“I Am Working 24/7, but I Can’t Translate That to You”: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds

Abstract

Having a shared language such as English facilitates the globalization of science, but it can also limit science by posing barriers for those who have learned English-as-an-additional language (Eng+). Research on the experiences of Eng+ graduate students and postdoctoral researchers ("trainees") is needed as our scientific community becomes more diverse and continues working toward improving equity and inclusion; without such research, we risk losing out on perspectives and expertise that might otherwise strengthen scientific progress. We investigated three research questions: (1) What are Eng+ chemistry trainees' language experiences before entering English-dominant research programs? (2) What language barriers have trainees faced in learning, communicating, and doing chemistry? and (3) What strategies and supports have been helpful or needed? In focus groups and interviews with 18 Eng+ trainees, participants described having diverse language experiences before entering English-dominant research programs and faced challenges working in an English research environment. Participants reported avoiding interactions with colleagues, exacerbated feelings of imposter syndrome, needing extra time to learn or communicate, and not being able to fully express their knowledge. Participants expressed an ongoing desire to learn English and described various independent strategies to navigate challenges. All participants believed that research supervisors and institutions needed to play a larger role in supporting Eng+ trainees, such as supervisors who offer personal and professional support, and institutional supports that provide chemistry-specific knowledge-building and networking opportunities. Based on the findings, we recommend approaches that supervisors and institutions can enact that may improve linguistic equity in the chemical sciences.

Progression from Chinese High School onto a TransNational Chinese-UK University joint BSc degree in chemistry; an international study focussing on laboratory practical skills

“…After marking, students were given very specific feedback, which was important. Becoming confident in the use of scientific language in English for international students has been reported as challenging (Deng and Flynn, 2023). During the third year at NJTech, students command of their written English was noted by UK academic staff to have reached an ''impressive standard'' suggesting the hard work was paying off.…”

“…Scientific English and being able to write in another language was particularly challenging, which we also found with our students. (Deng and Flynn, 2023).…”

ChatGPT Convincingly Explains Organic Chemistry Reaction Mechanisms Slightly Inaccurately with High Levels of Explanation Sophistication

“…This raises academic integrity concerns for many educators. − However, some educators posit that GAI-based chatbots may be beneficial to help students develop programming skills, enhance critical thinking skills, , and improve conceptual understanding of chemical concepts . Alasadi and Baiz believe that GAI technologies can help create personalized learning experiences through adaptive learning, provide real-time feedback and assessment, and aid English-as-an-additional language learners in overcoming language barriers. − Emenike and Emenike hypothesize that these technologies can also benefit instructors in their teaching (e.g., creating assessment items and scoring rubrics), research (e.g., as a tool to create summaries of text-based data), and professional activities (e.g., generate text for job application statements and letters of recommendation) …”