ABSTRACT
The chapter starts from a discussion of multicultural teamwork as a pedagogic practice that may be troublesome in international education because of the tendency among learners to react with anxiety or hostility when requested to collaborate with peers perceived to be ‘different’. This leads to a consideration of the status that teamwork has within a course, which foregrounds the contrast between group activities that are graded as part of students’ coursework, and less demanding forms of collaboration. The former type is considered risky, which may prompt learners to self-select into teams that are culturally and linguistically homogeneous. A second section addresses the question of team formation, describing a number of strategies employed by lecturers to encourage further integration and knowledge-sharing within an international class. Traditionally, diversity is understood with reference to language and nationality, but the author adds to this the elements of academic discipline, educational experience, and special skills such as IT, drawing, or intercultural competence. A final section discusses the three themes of routines, roles, and resources. Here students’ educational background is highlighted as a factor that can motivate the positioning of learners in the roles of experienced and inexperienced team workers.
