It has long been my ambition to study abroad, and to undertake my studies in an English-speaking country, as my primary objective has always been to improve my English language capabilities so that my fluency in that important global language would be increased. That would also fulfil my second objective – to obtain a Western education, which is highly valued in the world of business. So you might imagine my delight at obtaining a scholarship in my first choice of overseas country for my studies – the United States of America. A major obstacle to my dreams and those of others like me following a similar educational path can be the initial language barrier. In my opinion (and personal experience) that is the greatest obstacle of all.
The following paragraphs discuss that issue and related issues in some detail, including referring to existing literature on the subject, in order to illustrate the real problems associated with language faced by Saudi students in the U.S. Taking my own experience for the moment, my arrival in the U.S. from Saudi Arabia was less than auspicious. Not knowing whether anyone would be meeting me on arrival at the airport to begin my life in Harrisonburg, Virginia was a really scary situation. That was particularly the case because my English at that time was very poor. Fortunately there was someone to meet me – the person designated as the head of my homestay family. However, my English really was totally inadequate at that stage and even basic communication (confirming my name to him when he approached) was difficult for me.
McDowall, (Jun. 2012) published an article entitled “Wider world opened to Saudis studying abroad” through the medium of Reuters. He reports that many leading figures in business and academia in Saudi Arabia owe their success to a Western education and notes that whilst obtaining the academic qualifications is important, the most valuable part of the experience is “getting the culture and the new ideas and new ways of life.”
As Von Wendorff (Oct. 2013) reports, apart from the often experienced feeling of being an “outsider” in a strange country, probably the greatest challenge is the language barrier, particularly if you start off with very little knowledge of that country’s first language, or that despite your earlier ideas about your language skills, you find that in practice you are not that capable, which could in part be that your location is in a region or area where the people have strong local accents or speak a regional dialect. Whilst formal language education can be a great help, another problem you might encounter is the extensive use of colloquial expressions or slang. Such things can make that initial learning period troublesome, but it is definitely helpful to be immersed in the host language (i.e. to speak and be surrounded by that language only) which will accelerate the learning process.
Specific language difficulties experienced by Saudi students studying in the U.S. are reported by Heyn (2013) in her Western Michigan University paper “Experiences of Male Saudi Arabian International Students in the United States,” which involved an in-depth study including interviews with nine male Saudi students at that university. She reports that the studies identified five areas regarding the students living in the U.S. These areas are: a) experiences before and after coming to the U.S. as international students; b) experiences of life in the U.S. while studying; c) the “success strategies and strengths” utilized during that time; d) the support sought and received along with barriers encountered, and e) the potential impacts on their “cultural values and belief systems” arising from being international students from Saudi Arabia studying in the United States.
Item d) in the areas identified by Heyn included discussion of the language barrier – the main focus of this essay. She notes that “the salient theme about studying in the United States that emerged for the participants revolved around the difficulties experienced academically because of the language barrier that the majority of the participants faced” (pp.88-89). She mentions that the consequent difficulties faced by her study group of students included “difficulties with reading, writing assignments, understanding lecture material, understanding faculty, and communicating in class.” Heyn also noted that another common theme related by the students was that of feeling “embarrassed and inadequate” as a consequence.
Hussein, one of Heyn’s student subjects, reported that the most challenging aspect of learning the English language was being unable to communicate properly until his English language proficiency increased to allow him to understand more. Another student – Abdullah – whilst acknowledging that learning another language is not easy, mentioned his particular difficulties that in Arabic the writing runs from right to left (the opposite of English) and the letters are completely different. Fahed felt that because of the need to translate everything, his studying was double what it would be “back home.” Similar comments were made by Jamel, who reported that he had constantly to switch “back and forth” from his books to the dictionary, which dramatically extended his study times. Mansoor commented that even failing to understand just a single word could cause him to give wrong answers, and that in many instances he attended lectures without being certain “what the teacher was talking about.” Ali commented on the difficulties with correct pronunciation; feeling disappointment when people in stores or restaurants, etc. failing to understand him, and as a result feeling that his lack of command of the English language made him feel “lost or like left behind.” He experienced those real difficulties even though he spent a great deal of time memorizing new words, “writing them down and trying to repeat them.” Another difficulty of studying while simultaneously trying to learn the language was expressed by Mohammad. He found that he had a significant problem with the speed at which the professors speak, and he admits to having been reluctant to ask them to speak slower and to ask what he feels they would view as a lot of questions about what they had said. He also commented that when did find the courage to ask questions, his accent – being so different to the American students in his classes – caused him to receive looks from them that he found unwelcome.
Two of Heyn’s student subjects made particular mention of that language barrier causing them to feel “embarrassed and inadequate” (pp.90-91). Ahmed found presenting to his class embarrassing and that he tended to avoid questions afterwards if at all possible. Mohammad expressed the sentiment that studying in a new language caused him to feel as though he were “back in elementary school” and disliked having to constantly ask others to help him. He said it made him feel “like a child” or like someone with a handicap.
Redden (May 2013) notes that many Saudi students arrive in the United States for their studies, with poor English and math skills. Also that there are many more such students coming to the U.S. as a consequence of the language training funded by the King Abdullah Foreign Scholarship Program in addition to the funding for degree studies. Their studies to some extent can be compromised by those low skill levels and by their cultural values being markedly different to those prevailing in the U.S.
McManus (Nov. 2013) addresses various issues arising from studying abroad, though in his particular case he discusses them as a native English speaker studying in an Arabic environment (Amman in Jordan). However, in terms of language barriers, similar issues arise. He comments that “conversations can become strained when the language barrier gets in the way” so that a weak command of the statutory language can be a hindrance to progress.
Another look at the situation from an English-speaking perspective is offered by Goodman and Nevadomski Berdan (New York Times, Oct. 2013), who report that in general terms, American graduates lack important attributes including “international experience, language capabilities and cross-cultural communication skills necessary to succeed in the global economy” and advise that studying abroad is the most effective way for students gain those skills.
Goodman and Nevadomski Berdan see the experience as “the most effective and accessible means for students to develop needed skills” because they are obliged to move beyond their own comfort zone and to “experience another culture, language, environment and education system.” However, the authors of this article also stress that study abroad should be an integral element of the subject’s overall educational strategy, and should include proper preparation for such a cross-cultural experience, as well as the support necessary to reintegrate the student into their native society following the overseas studies.
Heyn’s paper highlights the difficulties and pitfalls of studying in an environment where it is necessary to master a foreign language, but Strom-Olsen (Feb. 2012) views that as “an incidental benefit from being in an immersive English language environment over four years.” He states further that: “Students do not always enter our institution with the strongest English language skills, but they usually graduate with a near-native command of the language.” Also, according to Strom-Olsen, because a typical class includes students from various countries of origin, there are invariably several languages spoken between peers creating a multilingual, multicultural environment, which is of potential benefit to all of those involved.
Works Cited:
Goodman, Allan, E. and Nevadomski Berdan, Stacie. (Oct. 2013). “It Is Essential.” New York Times: Room for Debate. Available at: http://www.nytimes.com/roomfordebate/2013/10/17/should-more-americans-study-abroad/every-student-should-study-abroad
This New York Times Opinion Pages piece opens by stating that because globalization is very much with us, students who want to be a part of that “interconnected world” should study abroad. Further, that U.S. students need to catch up with their counterparts by improving their language abilities and gaining “cross-cultural communication skills.” So far, only about 10 percent of U.S. students actually study overseas, which is nowhere near enough. However, the author cautions that to be effective it should an integrated part of education with appropriate preparation and follow-up.
