Preparing your learners for university study abroad

Richard Cleeve
A young woman taking notes in a lecture theatre, she is sat by other young people.

Whether your learners are going for a single semester, academic year or an entire university course, studying abroad is an excellent opportunity for them. They¡¯ll have the chance to discover a new culture, develop new skills and make new friends.

University study in another country also poses several challenges. But as a teacher, you can equip them for this experience and prepare them for future academic success.

Why study abroad?

Most people think that studying at university is hard enough, without the added difficulty of doing it overseas. But that doesn¡¯t stop hundreds of thousands of university students from leaving the support of family and friends and relocating to a foreign country.

People apply to study in another country for a range of reasons. A university program abroad might offer the student better tuition and a greater promise of future employment or simply represent better value for money. And in the case of very specialist university courses, studying abroad may be the only option.

Whatever the reason, the decision to study in a foreign country is likely to involve a high level of proficiency in another language ¨C and more often than not, that language is English.

A move towards English language in higher education

There has been a significant shift in higher education in the last ten years, as many European institutions look to internationalize their programs. As a result, across Europe, we have seen a sharp growth in the number of university courses taught in English. English-taught bachelor¡¯s programs offered by universities in the have multiplied dramatically over the last decade.?

What challenges do learners face?

Academic skills

There are a whole range of academic skills that students are expected to know when they start university. From research and evaluation, to note-making and referencing, many learners will enter higher education lacking many of the essential skills they require.

Studying in a foreign language

Not only will they have to master new skills, but they may need to do them in a second language. What¡¯s more, even everyday things that fluent speakers may take for granted, such as understanding lectures, reading academic papers, writing essays and even socializing with new friends, will take a lot more effort if English isn¡¯t your first language.

Administrative issues

There are many potential pitfalls for a student in a new academic setting. From the administrative process and campus regulations to the types of lessons and assessments, there may be a lot of differences to deal with. Even understanding the etiquette of addressing and interacting with professors can be daunting.

Problems integrating

Another challenge is integrating into another culture. Even if the host country is culturally similar, adapting to new surroundings is not always straightforward. There can also be a certain amount of ghettoization, where international students might stick together and remain isolated from the local student population.

Homesickness

for international students to deal with. Depending on how far they travel to study, your learners may be unable to return home easily, visit their families and alleviate their homesickness.

Mental health

Moving abroad and living in a completely new place can be very stressful and overwhelming, and many factors can exacerbate/cause . Making it harder to do day-to-day tasks, socialize and study.?

Money worries

Without a grant or a scholarship, studying abroad can be very expensive. If your learners currently live at home with their parents, the cost of accommodation may be formidable. The higher cost of living could mean they have to look for a part-time job to supplement their income. Understanding a country's can also be confusing and hard to calculate into their budget.

What can you do to get your students ready?

All of the challenges mentioned above have one thing in common. If a student cannot communicate effectively, these situations can be exacerbated. Language is key, whether it¡¯s accessing support, communicating with professors or getting to grips with a new culture.

Here are some things you can do to help your learners prepare for university life:

1) Put them in touch with past students

It¡¯s important that your learners have a clear idea of what university study abroad entails. Creating a chance for them to speak to other students who have already gone through that experience can be extremely valuable.

Students who have returned from studying abroad can help with your learners' doubts and put their minds at rest. They might be able to provide essential advice about a specific country or university or simply tell their story. Either way, it¡¯s a great way to reassure and encourage your learners.

2) Use appropriate authentic content

In preparation for your learner¡¯s time abroad, the language course that you teach should align with their future linguistic needs. One of the main aims should be to develop the language skills required to perform successfully and confidently in their new context.

3) Teach them academic study skills

Think back to when you were at university and what you struggled with. Group work, presentations, critical thinking and exam skills are all things which your learners will need to be proficient in, so the more you practice them in class the better.

4) Promote autonomous learning

Success at university is deeply rooted in a student¡¯s ability to work independently and develop practical self-study skills. Giving your learners more choice in the language learning process is one way to encourage autonomy.

Explore our English courses and tests to support your students

More blogs from ɫèAV

  • Two women sit at a desk, one pointing at a document, in a discussion, with a plant and window in the background.

    My lifelong learning journey: Why learning English never stops

    By
    Reading time: 4 minutes

    Why did I want to learn English? When I was 9 years old, I became sick of French at home and I decided to go for the "opposite": English. I fell in love with it the moment I started learning. Though I could not see the point in many activities we were asked to do, such as turning affirmative sentences into negative and questions, or transforming conditional statements, I was good at it and hoped that at some point, I would find the meaningfulness of those exercises.

    Overcoming challenges in English language learning

    I kept on learning English, but the benefits were nowhere to be seen. In my school, classes are monolingual and teachers and students all share the same mother tongue. However, translanguaging was not an option. I even remember being told to forget Spanish, my mother tongue, which was as ridiculous and impossible as asking me to forget I have two legs. Before I finished secondary school, I knew I wanted to take up a career that had English at its core.

