Problematizing the Use and Learning of a Second Language - Essay Example

Problematizing the Use and Learning of a Second Language The quest for education has attracted international students to foreign countries. Both undergraduate and graduate international students are, for example, enrolling in the United States universities in large numbers. The students, however, encounter several challenges as they strive for academic excellence and adapting to the new society. They even find it hard to socialize with the local students because of inadequacies in language proficiency and other related factors. In spite of the challenges, the students are of benefit to the learning communities both at the national and state levels. They introduce new cultures and bring about financial gains to American institutions. In this context, the essay evaluates challenges faced by the students when speaking and in their writing practices. It is a fact that the English language is prevalent in various countries all over the world, but the level of understanding on how to use it differs. Several countries in Africa and Asia have embraced the English language. I believe that English is the most learned language in schools. I think that governments and institutions interested in enhancing their quality of learning cannot understate the value of English. Drawing examples from Chinese students, Qian, presents a comprehensive study of the teaching methods that can improve their oral English. He notes that China has given attention to the learning of oral English in colleges (Qian 2204). I think that in spite of China’s rampant economic growth, they still have to depend on the language when sourcing for foreigner investors. I fail to understand to how China’s growth can continue if they can fail to embrace the language. By teaching English to their children and studentsin colleges, they provide grounds for their future growth. Qian, a lecturer at the department of English in Zhenjiang Watercraft College, argues that “it is true in China that thousands of students cannot speak fluent English although they have learned it for several years” (2204). It is a shame for students who have undertaken rigorous English courses to be intimidated by slight activities such as speaking the English language. Although the degree of fluency varies even among the native speakers, the non-native speakers should also at least show that their past efforts in learning the language did not go to waste. Singh, a Professor at Universiti Sains Malaysia, states that “the international graduate students faced challenges in the instructional settings where English was used as the medium” (12).I find it in order to find Malaysian students struggling to catch up with materials written by the natives. Having in mind that most of the books they use for learning are authored by reputable scholars, it goes without doubt that must face hurdles in comprehension. Singh further stated that “it was more difficult for international graduates to make the necessary adjustment to study their master programs in English language” (19).From the knowledge I have, I think graduate students should be in a position to comprehend all English materials regardless of their complexity. I know students must first undertake English courses and pass tests before they are admitted for the master’s programs. One then wonders how the Malaysian students are allowed to undertake Master’s degree course without sufficient command of the English language. I believe that as much as the students have the will to learn and be at par with the native speakers, they have to be aggressive and be persistent in their academic writing practices. It is also imperative that they seek guidance from their instructors. I believe that lecturers are partly to blame for the poor performance of international students in academic writing. Singh states that “the lecturers often fail to recognize the complexity of language issues confronting foreign students” (19).Lecturers usually assume that the graduate students have adequate mastery of various aspects of writing. They tend to think that because the students can speak and understand materials written in English, they can also construct logical arguments in the different genres of writing. I wonder how and why the lecturers should make assumptions whereas they are paid to take care of the students. The lecturers should engage the students at a personal level and assist them accordingly. If they cannot provide direct assistance, they can recommend them for remedial and tutorial English language classes. I have a friend who was helped through English tutorial classes and later turned to be proficient in both written and spoken English.Herold, a lecturer at Northern Arizona University, explains that “test scores alone do little to predict graduate international students cultural adaptation to new language and society” (125). It is indeed true that the tests are not genuine indicators of the English language proficiency. Besides testing the grammar aspects of language, they should also emphasize on professional writing skills.It is known that students memorize answers that they will write in the exams. If they pass, they are assumed to be fit to handle courses in English.As stated earlier, the admission of international students to American institutions comes with loads of benefits. I think it would, therefore, be important for universities to provide resources that will help the students in all realms of life and, in particular, academic performance. Graduate students should not be expected to struggle with adapting to a new environment or society. They are mature in all ways, be it academically, physically, and emotionally. Their dreams should not be shattered by language barriers. I believe that besides passing the TOEFL and IELTS tests, foreign learners should also get used to incorporating body language in their verbal communication.The body language and expressions help emphasize what one is saying and brings out the inner feelings. Gestures enhance communication and are common among the native and finest English speakers. Qian explains that “body language is a compliment to verbal communication” (2207). Besides, foreigners using them, other native students, as well as, lecturers should use them when communicating with the international students. The gestures make communication effective by compensating for the language that surpasses the students’ understanding.The human brains control the body’s physical movements, as well as, speech. Students can combine the speech and movements to enhance their memorization. For example, when learning the phrase, “close the door,” the student undertake the action of closing the door while saying out the words. Such kind of learning helps memorize the phrase and create a mind-body connection that makes it hard for the student to forget. Besides, elementary students learning words such as laughing, crying, and sleeping can use facial expressions to memorize their meaning. It would be absurd to assume that passing university language tests such as TOEFL and IELTS makes the international students fit to tackle various areas of learning. For many years, scholars have argued that the results of the tests do not reflect the abilities of the students. The argument is backed up by Herold who claims that test scores alone are not sufficient to assess a graduate student’s suitability for a foreign language (125). The tests are not accurate in determining academic success, and American institutions need to provide support programs that will mentor graduate students. The foreign students who are non-native English students encounter several challenges in their learning and academic writing practices. The students, for example, struggle to complete their assignments that require the use of English language. According to a study done in an institution of higher learning in Malaysia, Malaysian graduate students had problems in writing literature reviews, methodologies, analysis, and coherent paragraphs. Singh explains, “Students could also hardly express their ideas using appropriate English grammar” (19). With that in mind, it is evident that there is a barrier that prevents their interpretation of ideas from the first language to English. It could be that the students did not learn English comprehensively to the extent that they cannot construct logical sentences or may be the students do not understand the materials they use. In any way, institutions of learning can be wasting students time and resources by not achieving what they purport to do.The students also probably avoid using the second language in their daily activities unless a situation arises and forces them. Quin proposes that “after learning one language, students should start to use it immediately” (2207) It is vital that students should start speaking English immediately after learning. The human memory is not static and requires practice to enhance its effectiveness. Every bit of the language learned should be put into use immediately. There is way a student can learn a new world and use it only once in a month and expect to remember it during classwork or examination. The mastery of the language requires practice just like in technical subjects. These are the little secrets for enhancing oral English, but most foreign students and lecturers tend to undermine them. Based on the information provided by the three authors, it is evident that the gaps in English proficiency have immense negative implications on the academic achievement of international students. While some students have difficulties in speaking English fluently, others cannot transfer their ideas and thoughts into writing. There is the need for educationists to undertake comprehensive studies on the problems facing international students and come up with effective solutions. The essay has highlighted a few areas that both students and lecturers can work on to bridge the mentioned English proficiency gaps. It would be of immense if the problems of the foreign students were tackled with urgency. If leaders are keen to see the world grow, they must facilitate and cater for the needs of international students. Works Cited Herold, Mariella E. "Second Language Learning: Cultural Adaptation Processes in International Graduate Students in U.S. Universities." Journal of International Students 2.1 (2004): 124-25. Print. Qian, Xiaoqing. "A Study on the Teaching Methods of Improving Students' Oral English." TPLS Theory and Practice in Language Studies 2.10 (2012): 2204-208. Web. 29 June 2015. Singh, Manjet Kaur Mehar. "International Graduate Students’ Academic Writing Practices in Malaysia: Challenges and Solutions." Journal of International Students 5.1 (2015): 12-22. Web. 29 June 2015. Read More