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Show page 8 , Spring 2005 7 have often felt merciful toward international students who are struggling, but I have not made any exceptions from a grading perspective." the instructor, continue to struggle. Clark explained that in her courses the most common struggle for international students is with grammar. She will often spend time with students helping them, but if more help is needed than she has time to offer, she encourages them to get additional help from a tutor. She also explained that the university writing program provides classes specifically for international students. When asked whether or not this extra effort seemed to bother these students, Clark said, "No ... most are driven to get it right." Though many international students want to succeed, perhaps their biggest obstacle comes from their instructors. While some students are part of a study abroad pro- -------------------------- gram, others have lived in the United States for a number of years. While this has been an advantage for some, not all international students have benefited from their extensive time here. Clark recounted two stories about students she had. The -------------------------- first was about a young woman from China who, when she took Clark's class, had only been in the United States for a few months, yet had an excellent command of spoken and written English. In contrast, another young woman from India who had been in the United States during her middle and high school years still wrote and spoke poorly. Clark felt that there were two possibilities for the young Indian woman's performance. First, the young woman had simply failed to grasp the language and its rules. Or second, which is more likely according to Clark, was that her previous teachers must have not taken the time to correct her work properly and point out her mistakes as a means of teaching her the proper rules of writing and grammar. Clark felt that perhaps this particular student, along with others, had been held to a different standard simply because they were from another country and didn't speak English well. Unfortunate as this situation was, it is not unique. "Those students who have been here for a while aren't always more advanced than those coming directly to the U.S.," Cottrell said. Eliason also stated that he felt international students aren't always held to the same standard. He said, "I think this may happen occasionally. I have often felt merciful toward international students who are struggling, but I have not made any exceptions from a grading perspective." While the presence of international students in the classroom can be challenging, teachers recognize that these students are, in many cases, some of the best. Cottrell has observed a distinct difference between international students and those born in the United States, particularly with regard to graduate school. He has noticed that foreign students tend to view a graduate degree differently. The explanation, Cottrell said, is that there is a "loss of pride and prestige in an advanced degree [on the part of U.S.-born students]." This "loss of pride" has had a significant effect on the engineering department, according to Cottrell. While the undergraduate program has traditionally had a balanced mix of U.S. and international students, the graduate program has become increasingly one-sided. Cottrell explained that the graduate program, once saturated by U.S. students, now has a majority of international students. "On a graduate level ... we are almost dependent on foreign students to get upper-level graduation and to help with research." This is a situation Cottrell would like to see changed - to be more evenly balanced like the undergraduate program. Eliason also has noticed that international students often give more effort to their studies. He said, "I have found that international students often are used to working harder and longer, as they have had to do this to learn a second language and get accepted to an American university." As this flow of international students into the United States continues to grow, teachers will increasingly find themselves in more culturally diverse classroom settings. This change will require them, in at least some respects, to change the way they teach and manage their classrooms. Teachers looking for assistance in teaching international students have resources available to them. The Associated Students of the University of Utah can provide instructors with a list of organizations for specific ethnicities. Such a resource is helpful if the instructor is trying to address an academic problem associated with the student's culture. Another resource is the International Center. Finally, teachers can suggest students take courses specifically designed for international students and can draw on the various tutors for international students that are available. The experiences shared by teachers here, as well as with those in Liao's study, found the transition to a more culturally diverse classroom to be a smooth one. The general feeling towards international students is a positive one. Most instructors perceive them as good students and are willing to accommodate any special needs that these students may have. As for the international students, they exude a willingness to learn and a determination for success that is not always present in U.S.-born students. Instructors should keep in mind that most students, no matter how long they have been in the United States, still have some difficulties with the English language. Remembering to use verbiage that is more universal in nature and avoiding the use of idiomatic phrases and slang, which do not have the same meaning to people from other countries, is a small adjustment teachers can make. By viewing international students as an opportunity to cross social barriers, teachers can enhance the learning process for all students. |