Language Barriers: International Students, Essay Example

Introduction

The importance of post-secondary education is illuminated by the vast increase of knowledge-based global economies (Gunderson, Odo and D’Silva). In other words, due to improved demands and skills in the modern workplace, a high school diploma is no longer a sufficient means to obtain gainful employment. In addition to this fact, American schools demonstrate increased cultural and ethnic diversity due to changing immigration trends(Gunderson, Odo and D’Silva). This paper will examine the language barriers that foreign students in American schools have to overcome in order to graduate successfully and enter the American labor force.

Discussion

Asians are the largest group of foreign born nationals to move to America. In addition, experts predict that by 2031, 25 percent of all Americans will have been born in another country (Gunderson, Odo and D’Silva). It is also a known fact that English is the primary language spoken within American borders. It is therefore crucial that most people who seek employment in this country should be fluent in English.

Most immigrants arrive in the country with enough knowledge about the English language to successfully hail a cab, or order a cup of coffee. Very few, however, are proficient enough in English to walk into a well-paying job. That is why many enroll in some type of schooling; depending on their age. Constantinides (1992) found that most international students are often top academic performers in their home countries; however, English proficiency remains problematic for them. This is true, mostly because of the manner in which English is taught in foreign countries. For instance, many Asian countries, such as china, teach English through writing form, rather than through speaking form (Kuo). This means that although Asian students understand the language, they are not taught how to properly converse in it. In other words, they understand the mechanics of English, but not the soul behind it. The more important result of this factor is that many international students have difficulty understanding English lectures, jokes, slang, or accents and therefore are reluctant to participate in class (Wan).

All American universities require that international students meet the minimum language proficiency. Although the majority of international students understand English, very few are proficient in speaking the language. As such, English deficiency has been cited as the primary academic obstacle for many international students; specifically for Asian students. A 1993 study found that nearly a quarter of all dissertations in the science and engineering department were rewritten by faculty members (Kuo). Furthermore, students from Asia, the Middle East, and Africa linked their academic difficulties to the fact that they struggled with class discussions, taking notes, and giving oral reports. More than 60 percent of all Middle Eastern students said they would render improved academic outcomes if they had more time during tests and if professors would offer more explanations while students were working on tests. In addition, more than 40 percent of Middle Eastern students said their academic performance would improve if they were allowed to have lecture notes handy during test-taking (Tan). A 1994 study found that international students, who experience the aforementioned difficulties, are more likely to not complete their degrees. Also, international students who have difficulties with English are more likely to have disparate professional development and have a harder time with job placements (Kuo).

Another factor that affects the academic success of international students, particularly in post-secondary education settings, is instructional methods. A typical American college classroom centers on class participation (Gunderson, Odo and D’Silva). However, African, Asian, and Middle Eastern students may find this to be an additional stress. Classroom instruction styles in these countries differ greatly from American instruction styles. Students from these countries are taught to be reserved and quiet in the classroom; they take notes while the professors lecture. American classrooms promote student participation and some professors even allow students to eat and drink in the classroom. Understandably, this is a major adjustment for international students who attend American colleges and universities. Wan (2001), states that many international students are discouraged from interrupting a professor during a lecture, even if just to ask for clarification, because it is considered disrespectful or insulting. Furthermore, most professors in other countries dress in formal attire when attending class and many expect their students to do the same. By contrast, many American professors adopt more informal instruction methods. For instance, American professors are more likely to sit on a desk, or walk through the classroom during a lecture. As such, American professors exhibit a more interactive and flexible classroom environment, thereby fostering a more creative learning atmosphere. International students often find this type of instruction to be unstructured and discombobulating.

In order for international students to improve their academic performance, it is crucial that they adapt to American teaching styles. Adapting to American instruction methods require international students to become better problem solvers and more seasoned critical thinkers (World in Conversation). Becoming a better problem solver includes finding ways to enhance a student’s academic experience. For instance, Kuo (2011) posits that many international students exhibit poor academic performance because they are not pleased with the courses they are taking. As mentioned earlier, many international students hail from cultures where it is considered impolite to interrupt or ask too many questions. All college or university students in American schools are assigned an academic advisor. The role of such an advisor is to suggest courses that coincide with the student’s major, and then to help the student to enroll in the appropriate classes. Oftentimes many of the suggested courses have several derivatives, therefore allowing the student to choose which one they prefer. For instance, a certain major may require that a student take an art elective. The advisor may suggest sculpting, but the student may prefer painting. In the case of an international student, the student may simply accept the suggested course without much rebuttal. However, enrolling in this course may further harm the student’s academic performance because he or she is uninterested in what the class has to offer. Problem solving skills urges the student to communicate his or her displeasure and change the course. Kuo (2011) found that Asian students are least likely of all international students to add or drop courses. However, the author argues that adapting behaviors to coincide with American academic institutions will prove beneficial to these students.

