ÃÛÌÒapp

What is independent learning?

Students who are actively involved in deciding what and how they learn are typically more engaged and motivated.

That¡¯s not surprising, because independent learners are extremely focused on their personal learning objectives.

, independent learning is ¡°a process, a method and a philosophy of education whereby a learner acquires knowledge by his or her own efforts and develops the ability for inquiry and critical evaluation."

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Whether your learners are going for a single semester, academic year or an entire university course, studying abroad is an excellent opportunity for them. They¡¯ll have the chance to discover a new culture, develop new skills and make new friends.

University study in another country also poses several challenges. But as a teacher, you can equip them for this experience and prepare them for future academic success.

Why study abroad?

Most people think that studying at university is hard enough, without the added difficulty of doing it overseas. But that doesn¡¯t stop hundreds of thousands of university students from leaving the support of family and friends and relocating to a foreign country.

People apply to study in another country for a range of reasons. A university program abroad might offer the student better tuition and a greater promise of future employment or simply represent better value for money. And in the case of very specialist university courses, studying abroad may be the only option.

Whatever the reason, the decision to study in a foreign country is likely to involve a high level of proficiency in another language ¨C and more often than not, that language is English.

A move towards English language in higher education

There has been a significant shift in higher education in the last ten years, as many European institutions look to internationalize their programs. As a result, across Europe, we have seen a sharp growth in the number of university courses taught in English. English-taught bachelor¡¯s programs offered by universities in the have multiplied dramatically over the last decade.?

What challenges do learners face?

Academic skills

There are a whole range of academic skills that students are expected to know when they start university. From research and evaluation, to note-making and referencing, many learners will enter higher education lacking many of the essential skills they require.

Studying in a foreign language

Not only will they have to master new skills, but they may need to do them in a second language. What¡¯s more, even everyday things that fluent speakers may take for granted, such as understanding lectures, reading academic papers, writing essays and even socializing with new friends, will take a lot more effort if English isn¡¯t your first language.

Administrative issues

There are many potential pitfalls for a student in a new academic setting. From the administrative process and campus regulations to the types of lessons and assessments, there may be a lot of differences to deal with. Even understanding the etiquette of addressing and interacting with professors can be daunting.

Problems integrating

Another challenge is integrating into another culture. Even if the host country is culturally similar, adapting to new surroundings is not always straightforward. There can also be a certain amount of ghettoization, where international students might stick together and remain isolated from the local student population.

Homesickness

for international students to deal with. Depending on how far they travel to study, your learners may be unable to return home easily, visit their families and alleviate their homesickness.

Mental health

Moving abroad and living in a completely new place can be very stressful and overwhelming, and many factors can exacerbate/cause . Making it harder to do day-to-day tasks, socialize and study.?

Money worries

Without a grant or a scholarship, studying abroad can be very expensive. If your learners currently live at home with their parents, the cost of accommodation may be formidable. The higher cost of living could mean they have to look for a part-time job to supplement their income. Understanding a country's can also be confusing and hard to calculate into their budget.

What can you do to get your students ready?

All of the challenges mentioned above have one thing in common. If a student cannot communicate effectively, these situations can be exacerbated. Language is key, whether it¡¯s accessing support, communicating with professors or getting to grips with a new culture.

Here are some things you can do to help your learners prepare for university life:

1) Put them in touch with past students

It¡¯s important that your learners have a clear idea of what university study abroad entails. Creating a chance for them to speak to other students who have already gone through that experience can be extremely valuable.

Students who have returned from studying abroad can help with your learners' doubts and put their minds at rest. They might be able to provide essential advice about a specific country or university or simply tell their story. Either way, it¡¯s a great way to reassure and encourage your learners.

2) Use appropriate authentic content

In preparation for your learner¡¯s time abroad, the language course that you teach should align with their future linguistic needs. One of the main aims should be to develop the language skills required to perform successfully and confidently in their new context.

3) Teach them academic study skills

Think back to when you were at university and what you struggled with. Group work, presentations, critical thinking and exam skills are all things which your learners will need to be proficient in, so the more you practice them in class the better.

4) Promote autonomous learning

Success at university is deeply rooted in a student¡¯s ability to work independently and develop practical self-study skills. Giving your learners more choice in the language learning process is one way to encourage autonomy.

Gender equality in the publishing industry

The impact of any learning material goes far beyond its subject matter and pedagogical objectives. Everything included, from the choice of language, to the imagery, to the text and front covers, has the potential to reinforce stereotypes unintentionally. This can shape a learner¡¯s sense of self and others around them and affect how they feel and behave in a social setting.

A wealth of evidence suggests that early gender bias influences future inequality. It can affect career aspirations, influence the choice of school subjects and ultimately contribute to gender disparity as children grow into adults.?This is a challenge for all sectors and industries across society. Guidelines have been developed for ÃÛÌÒapp to ensure that our materials are gender equal and showcase positive female role models.

The guidelines are broken down into three different areas surrounding gender equality:

1. The representation of people and characters in content

The guidelines help to ensure that women are represented equally to men in our learning and teaching materials. This includes ensuring that women's representation does not reinforce negative stereotypes. For example, content that shows women as single parents can also present them as single parents and workers. The idea is to .

Another common example is with regards to science materials.

Often, when students are asked to describe a famous scientist, they describe a character similar to Albert Einstein with white hair and a white coat. Female scientists are often overlooked in this respect, and historically, they have not been given as much attention as their male counterparts.

This type of unconscious bias is something the guidelines aim to help change. Our goal is to represent both women and men from various backgrounds across all subjects. For example, some content shows women in traditionally male roles, such as pilots, engineers and soldiers. The objective is to highlight that .

Another issue is the objectification of women. Often, women are presented as not having agency or purpose, and too much focus is placed on their appearance, rather than their intentions, behavior and aspirations. The new guidelines set out to change this.

2. The use of language

Our language is gendered and therefore steeped in stereotyping. We aim to promote the use of terminology that is non-gendered. For example, using ¡®police officer¡¯, ¡®firefighter¡¯ and ¡®maintenance worker¡¯ instead of ¡®policeman¡¯, ¡®fireman¡¯ and ¡®handyman¡¯. Although this is a small change, it contributes to removing the unconscious bias surrounding jobs and professions.

Adjectives can also play a role in perpetuating gender inequality. We often associate particular adjectives with genders. For example, words like ¡®hysterical¡¯, ¡®shrill¡¯, or ¡®frumpy¡¯ are typically used for women. Whereas men can be described as ¡®assertive¡¯, women are more likely to be seen as ¡®bossy¡¯.

Furthermore, parallel language is something that needs to be looked at. Words like ¡®girls and boys¡¯ can be replaced with ¡®students¡¯. In this way, the guidelines are here to ensure that there is no gendering within materials. This will influence gender equality among our users.

3. Referencing third-party content

Another key issue involved in the material is the referencing of third-party content. For example, stories based on classic fairy tales are often used to represent certain points, and these typically show the strong male hero saving the weak female damsel in distress.

Although these are stories that our society has grown up with, they could be more helpful in offering a gender-balanced view of society. ÃÛÌÒapp¡¯s guidelines are in place to ensure that students see women and men as equals throughout the materials.

What can teachers do to help in the classroom?

To help fight against gender inequality, teachers can think about incorporating more female stories and role models into their lessons. For example, rather than simply focusing on Issac Newton or Albert Einstein in science class.

At a management level, schools can be more aware of what materials they are choosing to bring in, assessing whether the content is balanced, before accepting it. These simple actions can help our learners grow up with a more balanced view of gender.