why are english essays so hard

Why Is Writing So Hard? 7 Common Obstacles (and What to Do About Them)

by Kaelyn Barron | 2 comments

Whether you’re a writer by choice or have to do it as part of your job or education, it’s no secret that writing can be just plain difficult.

Some people may seem to have an intuitive way with words, but that doesn’t mean writing is always easy for them (even if they make it seem so).

Even the best writers struggle with common obstacles like writer’s block, fatigue, and a lack of inspiration, so you’re definitely not alone if you find writing challenging.

You may face numerous challenges, but the good news is that there’s always something you can do. In this post, we’ll look at 7 common writing obstacles and solutions you can implement right now to overcome them.

7 Reasons Why Writing Is So Hard

Here are 7 common challenges you may face while writing, plus action steps to overcome each one.

1. You’re anxious or insecure about your writing.

Writing requires courage in the obvious ways, like being brave enough to share your work with the world, send it to publishers and reviewers, or read it aloud.

But even putting your thoughts and ideas on paper can be an act of bravery. It takes courage to tell your story, which might be painful, or to share your ideas, which might be unpopular.

What to do about it:

• Find a mentor . Even if you never meet in person, staying in contact with a writer or other person you admire can be excellent motivation, and they might be able to help you past some of your fears using their own experiences.
• Try journaling . Write about your feelings surrounding writing and try to work out where your insecurities stem from. What do you find intimidating or difficult about writing?
• Work on your confidence. You may never feel 100% ready to share your work, but building your confidence in general will translate to greater confidence in your writing.

2. You must be humble.

Of course, not all writers have confidence issues. Maybe you’re really proud of the work you’ve done—and you should be!

But writing still requires a healthy dose of humility. This means being able to accept feedback and criticism (and even seek it out), identify key lessons and takeaways, and apply them to your next round.

Even the best artists look for opportunities to grow and expand their skills. There’s always more to learn, so work on being humble enough to identify areas where you can become even stronger.

• Learn how to handle criticism . As a writer, it’s kind of inevitable, so the sooner you learn to embrace it, the happier you’ll be.
• Ask for help. Join writers’ groups and actively seek honest, constructive feedback so you can get a diverse range of perspectives and opinions on your work.

3. You find it hard to focus.

In today’s world, our lives are busier and more full of distractions than ever. There’s work, family obligations, errands, your social life, and of course, your health and mental well-being to take care of.

Even if you’re lucky enough to be a full-time writer, there’s the ever-present buzz of social media, television, and advertisements vying for your attention.

We all find it hard to focus sometimes, but don’t forget that you have control. Good writing requires you to be fully present so you can be open to all the inspiration and ideas floating around you. Then, you need to be in the right mindset to focus on creating the best output you can.

• Find or create a dedicated writing space that’s comfortable and free of distractions.
• Turn off your social notifications while you’re writing, or better yet, temporarily delete the apps from your phone.
• Take breaks! You can’t maintain focus for hours on end. Your mind will start to wander, and you’ll experience burnout . So grab a snack if you’re hungry, go for a walk, meditate—do whatever you need to maintain your energy and focus.

4. You have trouble planning.

What’s that? You’re not a planner, you say? Creativity and planning are incompatible?

Some writers are plotters, while others are pantsers (meaning they “fly by the seat of their pants”). You can take this quiz to find out which one you are.

But even if you’re a pantser, you still need to do a little plotting, like creating a really basic outline or thinking about your central theme. The problem is, not all of us are great with planning, which can make writing hard.

• Create an outline —even a really simple one with 5 bullet points is fine!
• If you write fiction, create a character profile to make sure your characters are fully developed with complete arcs.
• Remember that you’re not married to your plan. (This can help you get over your aversion to planning.) You can change course whenever you think it makes sense to!

5. You think you’re not creative enough.

Writing can be an especially daunting task if you believe you’re missing the “creativity gene.” While some people may appear to tap into the right hemisphere of their brain more frequently, the truth is that creativity can be learned .

Still, even if you’re a generally creative person, you’re going to run into writer’s block from time to time. But fear not—this, too, can be overcome!

Creativity blocks are temporary, and usually due to stress, anxiety, or confusion. Try stepping away from your work for a while until you’ve got a clear mind.

