An intriguing article addresses inclusive learning for shy students, immigrant Chinese students’ use of silence in the American classroom, and international students’ encounter with Western pedagogy. Highlighted in the article is that Chinese students:

• Prefer teachers to “talk with us rather than to us”; and
• View self-directed learning, a core aspect of Western pedagogy, as a “lack of support” (Hu & Fell-Eisenkraft, 2003).

Additionally, the article discusses Chinese international students’ tendency to contemplate topics before participating in discussions to “save face” (Newsome, LK & Cooper, P, 2017), resonating with my observations of silence in the classroom. The recommendation to “focus on what each culture contributes to the learning process and to the knowledge” is particularly noteworthy (Newsome, LK & Cooper, P, 2017).

Research also indicates that when Chinese students present Chinese social media platforms such as Weibo, WeChat, and Redbook, they exhibit increased engagement (Newsome, LK & Cooper, P, 2017). Personally, I observed heightened engagement among my Chinese students when I incorporated examples of YouTube stars related to their background during a session. Notably, one quiet student spoke up to express how watching these stars helped alleviate her homesickness.

This article underscores the importance of understanding cultural differences in learning preferences and adapting teaching strategies accordingly to create an inclusive learning environment.

References

Newsome, L.K. and Cooper, P.,( 2017). International students’ experience of western pedagogy in a British University. World, 4(4), 620-637.

Hu, Y. and Fell-Eisenkraft, S., (2003). Immigrant Chinese students’ use of silence in the language arts classroom: Perceptions, reflections, and actions. Teaching and Learning: The Journal of Natural Inquiry & Reflective Practice, 17(2), 1.