Overview

Navigating college is challenging enough, but for first-generation and international students, academic language can feel like a unfamiliar code-making everyday tasks like reading a syllabus or understanding a lecture overwhelming. These barriers impact more than comprehension; they affect students’ confidence, engagement, and overall academic success. Research shows that clarifying complex academic concepts doesn’t weaken rigor—it strengthens learning. By using strategies like Universal Design for Learning, scaffolding, and culturally relevant examples, educators can build more inclusive classrooms where all students thrive.

Goals

The goals of this article is to:

• Provide practical, research-backed strategies to foster equity and accessibility in the classroom, such as clarifying academic language, incorporating culturally relevant teaching examples, and using inclusive pedagogical frameworks like Universal Design for Learning.
• Raise awareness among instructors about the growing challenges and evolving needs of first-generation and international students by highlighting the academic, cultural, and linguistic barriers these students face.

The Importance of Breaking the Language Barrier

Imagine stepping into a classroom where every word feels like a puzzle–familiar sounds forming
unfamiliar meanings. For many international and first-generation college students, this is
their everyday reality as they navigate the hidden complexities of academic language.

First-generation and international students often face challenges in college, including understanding syllabi and academic jargon. Unfamiliar terms and complex language can lead to confusion, isolation, and academic struggles, especially without sufficient institutional support (Pascarella et al., 2004; Smith & Williams, 2023). International students face additional cultural and linguistic barriers that increase stress and affect retention (Institute of International Education, 2020; Liu et al., 2023; Zhang & Kim, 2023). Equitable teaching practices, like Universal Design for Learning (UDL), provide ways to address these challenges by offering multiple paths for understanding and engagement (Meyer & Rose, 2005). Research shows that clear, concise language and culturally responsive teaching methods improve learning for diverse students without sacrificing content (Garcia et al., 2023). At the University of Michigan, first-generation students make up 18% of undergraduates (up from 14% in 2016), and international students represent 8% (up from 6%) (UM OBP, Fall 2023). As these numbers grow, adopting inclusive teaching practices is crucial for supporting student success and fostering a welcoming learning environment.

Clarifying Complex Academic Terminology

Academic language, especially abstract or discipline-specific terms, can be a major barrier to student understanding, often leaving them frustrated or disengaged.

Clarifying these terms doesn’t mean removing complexity but breaking them into smaller, understandable parts while keeping their meaning.

Equitable teaching approaches like Vygotsky’s Zone of Proximal Development emphasize building on students’ existing knowledge to bridge gaps between familiar and new concepts (Artze-Vega et al., 2023). For instance, a science teacher might explain osmosis by first discussing how a sponge absorbs water before addressing cellular processes. Universal Design for Learning encourages using various methods—like visuals, hands-on activities, and plain language—to make content accessible to all students (Meyer & Rose, 2005). For example, In a biology course, create a concept map for the term “ecosystem,” connecting related terms like “producers,”

“consumers,” “energy flow,” and “biodiversity.” Culturally Relevant Pedagogy connects abstract ideas to students’ lived experiences, such as incorporating local grocery store prices into math problems to teach budgeting and percentages. Together, these approaches show how tailoring instruction and offering the necessary support to understand complex academic terminology improves understanding, engagement, and inclusivity in the classroom.

Addressing Faculty Concerns About Rigor and Discipline-Specific Language

Faculty often worry that clarifying academic language might lower course rigor, but research shows the opposite: making language accessible supports deeper learning without sacrificing intellectual challenge. Rigor is often misunderstood as making courses harder without a clear purpose or intent—like assigning excessive readings, strict grading policies with minimal feedback, high-stake assignments, or purposefully vague instructions to name a few. Some instructors may assume that if a student’s struggle with academic language or institutional norms comes from a lack of ability. In reality, these struggles often stem from structural barriers in education. When instructors view students through a deficit lens—a perspective that attributes students’ academic challenges to their backgrounds or lived experiences rather than systemic barriers—they risk underestimating the students’ intelligence and potential.

Rigor should be a tool of empowerment, ensuring that all students leave the
classroom with the skills and confidence they need to thrive (Artze-Vega et al, 2023).

Instead of seeing academic struggle as a sign of incapacity, equity-minded instructors recognize that true rigor blends high expectations with meaningful support. Equitable teaching embraces rigor as a tool for growth. It pair high standards with culturally responsive teaching, offering students the structure they need to succeed. This approach doesn’t just benefit students from historically underserved backgrounds, it improves learning for everyone. A key part of this shift is building trust. Research shows that students’ attitudes towards challenges are shaped by how much clarity, support, and resources their instructors provide. When students believe their instructors have their backs and see them as capable, they’re more likely to push through difficult material.

