Within the framework of the multicultural classroom, we have at the ISS a unique opportunity to utilize the comparative perspective that such a heterogeneous group of students offers. It is especially engaging to study topics when one can, through examples and discussions, use the different cultural backgrounds of the students as a basis to shed light on the subject.
Teaching at the ISS is integrated into a holistic concept expressed in our motto: Six Weeks of Academic Achievement and International Goodwill. On the basis of the diverse backgrounds of our ISS students, we wish to create a common attitude – one which sees diversity as a strength and a possibility.
What we wish to develop in our students is a stronger multicultural competency. The first step on the road towards such competency is consciousness about the student’s own cultural stance and own identity. A consciousness in relation to one’s own culture is often kindled for the first time when a student goes abroad, not least in an environment as multicultural as the ISS. Such a consciousness does not, however, necessarily lead to openness. It can just as easily lead people into defensive positions characterized by sensitivity and vulnerability on behalf of their own culture.
For the teacher in the multicultural classroom it is important to be aware of this challenge and to take it into account when interacting with students. It is critical not to generalize and to avoid using stereotypes; e.g. “this is typically American”, “all Muslims think in this way”. Many students will feel stigmatized and react defensively if they are met with such attitudes. The teacher must, furthermore, show respect for students and let everyone present his or her point of view without moralizing or expressing open disapproval or preference in relation to certain opinions. It is more constructive to ask questions and challenge students in a positive way to reflect upon the basis and consequences of the views they hold.
Another aspect of this cultural sensitivity is the teacher’s respect for different moral norms so that, for example, he or she does not dress in a way that provokes groups of students unnecessarily. We do not recommend teaching in shorts or low-cut dresses or blouses.
At the same time it is, of course, important to present Norwegian cultural codes and views. Bearing in mind what has been said above, it should be possible to do this without overruling or stigmatizing anyone.
A challenge, to which any teacher in the multicultural classroom should pay attention, is students’ varying mastery of English. Remember that English is not the first language of a majority of participants in the class. It is therefore important to adapt one’s own use of English so that students actually understand what is being said. Do not speak too fast or use idiomatic slang. Repeat important concepts and points, and ask questions to make sure your message has been clearly delivered. Also, be aware that non-native speakers may fail to understand irony and jokes. They may easily take whatever is said at face value, and be unnecessarily hurt or offended.
Interactive teaching represents a great potential in any classroom. Students have high expectations and are strongly motivated to contribute actively to a successful course through their preparation and participation in classroom activities. However, the different background knowledge that students bring with them presents a challenge in any teaching situation, and even more so at the ISS where students come from different academic cultures. Some come from hierarchical traditions and are not used to asking questions or discussing in the classroom. Some come from traditions where reproduction of learning material is the norm, and so make efforts to learn things by heart. Others are used to an interactive method of teaching and may expect more reward in the way of good grades if they are active in the classroom than what is normally the case in Norway. It is important to remember that most ISS students come directly from their home countries. They have not lived in Norway and are not used to the Norwegian system or way of doing things.
Bearing this in mind, it is especially important that the framework for course content, evaluation and expectations is made explicit to students at the very beginning of the course. It is also important for the teacher to find out what expectations the students arrive with, not with a view to completely fulfilling them, but in order to take them into account where appropriate, and to explain to students why they cannot be met wherever that is necessary.
The ISS Office has made every effort to give students as comprehensive and exact information as possible about the academic framework and routines at the ISS. We hope that this little booklet can also be of help for you as a teacher in the preparation of your course and in teaching and evaluating the students.