Speaking Science in a Foreign Tongue: Plurilingual Voices in U.S. Universities

Abstract

The internationalization of STEM education has significantly transformed academic discourse in U.S. universities. However, research on how non-native English-speaking STEM students navigate linguistic challenges remains limited. This gap is especially important given that over half of the international students in the U.S. are enrolled in STEM fields, where technical language adds complexity to academic communication. Drawing on Communication Accommodation Theory and translingual perspectives, this study examines how international STEM graduate students navigate language barriers through in-depth interviews with 10 students from Africa and Asia. Our analysis reveals systemic challenges, including inadequate institutional support and integration difficulties. This research enhances the understanding of multilingual academic discourse and provides insights for creating more equitable STEM educational environments for graduate students.