Masters Support

Hi, I've recently started a masters with about a 50/50 split of home and international students. For one of my module they have told us that only non-first language English students can access extra support if they have any issues with an assignment and if we are first language English we should be proof reading and checking the work of non-first language English students when doing group assignments. Is this fair or right and what can I do about it? I'm a first language English student but so far have felt like the assignments are a lot more work for me due to having to help the non-first language English students. I've not experienced this at undergrad level so don't really understand why it's expected of me. The masters is about planning and development so nothing to do with education. I also understand that studying in another language is harder than in your first (which is why I would probably never do it especially at this level) but why should that be my issue if I have decided to study in a language that's easier for me?

Hi @Lilly2510,

I can only speak from my own experience - and from a UK HE context - but certain elements of this seem highly unusual to me.

Whilst it certainly isn't unusual for additional support to be offered to students for whom English is not their first language, this is usually offered through a university's academic support services and via professionally trained support staff. At Keele, for example, our Language Centre provides individual and group language and academic skills guidance for international students at all levels (https://www.keele.ac.uk/study/languagecentre/academicenglish/) in addition to offering Pre-Sessional English courses (https://www.keele.ac.uk/study/languagecentre/pre-sessional/).

At Keele we also offer native English speakers support with their Academic English and Study skills. For example, we have a service called Write Direction (https://www.keele.ac.uk/kiite/workingwithstudents/academicskills/writedirection/) that offers one-to-one academic coaching to assist students in developing their academic practice and skills, in addition to guides to help students with note taking, academic reading, how to research, plan and write assignments etc. Plus there's additional support available for students with Dyslexia and other disabilities (https://www.keele.ac.uk/students/lifeoutsideofstudy/disabilityanddyslexiasupport/).

Whilst peer-to-peer support (from trained peer supporters) is sometimes made available as part of a wider student support package, I'm very surprised that there is direct pressure being placed on you to proof-read the work of non-native speaking students. Proof-reading and Academic Skills support are both very specialist areas of work. regardless of who that support is being offered to. In addition, there's absolutely no guarantee that a native-speaking student possesses better academic English skills - I've seen plenty of terrible spelling and grammar from native English speakers! Plus, in most institutions, this practice could place students at risk of committing inadvertent academic misconduct.

You don't mention in your post who has told you that you need to offer this support. Given what you have said, I think it's worth clarifying exactly what you're being expected to do with the module lead as it's possible that the usual level of peer-support you get on any course has been miscommunicated, or that their instructions have been misinterpreted. If you don't feel comfortable or confident approaching them directly to raise this, do so through your course rep, your student's union reps, and/or your personal tutor/advisor.

Hope that helps and good luck with the rest of your course!

Amy Louise
PhD Candidate & Student Ambassador, Keele University.

We were told this by the course director (who is my lecturer for one module) the masters is based at Cardiff university in the school of Geography and Planning, I have tried to approach the subject with my personal tutor (who is a lecturer on one of my modules) and was basically told that I should follow what the course director says and in other words put up and shut up. I’ve never had training to be a peer mentor as they call them in my uni and don’t feel qualified to be giving out advice but I almost feel like I can’t say anything without potentially damaging my grades in future

Hi, I've recently started a masters with about a 50/50 split of home and international students. For one of my module they have told us that only non-first language English students can access extra support if they have any issues with an assignment and if we are first language English we should be proof reading and checking the work of non-first language English students when doing group assignments. Is this fair or right and what can I do about it? I'm a first language English student but so far have felt like the assignments are a lot more work for me due to having to help the non-first language English students. I've not experienced this at undergrad level so don't really understand why it's expected of me. The masters is about planning and development so nothing to do with education. I also understand that studying in another language is harder than in your first (which is why I would probably never do it especially at this level) but why should that be my issue if I have decided to study in a language that's easier for me?