Exploring Intercultural Understanding and Awareness Among French as a Second Language Students Through Web Pals

Breakout Room C

The need for more services and support for international students’ academic transition is evident, as their numbers continue to increase in postsecondary institutions. There is also a need for educational leaders to have a better understanding of how they can support international students’ academic transition and success. A phenomenological research design is being used to problematize academic transition by examining the experiences of international students who are ethnoculturally and linguistically diverse. The focus is on the students from cultural and educational backgrounds that are divergent to the Canadian educational system, and their adjustment to postsecondary academic writing and teaching strategies. In-depth, semi-structured interviews with six purposefully selected, international graduate students, and a document analysis was used to gather data for analysis and interpretation. The findings brought to bare culturally responsive practices that postsecondary educational institutions can adopt as they develop and structure programs and services for international students. The study also provides recommendations that can be implemented to ensure the smooth transitioning of all international students.