive, culturally responsive, and globally connected learning environments, and it will also empower you for enhancing student learning experiences. This module will introduce you to key concepts, strategies, and resources for fostering inclusive, culturally responsive, and globally connected learning environments, helping you enhance student learning experiences within the available time frame.

Learning Outcomes of the Module By using the course material, completing the exercises, and consulting the provided sources you will achieve the following learning outcomes:

Keywords: Internationalisation of learning and teaching, International Learning Environment, Teaching in English and Other Languages, Intercultural Teaching Strategies

Self-reflection

Assessment Tool

Statements

Assess your competence in Internationalisation of Teaching Performance and Student Learning Support by the PROFFORMANCE Assessment Tool.

Assess yourself along the PROFFORMANCE Assessment tool statements INTL TA2 - Competences on innovative teaching and learning

What is your experience?

Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.

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Self-reflection questions for...

Learning and Teaching in English and/or Other Foreign Languages

Innovative Teaching Techniques/Methods

International and Multicultural Competences

Questions

Questions

Questions

Questions

Questions

Questions

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I possess the knowledge and skills to teach in English and/or other foreign languages.

Assess yourself

Hint

I use a set of innovative teaching techniques for international and multicultural student groups, including those which facilitate the physical, online and/or blended interaction.

Assess yourself

Hint

I consider the international/intercultural perspective of the subject(s) I teach by encouraging students to study with the use of learning and teaching resources in English and/or other foreign languages.

Assess yourself

Hint

I encourage students to interact with international students, lecturers and other stakeholders.

Assess yourself

Hint

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UNIT 2.1

Introduction

In the Unit 2.1, you will explore what it means to be an innovative higher education (HE) teacher, particularly in the context of international and multicultural learning environments. You will become familiar with a variety of innovative teaching techniques and methodologies that can enhance student engagement, promote inclusivity, and support diverse learning needs. By the end of this unit, you will:

At the end of the Unit 2.1, you will find exercises – multiple-choice test and matching exercise.

UNIT 2.1

Definition of Innovative Learning and Teaching

What does it mean to be an innovative higher education (HE) teacher?

Which innovative teaching techniques/methodologies can be used with international and multicultural student groups?

UNIT 2.1

Innovative Teaching Techniques/Methodologies

Content and Language Integrated Learning (CLIL)

Flipped Classroom

Experiential Learning

Culturally Responsive Teaching

Problem-Based Learning (PBL)

Project-Based Learning (PBL)

Interactive and Gamified Learning

Peer Teaching and Learning

Socratic Seminars and Dialogues

Differentiated Instruction

Narrative and Storytelling

Use of Technology and Digital Tools

Multilingual Classroom Context

UNIT 2.1

Reference to other PROFFORMANCE course

As you are already aware, while internationalizing the process of learning and teaching, different technological resources and digital tools can be used. If you would like to enhance your digital competences, there are many resources available. You may also take the PROFFORMANCE short course .

DIGITALIZATION

UNIT 2.1

Exercises

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UNIT 2.1

Match each concept to its correct definition

Problem-Based Learning (PBL)

Problem-Based Learning (PBL)

An approach where students are presented with real-world problems that they need to solve collaboratively, promoting critical thinking and the application of knowledge.

Project-Based Learning (PBL)

Flipped Classroom

Differentiated Instruction

Multilingual Classroom Context

An approach that adapts teaching strategies to meet the diverse needs, learning styles, and abilities of each student.

Differentiated Instruction

Experiential Learning

Project-Based Learning (PBL)

Problem-Based Learning (PBL)

An approach where students work on an extended project, often collaboratively, to investigate and respond to a complex question or challenge.

Project-Based Learning (PBL)

Experiential Learning

UNIT 2.1

Match each concept to its correct definition

Multilingual Classroom Context

Content and Language Integrated Learning (CLIL)

A method where instruction combines subject content with language learning, aiming to improve proficiency in both areas simultaneously.

Flipped Classroom

Content and Language Integrated Learning (CLIL)

Peer Teaching and Learning

Flipped Classroom

A method where students take on the role of educators, sharing their knowledge and skills with their peers to reinforce learning for both parties.

Peer Teaching and Learning

Experiential Learning

Narrative and Storytelling

Narrative and Storytelling

A method that uses storytelling techniques to convey concepts and help students understand and remember complex ideas through relatable narratives.

