Abstract:
The purpose of this study was to investigate the impact of international students on domestic students in New Zealand secondary school classrooms. The fundamental research philosophy was constructivist although a positivist approach was also included. A mixed-methods, eclectic, pragmatic paradigm including both qualitative and quantitative data was used. There were three phases of sequential data collection in three Wellington secondary schools. The schools were selected because they were of similar socio-economic level and all three had enrolled international students for many years. In phase 1, survey data was collected from international students (N =111) in years 9 - 13. At the same time, survey data was collected from domestic students (N = 345) in years 12 - 13. The survey data was analysed to construct the questions for phase 2, the 3 focus groups with teachers (N = 18 teachers) drawn from across a variety of subjects within the schools. The data from the focus groups was then coded into over 40 codes and the identification of patterns and themes followed. In phase 3, the principals or deputy principals (N = 3) responsible for the international student departments within the schools were individually interviewed allowing for further exploration of the themes that had emerged from phases 1 and 2. Analysis of the data revealed 3 key themes: teacher guilt and increased workload, cultural exposure, diversity and interpersonal relationships and money and mainstreaming. From these themes, several important conclusions were drawn. Firstly, teachers require quality professional development to enhance their knowledge of teaching students with limited English, secondly that student and teacher expectations must be transparently identified and frequently reviewed and thirdly that schools need to implement formal systems and processes to encourage friendships and integration. Finally, the findings indicated that the Ministry of Education should investigate funding and equity issues in secondary schools. The key recommendation is that further, long term, detailed research examining the impact of international students in secondary classrooms and a review of current policy is essential if New Zealand is to ensure it has a reputation of quality education for all students.
