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Article published In: Australian Review of Applied Linguistics
Vol. 27:1 (2004) ► pp.58–71

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Sinking or swimming?

Chinese International students and high stakes school exams

 | The University of Melbourne
 | The University of Melbourne
Published online: 1 January 2004
DOI logo with link
https://doi.org/10.1075/aral.27.1.05lov
Abstract
In this paper we examine the academic and language learning needs of Chinese international students preparing for high stakes examinations in an independent secondary school in Melbourne, Australia. We argue that the needs of these secondary students and their teachers are different from those of their tertiary counterparts, yet have received almost negligible research attention by comparison. We focus on Commerce/Economics subjects as those which many Chinese students seek to study at university, but which present particular challenges for them at school level. In particular, we analyse the linguistic and academic demands of one examination paper in this subject group in order to identify the linguistic knowledge, the disciplinary background knowledge and the cultural background knowledge students are presumed to have by the teacher. We match this analysis with the interview comments of the Commerce/Economics teacher, who, while concerned about the educational needs of these international students, struggles to learn how to meet these needs in his classroom. We conclude by arguing that more professional support needs to be made available to content area teachers of international students before the rhetoric of government policy regarding the quality of education for international students matches the reality.
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Cited by five other publications

Filipi, Anna & Anne Keary
2018. Hit the ground running? An exploratory study of the positionings teachers and international students take or ascribe to others on academic language. The Australian Educational Researcher 45:3 ► pp. 363 ff. DOI logo
Hattingh, Sherene
2016. A review of literature: what is an ideal internationalised school?. Educational Review 68:3 ► pp. 306 ff. DOI logo
Macken-Horarik, Mary
2012. Why School English Needs a ‘Good Enough’ Grammatics (and Not More Grammar). Changing English 19:2 ► pp. 179 ff. DOI logo
Love, Kristina
2010. Literacy pedagogical content knowledge in the secondary curriculum. Pedagogies: An International Journal 5:4 ► pp. 338 ff. DOI logo
Love, Kristina & Sophie Arkoudis
2006. Teachers’ stances towards Chinese international students: An Australian case study. Linguistics and Education 17:3 ► pp. 258 ff. DOI logo

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