Culturally Responsive Teaching

Interactive and Gamified Learning

Match each concept to its correct definition

UNIT 2.1

Flipped Classroom

Use of Technology and Digital Tools

A technique that involves using digital tools and online resources to enhance learning, improve engagement, and support teaching strategies.

Use of Technology and Digital Tools

Interactive and Gamified Learning

Flipped Classroom

Flipped Classroom

A pedagogical method where class time is devoted to practical activities and discussions, while traditional lectures and instructional materials are reviewed independently before class.

Experiential Learning

Socratic Seminars and Dialogues

Socratic Seminars and Dialogues

Problem-Based Learning (PBL)

A structured form of dialogue where students discuss and critically analyse complex topics through guided questioning and open dialogue.

Culturally Responsive Teaching

Socratic Seminars and Dialogues

Match each concept to its correct definition

UNIT 2.1

Multilingual Classroom Context

Culturally Responsive Teaching

Peer Teaching and Learning

A strategy that uses cultural references, diverse perspectives, and students' backgrounds to make learning relevant and inclusive for all learners.

Culturally Responsive Teaching

Experiential Learning

Experiential Learning

A learning approach that involves direct, hands-on experiences and activities to help students engage deeply with the subject matter.

Culturally Responsive Teaching

Interactive and Gamified Learning

Multilingual Classroom Context

Multilingual Classroom Context

Culturally Responsive Teaching

A classroom setting where students come from diverse linguistic backgrounds, and instruction supports language acquisition alongside academic learning.

Peer Teaching and Learning

Experiental Learning

Interactive and Gamified Learning

A technique that incorporates game mechanics and interactive activities to boost student engagement and motivation.

Interactive and Gamified Learning

Project-Based Learning (PBL)

UNIT 2.1

Conclusions

Summary of the unit content

In this unit, you have learned that innovation in higher education teaching goes beyond the use of technology – it involves rethinking pedagogical approaches to foster critical thinking, collaboration, and cultural responsiveness.

You explored a broad spectrum of teaching techniques, from Content and Language Integrated Learning (CLIL) and flipped classrooms to storytelling and gamification.

You have gained:

• A clearer understanding of the principles and practices of innovative teaching
• Practical knowledge of how to apply diverse methodologies to meet the needs of international and multicultural student groups
• Insights into fostering an inclusive, engaging, and student-centered learning environment
• A foundation for experimenting with and integrating innovative strategies into your own teaching practice

UNIT 2.2

Introduction

In the Unit 2.2, you will explore the role of English and other foreign languages in the internationalisation of higher education. You will understand why teaching in a foreign language is a key driver of global engagement and accessibility, and how it contributes to institutional excellence and student success. You will also learn

practical strategies to improve your own foreign language competences for academic teaching. These strategies span professional development, immersive experiences, technology integration, and pedagogical techniques. You will be able to identify effective methods to enhance your confidence and ability to teach in English and/or other foreign languages.

you will examine how to foster international and multicultural competences in students by incorporating global perspectives, encouraging cross-cultural collaboration, and creating inclusive learning environments. At the end of the Unit 2.2, you will find the matching exercise and three case studies.

Finally,

UNIT 2

UNIT 2.2

Learning and Teaching in English and/or other foreign languages

Why is it important to teach in English and/or other foreign languages?

Teaching in English and/or other foreign languages plays a crucial role in the internationalisation of learning and teaching. It is important for ensuring global accessibility and reach, facilitating collaboration and resource accessibility, enhancing employability and competitiveness, providing cultural exchange and global perspective, improving institutional reputation and ranking, bringing economic benefits, etc.

Tips for improvement of foreign language competences

UNIT 2

UNIT 2.2

Tips for improvement of foreign language competences

How can you improve your foreign language competences? Improving skills to teach in English and/or other foreign languages involves a combination of linguistic, pedagogical, and cultural aspects of development at the level of higher education. Here are several strategies that cover the following:

Targeted Professional Development Programmes

Content and Language Integrated Learning (CLIL)

Continuous Practice and Feedback

Confidence-Building Activities

Immersive Learning Experiences

Collaborative Learning Communities

Utilisation of Technology

UNIT 2

UNIT 2.2

Fill in the blanks for the following text on intercultural differences and sensitive topics. Use the following concepts:

EXCELLENT

communication

study

higher

materials

research

job market

collaboration

interaction

Teaching in English provides several key advantages, especially in an increasingly globalised world. First, it enables students to access a wider range of academic ________________ and resources, since English is the dominant language in international ________________ and scholarly publications. This opens the door to a greater variety of knowledge and perspectives. Second, teaching in English enhances students’ ________________ skills, making them more competitive in the global ________________ . Since English is often the preferred language in international business, science, and technology, fluency can significantly improve students’ employability and professional opportunities. Third, learning in English can foster better ________________ between students from diverse backgrounds, as it provides a common language for ________________ and exchange of ideas. This is particularly beneficial in multicultural settings, where students need to collaborate and engage in critical thinking. Lastly, English as a medium of instruction prepares students for participation in ________________ education programmes, including international collaborations, ________________ abroad opportunities, and research partnerships.

