Should academics adapt their teaching for international students? – live chat

In previous discussions on the network, we've talked about how to recruit international students and how to welcome them, but not how to teach them.

There are now almost as many Chinese students (23%) on full-time postgraduate courses at English universities as there are British students (26%). Latest figures show that in 2012-13 international students (including those from the EU) made up 18% of the total student population, and 74% on taught master's courses – a sign that UK universities are increasingly relying on international students to fill their courses.

The question we want to discuss is how universities and their staff can best assist overseas students in their learning experience – and whether they should be taught alongside home students during their first year of study.

Students' ability to learn is largely dependent on their English language skills being up to scratch. Since 2011, all overseas student visa applicants are required to prove they can speak English at an appropriate level – so this should be a given. But since a BBC1 Panorama programme revealed systematic cheating at a number of English language test centres for international students in Britain, it raises concerns, not just for academic standards at universities, but also for the pressure this places on teaching and support staff.

It may not be a necessary step for all international students, but gradually more and more UK universities are creating a foundation or "pathway" year – ie a catchup year – to offer extra support to overseas students to help bridge the academic, cultural, and/or language gap.

This September, Bath Spa University will launch its pathway year which will see all international students taught separately in their first year. During this time they will receive additional language tuition and lessons in UK history and culture. If they pass the first year, these students will join and integrate with the rest of the student cohort in their second year.

As well as curriculum and course design, we'd like to talk about whether academic staff are given the guidance and support they need to teach overseas students – and whether a holistic approach to teaching is a good, and realistic, option.

As academics Elizabeth Evenden and Huiawei Kan say in their blog, "It is only when both students and university staff are fully supported that we can enable international students to flourish within our higher education system."

We want to discuss:
Curriculum design – aimed at the global student?
Teaching international students separately through a "catchup year"
Holistic teaching – feasible and practical?
Support for academics
Strain on resources

The debate – in partnership with the Higher Education Academy – is open to all and will take place in the comments section below this article on 25 July from 12-2pm BST. Create a Guardian comment account to join in.

Panel

 Nikki Spalding, academic development officer in leadership and strategy, HEA

Rob Copeland, policy officer, University College Union

James Richardson, director of international development, Sheffield Hallam University

Helen May, academic lead, HEA

Vivienne Caruana, reader in internationalisation of the curriculum, Leeds Metropolitan University

Chris Shiel, associate professor, Bournemouth University

Imran Oomer, managing director of Bath Spa Global, Bath Spa University

Sonia Hendy-Isaac, senior lecturer in curriculum design, Birmingham City University

Jude Carroll, author of Tools for teaching in an educationally mobile world

Join the higher education network for more comment, analysis and job opportunities, direct to your inbox. Follow us on Twitter @gdnhighered.