Helping International Students in Lectures
Respond by ticking the appropriate box
Things the lecturer can do to ease
international student comprehension in
lectures
1
I am already
doing this. or
With little or no
adjust-ments I
can do this
I can do this but
with great
difficulty and
preparation. I
might need help
I can clearly explain the aims and structure of the
lecture at the start, and link it to the previous
lecture
2. I can emphasise only the key words in slides
3. I can make my slide titles informative
4. I can avoid colloquial speech (or at least explain
my favourite words or phrases)
5. I can signal important points by pausing, slowing
down, varying intonation or speaking more
loudly/dramatically.
6. I can signal important points by using body
language, gesture and hand signals
7. I can signal asides, digressions, jokes, anecdotes
etc.
8. In my visual presentations I can emphasise
connections between points by using spacing,
underlining, conventional symbols (arrows, equals sign
etc) and numbers
9. I can stress connectives (such as moreover,
however etc.) so as to signal important points
10. I can familiarise myself with taboo words from
other languages (especially those from amongst my
students)
11. I could employ a lecture format which allows for
catch-up periods with tasks and questions (e.g.
gapped lecture)
Adapted from the post-activity questionnaire at
http://www.heacademy.ac.uk/resources/detail/internationalisation/Nolandese_lecture.