Verification

Solutions

UNIT 2

UNIT 2.2

Tips for development of students international and multicultural competences

How can higher education teachers develop the international and multicultural competences of their students?

Higher education teachers play a key role in fostering international and multicultural competences in their students. Developing such skills helps students become more flexible, open-minded, and efficient in a globalised world. Here are some strategies that teachers can use; these refer to:

UNIT 2

UNIT 2.2

Incorporating International Perspectives in the Curriculum

Interdisciplinary Learning

Integrating Global Challenges into Teaching

Promoting Multicultural Group Work

Encouraging Collaboration with International Peers

Fostering an Inclusive Classroom Environment

Supporting International Students

Encouraging Language Learning

UNIT 2.2

Conclusions

Summary of the unit content

In the Unit 2.2, you have learned about the importance of teaching in English and other foreign languages as a key element of internationalised higher education.

You now understand how such instruction supports global accessibility, enhances student and teacher mobility, fosters intercultural exchange, and boosts institutional visibility and reputation.

You have explored a range of approaches for improving your own foreign language competences, including targeted training, peer learning, digital tools, CLIL-based pedagogy, and confidence-building activities.

You have also gained concrete strategies to foster students’ international and multicultural competences, such as incorporating global content, organising culturally diverse group work, supporting international student engagement, and encouraging reflection on global challenges and cultural bias to prepare students for success in a globalised world.

Case Study I.

in her EMI (English as a Medium of Instruction) classes, although the students listen attentively and appear to take notes, they seldom ask questions or speak. Mariana is concerned whether the students understand the lectures, so at the end of class she always asks, “What do you think?ˮ, “Have you understood?ˮ, or “Do you have any questions?ˮ, but the students rarely ever respond.

Mariana is a lecturer of Medieval Art in both Spanish medium and English medium courses at a Spanish University. She teaches a group of about 40 students. Regardless of the language of instruction, she tries to cover one specific topic per session and includes pictures and multimedia (e.g., slides) to support her input. When she teaches in Spanish, her students are active, ask questions, and participate in open discussions. However,

Reflection questions

Tips to consider for the questions

Case Study II.

Jordi teaches Landscape Architecture at a Catalan university in English. Most of his students are Catalan or Spanish, but there are also international students, some of whom have English as their mother tongue. Jordi’s level of English is intermediate and, even if he has no problems when giving a lecture, he is not confident when he has to answer students’ questions.

Therefore, he has decided to give students more lectures and less discussion time. As a result, Jordi’s classes in Catalan are more student centered with debates, group work and projects and EMI classes are more teacher centered, with lectures and individual work.

Reflection questions

Tips to consider for the questions

Case Study III.

Nivja was asked to teach Chemistry in English at a Dutch university. Therefore, she translated all her teaching material into English. At the beginning, her students seemed to follow her lessons without a problem, but soon she realized that some students often asked for clarification and to paraphrase her main points.

She revised all the documents she used and found no problem with them. Some students told her the problem was that only good English speakers could follow her, but the others got lost after some time.

Reflection questions

Tips to consider for the questions

Final Quiz of the module

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GLOSSARY

An approach where a subject is taught in a foreign language, promoting simultaneous development of content knowledge and language skills.

Teaching that applies new, creative, or student-centered methods to improve engagement, learning outcomes, and adaptability in diverse classrooms.

A teaching approach that involves students actively participating in the learning process through discussions, problem-solving, group work, or hands-on activities.

Content and Language Integrated Learning (CLIL)

Innovative Teaching

Active Learning

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GLOSSARY

A student-centered methodology that involves working on complex, real-world projects to build deep content knowledge and collaborative skills.

A model where students learn content independently (e.g., via videos) before class and use class time for discussion, problem-solving, or hands-on tasks.

