A policy-centric approach to addressing the issue of International Students or more broadly students that are in post-secondary institutions that are not native English speakers, whatever form of ESL that might take, would all benefit from changes at the administrative and policy level. A policy level change that looks at the issues surrounding students with English language deficiencies could have many facets and be a multi-pronged approach to enhancing the learning environment for these students.
The fundamental issue of students enrolling in curriculums in which they cannot succeed due to language limitations must stop. It causes unnecessary stress at all levels of the institution from the students to the administration. There is no clear cut path forward but a policy level change will do the most good for the most people.
This change in policy would have the added benefit for students of not just being more successful in their academic endeavors, but they would also be able to play a larger role in their academic community. When students are empowered with the ability to communicate they are more likely to engage inside and outside the classroom this is a positive feedback loop that helps to further improve English language proficiency. (Zhao, Kuh, & Carini, 2002)
This is where the cultural diversity can blossom and bring a truly multicultural learning environment into fruition. Not only do the international students benefit from increased engagement and knowledge retention the experience of their peers is also enhanced and enriched. International students bring with them more than monetary additions and a budget surplus, they have a unique viewpoint and a wealth of experience that goes largely underutilized. By sharing their experiences with peers there are enhancing the learning of the entire community they are a part of.