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International Students
As a teacher at Ohio State, you instruct students from all over the United States--and all over the world. Currently, our university educates students from over 120 countries. While entering the university is an adjustment for any college student, international students may face a range of challenges not necessarily confronted by a native U.S. student. Upon arriving in the United States, many international students must learn to live in a completely new culture while using a non-native language. International students may have various approaches to assignments or learning, due to their secondary education having taken place in another culture. By being aware of the cultural, educational, language, and learning concerns that an international student may face, you will be able to teach all of your students more effectively.
A great amount of diversity exists within the international student population. Many with international student status have recently arrived in the United States, while other international students have been in the U.S. for years. Further, a number of students who are considered international may speak English as their native language. International students who do not speak English as their language of origin are required to take the TOEFL (Test of English as a Foreign Language) prior to being admitted to the university. Despite whatever their language of origin may be, all international students must achieve an acceptable, demonstrated level of proficiency in the English language to become a student at Ohio State.
For those international students new to the U.S., a certain level of cultural adjustment will always take place. Cultural adjustment occurs in phases, as summarized below. These phases tend to be cyclic and not linear.
- The Honeymoon Stage: Upon arriving in a new culture, international students will tend to feel a great deal of excitement and anticipation. Students will often want to please instructors and peers and show a great deal of cooperation. It is important to note that while adjusting in the classroom during the honeymoon stage, the student might nod or smile to indicate that they are listening to and understanding what their instructors or peers are saying. In an effort to fit in, students may sometimes falsely indicate understanding even when they may not comprehend what is said due to language or cultural differences. In numerous cultures, teachers are considered to be authority figures who are not to be challenged or questioned. Be aware of this in working with international students, as there may be fear associated with giving their opinion in a class discussion, or questioning something that is unclear to them.
- The Frustration Stage: With the potentially overwhelming experience of adjusting to a new culture and a new school, students may feel frustrated, anxious, angry, and homesick. International students may feel fatigued from constantly and intensively using a second language. Also, students can become frustrated when it seems that American students avoid interaction with them because of communication challenges. A common reaction to this frustration may be an increased longing to go home. Socially, students may isolate during this phase and experience symptoms of depression. In the classroom, students going through this difficult period may withdraw in different ways, from not participating in class discussions to increased absenteeism.
- The Integration/Acceptance Stage: During this period, the international student may feel increased confidence in getting needed information. Due to increased language acquisition and understanding of academic expectations, their performance in the classroom may improve. International students may become more assertive and participatory in class, and begin to expand their social circle. Students may begin to increase their participation in recreational and academic groups, and may seek out social connections with others from their cultural background.
- The Home Stage: When the international student has become comfortable in U.S. culture, yet still feels allegiance to their home culture, they are in "the home stage." They may have learned to adeptly navigate university rules and academic expectations, as well as adjusting in a larger sense to social norms and standards in the United States.
Besides being mindful of the cultural adjustment the international student may be experiencing, instructors at Ohio State also should be aware of some of the academic issues that may affect the international student's performance in class. Research shows there are several problematic areas for international students regarding classroom participation and learning (Kim, 2007; Ferris, 1998).
- Listening comprehension and note-taking difficulties: International students may have compromised understanding of course material due to a lack of understanding fast-paced, jargon-filled notes and lectures. As an instructor, it is helpful to speak clearly and slowly while avoiding excessive use of slang. Allow students to audiotape the class if it is helpful to them, and provide key terms to guide your lecture.
- Lack of confidence in speaking English publicly: Research shows that students using English as a second language sometimes feel that their domestic peers are irritated by their speaking in class. Instructors can ease this self-consciousness by exhibiting patience and a longer time for the international student to speak. Also, instructors can have students participate first in smaller groups prior to speaking in front of the class as a whole.
- Interpretation of course rules and expectations: Be mindful that prior to entering Ohio State, international students have had different educational experiences than domestic students. International students may have difficulty comprehending your course objectives or expectations, due to differences between educational expectations in their culture and United States culture. Emphasize to your students that you are accessible if they have any questions regarding the course and its expectations.
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