International Journal of New Developments in Education, 2024, 6(11); doi: 10.25236/IJNDE.2024.061105.
Xinhao Yang1, Ruixiang Ren2
1Monash University, Melbourne, Australia
2Hunan University, Changsha, China
With the rapid acceleration of globalization, Chinese students form a significant proportion of international students in Australian higher education. Despite their academic success, these students face substantial challenges related to language barriers and cultural differences, which adversely impact their academic performance, social integration, and mental well-being. This paper explores the psychological and sociological impacts of language barriers on Chinese international students, emphasizing how language anxiety contributes to social isolation and emotional distress. The paper draws on Berry’s cultural adaptation model, Vygotsky’s sociocultural theory, and Hofstede’s cultural dimensions theory to discuss these challenges in depth. It further applies the Social-Emotional Learning (SEL) framework to propose solutions that enhance students' self-awareness, social awareness, and relationship skills, thereby improving their academic and emotional outcomes. The research concludes with policy recommendations for Australian higher education institutions, educators, and parents, aiming to create a supportive environment that helps Chinese international students overcome language barriers and thrive both academically and socially.
Social-Emotional Learning (SEL), Language Barriers, Vygotsky's sociocultural theory, Hofstede's cultural dimensions
Xinhao Yang, Ruixiang Ren. Language Barriers and Social-Emotional Learning (SEL) in Australian Higher Education: Addressing Challenges for Chinese International Students. International Journal of New Developments in Education (2024), Vol. 6, Issue 11: 25-33. https://doi.org/10.25236/IJNDE.2024.061105.
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