Instruction that acknowledges, incorporates, and values students’ cultural backgrounds into all aspects of teaching and learning.

Project-Based Learning (PBL)

Flipped Classroom

Culturally Responsive Teaching

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GLOSSARY

A hands-on approach to education that emphasizes learning through direct experience, reflection, and application in real-world contexts.

Adapting teaching methods, resources, and assessments to accommodate different learning styles, abilities, and language levels in the classroom.

A collaborative approach where students teach and learn from one another, fostering mutual understanding and active engagement.

Differentiated Instruction

Experiential Learning

Peer Teaching and Learning

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GLOSSARY

Structured discussions that encourage deep inquiry, critical thinking, and the respectful exchange of diverse perspectives.

A method where students learn by solving open-ended, often real-world problems, encouraging research, teamwork, and critical thinking.

The use of game elements (like points, badges, and challenges) in learning to increase motivation and participation.

Socratic Seminars and Dialogues

Problem-Based Learning (PBL)

Gamified Learning

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GLOSSARY

A technique where educators engage with a language in real-world, often native-language environments, to improve fluency and contextual use.

The use of personal or cultural stories in teaching to engage learners and foster empathy, reflection, and retention.

A learning environment where students speak multiple native languages, requiring inclusive strategies such as translanguaging and visual scaffolding.

Multilingual Classroom Context

Language Immersion

Narrative and Storytelling

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GLOSSARY

The capacity to communicate, collaborate, and interact effectively with people from different cultural and national backgrounds.

Groups of educators who share practices, challenges, and resources to collectively improve teaching and language skills.

A dual-focus teaching approach that integrates subject content and language instruction to support bilingual or multilingual education.

Collaborative Learning Communities

Global Competence

CLIL Methodology

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GLOSSARY

Assumptions or attitudes (often unconscious) that lead to unfair or stereotyped views of individuals from different cultures or languages.

Teaching that intentionally includes diverse perspectives, cultural backgrounds, and learning needs in all aspects of education.

Online, collaborative learning experiences that connect students and faculty from different countries to work on shared projects or discussions.

Bias in Cross-Cultural Understanding

Culturally Inclusive Pedagogy

Virtual Exchange

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GLOSSARY

Assignments or tasks that require the use of more than one language, promoting linguistic diversity and international research skills.

The recognition that individuals are part of a global community and have responsibilities that extend beyond national or cultural borders.

Educational experiences that combine academic learning with community service, often addressing real-world global or intercultural issues.

Multilingual Projects

Service Learning

Global Citizenship

Resources

EMI courses, see on:

Selection of Academic English courses (field-specific), see on:

https://oxfordemi.co.uk/

https://www.coursera.org/courses?query=academic%20english

Selection of General English courses, see on:

https://learnenglish.britishcouncil.org/online-courses

CLIL Resource Pack (Cambridge English)https://www.cambridgeenglish.org/teaching-english/resources-for-teachers/

https://school-education.ec.europa.eu/en/learn/courses/general-english-language-course

UNESCO Futures of Education – Pedagogical Innovation https://www.unesco.org/en/futures-education

British Council – Teaching English in Higher Education https://www.teachingenglish.org.uk

EDUCAUSE – Active Learning and Technology Integration https://www.educause.edu

Resources

The Flipped Learning Network

What Is Global Awareness and Why Does It Matter? (Fresno Pacific University)

https://flippedlearning.org

https://ce.fresno.edu/news/what-is-global-awareness-and-why-does-it-matter/

PBLWorks – Project-Based Learning Resources

https://www.pblworks.org

European Commission – Linguistic Diversity and Multilingualismhttps://education.ec.europa.eu/focus-topics/improving-quality/multilingualism/linguistic-diversity

OECD – Global Competence Framework

UNESCO – Intercultural Competencehttps://unesdoc.unesco.org/ark:/48223/pf0000219768

https://www.oecd.org/education/global-competence-for-an-inclusive-world.htm

UN – Global Citizenship (UN Academic Impact) https://www.un.org/en/academic-impact/global-citizenship

UNESCO – Cultural Diversity https://en.unesco.org/creativity/cultural-diversity-0

Global Awareness (FIU Libraries)

https://library.fiu.edu/c.php?g=169497&p=1380382

Course completed!

Acknowledgements

Encouraging Collaboration with International Peers

Virtual Exchange Programmes:

Leverage technology to set up virtual collaborations with students from partner institutions abroad. Projects or discussions with international peers provide a direct experience of working across cultures.