Vygotsky’s Zone of Proximal Development highlights that rigor means providing tasks just beyond students’ current abilities, which they can achieve with proper support like scaffolding, modeling, or group work (Artze-Vega et al, 2023). When complex language becomes a barrier, scaffolding—building complexity over time rather than overwhelming students all at one—is essential with tools like glossaries, guided discussions, and simplified explanations help students connect new concepts with what they already know.

Bloom’s Taxonomy similarly emphasizes building a strong foundation in understanding before advancing to higher-level skills like analyzing and creating (Artze-Vega et al., 2023). For example, clear definitions prepare students to develop and apply complex ideas later. Hammond’s (2015) Ready for Rigor framework reinforces that accessibility and rigor go hand in hand because when students clearly understand foundational concepts, they can engage more deeply with complex material. The by-product is greater confidence, critical thinking, and the ability to apply knowledge in meaningful ways.

The Shared and Unique Needs of International & First-Generation Students

Instructors play a crucial role in supporting international and first-generation students, yet higher education institutions have historically overlooked their unique needs, often creating barriers rather than pathways to success. Many first-generation students navigate college without the inherited knowledge of academic norms, resources, and unspoken expectations that their peers may take for granted. Similarly, international students must adapt not only to new academic systems but also to cultural and linguistic differences that can make participation and engagement more challenging. These structural barriers—such as unclear institutional policies, limited culturally responsive support, and assumptions about prior knowledge—can contribute to confusion, isolation, and academic struggles if not properly addressed. Recognizing these challenges allows instructors to create more inclusive learning environments that empower all students to succeed.

University of Michigan Resources

To address these challenges, the University of Michigan has developed targeted resources to support international and first-generation students. These tools aim to reduce barriers, build confidence, and promote academic success. These institutional efforts reflect a broader commitment to creating an inclusive and supportive academic environment.

• Acronym Guide (CRLT):
  Developed by the Center for Research on Learning and Teaching, this guide helps students and faculty decode the many abbreviations used on campus. By making institutional language clearer, it eases access to university resources and processes, reducing confusion and improving student engagement.
  
• First-Gen Commitment:
  As part of the undergraduate education office in the LSA, the First-Generation Commitment is a community of faculty and staff who are first-generation or limited-income graduates, or allies passionate about supporting first-generation student success. They are dedicated to supporting first-generation and limited-income students in their transition to and success at the University of Michigan. This initiative aligns with efforts to create a more inclusive academic environment.
  
• Kessler Scholars Program:
  This comprehensive, cohort-based program supports first-generation undergraduate students with financial aid and a strong network of academic and community-based resources. The program includes a first-year seminar that teaches essential academic and college readiness skills—effective faculty communication, exam preparation and tutoring, and critical thinking—while helping students understand and navigate unspoken academic norms. The program fosters a sense of belonging and promotes long-term academic success.
  
• Sweetland Center for Writing:
  Specializing in academic writing support for international and multilingual students, Sweetland offers individual consultations, targeted courses, and workshops. These resources help students improve their English proficiency and better understand academic expectations, enabling them to participate more confidently in class discussions and written assignments.
  
• Language Resource Center (LRC):
  The LRC supports language learning and teaching at the University of Michigan through an international media library, study spaces, and technology resources. It offers faculty instructional support, recording studios, and training on language pedagogy, while students benefit from cultural programs and language-learning tools. Through workshops and events, the LRC fosters a dynamic, inclusive environment for language education and cross-cultural engagement.
  
• English Language Institute (ELI):
  The ELI supports the University of Michigan community with English for Academic Purposes courses, GSI preparation, and TESOL training. Offering credit-bearing courses, one-on-one language support, and summer programs, ELI helps students, scholars, and instructors excel in academic and professional settings. Through Conversation Circles and intercultural initiatives, the institute fosters an inclusive environment that connects U-M with the world.
  

Conclusion

In conclusion, addressing the unique challenges faced by international and first-generation college students at the University of Michigan requires a multifaceted approach rooted in equitable teaching practices. By clarifying complex academic language through resources like the CRLT Acronym Guide and the First-Gen Commitment, fostering inclusive classroom environments, and leveraging resources such as the Sweetland Center for Writing’s international student support services, faculty and staff can actively dismantle barriers to understanding and engagement. These interventions not only enhance equitable outcomes but also promote a sense of belonging and empowerment among students. As Michigan continues to expand its commitment to diversity, equity, and inclusion, implementing these practices is not just a pedagogical goal but a responsibility to ensure all students have the tools and support they need to succeed. Through these collective efforts, the University of Michigan can continue to foster an academic environment where every student thrives.