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Learning how to speak : pronunciation, pragmatics and practicalities in the classroom and beyond
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Introduction of compulsory counselling : insights from a nationally funded English as a second language program
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Developing rapport in inter-professional communication : insights for international medical graduates
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Doing patient-centered consultations : some challenges for international medical graduates
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Adult Migrant English Program (AMEP) Longitudinal study 2011 – 2014 : final report
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Into the spotlight : exploring the use of the dictaphone during surgical consultations
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"Quick-chatting", "smart dogs", and how to "say without saying" : small talk and pragmatic learning in the community
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Enhancing international medical graduates' communication : the contribution of applied linguistics
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Intercultural communication and the transnational : managing impressions at work
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The Emotional dimension of ‘mixing’ in an internationalised classroom : a pathway program case study
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Abstract:
In this article, we explore issues of social inclusion in the internationalised higher education classroom of an Australia pathway program. There is growing interest and literature on the importance of social inclusion and intercultural ‘mixing’, but seldom are these issues examined or addressed at the micro level of the classroom. Data were collected for this ethnographic case study through in-depth interviews and classroom observations. It was found that participants engaged, learned and flourished most in classes where they felt socially connected. Although the students prioritised ‘mixing’ with peers from diverse backgrounds as fundamental to their intercultural learning experience, enacting ‘mixing’ proved difficult. Contrary to the literature, opportunities for ‘mixing’ were plentiful, however, without guidance or support, the students were unable to take up those opportunities and sustain intercultural interactions. It was found that learner emotion often underpinned failed attempts at ‘mixing’. It is argued, therefore, that learner emotion be brought to the fore of the changing pedagogy that prioritises social inclusion as a key component to a quality internationalised higher education learning experience. This would enable and empower practitioners to address some of the issues of internationalisation and realise its potential benefits in their classrooms. ; 11 page(s)
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Keyword:
higher education; internationalisation; learner emotion; social inclusion
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URL: http://hdl.handle.net/1959.14/1064142
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Trust, talk and the dictaphone : tracing the discursive accomplishment of trust in a surgical consultation
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Pronunciation instruction is not appropriate for beginning-level learners
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Adult Migrant English Program (AMEP) longitudinal study 2011-2014: final report
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Love, language and little ones : successes and stresses for mothers raising bilingual children in exogamous relationships
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English for the workplace : doing patient-centred care in medical communication
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