Study Abroad and Exchange Programmes:

Promote participation in study-abroad programmes or student exchange initiatives that allow students to immerse themselves in different cultures and educational systems.

International Guest Speakers:

Invite guest speakers from other countries or regions to share their experiences and viewpoints with students, broadening their understanding of global issues.

Collaborative Learning Communities

Peer Learning Groups: Find or create peer learning groups in which you can practise your language skills with other colleagues, share resources, and discuss challenges. Mentorship Programmes: Try to communicate with colleagues who are more experienced and whose level of language proficiency is higher than yours.

Supporting International Students

Mentorship and Peer Support:

Create opportunities for international students to mentor local students on cultural adaptation, and vice versa. Pairing international and local students can help both groups develop cross-cultural competences.

Cultural Events:

Organise or encourage participation in cultural exchange events, food festivals, or international celebrations that allow students to learn about different cultures firsthand and appreciate them.

Interdisciplinary Learning

Global Issues Courses:

Offer or integrate courses that focus on global issues, such as climate changes, international relations, or human rights, encouraging students to think about solutions that involve a cross-border cooperation.

Diverse Perspectives in Problem-Solving:

Challenge students to approach problems from different cultural or international viewpoints, helping them understand that diverse perspectives often lead to more innovative solutions.

Content and Language Integrated Learning (CLIL)

CLIL Methodology: Participate in professional training courses based on the CLIL approach, according to which language learning and subject matter teaching are integrated. This method helps teachers develop both language and content knowledge simultaneously. Dual-Language Teaching Resources: Find resources that combine subject content with language development, such as bilingual textbooks or subject-specific language exercises.

Fostering an Inclusive Classroom Environment

Culturally-Responsive Teaching:

Recognise and respect the diverse cultural backgrounds of students, incorporating culturally relevant examples and being sensitive to cultural differences in classroom discussions and assessments.

Inclusive Discussions:

Encourage an open, respectful dialogue about cultural differences and global challenges. Create opportunities for students to share their own cultural experiences and perspectives.

Addressing Bias:

Analise real-world case studies, engage students in role-playing exercises to experience different viewpoints, use implicit bias tests for self-awareness, foster guided discussions about unconscious bias, stereotypes, and discrimination that encourage critical reflection on personal assumptions.

Bias in cross-cultural understanding can take various forms, such as cultural bias, where one assumes their own culture is the norm or superior, leading to misinterpretations of different customs and values. Language bias can manifest when individuals favor one dominant language while undervaluing others or perceive non-native speakers as less competent. Media and stereotype bias occur when people rely on oversimplified portrayals of cultures, assuming that media narratives accurately represent entire populations. Confirmation bias influences how global events are interpreted, reinforcing pre-existing beliefs while disregarding diverse perspectives. Implicit bias, often unconscious, can affect interactions, such as making judgments based on nationality, accent, or appearance.

Hint: You possess the pedagogical competences to teach in an international environment using innovative teaching techniques for international and multicultural student groups. You consider student intercultural differences and international diversity and you facilitate respectful conversations between students and handle any potential conflicts.

Utilisation of Technology

Online Language Platforms: Find online platforms and resources for self-paced language learning, including apps and websites that offer specialised terminology training. Virtual Classrooms: Try to practise teaching in a virtual environment with international students to help you build confidence in using a given language in a teaching context, while utilising technology resources.

Interactive and Gamified Learning

Educational Games and Simulations: Use games and simulations that encourage active participation and collaboration. For example, the simulations of global negotiations or games that require cultural understanding can be particularly engaging. Gamification of Learning: Incorporate the elements of gamification, such as point systems, badges, or leaderboards, to motivate students and make learning more engaging. This approach can particularly be effective in diverse classrooms, as it offers a playful and inclusive learning environment.

Hint: You encourage students to work in multicultural teams and stimulate their foreign language interaction with other students, lecturers, stakeholders (e.g. international companies, NGOs), etc. You invite international guest lecturers to teach your class.

Hint: You follow the contemporary up-to-date literature (e.g. achievements of international scholars, school thoughts, globally relevant examples and case studies, etc.) and share it with students. You develop student international and multicultural competences by providing additional international resources (e.g. literature, scientific papers, databases, websites, etc.).

