Teaching International Students: Improving Learning for all. (2005). Jude Carroll and Janette Ryan, eds. New York: Routledge, 2005.
Chapter 4, Strategies for becoming more explicit by Jude Carroll (p. 31) suggests providing specific advise about Western norms to international students in the following problem areas:
Be aware of the cultural assumptions inherent in your teaching methods and share those assumptions with your students.
Chapter 7, Writing in the international classroom by Diane Schmitt (p.64) discusses the size of student's vocabulary:
This chapter (p.65) discusses a number of reasons why academic writing is so difficult for international students. For example, 'Academic language ... is no one's mother tongue' was coined by Bourdieu and Passeron (1994, p. 8) and it refers to the "specialized nature of academic discourse." One specific example refers to a study by Bhatia (2002) documenting the different pedagogical purposes the term case study has in law and business. She uses this example to demonstrate the need for instructors to use explicit explanations.
This chapter quotes a study by Wilson (1997, cited in Dudley-Evans, 2002, p. 234) that discusses the stages of academic writing development students progress through:
Repetition - copying without citation
Patching - copy with citation
Plagiphrasing - blending copied sections and their own words
Conventional academic writing
Finally, this chapter suggests 9 steps to use when guiding students toward successful learning: