International students in American High schools
During the last years, the number of international students coming to America has continued to grow at an unbelievable speed. Most of them got here with exchange student J visas and are enrolled either in public or private schools and others came to America with student F visas and are mostly enrolled in private schools or Christian schools. While those students are here to get a better education and for a brighter future than that offered in their home country, all of them when they get here are faced with tremendous challenges. In this journal I will be focus on what kind of struggles do international resident students at private Christian school are experiencing on a daily basis academically, …show more content…
China made up the largest portion of it, followed by South Korea, India, Saudi Arabia, and Canada. Those number of international students coming to America continue to rise every single year. The students enrolled in private Christian schools are different from those who are enrolled in K-12 public schools that qualify for English speakers of other country services known as ESOL. Those who are in private Christian schools came to the United States alone and at their own expenses whereas those enrolled in public K-12 schools came to the States with parents and relatives and might have been in the American school system since kindergarten. Numerous studies have been …show more content…
From the group that were taking 33 were male and 34 female all of them lived in six different houses on campus. A survey consisted in 38 items was developed to conclude the particular study. Information regarding the participants’ academic background and experiences, their spiritual growth at Riverside school were collected. Of the 67 students 13.4% were freshmen, 25.4% sophomore, 32.8% juniors, and 26.9% seniors. The participant have been at this school from half of one semester to nine semesters by the time of the survey. Except for one student the other 66 reported that they studied English in their home country before coming to America mostly for more than 10 years. When ask on the level of difficulty of the courses at Riverside approximately 57% of the students marked difficult and 3% very difficult on the other hand 34% of the students chose easy and 3% very easy. Most of those who marked difficult and very difficult were exited from the ESOL program. These findings demonstrate that even though their English level exited them from ESOL their lack of academic English had an effect on their understanding of the courses content. When the international students needed extra help for their school activities 60% of them said they went to their teachers for help 88% of them found their professor very helpful and
During the last years, the number of international students coming to America has continued to grow at an unbelievable speed. Most of them got here with exchange student J visas and are enrolled either in public or private schools and others came to America with student F visas and are mostly enrolled in private schools or Christian schools. While those students are here to get a better education and for a brighter future than that offered in their home country, all of them when they get here are faced with tremendous challenges. In this journal I will be focus on what kind of struggles do international resident students at private Christian school are experiencing on a daily basis academically, …show more content…
China made up the largest portion of it, followed by South Korea, India, Saudi Arabia, and Canada. Those number of international students coming to America continue to rise every single year. The students enrolled in private Christian schools are different from those who are enrolled in K-12 public schools that qualify for English speakers of other country services known as ESOL. Those who are in private Christian schools came to the United States alone and at their own expenses whereas those enrolled in public K-12 schools came to the States with parents and relatives and might have been in the American school system since kindergarten. Numerous studies have been …show more content…
From the group that were taking 33 were male and 34 female all of them lived in six different houses on campus. A survey consisted in 38 items was developed to conclude the particular study. Information regarding the participants’ academic background and experiences, their spiritual growth at Riverside school were collected. Of the 67 students 13.4% were freshmen, 25.4% sophomore, 32.8% juniors, and 26.9% seniors. The participant have been at this school from half of one semester to nine semesters by the time of the survey. Except for one student the other 66 reported that they studied English in their home country before coming to America mostly for more than 10 years. When ask on the level of difficulty of the courses at Riverside approximately 57% of the students marked difficult and 3% very difficult on the other hand 34% of the students chose easy and 3% very easy. Most of those who marked difficult and very difficult were exited from the ESOL program. These findings demonstrate that even though their English level exited them from ESOL their lack of academic English had an effect on their understanding of the courses content. When the international students needed extra help for their school activities 60% of them said they went to their teachers for help 88% of them found their professor very helpful and