Flipped Classroom

Pre-Class Learning: Students are provided with learning materials (videos, readings) to study before class. In-class time is then used for the clarification of pre-class material, discussions, problem-solving, and collaborative activities, which can be tailored to accommodate diverse learning needs and cultural perspectives. Flipped Classroom is a pedagogical method where class time is devoted to practical activities and discussions, while traditional lectures and instructional materials are reviewed independently before class. This model allows more student-centered teaching opportunities.

Confidence-Building Activities

Public Speaking Training: Participate in the professional training, which envisages a number of public speaking exercises focused on presentations in a foreign language, helping you and your colleagues become more comfortable in front of international audiences. Simulation Exercises: Participate in simulation exercises, like mock classes or role-playing scenarios, to help teachers practise how to deal with various classroom situations in the target language.

Use of Technology and Digital Tools

Online Collaborative Platforms: Use the tools like G-Suite (Google Docs, Sheets or Slides), Google Classroom, Padlet, or Slack to facilitate collaboration among students, regardless of their location or time zone. These platforms enable asynchronous communication, which can be beneficial in diverse, international groups. G-Suite Collaborative Writing: Collaborative writing in G-Suite involves multiple users working together in real-time on the same document by using Google Workspace tools like Google Docs, Sheets, or Slides. This feature allows participants to write, edit, and comment simultaneously, with changes instantly visible to everyone involved. The tools like version history, comments, and suggested edits facilitate transparent communication and collaborative problem-solving. Users can assign tasks, provide feedback, and track contributions, making it an effective method for teamwork, whether for educational projects, business reports, or creative content development. This collaborative environment fosters collective creativity and productivity by enabling seamless sharing and integration of ideas. Language Support Tools: Incorporate tools which support language learning, such as translation apps, language learning software, or subtitles for video content, in order to help non-native speakers engage completely with the material.

Continuous Practice and Feedback

Regular Practice Sessions: Participate in practice sessions during which you can present lessons in English or/and some other foreign language and also receive some constructive feedback from your peers or language experts. Language Audits: Pass periodic language audits to assess progress and identify areas where further training may be needed.

Promoting Multicultural Group Work

Diverse Teams:

Form groups that intentionally mix students from different cultural or national backgrounds for collaborative projects. This encourages peer learning and helps students develop cross-cultural communication skills.

Intercultural Communication Skills:

Teach students specific skills for efficient communication in multicultural settings, such as active listening, sensitivity to cultural differences, and conflict resolution.

Incorporating International Perspectives in the Curriculum

Global Case Studies and Examples:

Include case studies, readings, and examples from diverse cultures and countries in order to expose students to global perspectives in various disciplines.

Multilingual Resources:

Use materials in different languages (with translations or summaries) or encourage students to explore texts by non-Western authors and scholars.

Cross-Cultural Assignments:

Design assignments that require students to compare issues or topics from different cultural or international viewpoints, helping them develop critical thinking from a global perspective.

Narrative and Storytelling

Personal Narratives: Encourage students to share personal stories or cultural narratives related to the topics being studied. This method helps build empathy and a deeper understanding of cultural differences. Digital Storytelling: Use digital tools to create and share stories, combining multimedia elements like video, audio, and text. This technique can especially be effective in engaging students from different cultural backgrounds.

In this sourse you will get an overview how to....SHORT description of TA

Encouraging Language Learning

Language Courses:

Encourage students to learn new languages or improve their proficiency in a foreign language, as multilingualism is a critical component of international competence.

Multilingual Projects:

Assign projects that require research in multiple languages or engage students in communications with international experts or communities in other languages.

Integrating Global Challenges into Teaching

Global Citizenship:

Encourage students to see themselves as global citizens with responsibilities beyond their own national borders. Engage them in discussions about global issues like poverty, health, and sustainability.

Service Learning and Volunteering:

Promote participation in international or multicultural service-learning projects that address global challenges. These projects help students gain practical experience while developing empathy and cultural awareness.

Project-Based Learning (PBL)

Collaborative Projects: Students work in diverse teams to complete projects that require them to apply their knowledge in the real-world contexts. This method encourages collaboration across cultural lines and helps students develop cross-cultural communication and teamwork skills. Global Issues Focus: Projects can be designed around global issues, encouraging students to bring in perspectives from their own cultures and backgrounds.

Multilingual Classroom Context

A multilingual classroom context is an educational setting where students speak and understand multiple languages, often reflecting diverse cultural and linguistic backgrounds. In these classrooms, while there is typically a primary language of instruction, teachers accommodate various languages and employ strategies such as translanguaging, visual aids, and language scaffolding to support student understanding and participation. This environment fosters language acquisition and respects the use of students' home languages, creating a culturally inclusive space that enhances learning and communication.