    From student to teacher: Finding purpose in teaching English

    I started the translators programme, but soon I saw that it was teaching that I loved. I changed to that and I have never stopped teaching or learning. All the pieces fell into place as I was asked to use English meaningfully, as I started focusing on meaning rather than on grammar. And I made this big learning insight one of the principles and main pillars of teaching. Some heads of school wondered why I would not follow the coursebook. My answer, since then, has been: I teach students, not a book or a syllabus. Because I was focusing on using English with a purpose ¨C using it meaningfully ¨C the results were excellent, and my students were using the language. And they passed the tests they needed to take.

    Teaching English with meaning: Moving beyond the coursebook

    I used coursebooks, as every other teacher did, but continued to make changes that I thought would be beneficial to my learners. As I taught Didactics at university in the Teacher Education Programme, I was invited by some publishing houses to give feedback on new coursebooks. As I was told, the feedback proved to be useful, and I was asked to start modifying international coursebooks to fit the local context and design booklets to provide what was missing in these adaptations, until I was finally invited to write a series for Argentina.

    In all the series I¡¯ve written, my first comment has always been:? ¡°This is the result of my experience in several different classrooms, with different students from various backgrounds. This is a series by a teacher and for teachers and their learners. The focus is not on teaching, but on what is necessary for students to learn."

    Flexibility has always been at the core of these series and my teaching as well. Sometimes students need more work on something, and in the Teacher¡¯s book I included several suggestions for further activities, which I called ¡°building confidence activities¡±.

    Flexible teaching strategies and confidence-building activities

    As I got involved with the GSE, I saw how it can help students learn much better, and how it can support teachers as they help learners. How so? Because it starts with a focus on using English rather than on learning about it, that is, learning about its grammar. I¡¯ve shared my views on it with every colleague I can and it has been the topic of several presentations and national and international conferences. It¡¯s a fantastic resource for both teachers and learners, but also for the wider educational community. When the scales were finally published, I remember thinking, ¡°Oh my, I was born in the wrong century!¡±

    I am still teaching English ¨C working at schools as a consultant, designing professional development projects and implementing them, and yes, actually working in classrooms, teaching learners. After many years of teaching English, and still loving it, the best advice I can give is this:

    Advice for English teachers

    Teachers, we¡¯re blessed in that we do what we love, and despite its challenges and hard times, teaching is absolutely rewarding. Nothing can compare to the expression on a student¡¯s face when they've "got it".

    Remember to focus on meaning, help learners become aware of what they already know and set a clear learning path that will keep you and them motivated. The GSE is the best resource and companion for this.

  • A teacher sat with young students while they work and hold crayons

    Icebreaker activities for the beginning of the school year

    By
    Reading time: 3 minutes

    The beginning days of school are both exciting and occasionally nerve-wracking for teachers and students alike. Everyone is adjusting to new faces, routines and a fresh environment. As a teacher, you can help make this shift smooth, inviting and enjoyable. One effective way to achieve this is by using icebreaker activities.

    Icebreakers are simple games or activities that help students get to know each other, feel comfortable and start building a positive classroom community. When students feel connected, they are more likely to participate, help each other and enjoy learning. Here are some easy-to-use icebreaker activities and tips for making the beginning of the school year memorable for everyone. Here are just a few ideas for icebreakers you can use in your classroom.

  • Women talking around a table

    Three teaching tips that encourage Japanese students to speak up

    By Junko Yamanaka
    Reading time: 5 minutes

    In the EFL classroom, it is essential to provide students with opportunities for enjoying authentic communication. What is authentic communication? It¡¯s about asking questions that you really want to ask and saying what you really want to say, rather than memorization or role-plays. How can we, in the classroom context, create situations where students naturally feel like saying something or asking questions and enjoy conversing?

    One effective way to make this happen is to set students up to exchange their opinions, or points of view, in English. Asserting an opinion is not a drill or a practice, it¡¯s a form of authentic communication. Students need to think over and make judgements before they can express their thoughts at a level that matches the student¡¯s own intellectual abilities, leading to deeper learning. In addition, many students enjoy expressing their points of view and finding out what other people think.

    Some of you might be thinking, ¡°Isn¡¯t it too challenging for shy Japanese students?¡± Not at all. With appropriate teaching materials and methodology, even elementary students can experience the joy of exchanging their points of view in English. I have heard negative comments about Japanese students: that Japanese young people generally don¡¯t have their own opinions or that they don¡¯t like to differ from the peers. As far as I¡¯m concerned, that¡¯s not true. I know from my extensive experience teaching in Japan that Japanese students do like exchanging their points of view, are interested in what other people think, and, this may come as surprise, but they actually don¡¯t hesitate to differ when they don¡¯t agree with others. We just need to deploy the right techniques.

    Here are some proven tips that help get your students talking:

    1. Choose topics that are relevant and engaging
    2. Present an unusual viewpoint
    3. Give students tools to help with speaking