By Aisha Marilyn Abdulbary-Knotts ~ Staff Writer
The international student population at the University of Lynchburg is grappling with the transition to general education English classes as non-native speakers.
Many of these students struggle with the required English courses, which can lead to pressure, stress, and confusion during their studies. Dr. Alissa Keith, a former faculty member in the university’s English language and linguistics department, agreed that international students struggle with the curriculum.
“Most international students have been learning English together with their native language from childhood,” she explains. “But their challenges go beyond the simplest grammar. What is difficult is really in writing and the notions of cultural expectations in American classrooms.”
Dr. Alissa Keith, PhD in English Language and Linguistics; photo credit: University of Lynchburg
Language Barriers and Cultural Differences
International student Mahshid Faiq, ‘28, said, “It was very hard for me at the beginning. I had never written an essay in English before; it was very stressful; it made me a little anxious.”
This does not only apply to Faiq. Almost every international student has trouble with the tiny details that distinguish English from other languages visually and sometimes even verbally.
Marshid Faiq photographed by Emal Nazari
Dr. Aubrey Plourde, assistant professor of English, said, “A general challenge among international students is the unfamiliarity with K-12 curriculum in the U.S. Last part is being able to put their thinking and writing skills on display.”
“They probably know, but they have a hard time demonstrating that knowledge because they haven’t learned the same things in the same manner as their American peers,” Dr. Plourde remarked.
The Case for Specialized English Courses
In these experiences, Dr. Plourde recommended specialized English courses created mainly to accommodate the unique needs and take course-by-course support for their academic success.
“A specialized class would help instructors better prepare for the unique needs of international students,” Dr. Plourde says.
While Dr. Plourde was in support of a specialized English course, she also added that it may create two communities: native and international.
According to her, a unique course can fill in the gaps between writing and analytical skills that many international students are experiencing because of differences in their previous educational systems.
The stress of adapting to so many expectations and demands usually becomes enormous if one has to measure up to expectations set for native speakers. Faiq noted the extremely stressful situations she finds herself in, where teachers often demand high expectations irrespective of the existing adjustments made for international students.
“Teachers should not put so much pressure on us in the first semester,” she suggests. “We need more support, like being allowed to use a dictionary during exams.”
Dr. Aubrey Plourde, PhD, Assistant Professor of English; Photo credit: University of Lynchburg
Many international students feel that they’re frequently subjected to more scrutiny of their English than their peers.
Shamsoden Hussaini ‘28, another international student, says that while his classmates attempt to speak with him, he still feels judged by his accent and spoken English.
“It’s important to focus on the ideas, not just the way they’re spoken,” he said.
Hussaini added that success in English classes should be determined not by flawless pronunciation and grammar but rather the ability to communicate.
Shamsoden Hussaini; photographed by: Shamsoden Hussaini
Creating Supportive Settings
There is general agreement among students and faculty that a mechanism of a broader support system is required. Dr. Keith argues for the professional advancement of faculty in the field of TESOL, which prepares teachers to help non-native speakers in all disciplines. Having more open resources like writing centers and peer support programs would also be beneficial.
By contrast, Hussaini believes that integrated courses provide a unique opportunity for international students to learn from their American classmates in a real-world context.
“Being in a class with native speakers helps me understand not only the language but also their culture and way of thinking,” he says.
Faiq said that being in discussions with her native peers has been a slow but sure way for her to gain confidence.
Dr. Keith stated, “I don’t support a separate English course for international students but rather that all faculty across campus receive professional development in TESOL (teaching English to speakers of other languages) so we can support them across curriculum.”
The Great Debate
Whether international students should be required to take the same English courses as native speakers is tricky. While a specialized course might alleviate some barriers, integration and mutual learning should take precedence.
In the final account, it is a balancing act: An arrangement that supports the international student’s academic performance while not completely alienating him or her from the rest of the student body.
Universities must be more conscious of the different needs of international students and provide resources for them to flourish. Specialized courses? Or creating a more inclusive classroom? Either way, the end goal must be the same: Every student, regardless of their linguistic background, must have good opportunities for success.
Faiq said, “Success is in our hands. We are learning in a harder way, but that makes us stronger.” With due support, international students will better cope with the challenges they face and make invaluable contributions to the academic and cultural scene of their universities.
All students, including international students, can seek assistance at the Writing Center. Additionally, Chad Haiar is available as a writing tutor specializing in supporting multilingual students who may need help with English and writing.
To learn more about or schedule an appointment with the writing center, please visit: https://www.lynchburg.edu/academics/academic-offices-and-services/writing-center
Note: Updates to this article were made on March 21.