Differentiated Instruction

Tailored Learning Paths: Provide students with multiple ways of learning and demonstrate understanding, catering to the diverse learning styles, abilities, and language levels of students. This can include varied instructional methods, assessment types, and resources. Flexible Grouping: Organise students into groups based on their learning needs or strengths, allowing for targeted support and peer-assisted learning. Differentiated instruction for language and cultural proficiency involves adapting teaching methods to support students' diverse language abilities and cultural backgrounds, ensuring that all learners can access and engage with the content effectively. This approach provides multiple pathways for learning and expression, accommodating varied linguistic proficiency levels and learning preferences. Instructional methods, assessments, and resources are tailored to help students develop both subject knowledge and language skills simultaneously. Additionally, flexible grouping allows students to collaborate based on their language needs and strengths, fostering peer-assisted learning and cross-cultural understanding in the classroom.

Hint: You possess the language competences (including the specific terminology) and have sufficient confidence to teach in an international environment, to present and facilitate learning in English and/or other foreign languages.

Being an innovative higher education teacher involves adopting fresh, creative approaches to teaching and learning, with the goal of enhancing student engagement, fostering critical thinking, and adapting to the evolving needs of education. Some of the key aspects of innovation in this context refer to:

Integrating Technology

Using Active Learning Techniques

Personalising the Process of Learning

Ensuring Interdisciplinary and the Real-World Relevance

Encouraging Critical Thinking and Innovation

Providing Feedback and Chances for Continuous Improvement

Supporting Inclusive and Diverse Perspectives

Acknowledgements

Authors Irine Darchia Branka Milenkovic Renata Samo Reviewers Veronika Kupriyanova Angeliki Psychogyiou Anca Greere

Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Szabina Gyurisán Horváthné

Experiential Learning

Field Trips and Virtual Tours: Organise field trips or virtual tours to culturally significant sites, allowing students to experience different cultures firsthand. This helps bridge the gap between theoretical knowledge and real-world understanding. Service Learning: Engage students in community service projects which involve working with diverse communities. This provides practical experience and fosters a sense of global citizenship.

Socratic Seminars and Dialogue

Culturally Diverse Perspectives: Use Socratic seminars to facilitate deep, student-led discussions that encourage critical thinking and the exchange of diverse perspectives. This method promotes a democratic classroom environment where all voices are valued. Global Issue Debates: Organise debates on global issues, where students can bring in viewpoints resulted from their cultural backgrounds, helping them understand and appreciate diverse perspectives.

Peer Teaching and Learning

Peer-Led Discussions: Students from different cultural backgrounds take turns while leading discussions or teaching particular segments of the class. This does not only foster confidence, but also allows students to learn from each other’s perspectives.Peer assessment: Peer assessment is an educational practice where students evaluate each other's work based on a set of criteria, providing feedback and sometimes assigning grades. This approach encourages active learning, critical thinking, and a deeper understanding of subject material, as students must engage thoughtfully with the work of their peers. It also fosters collaborative learning, enhances communication skills, and can increase motivation and accountability. Additionally, receiving feedback from peers can offer diverse perspectives, helping students identify strengths and areas for improvement that they might not have recognised on their own. Cultural Exchange Partnerships: Pair students from different cultural backgrounds to share their knowledge and cultural insights, promoting mutual understanding and learning.

Teaching international and multicultural student groups requires innovative approaches that accommodate a diversity of learning styles, cultural backgrounds, and language proficiencies. Some effective techniques include as follows:

Use of Technology and Digital Tools

Content and Language Integrated Learning (CLIL)

Flipped Classroom

Experiential Learning

Culturally Responsive Teaching

Problem-Based Learning (PBL)

Project-Based Learning (PBL)

Interactive and Gamified Learning

Peer Teaching and Learning

Socratic Seminars and Dialogues

Differentiated Instruction

Narrative and Storytelling

Culturally Responsive Teaching

Incorporating Cultural References: This approach involves integrating the cultural backgrounds of students into the curriculum, making learning more relevant and engaging. Teachers can use examples, case studies, and references from various cultures to connect with all students. Multicultural Curriculum Design: This approach entails designing lessons and activities which reflect the cultural diversity of the student body, ensuring that each culture is represented and respected.

