A frequent factor that I have faced since I started teaching at UAL is language barriers with international students. Language barriers affect every stage of a student’s learning journey, from understanding lectures to completing assignments to participating in class discussions and social interactions (Olagunju et al., 2024). This consideration is very relevant, as in the Graduate Diploma in Graphic Design[1] (GDGD), 75% of the cohort are international students with English as their second language (Sousa, 2025). This is a similar number to previous years. These challenges students face also translate into pedagogical challenges for the teaching staff, including teaching methods, assessment and classroom dynamics.
In my teaching and involvement with students, it is important to focus on challenges with session participation and students’ comprehension during the workshops. Language barriers can affect how students participate in sessions, leading to feelings of anxiety, self-consciousness, and difficulty understanding questions or following the pace of the discussion (Sánchez, 2023). Something that I have come to realise is that true equity in the classroom extends beyond uniform treatment. It requires intentional, targeted support that addresses systemic barriers and meets students’ diverse needs (Zhou, 2025).
An interesting finding that Sánchez (2023) mentions is that some students feel more encouraged to participate in certain situations, for example, when the teaching staff is international. In the case of the GDGD, the main teaching staff is all from America (as in the continent, not the U.S.A). In this case, my positionality as a UAL migrant alumnus and now migrant teacher takes me closer to international students’ experiences.
It’s important for me to create safe spaces for students in the classroom. Students expressed a need for more preparation time in class, supportive encouragement, and gentle facilitation from teachers to create a safe and inclusive environment that promotes active participation (Sánchez, 2023). I always reassure students that they don’t have to apologise for asking questions and there’s no rush. I want them to make them feel that they have time to think or translate what they need to ask.
I have also been developing different teaching materials with the same information for each session, so they have visual aids, a document they can translate and my explanation/demonstration. For example, I always make a presentation with visuals and the main concepts in text. I explain everything and give them handouts with the instructions and highlights.
Before the session, I upload the presentation to Moodle. After the session, I always send an email to the group with the presentation link, the extra resources Padlet and a reminder that if they need help, they can book a 1-1 tutorial with me. I know this is a work in progress and that there’s room for improvement, but after speaking with some students, I noticed that by trying to support with language barriers, the different formats of the teaching materials have also supported students with different learning styles. This was an exciting thing to learn.
Examples of the different teaching materials:
[1] This is my study group, as I have designed the Introduction to Editorial Design course for them.
References:
Durrani A., (2024) International student services at U.S. Colleges: What to know?. US News & World Report. Available at: https://www.usnews.com/education/best-global-universities/articles/international-student-services-at-u-s-colleges-what-to-know
Sánchez, L., (2023) Exploring the Impact of Language Barrier on Academic Performance: A Case Study of Postgraduate International Students in the European Institute. LSE. Available at: https://info.lse.ac.uk/current-students/skills-and-opportunities/assets/documents/Change-makers/research-archive/2022-23/29-Report-Language-Barrier.pdf
Olagunju, D., Assumang,K., Boansi,O., Achumba, U., Olaiya, P. and Adesoga, O.,(2024) Curriculum Development of Postgraduate Study Program Based on Life-Based Learning Philosophy and Disruption Technology, GSC Advanced Research and Reviews, GSC Online Press. Available at: https://www.gsconlinepress.com/journals/gscarr/sites/default/files/GSCARR-2024-0371.pdf
Massieu, S., (2025) Grad.Dip. Students map 25-26. Padlet. Available at: https://artslondon.padlet.org/smassieu_/grad-dip-students-map-25-26-9rsbq4nh1trmjsk0
Zhou, A. (2025) ‘Stories of culturally responsive teaching from frontline instructors’, Equitable Teaching – University of Michigan LSA. 18 February. Available at: https://sites.lsa.umich.edu/equitable-teaching/stories-of-culturally-responsive-teaching-from-frontline-instructors/