United Kingdom Council For International Student Affairs

In the case of ELLs their culture and identity are considered constraining factors with respect to academic challenges, but scholars feel that these are due to non-recognition of native cultural dynamics (Gay, 2000; Ladson-Billings, 1995). However, if these aspects are utilized it can contribute to a better learning experience in terms of language and other academic areas. The native cultural background and its linkage has the capacity to motivate and ignite interest in ELLs and it can provide the platform which would facilitate learning new skills and academic content. Research has also shown that measures to improve language skills of ELLs often neglect the interconnected dimensions of the culturally and linguistically diverse (CLD) student biography. In particular, understanding the sociocultural, linguistic, academic, and cognitive dimensions of ELLs is helpful for educators in order to attain higher standards of language proficiency and academic success (Perez and Holmes 2010). For instance, a teacher reflects on her personal experience in these words:

The need for higher education has prompted many students to seek further studies in international colleges outside their countries and Australia has become an academic hub for international students who mostly come from developing nations in Asia and Africa. The students, once they secure a place in this schools, they are subjected to a new environment which comes with different challenges. International students in Australia have become an integral part of the society both social and economical. However the students face a myriad of challenges before fully adopting to the new learning culture. In

With the increasing number of students that do not use English as their first language in schools today, especially high school students, teachers and students alike have been faced with challenges that have made slow and mostly unpleasant; the transition and settling in of the students and the adaptation to them by the teachers.

With an increase in student mobility around the world, there are many positive outcomes related to learning a different set of education from their home country and obtaining intercultural experiences with a global mindset. On the other hand, students may struggle with different challenges, which they may have unexpected to encounter.

The United Kingdom is well known for it’s excellent reputation when it comes to education and that’s why it’s a lot of international student’s first choice. Moving away from their hometowns to study in the UK can be a wonderful opportunity, yet a challenging experience all at the same time. There are numerous problems that they face as it differs from one student. Other than the obvious language barriers, they may experience culture shock as they may be coming from countries on the other side of the world. They may also experience homesickness, and financial problems. Nevertheless it’s possible to find solutions to these difficulties and to adjust to these following problems and enjoying a wonderful education experience abroad.

Every day new students arrive in classrooms around the United States. Some come with little or no ability to speak and understand English. This was Osea four years ago. Attending school has helped Osea develop his English in the areas of reading, writing, speaking and listening. While Osea is making great progress, there are still areas in which teachers can support him so that he continues to progress toward proficiency in English.

We learn primarily through language, and use language to express our understanding. In order for English learners to have access to core content, they need academic language and literacy skills (Echevarria, Vogt and Short). Academic language is used to succeed in reading, writing, listening, and speaking. Often English learner students enter school with limited to no exposure to academic language. These students are from homes in which English is rarely spoken. They are bright students who would excel in classrooms whose academic language was the same as their native language. The task No Child Left Behind has given to researchers and teachers is to educate the increased number of immigrants in English speaking classes. It is important to realize that there are approximately 180 native languages among the student body population. Spanish by far surpasses other language groups.

English Language Learners face a variety of unique challenges when compared to their non-ELL peers. For example, when assessing new English Language Learners, once such challenge is the lack of effective assessment tools. Many of the available instruments are not culturally relevant to the ELL student’s background, nor created at an appropriate level for their developing English language skills. Another challenge is the lack of availability of qualified education professionals, who are equipped to meet their specific needs linguistically. Language and cultural differences may serve to put ELL students at an academic disadvantage, regardless of whether they possess normal cognitive skills. For the educator and student alike, this matter is further complicated when an ELL is affected by a learning disability. In this essay, I will discuss some special factors and issues that an ELL professional may encounter when assessing an ELL student, and attempting to determine the cause of a language difficulty; whether it occurs because of normal language acquisition issues, or because of an underlying learning disability that calls for special education intervention and support.

Some experts say that the poor language skills is a reason some students are failing college. A student must be able to read, to write, to speak, and to listen effectively. Being ineffective in even one of these language abilities can lead to academic difficulty. All college students, no matter how bright are expected to improve their language skills exponentially. I’m not too worried about language in college, I got a 31 in reading on the ACT. But I will not make the mistake of underestimating college and I will use the internet and my peers for help when I’ve lost my way.

Higher education in the UK has probably become one of the most popular choices for international students. The study devoted into the experiences of the international students report that the phenomenon of culture shock as a part of challenges could be troubling them (UKCISA, 2008). Whereas, the students who come from developing countries responded that the higher education in the UK would extend work field as well as the effect of social cognition (Mazzarol and Soutar, 2002).

Improved relationships between institutions and international students should be a major focal point for researchers and administrators for the future.

In 2011/12, there were 764,495 international students enrolled throughout the United States in Higher Education Institutions. Two years later, in 2013/14, the number of students had risen to 886,052, which was a 16% increase (Institute, 2014). With this rate of growth, American students and international students are communicating with more and more of those who may not come from the same social norms and cultural backgrounds. With limited or low intercultural competence, American students, can sometimes have a hard time with cultures other than their own. Be that as it may, American students and international students can make leaps and bounds, both personally and professionally in the future. Intercultural communication has many positive benefits, but only if American students are willing to improve the communication barrier that can hold them from their success.

International students face many different challenges when studying abroad. This is due to many factors. First, they are living in a country very far away from their own. The country they are studying at has a very different way of life than theirs. Further more, the laws in that country are much different than the laws in their own country. Due to that they face a lot of problems trying to adapt to this new culture. Me personally as an international student in the US studying at ASU, have faced three particularly difficult challenges that I was able to overcome through time. In this essay I will explain how international students can overcome tough challenges and situations.

Hsio-Ping Wu, Esther Gaza, and Norma Guzman’s article entitled “International Student’s Challenge and Adjustment to College” has the implied intention of informing universities in the United States (US) the problems faced by the international students in higher education. The authors have done a fine job providing comprehensive, but overwhelming information of the challenges international students face. The article is explanatory which makes it drawn-out and ho-hum, still the universities and colleges can greatly benefit from the information as it is supported by the authors’ own experiences, researches, surveys and lot of details in the woods of citations. This is anticipated as the authors are ESL Professors at the Texas A&M University.

When learning the English language there are several factors that come into play. A student’s socioeconomic status can either be a positive influence or a negative influence when learning English. Students with a high SES have multiple resources within their reach than a student with a low SES. Another factor would be educational achievement and their proficiency. A student with parents that have completed a higher education and or have a decent English proficiency, certainly helps when their children are learning the English language. I also believe that age is also a positive factor, because the younger they are the more a student can absorb and retain the language. Although, motivation can be a huge factor if a student is not as young because they have an end goal.