Challenges international students face Essay Example for Free

Challenges international students face Essay Introduction: This report has been written to lay out the difficulties, those international students face in their desire to pursue further education in the United Kingdom. The challenges that are outlined in this report are by no means limited to the areas chosen. The justification for writing this report lays in the fact that firstly there is a need to sustain and increase the number of students that actually come into the United Kingdom for their studies, as this makes an income for the government (Michele Schweisfurth, 2009). The  second is that the quality of education being offered is the United Kingdom is being improved by the diversity of international students. The International students, who are studying at University College Birmingham (UCB) average in the 1100 students range and from 65 different countries, meaning there is a wide range of challenges involved in studying in the UK. Thus, this report was written to investigate the challenges faced and discuss those complications, to suggest possible solutions to make the transition period smoother. The four main areas that will be covered are teaching styles, financial difficulties, language problems and the weather in the United Kingdom. The report has 3 sections; Firstly, methodology to explain the methods which are used, secondly, finding and analysing data and finally, conclusions and recommendation for international students. Methodology: This report uses both primary and secondary sources. The primary research was carried out by the use of a questionnaire. The questionnaire was designed in a way which made it easy to analyse and less time consuming than other methods (Bell, 2005). The questions were of a specific nature, ensuring the sample gained was relative, as primary research, and allowed the author to research the specific areas selected. Denscombe (2007) states that a questionnaire, includes the fact and opinions of participants. 12 questions were asked, this is to reduce the time taken for respondents and does not allow them to be bored, as Denscombe, (2007, p.163) says â€Å"The questions will not be irritating or annoying for the respondents to answer†, this ensure that the respondents answer accurately and do not answer hastily, in order to finish the questionnaire swiftly. The target set by the university in terms of questionnaires to collate was 30, this allows the author to collate a relative sam ple, in terms of the amount of responses. Therefore I printed and handed out a total of 45 copies, using a random sampling distribution method and collated 30. For the most part, the questions asked were of a closed nature as they are easier to answer as they are not of a personal nature and have limited response choices (Tomas, 2009). There were a small number of closed questions which then followed with an open question, such as how does the weather affect your daily life, this allows further probing into the main issues, and to allow respondents to give their personal  reflective views. The questionnaire was tested by my peers to check its comprehension and grammar, it was found to be mostly comprehensive although some questions were amended to make them more specific and the correction of small grammatical errors. The secondary research was in the form of 6 academic journal articles, as directed by the University. The importance of secondary research is it is un-biased and can be very useful in supporting the author’s findings. They have all been utilised within my four main topics except the weather, as there is no information within them about this topic. The sources themselves are in depth and have covered some a wide array of issues with international students. The sources are current, valid and support authors opinions and they are readily available on the UCB online library, allowing access whenever it is needed. Findings and Research: English Language: Learning the native country’s language is higher on the list of priorities of international students, who wish to gain academic success. Andrade (2006) says even if it is over a short period of time, this positive motivation enables them to progress not only academically but also with the native culture. As a whole communication skills will be improved considerably (Zhang Mi, 2010), who mention, that acquiring English language focuses on four skills; Firstly, speaking, which is the ability to discuss, present and interact in lectures. Secondly, listening, that there is an understanding of the lecturer and the subject matter is comprehendible Third, reading, both with a good level of comprehension and a good level of speed. Fourth, writing, being able to take notes from lectures and then compose essays. The International students will expect that some complex situations may arise after their arrival to the UK that will resolve with time. For example, the bar chart (see figure 1, p.7) illustrates the result derived from question 5, that speed is the main problem relating to language skills, in addition Schweisfurth Gu (2009) did a survey to discover how many international students are apprehensive of speaking the natives language, before they leave for that country, the results showed that less than 10% were confident with their language skill level, which only slightly rose after the students settled, especially in the areas of discussion and answering questions from  the lecturers. Ramachandran (2011) argues, that even with additional English training or achieving