As mentioned before, international students often have difficulty with the oral aspect of the English language. As such, they find it hard to understand jokes, or idioms, or even accents. As a matter of fact, Wan (2001) suggests that many international students have difficulty understanding American lectures because the professors speak too fast and have varying accents. Study participants had the following remarks when asked why they could not sufficiently understand the lectures:

“Don’t understand whatteacher says,”

“Difficult to understand theirtalking,especially terms and phrases,”

“Some professors spoketoofastandit washardtokeepfollowinghim/her,”

“The accent of some of the professors was a challengefor me.I haddifficulties understandingthem,”and

“Coping with the southern accent.” (Wan).

It is no mystery that language is one of the most important mediums of communication. This is especially true when traveling or emigrating to another country. International students who come to America are not always properly prepared for the various language challenges they will face. Although international students are almost always taught English in their home countries, the manner in which they are taught are not always effective. The result is that many international students arrive on American soil, unable to properly express themselves. The inability to express oneself, or even participate in common-day occurrences, such as shopping or bargaining, has a blatant adverse effect on a person’s self-esteem (Gunderson, Odo and D’Silva). Researchers found that international graduate students often come from well-to-do families or occupations. However, their inability to effectively express themselves in English somehow reduces their social standings. In addition, many international graduate students stated that they feel American students consider them unintelligent because they have difficulty expressing their thoughts or feelings in English (Gunderson, Odo and D’Silva). However, Kuo (2001) warns that poor English skills are not indicative of low intelligence.

Unfortunately, immigration regulations feed the perpetual cycle of not learning proper English. In the wake of 9/11, international students are required to be enrolled in at least nine credit hours at all times, in order to maintain their immigration status. In addition, international students are not allowed to work more than 20 hours weekly (on campus) during an active semester. Under these regulations international students have very little opportunities to blend into the American culture. Granted, students are in school to obtain a degree, but international students have very little opportunity to socialize with Americans. In other words, it remains a difficult task for international students to improve their English language skills. Gunderson, Odo and D’Silva (2012) cite proficiency in English as a key component to post-graduate employment. It is therefore crucial that international students are afforded opportunities to improve their English skills.

Conclusion

Evidence presented in this paper suggests that international students should be better prepared for attending American colleges and universities. The academic performance of international students does not always reflect their academic potential. Many international students are intelligent and wiling to learn, but are held back by their insufficient English skills. Researchers found the most compelling reason for this to be the manner in which international students are taught to speak the English language. Asian, Middle Eastern, and African students are taught how to write English, but are very rarely properly educated on how to speak it. The result is that many have great difficulty understanding lectures. In order for international students to become more proficient in English, they have to be afforded opportunities to improve their skills in American schools. In other words, since their home countries are not overly effective in preparing its nationals to speak English, American colleges and universities should design programs to help international students overcome their language barriers. Doing so will generate higher graduation numbers and subsequently a more powerful American labor force.

Works Cited

Gunderson, Lee, Dennis Murphy Odo and Reginald D’Silva. “High School May Not Be Enough: An Investigation of Asian Students’ Eligibility for Post-secondary Education.” Canadian Journal of Education (2012): 249-267. Document.

Kuo, Ya-Hui. “Language Challenges Faced by International Graduate Students in the United States.” Journal for International Students (2011): 38-42. Document.

Tan, Amy. Mother Tongue: Across Culture. Ed. Sheena Gillespie and Robert Becker. Vol. 6th Edition. New York: Pearson, 2005. Book.

Wan, G. ” The learning experience of Chinese students in American universities: A cross-cultural perspective.” College Student Journal (2001): 28. Document.

World in Conversation. What reasons make multiculturalism positive in the U.S? 29 March 2011. Web. 31 October 2012.