»Support for English Language Learners & International Students

International Students and English Language Learners (ELLs) encounter unique challenges and experiences in U.S. colleges and universities. Adapting to a new environment and studying in a different language introduces significant stressors that should not be underestimated. The confusion and uncertainty often blend with anxiety, impacting their physical and mental well-being and their ability to produce high-quality work.

As Galloway and Jenkins (2009) noted, language ability is one of the most significant academic concerns hindering smooth adjustment for international students. Students who do not share the language of instruction of their institution, and/or are immersed in a new culture, are often at a disadvantage due to the complex interplay between language and culture.

Language and Cultural Competence

Developing linguistic and cultural competence is a long and intricate process. As Deardorff (2006) highlighted, intercultural competence development is an ongoing process, and “one may never achieve ultimate intercultural competence.” Although there is no single agreed-upon definition of (inter)cultural competence, many agree on “the ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills, and attitudes.”

Bachman (1990) developed a comprehensive model of language competence based on two main components: organizational and pragmatic. Organizational competence encompasses grammatical and textual competence, which involves the ability to use syntax, vocabulary, phonetics, and morphology effectively to create cohesive and rhetorically appropriate texts. Pragmatic competence includes illocutionary competence, the ability to use and understand different functions of language (ideational, manipulative, heuristic, and imaginative), and sociolinguistic competence, the ability to use language appropriately in different social contexts (sensitivity to registers, dialects, naturalness, cultural references, and figures of speech).

Viewing language from this perspective helps us appreciate the complexity of learning and mastering a language – a process that extends far beyond taking a few language classes.

Common Challenges for International Students and ELLs:

• Understanding and using academic English, as well as idioms and/or cultural references.

• Experiencing longer processing and reaction times in language production and intensive reading.

• Risk of being penalized due to an overemphasis on participation.

• Adjusting to a different learning style (e.g., passive vs active) and assessment system (end-of-the-semester examinations vs multiple forms of assessment throughout the semester).

• Adapting to U.S. academic norms and expectations, as well as the lifestyle in a new country, and living on a college campus.

• Facing misunderstandings due to different values and beliefs, difficulties in social integration, and feelings of isolation.

• Juggling academic responsibility with other stressors, such as maintaining legal status, dealing with foreign bureaucracy, homesickness, and time zone differences for communication with families and friends.

• Limited emotional and instrumental support available.

Strategies for faculty to Support International Students and ELLs: 

• Design courses and lessons using a universal design for learning (UDL) approach, providing multiple modes of engagement, representation, and expression.

• Include a statement of inclusivity in your syllabus and ensure it is not performative; discuss it in class. 

• Use an introductory questionnaire to get to know your students. Provide a variety of questions that allow students to share something about their background. Frame questions positively (e.g., share languages you know/speak; share something you are proud of) and allow to share questions or concerns.

• Scaffold lessons, activities, and assignments by providing guiding questions, clear instructions, and good approachable models for major assignments.

• Avoid assuming all students know how to perform certain tasks.

• Use closed captions for videos and visuals for key concepts to aid comprehension.

• Reflect on the language you use in class and on assignments; avoid relying on jargon and culturally-tied metaphors.

• Facilitate participation in discussion by providing questions in advance, offering opportunities for written online discussions, using think-pair-share activities, and forming small groups. Avoid cold calling.

• Distinguish between writing with an accent and writing that impedes understanding. Consider the goal of the assignment and do not penalize non-native use of the language if the content is understandable.
• Discuss what is considered plagiarism in different cultures and contexts.