Language Barriers: The discussion touches on the challenges and experiences related to language barriers at Fudan University, with some students finding it difficult to connect with local Chinese students due to the language gap. However, some international students, especially those who participated in language-focused programs or events, managed to bridge this gap and make friends with local students who were proficient in English.
Cultural Integration: The speakers reflect on their experiences with cultural integration both in China and in their home countries (Belgium and the U.S.). They mention how being part of certain programs or associations, particularly those that promote cultural exchange, helped them interact with a diverse group of students. However, there’s also an acknowledgment that international students often remain within their own bubbles, even when opportunities for broader integration exist.
Comparisons with the U.S.: The conversation also compares the experiences at Fudan with those at U.S. universities from years ago. The speaker notes that while there were many international students at U.S. universities, including Chinese and Indian students, breaking through social bubbles and building relationships was still a challenge, partly due to differences in class structures and perhaps communication skills at the time.
Classroom Dynamics and Integration: The speakers compare their experiences in different educational settings, particularly the separation of classes based on language proficiency. In Belgium, classes were often split between local students who spoke French and international students who attended English-taught courses. This separation made it more challenging for international students to integrate with local students. Similarly, in Shanghai, courses like those on Shanghainese culture were predominantly attended by international students, which further contributed to the feeling of being in a bubble.
Language as a Barrier and a Bridge: The discussion emphasizes how language ability influences social circles. In both Belgium and the U.S., students tended to associate with others who had similar language skills. The speakers reflect on how their language proficiency shaped their interactions and friendships, and one notes that if given another opportunity, they would try to be more open to engaging with international students.
Reflections on the Experience: The conversation ends with one speaker reflecting on whether they have any regrets about their time in China, suggesting a deeper dive into their personal experiences and perhaps missed opportunities for greater cultural engagement.