Contextual Background
I work with a range of students, some with English as a first language (L1) and some with English as a second language (L2). It can be challenging to discuss course requirements or feedback, and ensure the learning environment is welcoming, inclusive and mutually supportive between all students and staff.
Evaluation
I often teach L2 students who struggle to engage with the course at the same level as L1 students, but I want to find ways to enable those students to develop confidence linguistically, with the course content and with their peers. This will move away from a deficit model approach towards an understanding of the cultural capital L2 students bring to the course and the benefits this can bring to their peers. This follows the ‘academic literacies’ framework (Lea and Street, 1998) which aligns with my own goals to empower students to find and express their own identities creatively.
Moving Forward
Adapting patterns of speech
As an L1 English speaker I naturally speak quite quickly and may use idiosyncrasies of language which don’t translate well to other cultures. I will aim to ensure my speech is slower than a conversational pace and avoid the use of idioms that may be unclear to people of other cultures. Similarly I need to explain acronyms, (regularly used in architecture) as these may be unknown to new members of the discipline as a whole.
Mixed individual and group sessions:
I predominantly teach through individual tutorials with students, this can be very helpful for those not confident linguistically. I want to try to create tasks which can be performed in pairs or small groups so that students can learn from their peers and teachers. The hope is that this would help establish broader relationships, better mutual understanding and confidence.
Signposting to academic support:
For students new a university environment it can be difficult to understand support that is offered. I want to ensure I am aware of academic support opportunities both within and beyond the Spatial Practices department to guide students towards specialised help. One example might be the embedded academic support sessions provided once a week within BA Architecture given by a design tutor on the course so they can be helpful for receiving another perspective on feedback or suggestions for progression. UAL also offers varied support through its Language Centre from individual tutorials, to group workshops on art and design focussed academic language, online courses and events.
Adjust perception:
In Reimagining Conversations Victoria Odeniyi examines the educational potential of a multilingual student cohort. It concludes with a set of recommendations for creating more linguistically inclusive environments which emphasise that multilingual backgrounds should be viewed as “a pedagogic resource and as a legitimate part of classroom and creative practice” (Odeniyi, 2022). By shifting perspectives towards the advantages of learning from other languages and cultures students and teachers can fundamentally alter their approach to engagement with international students, and move towards the ‘academic literacies’ framework set out by Lea and Street.
I feel that regular familiarisation with inclusive linguistic practices and support will benefit myself and other tutors on the course, and project by project reflection upon successes and failures will help adapt future briefs to benefit from multilingual and multicultural knowledge.
References
Lea, M.R. and Street, B.V. (1998) ‘Student writing in higher education: An academic literacies approach’, Studies in Higher Education, 23(2), pp. 157–172. Available at: https://doi.org/10.1080/03075079812331380364.
Odeniyi, V. (2022) Reimagining Conversations. Report. University of the Arts London. Available at: https://doi.org/10.58129/aszq-jg51.