Abstract:
This paper will report on a study conducted during 2006 at the Australian Maritime College (AMC) involving native Arabic speaking students. The initial phase of maritime training undertaken by these students is their first experience of tertiary education in their second language. It has been observed that difficulties have been experienced by some students in adapting to the English speaking maritime learning environment. These difficulties have sometimes resulted in the manifestation of negative behaviours including lack of engagement in the learning process, defiant behaviour, an unwillingness to socialise with class peers, poor academic performance, and non-participation in remedial student support programs. This study has been conceived in order to identify and better understand relevant cross cultural issues that may be underlying the negative behaviours observed to date. Data will be gathered using semi-structured interviews with student focus groups. A sample will be selected from current Arabic AMC students who have completed, or are currently enrolled in their first phase of maritime training. It is anticipated that the findings of this study will provide information on the role factors such as student identity and face, as well as the way in which they contribute to the observed behaviours in maritime training context.