Issues Which Face Non-native Speakers in the U.S - Coursework Example

Issues Which Face Non-native speakers in the U.S Introduction face so many challenges all over the world. However, a change in environment causes a great challenge to most of the non-native students who have to struggle and keep up with the native students who know a lot. Most of the US institutions are already famous across the globe. They offer many scholarships and opportunities to most people outside the US to join them. In most circumstances, those who land such a rare chance feel a new sense of belonging. In another view, international students provide many resources because through them, the institutions are able to raise finances that can help the run their affairs smoothly (Hanson & Zambito, 2009). Unfortunately, so many challenges always await them. Trying to assume these challenges lead to other psychological disorders in most of these students. According to most research findings, it is very evident that most of the non-native students face many issues because of language variation. All of the international institutions based in the US use English as the basic learning and communication tool. Being an academic tool, most of the non-native students do not have a grasp of the English language. They find it very difficult to communicate and understand the class teachings. For instance, a Spanish student will have trouble pronouncing most of the English words like it when referring to inanimate objects. Most of the English nouns in some cases do not take the structure of articles like a, an, the. A good example is, we are all part of nature. On the contrary, Spanish nouns in most cases are used together with these articles (Burt and Carol, 1972). In Korea, pronouns are gender insensitive. For this reason, most Koreans find it difficult in differentiating gender using English words. In most circumstances, they end up using the inanimate article it when referring to people. Culture and diversity (Reid, 2012). Most of the native students have the power and strength to face their school lives because they have a close association with a culture they can identify. Non-native students lack this in their school life and thus make their experience challenging. Learning is best an individual can feel he comfort in the immediate environment. Due to culture shock, most of the non-native students struggle for personal independence. This in its own way creates loneliness in them thus making it difficult for a smoothing learning experience. Still on culture, non-native students may have to learn and live with the new type of culture a way of life. Chinese, Koreans, Spanish have their own unique types of food. Having them change and eat the American style is such a huge burden to them. So many campaigns in lobby groups and policies are in place to see an end to discrimination. Unfortunately, most non-native students are still victims of racial discrimination. Since they form the minority group, they suffer these issues because they are discriminated against their peers. This ranges from the services they are offered to the normal interactions in classes. They find themselves alone and unable to catch up with the learning system because most natives have a negative attitude about them. For instance, there has been a series of debate concerning the black vs. white discrimination. It has links that date back in the colonial era, which is proving difficult to die. Non-native students who come from the African continent find it very difficult to enjoy the peace in the institution because some may go to the extent of making hurtful jokes about the color or distance themselves from these people. Normally, when such a thing happens, an individual finds it difficult to adapt to the new environment and make friends. There are a series of policies and legislation issues targeting international students (Hoffa & Pearson, 1997). The complexity in such laws makes their lives difficult. The US requires them to be aware of the nation’s laws as well as the international laws. While they are important for their own security and well-being in the American society, most non-native speakers find it very difficult in conceptualizing all the legislative measures. For this reason, most of them are victims of issues that range from traffic rules to entertainment issues. This in the end creates a negative public relation with most of the native speakers. Actually, some of the non-native speakers may end up hating the whole nation for a single case of being mishandled. Solutions to these issues Offering grammar lessons to such students can be of great help. This is a big issue and thus teaching the non-native speakers on the basics regarding the English language will be of great help. Regardless of their native languages, showing them English patterns and ways of constructing simple sentences will be a great achievement since it will give them the confidence to freely speak and interact with the native speakers. As seen, most of the non-native speakers have a dialect error when contracting English sentences. Helping them in understanding the contrast that exist in language patterns using their native patterns in contrast with the standard English patterns can bring a positive change in their grammar. All learning institutions should foster and nurture a culture within the learning environment in which the all sorts of culture can have a voice and a chance t earn optimum respect. Since most of the learning institutions are adopting the International standard of learning, they have to educate all students on the importance of cultural diversity. This in turn will cultivate a nice environment in which positive kind of relationships will sprout. The first year is always a crucial season for a new non-native speaker in any institution (Harrington & Harrington, 2011). This is because it acts as a transition period in which they adapt to the new environments. The institutions must come up with effective structures that can be of help in both academic and social adjustment. This can range from linking them up with other non-native speakers in the institutions, employing handful non-native staff personnel, which can be essential in strengthening them. Friends offer the best support mechanism especially to students who are under culture shock and a series of stress. Non-native speakers must make friends to ensure a smooth transition it heir new environment. While understanding that it is very difficult to make friends especially if you use different types of languages to communicate, it is advisable that they look for those friends with whom they share a common language and openly share their experiences. Conclusion It is very difficult to understand or tell any difficulty in a student just by looking at their faces. This is because most natives see them by their countries’ identity instead of international students. People see them as the French, Jamaican, Kenyan or Korean types. This in itself is a challenge. From a basic understanding, not all international students have a difficulty in speaking and writing English. However, others have such problems thus the need for a quick and smart transition process is important at such moments. Among other problems is that they may have little understanding on how the American learning system works because they are used to their native style of learning. Overall, by making, these international students feel comfortable; they will show a great sense of confidence in the manner through which they handle their class affairs. Everybody has to understand that diversity is part of nature and we can little about it. By elevating most of the American learning institutions to the international level, it has to mean that everybody is happy of diversity and willing to interact with other people from other parts of the world. References Burt, M. K, & Kiparsky, C. (1972). The Gooficon: A Repair Manual for English. Rowley, MA: Newbury House. Hanson Lea R. & Zambito, J. (2009). The Troubling Issues Facing International Students Today. Colorado: Colorado State University Press. Harrington, F. & Harrington, G. (2011). Fighting a Different Battle: Challenges Facing American Indians in Higher Education. Journal of Indigenous Research, Vol. 1. Hoffa, W., & Pearson, J. (1997). NAFSAs Guide to Education Abroad for Advisers and Administrators. New York: Kindle. Reid, M. (2012). Which Non-Native Speaker? Differences between International Students and U.S. Resident. Boston: Heinle and Heinle. Read More