• Obstacles for University of Southern Indiana international students expressing opinions within the classroom

      Maeda, Junko
      The number of international students who entered the United States was approximately 820,000 in 2013 (NPOJob Coach Network, 2014). Karuppan and Barari (2011) described that some international students may not have been involved in class. Urban and Palmer (2014) indicated that in a new environment, international students were less likely to be engaged in classroom activities as cultural human resources, although they would like to share knowledge about their countries and cultures with their classmates. I explore the barriers of international students' communication within the U.S. classroom, by understanding the problematic interactions of international students at University of Southern Indiana (USI) utilizing face theory and facework as theoretical lenses. Through a qualitative research method by employing individual interviews, I discuss the three factors of language barriers to communication, cultural barriers to communication and social isolation/avoiding communication. The findings are that international students employed a facework strategy of avoidance to maintain their positive images. This study implies that international students can move to a verbal facework strategy, not avoidance. It can contribute to international students' personal development, fulfilling life in the United States. Their different perspectives can activate internationalization in institutions.