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Immigrant Students Worldwide Need More Support

Written by Lara Hawkins

Study alone is challenging, and worst is the case when we are receiving education in another country with relatively different language and background. Recipient of education as immigrant students takes constant questioning and efforts, as the value with the students hold underlines everything they do. Our perception differs from the natives and therefore our thoughts, emotions and the day-to-day feeling which at the end of the day makes us all a whack. The external help becomes essential for the students based on varied reasons, some of which have been illuminated below:

  1. Difference in Value

The value one withholds determines the actions he takes, the nature he holds and the kind of life he lives in. There are certain cases witnessed where immigrant’s students try to hide their identity all because they feel ashamed of it. This is the place where the external help is imperative, to make them value their identity to provide them support and acceptance. A need exists to nurture the native student of the diversified values of the immigrant students, their background, as well as their race, in order to stop the cultural conflicts which are prevalent among the students.

  1. Socio-economic Differences

The difference in socioeconomic status further complicates the learning process for the immigrant students. The students mostly belong to low economic status groups which impact their acceptance by the other groups in the country. This status difference impacts their development of the baseline skills essential to progress further in their academic venture. It has also been concluded by OECP that the substantial difference in the students learning takes place because of their perceptive status.

The inception of partnership programs in the institutes has begun to provide these students with the relative help and promote positive relationships among the bodies involved. It will serve as the foundation for the eradication of the difference that exists among the students.

  1. Victim of discrimination and racism

The immigrant students have to struggle against the stereotypical portrayal by other students. These practices influence the immigrant’s students in a negative way impacting their learning endeavors. The hostile attitude displayed by the native students of the institute further makes the learning process more troublesome, making the support provision essential.

The educational facilitators can tackle such practices down by communicating with the parents so that mutually benefiting results can be devised so improvement can be witnesses in student’s academic endeavors. The willingness displayed by the teachers also prevents them from feeling vulnerable and lonely. Teachers must provide the immigrant students the opportunity to discuss the problems that are bugging them, to create such an environment which allows them to do so.

  1. Language Barrier

The main issue faced by the immigrant students is the difficulty in communication. The difference in language creates a storm, where they struggle to be identified with their peer. They struggle to fit in with other students, at the cost of their grades; they lose their morale which thwarts their learning capabilities as well. This impacts not only their communication ability but also their reading and learning capability.

The approaches which can be adopted here to facilitate the student involves the teacher, who can make use of the native language sentences of the native language of an immigrant in order to make them feel accepted and a part of their class. They can also induce such activities which aim to develop their language thesaurus and fills in their knowledge gaps. The students may also be provided with the opportunity to take assistance in terms of their academic work. An outline can be provided where rules are set whether a program will be introduced or the cheapest essay writing service will be used to guide them in their academic work.

Ending note

The main problem lies in the solutions which have been devised. Most of the advice and the practices implemented operate at a shallow level of simply trying to make students feel good in their short-term while the real long-term problems never get solved. People perception and feelings may change but the underlying value and the metric by which these are assessed remain the same. Therefore, steps should be taken not on institute level but on a regional and local level in terms of training and support

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Lara Hawkins

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