Presentation by: Naghmeh Babaee
Session: C | Time: 10:05AM – 10:45AM | Location: Room 206
Students and teachers in higher education form much more heterogeneous groups than ever before, using a wide range of languages and representing a wide range of ethnic backgrounds in what may be called the Multilingual and Multicultural Learning Space (Lauridesen & Lillemose, 2015). The international student population at Canadian universities almost doubled in the decade from 2004/2005 to 2013/2014, rising from 66,000 students to 124,000. In 2013/2014, international students represented 11% of all students on Canadian campuses, up from 7% in 2004/2005. In British Columbia, international students included 18% of the student population in 2013-2014 (Study: International students in Canadian Universities, 2004/2005 to 2013/2014, 2016). Within such an internationalized context, teaching opportunities and challenges demand thorough investigation. Past studies have investigated educational issues in diverse contexts (for example, Lauridesen & Lillemose, 2015; Robertson, Line, Jones, & Thomas, 2000; Teaching International Students: Pedagogical Issues and Strategies, n.d.; Trice, 2003). However, few have focused on art, media, and design post-secondary settings. This qualitative case study attempts to bridge this gap by examining art and design contexts. This presentation critically reviews opportunities and challenges of teaching in linguistically diverse classes. It then analyzes teaching opportunities and challenges of an instructor in a linguistically diverse art and design post-secondary context in Western Canada. Innovative instructional methods for faculty to respond to these challenges are offered in the end.
Abstract: 555