How Can University Programme Be Changed To Address The Needs Of The International Graduate Students - Essay Example

?How Can Programme Be Changed To Address The Needs Of The International Graduate In the current advent of innovation and globalization, with shrinking distances and integrated economies, the world of education is also undergoing a paradigm shift. Over the past several years, there has been a rapid influx of students from developing nations into developed countries in order to acquire quality level education. These international students encounter a range of difficulties while trying to become acculturated into the new community which they have moved into, which is different from their own community in a wide variety of ways. One of the most important problems which they face is the acquisition of proper language skills which are essential in order to enable them to not only achieve academic acumen but also to facilitate social interaction and effective communication in all spheres of life. This essay focuses on the barriers to the acquisition of proper language skills by Non Native English Speaking (NNES) graduate students and suggests steps that can be taken by the Universities to overcome these barriers and facilitate the development of English language skills amongst graduate students. For International students, adaptation in to the new environment which they have moved into, depends on a complex interplay between several factors, which can be categorized in to two main categories, viz. environmental factors, which include how receptive and welcoming the host university is towards the incoming students; and internal factors, which include the extent of knowledge possessed by the students regarding the culture and society they have shifted in to and the level of their readiness to mould themselves according to the norms of the new society (Kim, 1994 cited in Myles & Cheng, 2003, p. 249). It is inevitable that students face difficulties and issues when they enroll in to foreign universities for graduate or undergraduate programs. These include personal issues such as those regarding management of finances; psychosocial issues such as the pressure of settling and adjusting into an entirely new environment, language barriers, which can impede effective communication; and academic challenges, including and not limited to, effective management of time and workload and possessing adequate academic knowledge in their areas of specialization (Myles & Cheng, 2003, p. 248). Studies have revealed that International graduate level NNES students encounter difficulties during their academic career depending on the level of difficulty of the curriculum being taught and the subject being studied (Berman & Cheng, 2001, p. 26). In a survey conducted amongst International students attending Canadian Universities, it was found that 37.7% of international students encountered difficulties in conversing with their counterparts and speaking English fluently, while 36.7% of the students had difficulty in writing. Moreover, these students also reported having difficulty in comprehending information and instructions provided to them by their instructors and all these factors contributed towards significant levels of academic stress, the prevalence of which was found to be approximately 67% amongst these students (Chacon, 1998 cited in Berman & Cheng, 2001, p. 26). Similarly, Berman and Cheng (2001) in their study of the perceived language difficulties amongst international students and their impact on their academic performance found that NNES students not only perceived various language skills encountered during the course of their education to be more difficult as compared to their native English-speaking peers, but also had GPAs which were significantly lower than those of their Native Speaking counterparts (Berman & Cheng, 2001, p. 32). It has been elucidated that social contact and communication with the host culture are important factors which influence students’ adjustment into the new society, and this in turn has been found to impact an individual’s academic achievement (Westwood & Barker, 1990 cited in Myles & Cheng, 2003, p. 248). Meyles and Cheng (2003) reported that language acted as one of the most important barriers for students, impeding the formation of fruitful working relationships with one’s supervisors and instructors, communication with colleagues and friends and their social life (Myles & Cheng, 2003). Thus, it can be concluded that academic acumen and social and cultural acculturration are inter-related, and in addition to acquiring academic acumen, NNES graduate students also need to build healthy working and social relationships with their peers, professors, supervisors, etc (Braine, 2002 cited in Myles & Cheng, 2003, p. 249). The identification of the above discussed barriers to the acquisition of proper language skills by NNES graduate students and their impact on the academic, social and cultural life of International students has several implications. Firstly, the shortcomings identified can be used to modify and develop the existing English Language Curriculum in way which is better suited to the needs and requirements of the International students and facilitate and promote the acquisition of proper language skills amongst these students (Berman & Cheng, 2001). One such intervention would be the introduction of English for Academic Purposes (EAP) courses, focusing in particular on speaking and writing, as a part of the curriculum. Such a program should focus on promoting oral communication via oral presentations, question answer sessions and group discussions to improve speaking skills. Moreover, in order to enhance writing skills, students should be given sessions on formal academic writing, including exercises to facilitate the learning of writing essay examinations (Berman & Cheng, 2001, p. 38). Another measure is to introduce linguistic, cultural and social support programs for international graduate students, either integrated into the EAP courses or as a separate course. Such an approach is recommended by Meyles and Cheng (2003) who state that ‘Communication is central to the intercultural adaptation process (Myles & Cheng, 2003, p. 249).’ An important concept to promote amongst all students is that of ‘intercultural contact’ which should be an integral part of student life as it facilitates social cohesion. This can be achieved via introduction of programs that foster the establishment of relationships among international students with not only students of similar cultural background but also host nationals (Al-Sharideh & Goe, 1998 cited in Myles & Cheng, 2003, p. 259). Such a program can employ a variety of different instructional methods to stimulate interest amongst students. These include role plays; problem solving using case studies; and group discussion sessions during which NS students act as student-facilitators and both the NNES and NS students work together in to discuss broad intercultural themes such as ‘‘Gestures and Non-Verbal Communication” or more specific themes such as ‘‘Interacting with your Supervisor and Fellow Classmates (Myles & Cheng, 2003, p. 259).” An essential element of group discussions and other activities centered upon culture-related themes is to address issues of stereotyping and discrimination. Moreover, such intercultural courses should be offered to both NNES and NES students, so that the NNES students do not feel alienated and also have the opportunity to practice their speaking skills with NES students (Myles & Cheng, 2003, p. 259). In addition, prior to enrollment into graduate programs, students should be encouraged to attend cultural orientation sessions and workshops which are aimed at making International students at ease with the new culture and introducing them to the different aspects of multicultural environment, which demands effective communication with NNES and NES students and professors from a variety of linguistic, literary and cultural backgrounds. Such sessions also have the added advantage of providing the new students with an opportunity to mix with other international and host students and the faculty (Myles & Cheng, 2003, p. 259). Thus, in conclusion, language skills pose a significant barrier for international NNES students in not only improving their academic performance but also in their social interaction and effective communication in all spheres of life. Above discussed are some of the several ways in which the existing curriculum can be modified in order to facilitate the acquisition of proper language skills amongst international students, the incorporation if which in to University programs can aid the International students greatly in becoming acculturated into the new society and to enhance their academic performance. Bibliography Al-Sharideh, K., & Goe, R. (1998). Ethnic communities within the university: an examination of factors influencing the personal adjustment of international students. Research in Higher Education, 39, 699– 725. Berman, R., & Cheng, L. (2001). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics , 25-40. Braine, G. (2002). Academic literacy and the nonnative speaker graduate student. Journal of English for Academic Purposes, 1, 59–68. Chacon, E. (1998). “Survey of international students at the University of Alberta.” Unpublished research report. University of Alberta, Edmonton. Kim, Y. (1994). Adapting to a newculture. In L. Samover, & R. Porter (Eds.), Intercultural communication: a reader (7th ed.) (pp. 392–404). Belmont, CA: Wadsworth. Myles, J., & Cheng, L. (2003). The social and cultural life of non-native English speaking international graduate students at a Canadian university. Journal of English for Academic Purposes , 247–263. Read More