by Dolores Greenawalt, PhD
International students who arrive on an American campus experience a lot of similar feelings of angst, excitement, and trepidation as their peers. However, a lack of confidence in their English skills may be something they struggle with throughout the semester. Having the support of their instructors will help carry them through this learning journey.
According to an Open Doors survey from the Institute for International Education, the number of international students was up 4% in 2021-22 with the numbers rising even more this fall semester. This type of increase is great news for universities, but it also means understanding what international students may be going through. For many of these students, English is their second, sometimes even their third language. Some countries like Nepal have an "ethnic" language that is taught in the house, then a national language that is taught formally in school, and afterward, English is formally taught.
Those students who decide to pursue their education in the United States face feeling homesick and lonely. These feelings alone can jeopardize academic learning, and adding a lack of self-confidence can make for a very unsuccessful semester. Retention is key at universities, and having empathy for students can support retention and a positive learning environment.
As professors, we have the opportunity to cultivate relationships with students throughout the semester that can last the entire length of their university career. Allison Reeves-Grabowski, senior director of academic resources at Carroll University, says, "Additional support provided by faculty outside the classroom has a positive impact on all students, especially international students. Many students are without a network of immediate family support, and faculty investment in the student's retention through office hours, academic support, advising, etc. provides a structure of support. International students benefit from this faculty investment and often make connections with faculty because of the mentorship that lasts the full length of their time at the university and beyond."
Student Koen de Wit from Denmark comments how helpful professors can be: "The university and professors are helpful and interested in you and understand that English is not your first language. Professors check in more with you about how the class is going and if you understand everything. The university provides a person to fall back on with all your questions."
Since instructors play such an instrumental role in international students' success, they should choose their words carefully. Even with solid relationships, professors may not realize how their words can come across as they talk to students. Sometimes phrases that are said without any ill intention like, "Your English could use some improvement" or "Your English is not the best" may have students second-guess themselves, rather than push them to work on their skills.
Making simple changes to the phrases you use can help tremendously. Try saying things like, "Learning English is difficult, and it's great that it's your second or third language. Here are a few things we can work on." or "I understand how difficult learning English can be. How can I help you?"
Additionally, here are another five ways you can support ESL students in getting the help they need with English.
1. Learn about resources on campus that can help ESL students.
Knowing where to refer students for extra help can help them identify resources. Resources, like a writing lab, are places most campuses have that can give a student the time needed to help with a writing assignment. Some campuses offer a program where the student can schedule time to talk to a native English speaker about anything so they can work on their speaking skills.
2. Offer an extra 10 minutes before or after class to have students ask quick questions.
While we all prefer office hours, it can be intimidating to walk into your instructor's office, your instructor's space, and talk to them. Rather, if you can spare 10 minutes before or after class, most students will not feel as intimidated and will more likely ask you a question. Often, asking during class if anyone has a question to stay a few minutes after class is good enough for the student to feel like their instructor is open and willing to converse.
3. Don't proofread their papers, but do show them a few of their general or repeated mistakes.
By highlighting two or three of their reoccurring mistakes, they will know what to look for in their papers. In some countries, they don't tab the paragraphs. In others, they may have never learned MLA or APA citation styles. The formatting is second nature to us, but to some students, it's something they have never encountered and think it's a personal preference rather than a requirement.
4. If your school has a department that works with international students, get to know the staff.
If you know which of the staff is helping these students, you can communicate with them in case the student needs more than your support. Some staff that work with ESL/international students may have a list of those who need more support throughout the semester. Keeping the line of communication open can be helpful as they meet with students.
5. Give them extra credit for visiting the library.
Librarians are a great support system for students and faculty. They can teach students different citation styles, help them find sources, and show them how to check out books and materials. The more resources a student has, the more successful they will be.
Going to college is hard. The adjustment from high school is a difficult one even in the best of circumstances. Students who come in feeling less confident because of language barriers can take longer to adjust. Helping these students build their confidence can make for an easier and quicker, transition.
This article is republished from HigherEdJobs® under a Creative Commons license.