LANGUAGE BARRIERS AND MULTILINGUAL CLASSROOM PRACTICES: EXPERIENCES OF INTERNATIONAL STUDENTS IN INDIAN HIGHER EDUCATION

Abstract

Language plays an important role in academic communication and social interaction in higher education. This study explores the experiences of international students studying at Indian universities where English, Hindi, and regional languages coexist in academic and everyday communication. A mixed-methods approach was employed to collect data. Questionnaire responses were obtained from 48 international students enrolled in three Indian universities, while semi-structured interviews were conducted with 8 participants. The findings show that most students arrived in India without prior knowledge of Hindi and relied primarily on English for communication. The study found that local languages were frequently used during group discussions, classroom activities, and informal interactions. The results also revealed that language barriers affected students’ understanding of lectures, interactions with lecturers, participation in classroom activities, and social integration. Interview responses further indicated that code-switching between English and local languages sometimes reduced students’ engagement in academic discussions. The findings suggest that basic language orientation programmes can facilitate communication and support international students’ adaptation to university life. The study highlights the discrepancy between the official use of English as the medium of instruction and the multilingual realities encountered by international students in Indian higher education institutions. The findings further emphasize the importance of institutional language support and inclusive communication practices in promoting academic engagement and social integration. Overall, the study underscores the need for universities to develop strategies that address the linguistic and cultural needs of students from diverse backgrounds.