Table of Contents
- Literature Review
- Studying abroad challenges
- Effects on student’s mental health
- Language minority student’ barriers
- Cultural and social influences
- Mental and emotional stressors
According to PingWu, Garza, and Guzman, worldwide students, mainly from Asia, consider pursuing their education at thousands of institutions among all 50 United States; these students play a crucial role in the variety and globalization of their classes and communities, as they incorporate distinctive points of view within the class and upgrade the shared consideration and acknowledgment of the contrasts found globally (Garza et al., 2015, 1). It was claimed by the Open Doors Report of 2011 that there were a 5% rise in the world overall exchange students going to the United States or 723,277(Garza et al., 2015, 1). Students who take the initiative to study abroad mainly were looking towards creating novel perspectives, boosting their dignity and self-assurance, and growing as a consequence of their autonomous life encounters in a different environment (Thomas et al., 2009, 33). Nevertheless, exchange students face difficulties involving dialect and ethnic obstacles, societal segregation, monetary troubles, and struggle at finding jobs after graduation (Hyun et al., 2007, 109). Moreover, it was considered that 30-40% of school-age English dialect apprentice come up short to attain the satisfactory standard of English perusing by the conclusion of their primary tutoring (Grant & Wong, 2003, 387). Given what was mentioned above, many questions are raised concerning the impact of the language barrier on students, whether it has to do with their education or personal life. My view on the matter is that the language barrier can seriously affect students ’ not only education but also psychics because it may ruin student’s expectations of studying abroad and cause them to isolate themselves. Furthermore, my experience with exchange students reinforced my position as they informed me of their daily struggles, in fact, most of them suffered from rejection and depression.
For the majority of universal students, going to US colleges might be an oppressive life and entire social shift (Garza et al., 2015, 2). In fact, it was stated that it is crucial to treat with consideration students who will take favor of this experience, and conversely, those who will be left out of any re-form ((Edmondson, 2001, cited in, Grant &Wong, 2003, 388). However, my view on the matter is that some institutions don’t consider language-minority students or give them the time needed for their adaptation and improvement in their system, as they only value the academic aspect rather than the psychological and cultural view of it. A study proposes that stressors narrowly related with students drop into two groups: educational, instructive surrounding and stressors within the sociocultural and private area (Aubrey, 1991, cited in, Chen, 1999, 55). My initial reaction to this statement is that following my personal experience with international students, most of their stress is the consequence of social environment and surrounding issues involving the rejection, bully, and humiliation they have experienced with native students. Furthermore, three sorts of stress were mainly associated with pain, menace, and defiance; while the pain was alluding to mental harm that has previously been done to someone, the menace was represented as one's expectation of hurt that has not however occurred but maybe inescapable, and challenge refers to the confidence around conquering what is hard to accomplish (Lazarus, 1993, cited in, Chen, 1999, 50). Personally, I think that stress may also be linked to the consistent overthinking that exchange students go through and their fear of the difficulty of adaptation to a whole new environment that differs not only academically but also culturally.
My paper will mainly include samples of assessment concerning some international students’ experience with studying abroad, whether it is related to their educational or social life through interrogations and surveys; this leads to the discovery of the common challenges that these students went through, and the way they manage to handle them. Moreover, I will discuss the mental and psychological effects on foreign students ‘exchange, and the usage of counseling services. I will also raise the issue regarding the barriers that subside in the academic learning duty that can not only retard but also restrain language-minority apprentices from being completely fluent in English. This paper will as well discuss the cultural and social aspects of international students ‘experience, and how the institutions or colleges are intended to bring support to them by mainly preparing them forward to their entrance into the university to make their experience successful. This paper will additionally talk about the various sort of mental and emotional stress that international students live in their daily life, in fact, in this essay I will mainly analyze the kind and role of stressors that scholars experience, using the different conceptions of the nature of stress that exists.