a higher score in IELTS/ TOEFL, does not help them with problems in a learning environment, since they were instructed by a non-native speaker or not in a similar environment. Once students gained speed in conversing will they have the confidence of the host language, the confidence with the language would have most likely prevented difficult situations occurring, and thus reducing stress levels for the student. In contrast, Zhang Mi (2010) cite that speaking is the most difficult skill for example; participating in class discussions or performing oral presentations within the first year, but that improves with the support from lecturers and peers, this is supported by the primary research which showed speaking was time after time one of the main responses given by respondents, as shown in figure 2. In addition, there is a 75% decrease over time of overseas students, who feel participating in discussions was useful for improving skill level (Schweisfurth Gu, 2009). In addition, Ramachandran (2011) records some additional studies in language skills, that shows that those students who are equipped with an advanced level in the skills, have fewer troubles, as they have already studied in their local provision, but their scope to progress any further in their country is limited. However after collecting the data from question 4, the results clearly show that writing is the most difficult skill for international students from UCB (see figure 2, p.7). Zhang Mi (2010) also found similar results that writing was the most difficult skill and it did not seem to improve significantly over time. Figure 1. The Main Language Barrier Figure 2. Most Difficult English Language Skill Financial Difficulties: In addition to the wide array of issues international students face, they also have the added pressure of the soaring costs of living (Smith Khawaja, 2011). The bBritish currency is fairly expensive, in comparison to the international students home currency, so understandably this is a major concern for them, not surprisingly the results for question 8 (figure 3,  p.9) show that less than 10% percent of the students find that the living cost are not expensive, these students were from affluent countries. Whereas just over 90% percent of students believe living in the United Kingdom is too expensive. Schweisfurth and Gu (2009) also validate that approximately 69% of students worried about finances before arrival, the results of the questionnaire clearly show this. Schweisfurth Gu (2009) state university fees in the UK are double what they would cost in comparison to their home country, and that 59% of international students make it to the end of the first term, the other 41% disco ntinued their studies due to financial pressures and returned home. Ramachandran (2011) recommends that the teaching team inform all students of the specific details of their programme and any other matters that would be helpful in managing their finances. For example renting an apartment that is not near the University because it is cheaper, but not factoring in the additional transport costs. However, most international students would prefer to live closer to the university and this is shown in the higher accommodation costs (figure 4, p.9) where a small amount of students are paying more than  £600 each month for accommodation, maybe for a number of reasons, either very close to the university or in a city centre location. So, the author found from question 9 that if students pay more in the rent, they will are more likely to be living closer to the university. Ramachandran (2011) mentions that students can reduce transport costs by living close to the university as well as other resources, such as the internet being available. Figure 3. Percentage of students who find the cost of living high Figure 4. Accommodation Costs Weather in the UK: The colder weather can be a culture shock for the international student, in comparison to their home countries weather, which will most definitely by warmer than the weather in the UK. Essentially, within the secondary research, there was no mention of this topic. As many international student come from hot climates, they would be an expectation that they would not like the weather in the UK, however, they were asked about liking weather in  question 10 and the results show that more than half do like the weather in the UK (see figure 5, p.11). Linking this onto question 11, where participants were asked if the weather affected their daily life, the results showed that three quarters of respondents answered yes to this question (see figure 6 p.11). International students may come from a climate where the seasons do not change as frequently as the UK’s. This then in turn affects things such as wardrobe issues, meaning having to purchase different clothes for different seasons. These are some of the responses for the question in hand: â€Å"It is cold, I cannot go for a run and the wind is also very strong† â€Å"I always have to carry an umbrella every day in my bag† On the whole the participants found that they preferred to stay at home, when the weather was cold, and it had an effect on their mood. Figure 5. Students who like the weather in the UK Figure 6. Does the weather affect you Teaching Style: The Teaching style, here in the UK, is very different to the teaching styles many of the international students are used to ;( see figure 7 pg.13) this can be in an already stressful time, something which the students struggle to adapt to, alongside other issues already cited. Smith et al (2010) found