Heyn, Molly, Elizabeth. (2013). “Experiences of Male Saudi Arabian International Students in the United States.” Western Michigan University. Available at: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1169&context=dissertations
Heyn’s dissertation comprising research involving a group of male Saudi students studying at West Michigan University provides some valuable insights into the real experiences and problems experienced by Saudi students studying in an English language environment away from their home country, families and friends. Through in depth interviews, Heyn discovers the typical problems that arise, of which the language barrier is one of the most significant. The paper reveals some of the issues that these students face and have to overcome, in order to successfully complete their studies and to become fluent in English.
McDowall, Angus. (Jun. 2012). “Wider world opened to Saudis studying abroad.” Reuters. Available at: http://www.reuters.com/article/2012/06/06/us-saudi-scholarships-idUSBRE8550RA20120606
This article by a Reuters senior correspondent based in Riyadh discusses how the program of Saudi government sponsored scholarships for Saudi students to study abroad (about half of them in the U.S.) not only broadens their horizons but contributes towards the government’s objective of educating Saudi nationals, so that they can replace expatriates working in some of the better-paid positions in Saudi Arabia. The scholarship funding pays the education fees for the students and gives them a monthly allowance, and where applicable pays for their family to accompany them. Women granted scholarships to study abroad are required to have a male companion travel with them.
McManus, Luke. (Nov. 2013). “The Perks and Pitfalls of Studying Abroad.” Huffington Post: Huffpost Students. Available at: http://www.huffingtonpost.co.uk/luke-mcmanus/studying-abroad_b_4233671.html
McManus reports that compared with UK university tuition fees, overseas equivalents can be a lot more affordable. In his own case, he swapped a potential £9,000 per annum at a UK university for £1,725 at the University of Jordan in Amman, noting not only the high educational standards, but also the affordable costs of living. Though language barriers can be a problem, that can be overcome. There are also the potential risks arising from political instability in the host country, but overall the benefits have the edge.
Redden, Elizabeth. (May 2013). “Strategies for Saudi Student Success.” Inside Higher Ed. Available at: http://www.insidehighered.com/news/2013/05/30/international-educators-discuss-challenges-facing-saudi-students-and-strategies#sthash.YICiGcxH.gn5fhX5I.dpbs
Redden’s article notes the increased numbers of Saudi students arriving in the U.S. due to the King Abdullah scholarships available in Saudi Arabia, but notes also that many arrive with poor English language and math skills, and having cultural values alien to those prevailing in the U.S. Requirements for English language competence have been tightened, as well as providing other measures to help such students catch up. Those include providing conversation practice and dedicated courses for different industry-specific English courses.
Strom-Olsen, Rolf, Dr. (Feb. 2012). “Where to Study: Ten Key Issues.” Quacquarelli Symonds: Top Universities. Available at: http://www.topuniversities.com/student-info/studying-abroad/where-study-ten-key-issues
Strom-Olsen discusses ten considerations when deciding exactly where overseas you intend to study, including considering the networks of friends you might acquire. The right choice may give you access to friends in many other countries. Also check that the faculty has a similar diversity to the students. He notes that international universities tend to have small class sizes, improving interaction between professors and students, and a better campus lifestyle, although resources and facilities could be limited. The language is usually English – ideal if you aspire to improve your English skills. He cautions that some careers are better served by studying at major national universities instead. On the plus side, studying at an international institution can be culturally rewarding. Also, he recommends talking to existing students if you can – to seek firsthand opinion. And finally, states Strom-Olsen, be sure that you really do want to be a “global citizen.”
Von Wendorff, Felix. (Oct. 2013). “Top 5 Challenges of Studying Abroad.” Quacquarelli Symonds: Top Universities. Available at: http://www.topuniversities.com/blog/top-5-challenges-studying-abroad
This article begins by reminding readers that if travelling to study abroad, it is inevitable to experience – at least for a while – being an “outsider.” Also, he describes the inevitable language barrier as being “probably the most obvious of the challenges of studying abroad.” However, he suggests that becoming immersed in the language can result in the problem of the language barrier going away quite quickly.