Problem-Based Learning (PBL)

Real-World Problem Solving: Present students with complex, real-world problems that require them to research, discuss, and propose solutions collaboratively. This method encourages critical thinking and the integration of diverse perspectives. Culturally Relevant Problems: Design problems that are relevant to the cultures represented in the classroom, allowing students to apply their cultural knowledge to the learning process.

Content and Language Integrated Learning (CLIL)

Dual Focus on Language and Content: This method integrates subject teaching with language learning, allowing students to develop their subject knowledge and language skills simultaneously. It is particularly useful in multicultural classrooms, where students may have different levels of language proficiency.

Immersive Learning Experiences

Language Immersion Programmes: Participate in immersion programmes in which you can practise a given language in real-life contexts, possibly in the countries where the language is spoken natively. Exchange Programmes: Participate in teacher exchange programmes with institutions abroad to gain the firsthand experience in an international teaching environment.

Resources

• Selection of General English courses, see on: https://learnenglish.britishcouncil.org/online-courseshttps://school-education.ec.europa.eu/en/learn/courses/general-english-language-course

• Selection of Academic English courses (field-specific), see on:

coursera.org/courses?query=academic%20english

• EMI courses, see on: https://oxfordemi.co.uk/

What could be the possible reason for the breakdown in communication?

Which strategies can Nivja use in her classes so that all the students can follow her?

Speaking Style & Pace: - Speaking too quickly - Not enough pauses for processing Use of Complex Language: - Advanced vocabulary and long sentences - Idioms or less familiar expressions Cognitive Load & Processing Time: - Difficulty keeping up with fast explanations - Need more time to process information Lack of Scaffolding Techniques: - Limited use of visuals and examples - Insufficient paraphrasing or explanations Student Hesitation to Ask Questions: - Fear of making mistakes in English - Reluctance to admit confusion Difference Between Reading & Listening Comprehension: - Written materials are clear, but speech is harder to follow - Challenges with pronunciation, intonation, and delivery

- Explain key concepts - Illustrate abstract concepts with examples - Use international materials and examples - Relate new concepts to students’ experiences - Reduce course content - Simplify complex content - Address intercultural issues (educational practice and legacy) - Address student language proficiency - Simplify language - Provide vocabulary - Check student comprehension - Give feedback on academic language - Speak clearly and accurately - Change rate of speech - Provide clear instructions - Adapt teaching style to diverse students - Use interactive approaches - Create a supportive environment - Foster collaborative learning - Use group work - Foster student interaction

Targeted Professional Development Programmes

Language Training Courses: Participate in specialised language training with focus on specific terminology and discourse relevant to your subject area. Such courses should include general language skills and subject-specific vocabulary, as well. Workshops and Seminars: Participate in workshops on teaching methodologies in a foreign language, on classroom management in a multilingual setting, and on efficient communication strategies.

What could Jordi do to gain confidence in his English?

Which strategies can he use in his classes to make them more learner-centered?

Enhance Language Proficiency - Practice speaking regularly - Take advanced English courses - Expand vocabulary - Read & listen in English Improve Pronunciation & Fluency - Use pronunciation tools (e.g., ELSA Speak, Forvo, etc.) - Record & listen to yourself - Practice tongue twisters & shadowing, listening to a native speaker and repeating what they say immediately Engage in Professional Development - Attend EMI training programs - Join online teaching communities

- Speak at a slower pace - Simplify language - Use compensation strategies when uncertain how to say something in English - Use different ways to present and illustrate new vocabulary - Break complex material into manageable chunks - Develop schema to facilitate comprehension - Design slides and visuals to support lectures in English

Why do you think Mariana’s students do not speak in class?

What should Mariana do? How can the students be engaged to a greater extent?

Language Proficiency & Confidence - Fear of making mistakes - Hesitation due to grammar or pronunciation concerns - Challenges with academic vocabulary Questioning Style & Classroom Dynamics - Open-ended vs. structured questions - Unclear expectations for student responses - Need for more guided discussion formats Cognitive Load & Processing Time - Extra effort required to process information in English - Time needed to formulate responses - Uncertainty about relevance or accuracy of questions

- Explain key concepts- Illustrate abstract concepts with examples- Use international materials and examples- Relate new concepts to students’ experiences- Reduce course content- Simplify complex content- Address student language proficiency- Simplify language- Provide vocabulary- Speak clearly and accurately- Change rate of speech- Provide clear instructions- Adapt teaching style to diverse students- Use interactive approaches- Create a supportive environment