Overcoming Linguistic and Cultural Barriers to Integration: An Investigation of Two Models

Abstract

‘Integration’ can mean the combining of elements in equal measure into a unified whole, or the act of integrating ethnic groups through behavioural and attitudinal change in order to ‘fit’ with dominant cultural norms. If Higher Education Institutions (HEI) are to properly embrace internationalisation, the former notion of equal participation is required so that international and home students and staff all engage in intercultural interaction and learning and work together to create new perspectives and values. This chapter addresses the reality of the international student experience: arriving with high expectations, students discover that where language and culture differ from the host nation’s, difficulties often arise. Previous research has analysed the barriers they face in entering Western social, academic and workplace environments. Here, we suggest that the need to overcome these barriers can be the motivation to increase knowledge of self and other, explore cultural identities and practise language. We argue though that opportunities for improving linguistic and intercultural competence must be created and managed in order to engage both international and UK participants in the interaction. Without deliberate intervention, international students may remain isolated, their achievements compromised and contribution unrecognised. We present two models of intervention and discuss the students’ perceptions of their impact.