Abstract
This paper is based on the experience of teaching a newly developed Canadian Literature course to international students at a Canadian two-year college. These learners had limited context and experience related to Canadian history and culture which impacted the design of this second-year course. It is important to consider the implications of learner characteristics on their learning process. In this case, most students were not native English speakers and had been in Canada for less than two years; most students were from India. Pedagogical considerations must be made to help these learners engage with the material in an accessible way, avoiding biases and assumptions about prior knowledge. Practical suggestions are made based qualitative study on teacher classroom observations as well as a survey issued to students in the penultimate week of the course. Conclusions from this study are relevant to any instructor who teaches international students and may assign humanities-subject material from the host country.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
International Education, Multicultural Education, Pedagogy, Learner Experience, Canadian Literature
