ABSTRACT
In the context of the theme of the 4th ICCSAL conference – applied linguistics, space, and cultural identity - this paper discusses pedagogical interventions that were key to addressing the entrenched under-attainment of postgraduate Chinese Design Students, studying at Coventry University in the UK. It represents a pragmatic illustration of how an understanding of cultural factors and limitations of language can be remedied to beneficial effect. On joining Coventry University in 2011 as the Course Director for the (then) MSc Industrial Design Course, a significant proportion of the international cohort were of Chinese origin and were underachieving in their performance and final degree award grades compared to their international and domestic peers. This paper discusses aspects of my doctoral thesis in which the issue of language deficit and reluctance to participate in discussions were addressed. The difficulty in understanding a complex design lexicon has been identified as a new threshold concept. The paper also cites the effects of formal versus informal learning spaces on student participation and confidence in using language skills. The paper describes pragmatic strategies and interventions that I designed to help Chinese students overcome these barriers to understanding, which materially led to a position where Chinese students came to attain degree awards at the highest levels. The paper argues that these techniques would be equally effective in application across other cultures.
