Colleges and universities in the U.S. and Canada are increasingly becoming ethnoculturally and linguistically diverse which is partially due to increasing enrollment of international students. Currently, 1.4 million international students choose to study at Canadian and U.S. post-secondary educational institutions, which increased by 7.1 percent between 2015 and 2016 (Canadian Bureau of International Education, 2016; Institute of International Education, 2016).

Currently, campus internationalization initiatives focus primarily on external areas including education abroad and student exchange, recruiting international students, and institutional partnerships (Helms, Brajkovic, & Struthers, 2017). However, this is expected to change as more institutions are developing academic-related internationalization initiatives (e.g., international or global student learning outcomes, related general education requirements, foreign language requirements). Robin Metros Helms, director of the American Council on Education Center for Internationalization and Global Engagement, suggests that “We need to make sure that faculty are engaged in and central to internationalization efforts.” (Redden, 2017) To do this, faculty will need to critically examine their role in campus internationalization and implement teaching strategies that address international student success factors.

This study explored the promising teaching practices for teaching linguistically and culturally-diverse international students by identifying the teaching practices that have high levels of international student satisfaction and student learning. 

Text offers strategies for teaching culturally diverse students

Teaching Culturally and Linguistically-Diverse International Students: Connections Between Promising Teaching Practices and Student Satisfaction