After lengthy discussions with colleagues at my workplace we realized that there was a continuous pattern of Bangladeshi women returning to do courses over long periods of time. If we assume that action research is about initiating changes and improving practice then the problem of Bangladeshi women finding an English voice seems an ideal subject to investigate. For example this particular problem posed many questions. Why had teaching strategies been effective for the learners from Pakistan, but not the women from Bangladesh? Considering that all the women were of similar ages and had attained the same results at initial assessment why had learning not taken place?
Recently, there was a significant increase in the number of international students in the UK. Many universities and college offer courses to international students but the figure shows international students don‟t show their full potential while they have good academic backgrounds from their native countries. It is hard for students to undertake course or research and write in the language that is not their first language i.e. English. Many students struggle with cultural or social as well as academic adjustment in the UK.
This paper will investigate the cultural and language barriers that prevent international students to show their full potential in the colleges and universities. It will also suggest the solution how to cope up the situation and assist students to get full advantages of education facilities in the UK.
An area that has fascinated and challenged me for several years is the approach to teaching pronunciation in the ESOL classroom. It is often neglected or mis-taught with little importance attached to its importance, which has given it a bad reputation among learners and teachers alike. Luckily, I believe, things are changing and the ESOL fields leading practitioners and theorists are focusing more on this skill and raising awareness of its crucial role in learners being understandable.