students found it difficult to adjust to the interactive teaching style and critical thinking approach within the UK, and also Students find lack of respect from home students to teaching staff unnerving, as in their home countries, teaching staff get the upmost respect. Narayanan T.Ramachandran (2011) many academic staff wonders why international students prefer to talk to them in private instead of raising academic issues in the class. When academic staff refuses to see students who attempt to meet them outside their office hours and without prior appointment, students may feel insulted or start believing that the staff are not forthcoming Ramsay et al. (1999) found that student’s difficulties understanding lectures  in terms of vocabulary and speed, and with tutors who spoke too fast or gave too little input. In home countries teaching styles will differ, something the international student will have to get to grips with sooner rather than later, further findings found international students dislike group work (Sarkodie-Mensah, 1998), referring back to the primary research it would appear the results were (see figure 8 pg.13) that within the sample listening to lectures was the most difficult, followed by discussions and seminar and finally note taking. This would support the secondary research statement. Amongst other issues found, it was cited that Professors did not recognise the emotional and psychological problems experienced and identified by international students such as stress, homesickness, isolation and finances, all of which are potentially detrimental to learning, Robertson et al (2000), it would appear that all the issues ultimately impact on the students learning and should be taken into consideration within at least the first year of study. (Figure 7) Is the teaching style in the UK, different to that of your country Figure 7. Is the teaching style in the UK, different to that of your country Figure 8. Teaching Method found difficult Conclusions and recommendations: In conclusion it was clearly notable that the main language barriers were speaking, however this was only a main issue at the start of the learning programme and it would then improve with time and support from teaching staff, but the real issue to be noted is that writing skills took a lot longer and only improved slightly, but with a noted effort. In the UK the cost of living is expensive however it should be fully researched in terms of what support they are entitled to and a realistic budget should be put in place, should they need to they can also work part time, which will not only help improve their English skills, encourage new friendships and stop them from getting homesick. With regards to the weather, it clearly showed that most the students did not mind the weather in the UK however it did impact on their daily life, and they had to adapt in terms of clothing. The author would like to recommend that students understand the UK has seasons and pack their wardrobe to this effect, as to not waste money on adjusting to the  climate on arrival. In terms of teaching style, there were some real issues notes here, students were struggling with the vast array of teaching methods and did not feel confident in lectures, discussion or note taking all of which have a direct impact on learning, the author suggests having some small group sessions introducing students to those methods, so they can raise any issues they find, rather than it go unnoticed. In summary the author advises for international student to research all aspects of studying in the UK, to be well prepared on arrival. Learners should also note that if they set goals, that all the hard work they pu t in will be worthwhile, upon successful completion. (2,437 words) References: Andrade, M. S. (2006) International Students in English-speaking universities: Adjustment factors. Journal of Research in International Education. Vol. 5, No.2, pp.131-154 Bell, J. (2005) Doing your Research Project, Fourth Edition. Open University Press, Maidenhead. Denscombe, M. (7007) The Good Research Guide, Third Edition. Open University Press, Maidenhead. Ramachandran, N. T. (2011) Enhancing international students’ experiences: An imperative agenda for universities in the UK. Journal of Research in International Education. Vol. 10, No. 2, pp. 201-220 Schweisfurth, M. and Gu, Q. (2009) Exploring the Experiences of international students in the UK higher education: possibilities and limits of interculturality in university life. Intercultural Education. Vol. 20, No. 5, pp. 463-473 Smith, R. A. and Khawaja, N. G. (2011) A review of the acculturation experiences of international student. International Journal of Intercultural Relations. Vol. 35, No. 6, pp.699-713

Essay --

