ABSTRACT Research on the education of international students sheds light on the difficulties of studying in a foreign language, but often underplays the opportunities provided by cultural diversity in the classroom. This study, prompted initially by the authors’ experiences of the contrasts between East/West learning styles, explores how education systems, language, and cultural orientations inform students’ approaches to learning. It explains how role reversal in the classroom can be implemented in higher (university) education settings, to generate deeper perspectives of meaning and understanding when teaching internationally diverse cohorts to show how imaginative postgraduate student engagement can not only bridge cultural differences, but also capitalize upon them. While the apparent polarization between East and West educational system stereotypes served as the catalyst for the search for effective pedagogies of engagement, the proposed methods were found to have universal application, clearly resonating with culturally diverse cohorts studying in the UK. The approach benefits international business teaching as cultural, national, and institutional perspectives become explicitly incorporated into course material, using the students’ own background, knowledge and experience as resources to add value.

中文翻译：

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弥合文化鸿沟：作为教学法的角色互换

摘要对国际学生教育的研究揭示了使用外语学习的困难，但往往忽视了课堂中文化多样性所提供的机会。这项研究最初是根据作者对东西方学习风格对比的经验而提出的，探讨了教育系统，语言和文化取向如何指导学生的学习方式。它解释了如何在更高的（大学）教育环境中实现课堂角色转换，从而在教授国际上不同的队列时显示出更深刻的意义和理解视角，以展示富有想象力的研究生参与方式不仅可以弥合文化差异，而且可以利用他们。东西方教育体系刻板印象之间明显的两极分化是寻求有效参与教学法的催化剂，但所提出的方法却得到了普遍应用，与英国研究的文化多样性人群产生了明显的共鸣。通过将学生的自身背景，知识和经验作为资源来增加价值，文化，国家和机构方面的观点已明确纳入课程材料中，该方法对国际商务教学有利。