English as a Second Language
The trials international students endure to prove their proficiency
By Ujjal K. Basu Roy

According to the latest SAIS catalogue, 35% of students attending SAIS are non-US citizens. Unless their high school education was conducted in English, all of these students have to take and pass the English proficiency exam before the start of the semester, and those that do not pass must take English as a Second Language (ESL) classes during one or two semesters. Fulfilling the English language requirements at SAIS, even for the most accomplished speaker can be trying, and the experiences of international students in completing them range from humorous to harrowing.

The first step in getting through the English language requirement at SAIS is sitting for the proficiency exam. Students are required to pass at a superior level in reading, listening and writing, and at an advanced high level in speaking. For most students, the sheer length of the exam proves just as great a challenge to completing it as do the actual questions being asked.

Anja Wagener, a first year MA student from Germany says, “During the written exam, I was bored of writing essays for four hours. I was also trying not to get too distracted by this nice guy sitting next to me.”

Anja also remembers that during the speaking portion of the exam she was asked to talk about her family situation. Her mind still on the many forms that international students have to complete to enter the US and enroll at SAIS, Anja replied “I am single! Is that what you want to know?”

With that blunder behind her, Anja successfully completed her speaking test, talking about immigration in the US and the border fence with Mexico, integration and education issues in Germany, architecture in America, the lack of modern architecture and the mix of old and new architecture in general.

For those students who successfully get through the examination process (and for many, this involves making it through the dreaded “see me” from ESL program coordinator Susan Olmstead), their ESL experience may end there. But those who still need a little more practice to succeed at SAIS enter SAIS’ one or two semester-long ESL program.

ESL courses offered at SAIS include Effective English Writing and Critical Listening/Vocabulary Development. The classes meet for three hours every week for the 13 weeks of the SAIS semester, and replace regular language courses during the semesters they are taken. Foreign students who find themselves in the ESL program typically say the courses are useful, but that there is nevertheless much room for improvement.

Gabriel Pierard, a first year MIPP student from France says, “The SAIS ESL program is very good but there is some room for improvement. We should have i) reading of text, ii) writing papers and iii) spoken English. We were only asked to write two papers on different topics as part of the ESL program. There should be concrete real world examples such as job situations as part of the curriculum.

Gabriel adds that he would find the program more beneficial if it was customized to the ability levels of students. He says, “The level of English among students is very heterogeneous and there should be support for students according to their different needs. A customized ESL program according to the needs of different students would be very beneficial.”

Daisuke Abe, a first year MA student from Japan, agrees with Gabriel’s recommendation of a more tailored program.

“It is very fortunate that a graduate school such as SAIS has ESL classes but in my view, there could be room for improvement. Classes could be more customized for foreign students who often have more problems with spoken than written English. This would be more practical for us. Also, SAIS should provide more resources to the ESL program to enable programs to be tailored to different student needs.”

The SAIS English program also offers teaching assistants in English. TAs are available seven days a week to provide assistance in editing papers for regular SAIS classes. Many international students, even those who passed the proficiency exam, use the TA services, particularly at the start of the school year when they are still adjusting.

According to Sonam Lieberman, an English writing TA, the general level of the ESL students who seek out his services is very good. He says that while many students have asked for his help, in general it is the same set of students who come back time and again for assistance.

Sonam adds that it is not only international students who could benefit from the writing refresher.

“In my view, native English speakers could also come for help since idiomatic expressions are always problematic . . . In general, people need a lot of help with citations and when and how to use them.”

Ujjal K. Basu Roy is a 1st year MA candidate concentrating in South Asia studies