Freedom of Religion The individual right to freedom of religion means that you can freely practice your religion without the government interfering. It’s in the first amendment of the Bill of Rights, in the Constitution, it protects all U.S. citizens to a certain extent. The first amendment went into effect on December 15th, 1791. 1The first amendment states â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof† (American Civil Liberties Union). There are two clauses in the U.S. Constitution that guarantee freedom of religion. The Establishment Clause which prohibits the government from passing legislation to establish an official religion. There is also the Free Exercise Clause, it prohibits the government from interfering with someone’s practice of religion (LII). The first amendment also sets a fine line between states’ rights and the churches rights (Black,130). Throughout time, many things have happened to w here the first amendment has had to been set into play. In 1620, a large group of settlers moved into the New England area, and formed individual colonies. This group was known as the Puritans. The Puritans fled Europe in search of religious freedom, which was not granted by the Church of England. The church expected everyone to turn to the Catholic religion. They worked toward religious reforms, so they could purify the church and their own lives. However, they discovered the church was far beyond reform because it was so powerful (Kizer, Kay). They realized the only way to purify their lives was to break away from the Church of England. They came to America where they could freely practice their religion. At this point in time there was neither a law against nor ... ...ace where every religion is accepted and welcome. It’s supposed to be a place where you can freely practice your religion without people discriminating against it (Washington Times). Another con is that some displays of symbols can be a violation of freedom of religion. It all depends if its for a certain season or if its to benefit or promote a certain religion (Harper, 62 and 63). Depending on what you’re showing, you can get in trouble for trying to convince people to believe in a certain religion. The public school system not allowing kids to read their religious book or let the teachers read excerpts from certain religious books, some feel isn’t right because they should be able to freely express their religion. So depending on who you’re talking about, this could be a negative or positive thing. There are also some cons to freedom of religion, as well as pros.

Developmentally Appropriate Teaching Strategies

Today’s classrooms are becoming more and more diverse with students that have disabilities and those that come from different cultures. It is important for educators to ensure that their teaching strategies are appropriate for all of the children in their classroom. When it comes to the classroom there can be many cultural challenges that educators will have to address to ensure that all students are growing and developing appropriately. Educators need to make sure that they are capable of addressing each of their students’ needs individually in order for the students to be able to succeed.Educators must be able to define and address any cultural challenges in the classroom in order for each and every one of their students to be successful. It is important for educators to be able to identify challenges they may have when using different teaching strategies to ensure students are getting the appropriate education. Effective teaching strategies help students to learn. Si nce not all children learn in the same ways it is important to be flexible and willing to change a strategy so that it meets everyone’s needs.Some educators may be unsure of their ability to reach and teach culturally diverse children. Some may even express reservations about their ability to teach students that are from a culture that is different from their own (Chisholm, 1994). One challenge involved with ensuring that teaching strategies are appropriate for culturally diverse children is effective communication. Educators must assess their students to see what level of development they are at. Communicating with parents is a great way to learn more about the students as individuals and their cultural background.Teachers can communicate with parents to find out what their goals for their child are, find out more about what their personality is like and even some of their favorite things to do. When educators understand more about each child individually then they can apply the appropriate teaching strategies. If the children seem uninterested in an assignment, the educator can adjust it to get them more interested and willing to complete the assignment. Overcoming stereotyping is a challenge educators can encounter when it comes to ensuring that teaching strategies are appropriate for culturally diverse children.Some educators may compare one child to another child that comes from the same cultural background and use the same teaching strategy. One way to overcome this is to make sure that educators know each of the students individually instead of comparing one to another or relying on stereotyping. â€Å"To truly engage students, we must reach out to them in ways that are culturally and linguistically responsive and appropriate, and we must examine the cultural assumptions and stereotypes we bring into the classroom that may hinder interconnectedness.† (Teaching Tolerance, 1991)Once they know more about each of the students then they can avo id stereotyping and adjust their teaching strategy to meet the individual needs of the students in the classroom. Another challenge educator’s encounter is the cultural gap that is between students and teachers. It is important for educators to understand that some culturally diverse children may need things explained to them in a different way for them to gain an understanding.If educators took the time to learn about the various cultures that are present in their school then they could possibly bridge the cultural gap between them and their students. Educators can learn more about their students culture by asking their students questions and getting to their level in order to gain an understanding of their cultures. Once this is accomplished they will have a better understanding on which teaching strategies to use with the students. People will often use nonverbal communication through behaviors like facial expressions, body language, gestures, etc.These behaviors are viewe d as a sociological framework called symbolic interactionism. Children that come from a different culture will more than likely have different ways of communicating nonverbally. For example, in some cultures it is considered to be disrespectful to look someone in the eye when they are talking to you. Most teachers expect you to look at them when they are talking to you so that they can see that you are paying attention and understand. There are certain behaviors that are associated with different cultures that are considered to be appropriate.