Studying abroad challenges
The interviews conducted to find out the common challenges that international students experience while studying abroad include struggles experienced by individuals who participate in this experiment in several settings (scholastic, societal, and cultural), as well as techniques embraced to settle these challenges and suggestions for colleges (Garza et al., 2015, 4). The results show that there is mainly four subject matter mentioned by participants concerning scholastic challenges, which involve the interaction with their instructors, seclusion from their schoolmates, language barrier, and stress of parents ‘disappointment (Garza et al., 2015, 5). Then, regarding societal obstacles, students claimed that they confront communication challenges not only within their classes but also outside in their social life, for instance, when they go to diverse social occasions, they stated that they had to handle the distinctive communication patterns, as the form of interactions they are used to in their native countries is immensely diverse from those abroad (Garza et al., 2015, 6). Cultural barriers experienced by international students mainly concern culture shock was faced due to diverse sorts of convictions and value frameworks; when getting into an unused culture, they required to handle different value frameworks, communication models, marks and symbols of social connections, and interpersonal relations patterns (ibid). Institutions played an indispensable role in adapting strategies for international students throughout the employment of school resources, residence hall campus, and games for entertainment, language assistance, and campus guidance aid (Garza et al., 2015, 7).
Effects on student’s mental health
A vital ingredient of the language barrier is the far-reaching and profound effects it has on students ‘mental health. In fact, it was stated that dialect struggles, social transitions, and lack of social support are the major factors that may endanger international students’ health (Hyun et al., 2007, 115). When the social backgrounds and dialectal knowledge students bring to the institutions are perceived as 'deficit models' there are frequently genuine academic and mental implications for instructors and students that minor assumptions of what language-minority apprentice can accomplish (Fillmore, 1992, cited in, Grant and Wong, 2003, 390). -The majority of other similar matters as monetary confidence and connections with advisor’s appraisals of competition inside the graduate program, as well as communication with peers and anticipation of psychological need and usage (Garza et al., 2015, 2). Concerning counseling, the information collected over 6 years of the research shows that numerous worldwide scholars, when experiencing difficult times or mental concerns, they count on their peers and friends (Garza et al., 2015, 3). Regrettably, not all international students have the aid they need and numerous individuals were not compassionate for facilitating universal students ‘life abroad (Garza et al., 2015, 3).
Language minority student’ barriers
The main barriers that come across language minority students trying to be fluent in English involve the inability of instructor’s instruction programs to satisfactorily prepare reading professionals to educate language-minority apprentice, additionally to the failure of education analysts to pledge in the more substantive investigation on English reading evolution for such students (Grant & Wong, 2003, 386). As well as the arrangement of education practitioners, and issues related to the amount and nature of English perusing investigation (Grant & Wong, 2003, 387).
Cultural and social influences
Regarding the cultural and social aspect of exchange students’ experience, Particularly, the absence of intercultural contact engender anxiety to approach other individuals from distinctive groups, as when individuals have uneasiness to interact with people from diverse cultures, they will make a negative generalization regarding the conduct of foreigners (Garza et al., 2015, 3). Furthermore, a vital ingredient of societal cultural adaptation involving social standards and conducts and individual mental adjustment.is the far-reaching and profound effects it has on international students such as homesickness, depression or feeling of confinement, and loss of personality (Hyun et al., 2007, 109). Imminent instructors have to be aware and informed of why and how to handle an etymological audit of their classroom, to honor and know how to utilize the 'social funds of knowledge' inside foreign communities, to be mindful of domestic proficiency practices, and to advocate first-language education for parents and kids (Moll 8c Greenberg, 1990, cited in, Grant & Wong, 2003, 392).
Mental and emotional stressors
Stressors within the instructive space are essential to international student’s adaptation within the modern environment that they cannot be disregarded. Most universal international pay much more consideration to scholarly stress when they look for aid, even though their issues may not be primarily academic (Aubrey, 1991, cited in, Chen, 1999, 52). Roughly, 44 % of worldwide graduate understudies responded that they had had psychic or stress-linked issues impacting their mental state and performance at school (Hyun et al., 2007, 113). However, more universal graduate students (18%) than residential graduate understudies (14%) reported that they would look for counseling for issues related to monetary status (Hyun et al., 2007, 113)
Finally, in the light of all the above-mentioned and to the most significant thing I learned through this paper writing process is how crucial is the presence and aid of staff, including counselors and instructors, in the adaptation and well-being of international students, especially language minority apprentices. In fact, this has a profound and inspiring effect on student’s mental health, which as was constantly mentioned in this paper, is the more affected aspect of their journey. Moreover, I still wonder if despite all the improvements made, if it is possible to go even further in the constant assistance and aid of international students to make their experience joyful and enriching rather than causing mental health problems and disappointment.