Your English Language challenge (it’s not just about school)
Not surprising really. We all want to be heard and, understood, and language, after all, is the means by which we mediate relationships. The little everyday ones and the big ones.
Lacking confidence in the language of host country results in many students retreating into their friendship groups from their own country. And while this can be comforting, we all know that’s not what we’re studying abroad for. International education opens doors to international careers and like or lump it, English language is most of often the key to that door. In your new country, your English language ability impact most aspects of your life.
Let’s look at some main ones.
A 2011 study (by Forbes-Mewett and Sawyer) found English language difficulties to be one of the 3 major key factors influencing the mental health of international students. Another study (by Gatwiri) found that English language proficiency impacts almost EVERY other aspect of international students mental health.
1.
Academic performance.
2.
Social interaction.
Perhaps an obvious one, but a range of studies have found that English proficiency is one of the greatest predictors of academic outcomes*. The good news is most good universities have a ranges of services to assist you develop English language skills. And many have services that will assist draft early assignments for English language, grammar. It’s generally free of charge and well worth getting on to!
Poor academic performance often leads increased stress for students. There’s the fear of failing units, costing the family more money or worse; being asked to leave. For international students, this outcome is particularly confronting, as being forced to leave university may also result in the loss of their visa or being deported to their home country. With the majority of international students being family-funded, this can be a huge blow, shattering long held plans and dreams.
Of course, having low English proficiency in an English-speaking country is likely to lead to difficulties in socialization and relationships. A range of studies have found that international students with greater confidence in spoken English tend to make friends quicker than those who struggle with the language. Other studies show that better capacity to form friendships alleviate further issues down the line, including loneliness, lack of social support and homesickness*.
3.
Difficulty in working with official form and documents.
4.
Culture shock.
Quite often language barriers may affect tasks which most domestic students take for granted. For example, a lack of English language proficiency often leads to misunderstandings of important documents like tenancy agreements or other contracts.*
We know changes to the daily lifestyle students have grown used to, however small, can add up. Over time they can cause international students to feel isolated in their new country. Not being able to communicate effectively with peers or neighbours can be stressful. Many studies show students’ feelings of marginalisation are accentuated when combined with other stressors.
5.
Difficulties finding work in their field after graduation.
One 2006 analysis* found that in Australia only around 27-34% of students from a non-English speaking background managed to secure professional work within their first 10 years in Australia, compared to 52% of those from an English speaking background. Obviously being proficient in English at graduation certainly puts local students in an advantageous position but is often a key career delineator for International students too.
As we’ve seen many of these aspects are closely intertwined, and English language difficulties can lead to a ‘spiral’ of negative experiences for students. Not only can they choke your development and enjoyment of your studies but can be dire for general wellbeing.
The array of literature in this area only highlight the importance of accessing resources and assistance to help students develop English skills effectively. No less than your mental health and wellbeing depend on it. So make sure you seek the university resources that you’ve paid for. They’re often very effective, but too often students don’t either know such services exist or seek them out. If English language issues are affecting you in any of the ways described above, don’t hesitate in seeking out local services that may help. And don’t be afraid to look outside the square. For example, did you know many church organisations have casual English conversational groups?
References
Arkoudis, S. et al., 2009. The impact of English language proficiency and workplace readiness on the employment outcomes of tertiary international students. Melbourne: The University of Melbourne.
Forbes-Mewett, H. & Sawyer, A. M., 2011. Mental health issues amongst international students in Australia: perspectives from prefessionals at the coal-face, paper presented to the Australian Sociological Assosciation Conference Local Lives/Global Networks. s.l.:University of Newcastle New South Wales.
Gatwiri, G., 2015. The Influence of Language Difficulties on the Wellbeing of International Students: An Interpretive Phenomenological Analysis. Inquiries Journal, 7(5).
Li, G., Chen, W. & Duanmu, J.-L., 2009. Determinants of International Students’ Academic Performance: A Comparison Between Chinese and Other International Students. Journal of Studies in International Education, 14(4), pp. 389-405.
Olivas, M. & Li, C.-S., 2006. Understanding Stressors of International Students in Higher Education: What College Counselors and Personnel Need to Know. Journal of Instructional Psychology, 33(3), pp. 217-222.
Rushall, M., 2010. Managing accommodation for international students: a handbook for practitioners, Leeds: UNIPOL.
Young, T. J. et al., 2013. Success factors for international postgraduate students’ adjustment: exploring the roles of intercultural competence, language proficiency, social contact and social support. European Journal of Higher Education, 3(2), pp. 151-171.