Abstract:
This article explores the experiences of Chinese international secondary school students who were in danger of not achieving NCEA credits. Research suggests schools value the income students bring, but little research has explored the nature of the support such students require. The at-risk students in this study had clear suggestions for change: classrooms where students and teachers know each other so international students do not feel as “strangers” in the classrooms; carefully structured pair or group work enabling academic talk with patient native speakers; social “talking clubs” with other international students; ongoing and intensive subject and career advice.
