No abstract

International students from developing Asian countries where English is the second and foreign language are marginalized in some American Universities due to language barriers. Native English speakers often assume that whoever comes to the United States should be able to speak and write English perfectly. In developing Asian countries, such as South Asia, however, the English language belongs to the families of the Middle and Upper classes. They can get admission in English spoken countries’ higher education institutions. However, when those students come to English-speaking countries, they feel othered, left alone, and disappointed. This study utilizes a phenomenological research method to tell thestudents' lived experiences from several Asian countries, including some isolated nations. Specifically, this study focuses on the writing challenges of students and how they utilize the limited resources to help them succeed.

No abstract

Western literature has presented the condition of Afghan women as either empowered or helpless. Their stories have been overlooked, romanticized, or seen as an outcome of tribalism, patriarchy, and war. Women's ability to articulate their personal experiences, grief, happiness, gender roles, and capacity to imagine an alternative has been missing. This article argues that through their folk songs women in northeastern Afghanistan criticize the behavior of husbands in their families while supporting their brothers, fathers, and sons. These women nurture and dismantle masculinity to their advantage. In singing space, women support but also bargain with patriarchy. The article concludes with recommendations for future research.