Center for Teaching and Learning (OSU)

Due to culture shock, differences in education systems, and language problems, some international students from non-English speaking countries have difficulties studying in English despite their having high TOEFL (Test of English as a Foreign Language) scores. Faculty can help these students overcome barriers to success by first, making an effort to understand the difficulties of studying in a foreign language in a foreign country and, secondly, adjusting their instructional methods to make the difficulties less severe. Teaching TipsTo help students whose first language is not English adjust to the culture of American higher education and do better in your classes:

Learn the names of your students as soon as possible and use them often in class.
Make it clear from the beginning what you expect from the students, including things that seem obvious to you; such as participating in class, handing in regular assignments on time.
Make the organization of your lecture clear to students by using introductory techniques, transition markers, restatements and summaries, definitions and examples, and effective visual aids
Set specific guidelines from long-term assignments (research papers, group projects), and expect international students to ask questions related to the "form" of the assignment.
When students participate in class, allow a little extra time for the thought to be formed and spoken.
If there is group work in the course, make sure that the groups are made up of both international students and American students. Instruct Americans in the group to allow international students a little extra time for forming and expressing thoughts.
Slow your speaking rate and speak clearly, using as few idioms as possible, especially when you are making important points.
Encourage students to ask questions in class and to come in for help during your office hours.
Allow for revision of papers.
Give feedback as soon as possible especially on repeated assignments such as regular reports or journals. Make sure that students are aware when they are not performing up to the standard you have set for the class. Seek feedback from students who are not doing well.
If you use True/False or Multiple Choice questions on exams be sure that they are worded to test for understanding of content, not linguistic knowledge. Questions should be clear and without "tricks" that will confuse international students who may be able to tell you correct information about the topic, but unable to wade through the linguistic maze of a trick question.
If a student has language usage problems in writing or speaking, refer them to resources on campus ( Academic Skills Center, CELCIS English Workshops for International Students) that will help them improve their language skills.