The next interviewee who is an Indian prompted another major issue. The international students have to migrate in a different country where the lifestyles and foods are different to the native. The international students often face the homesickness due to the unavailability of their country foods and comforts (Marginson 2014). However, it is necessary to adopt the lifestyles in a different country, but it is even essential to feel comfortable in a different country. The lack of such comfort level is creating the obstacles for the international students.
Description of the Selected People and their Connection with Cultural Shock
Another interviewee was John Baxter from US and he has been pursuing his graduation from Sydney University. He informed that he has been staying in Sydney for more than a year. The lifestyle in Australia is different to US. He informed about the issue he faced due to the cultural differences. He mentioned that many of the Australian students sometimes bully him in the University that affects his study and mental state. However, he is waiting to complete the graduation and settle back to his native.
The third interviewee is Darshan Mehta from India. He is a student of Griffith University in Australia. He has the remarkable proficiency in English and he is studying literature in English in the University. His cultural background is completely different to the Australian culture. He sometimes faces the homesickness. The foods and lifestyles are quite different to Indian culture due to which he has been facing the cultural shock in Australia.
Type of Questions
The questions in this interview section are open ended. The interviewees provided their details and the place where they have immigrated. The interview questions were invoking the international students to communicate about the cultural shocks they have been facing while pursuing their career. I have received the information regarding the positive and negative experiences of the international students in international university. They put forward their difficulties faced in staying another country away from home. Moreover, the questions were formulated to understand the preferable lifestyles of the immigrants for understanding their difficulties to cope with the different cultural scenario.
Insights Gained about the Cultural Shock
The three interviewees belong to three different countries and pursuing their career in Australian universities. As per the insight gain from the first interviewee, it has been noticed that the language barrier is one of the most significant issues with the international students. Especially, people from the different lingual background often struggle to communicate their requirements whether in education or professional lives (Baba & Hosoda, 2014). Even though English is the international language, some people face difficulties in gaining proficiency in English. This issue decreases the confidence level for surviving in an international country.
Another interviewee commented about the difficulties faced due to constant bullying and discriminative attitudes. Due to the differences in lifestyles and cultural background, the international students sometimes are bullied and discriminated by other native students. This behaviour is affecting the educational and mental state of the international student due to which it becomes difficult to continue the study in other country (Menzies and Baron 2014).
Baba, Y., & Hosoda, M. (2014). Home away home: Better understanding of the role of social support in predicting cross-cultural adjustment among international students. College Student Journal, 48(1), 1-15.
Gomes, C., Berry, M., Alzougool, B. and Chang, S., 2014. Home away from home: International students and their identity-based social networks in Australia. Journal of International Students, 4(1), pp.2-15.
Kormos, J., Csiz?r, K. and Iwaniec, J., 2014. A mixed-method study of language-learning motivation and intercultural contact of international students. Journal of Multilingual and Multicultural Development, 35(2), pp.151-166.
Lowinger, R., He, Z., Lin, M. and Chang, M., 2014. The impact of academic self-efficacy, acculturation difficulties, and language abilities on procrastination behavior in Chinese international students. College Student Journal, 48(1), pp.141-152.
Marginson, S., 2014. Student self-formation in international education. Journal of Studies in International Education, 18(1), pp.6-22.
Menzies, J.L. and Baron, R., 2014. International postgraduate student transition experiences: the importance of student societies and friends. Innovations in Education and Teaching International, 51(1), pp.84-94.