ICC Policy on the Use of Mobile Devices/Laptops During ICC Classes (pdf)
Due to cultural differences in the use of mobile devices, many
international students use these devices in ways that are inappropriate in the US classroom or
workplace. As a result, students may be perceived as rude, disruptive or uninterested in learning.
The ICC policy can serve as a guide to acceptable usage of mobile devices in the classroom.
Taking Time: Quick tips for dealing with "time" in US university life (pdf)
The US is an extremely time-conscious culture and most events in
daily life are controlled "by the clock". For example, appointments, meetings, and classes begin
and end at the scheduled time, projects and papers have rigid deadlines, and peoples' schedules
are fully booked. Many international students have trouble adjusting to this way of dealing with
time, and need guidance on how to deal with the various time issues that typically occur in campus
pronunciation: What to do when accent problems are hard to correct (pdf)
Some students find that even after years of language study and experience with
English, pronunciation continues to hinder their ability to communicate effectively as students or as TAs.
Pronunciation errors can make nonnative English speakers seem less fluent than they are, and could be a
professional liability in the future. This handout will offer guidance on how second language learners
can reduce pronunciation problems and improve the clarity of their speech.
Understanding "fossilized" grammar:
When fluency is stronger than grammar (pdf)
Many ICC students are frustrated to find that despite years of English training
and a level of comfort with academic English, they continue to make consistent grammar errors when they speak.
These errors can make nonnative English speakers seem less fluent than they are, and hinder their ability to
communicate effectively in conversation, presentations and as TAs. This handout will offer guidance to help
second language learners deal with grammar issues.
ICC Language Learning Tips:
Create Your Own Language Development Journal (pdf)
Keeping a language journal is an effective way to turn everyday interactions (e.g., meetings with your advisor,
class discussions, conference presentations, TV, etc.) into productive language learning activities.
I spoke English a lot in my US high school;
Why am I still struggling with language? (pdf)
It is not unusual for international students to have attended a US high school or undergraduate program
where they developed a high level of conversational fluency, but still find themselves facing language challenges once at CMU. This
handout will help them better understand the reasons why and how to improve the situation.
Quick Tips for Communicating More Effectively with
Nonnative English Speakers (NNES) (pdf)
In response to requests from facult staff and students, the ICC has put together some tips for
communicating more effectively with students who are nonnative English speakers (NNES).
Recognizing and Addressing Cultural Variations in the Classroom:
a Guide for Faculty (pdf)
This document was created in response to faculty requests for information and advice concerning teaching in an
increasingly multi-cultural setting.
Saying your name clearly: first impressions count
Too often international students communicate their names in a way that incomprehensible to people
who do not speak their language. This can both create a barrier to communication and give the impression that their
English is less fluent than it actually is. This handout offers tips to help second language speakers learn to
communicate their name clearly and effectively.