â€Å"Although different cultures may share similar goals for children, the methods and practices that are implemented to instill those values in children may differ dramatically. † (Bojcyk, 2012, sec. 2. 2) For example, some cultures believe that children should be seen but not heard. Children that come from a culture that believes that may be more withdrawn and quiet in the classroom. Piaget’s preoperational stage involves child ren from two years old to seven years old. Children in this stage can mentally represent events and objects and engage in symbolic play.They are only able to focus on one aspect of a problem and their thoughts and communications are usually egocentric (Recker, 1999). Children from culturally diverse backgrounds may mentally represent objects and events differently than the other children. It is important for educators to provide children with other views that may conflict with their own in order for them to gain an understanding of others views. Doing this can help them in their development and is an important step in increasing their cognitive development.When educators provide their students with opportunities to work with others, the students will encounter different views of the other students and learn to look at things from someone else’s point of view. â€Å"Although individuals within a pluralistic society must learn to accept their own ethnic identity and to become comfortable with it, they must also learn to function effectively within other ethnic cultures and to respond positively to individuals who belong to other ethnic groups.They also need to learn how to interact with members of outside groups and how to resolve conflicts with them. † (Banks, 2006) Providing children with activities or assignments that allow them to work together with students from different cultural backgrounds can help in teaching them conflict resolution. At the same time they learn to see things from other points of view and this can help increase their cognitive development and ensure they are successful in school.

Essay United States vs. Mexico - 1195 Words

The United States of America and Mexico compare and contrast their differences when it comes to education, homeless rates, and their overall standard of living. The U.S and Mexico compare when it comes to homeless rates seeing as the numbers are increasing each year. As for education, Mexico lacks standard education, where as the United States has a higher standard for education. The overall standard of living in both countries is probably the biggest difference the two countries have. Mexico has many prosperous areas to it, but for the most part people who live in Mexico, live poor and on the streets. Children in Mexico usually have to get street jobs in order to help their families with poverty. The United States has its own level of†¦show more content†¦The United States has a different education system than Mexico. Elementary school is from kindergarten to fifth grade, ages 5 to 10. Then it goes to middle school or junior high school which is grades sixth through eighth and ages 11 to 13. After that is high school which are grades ninth through twelfth which is ages 14 to 17 or 18. It is illegal in the United States not to go to school, but some immigrants do not have enough money to go to school. Most kids in Mexico do not go to school because of the money or because they need to work instead to help their family. America and Mexico have different laws and systems as far as the education systems go. There are over one million children in America who are not getting an education because they have no money and are also homeless. As many as 3.5 million Americans are homeless each year, one million being children. Most homeless people are families who have been thrust into series of unfortunate events that left them with no money. For those living in poverty or close to the poverty line, an everyday life issue that may be manageable for individuals with a higher income can be the final factor in placing them on the street. America can compare with Me xico because most people who are homeless in Mexico are families. Although Mexico has a lot of homeless families on the street, it has more homeless street kids. SixShow MoreRelatedOrganized Crime Related Deaths / Murders898 Words   |  4 PagesPacifico Cartel vs. Tijuana cartel which is is located in Baja, California. 2. The Pacifico Cartel vs. Juarez Cartel, which affects the areas of Chihuahua, Sinaloa, and Durango. 3. The Pacifico Cartel vs Beltran Leyva Organization located in Nayarit, Sinaloa, Sonora, and Durango. 4. Jalisco Cartel Vs Nueva Generacion, located in Coloma and Jalisco. 5. Cartel pacific Sur vs â€Å"La Barbie† cartel, which is distributed through Districto Federal, Estato De Mexico, Guerro and Morelos. 6. 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