• Take a creativity course .
• Read an inspiring book on creativity .
• Use writing prompts .

6. You struggle to stay disciplined.

You can talk about your writing goals all you want, but if you don’t actually follow through and stick to a consistent writing routine, it will be hard to make any progress.

Writing requires discipline, which means practicing constantly—even if you’re not working on a specific project right now, and yes, even if you’re battling with a bout of writer’s block.

• Try morning pages . Freewriting every morning can help you stay in a consistent writing habit, and also remedy writer’s block by clearing your mind of all the other thoughts that are bogging you down.
• Create a writing routine that works for you. Set aside a dedicate slot of time where you can write uninterrupted. This might be first thing in the morning, or late at night once everyone else is asleep. Find what works for you and stick to it.
• Write down and revisit your goals. Reminding yourself why you’re writing can help you stay motivated . Do you want to become a better writer? Finish your manuscript by next month? Write down your specific goals and leave them in a place where you can see them.

7. You must be patient.

While there are steps you can take to overcome writer’s block and build a solid writing routine, sometimes you just have to be patient.

Maybe you need to wait for your editor to return their edits on your latest draft, or maybe you need to rewrite the final chapter for what seems like the millionth time.

But having patience is easier said than done. If it’s a personal skill you feel you need to work on, I recommend checking out our post on how to be more patient in a world of instant gratification.

Here are some other things you can do:

• Find other (productive) things to work on while you wait for your editor to return edits, or for your writer’s block to pass. For example, try creative writing exercises or take an online writing course .
• If you feel you need to be more patient in general (and not just with your writing), try meditation or practicing mindfulness . This will help you to slow down and find greater focus.

Nobody Said It Was Easy…

Okay, maybe someone has said that… but they were lying. Writing can sometimes be really hard, but that shouldn’t discourage you from pursuing your goals.

You can’t snap your fingers and make your manuscript complete, but there are always steps you can take to make the process less stressful, more productive, and even enjoyable.

What do you think is the hardest part of writing? Share your thoughts in the comments below!

If you enjoyed this post, then you might also like:

• 5 Reasons to Try a Writing Sprint
• 9 of Stephen King’s Writing Tips For the Aspiring Writer
• Writing Motivation: 7 Tips for Staying Productive
• 15 Ernest Hemingway Quotes on Life, Death, and Writing

As a blog writer for TCK Publishing, Kaelyn loves crafting fun and helpful content for writers, readers, and creative minds alike. She has a degree in International Affairs with a minor in Italian Studies, but her true passion has always been writing. Working remotely allows her to do even more of the things she loves, like traveling, cooking, and spending time with her family.

What I’m afraid of is that either people won’t find my work likeable, they think it’s terrible, or they play these cards they play even now in Hollywood where all these films/tv show (Disney make) the writers think must check some boxes and if you don’t have all boxes checked your writing and finished work will not be accepted by the world.

These producers make this now so future creators feel guilty they didn’t write like kathleen keddidy or kevin figey. I know their writings and creations are trash, but they are in charge of companies and still have power and bully, oppress, and bulldoze the upcoming and future dreamers to create new things.

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Why Is Writing More Difficult Than Speaking?

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• TESOL Diploma, Trinity College London
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For many English learners learning to write fluently in English is much more challenging than learning to speak fluently. Even for advanced level learners , written communications can come much more slowly in English than spoken communications. There are a number of reasons for this:

Written Communication Is More Formal

Writing in English needs to follow rules of grammar much more closely than in spoken English. For example, if someone says 'Please borrow me your pen' in conversation, it's clear from the context that the speaker intended to say 'Please lend me your pen'. In written communication, words are even more important because they lack visual context. Especially if you are working in a business setting, making mistakes can cause miscommunication which might lead to problems. In conversation, you can smile and make a good impression. With writing, all you have are your words. 

Spoken Communication Allows for More 'Mistakes'

Imagine if you're at a party. You might have a conversation with someone and only understand a few words. However, because you're in the context of a party, you can make all the mistakes you want. It doesn't matter. Everyone is having fun. When it comes to writing, there's not so much room for error.

Less Reflection Goes Into Spoken English Than Written English

Spoken English is much more spontaneous than written English. It's looser and mistakes don't necessarily impact your ability to communicate clearly. In writing, it's important to think about how to write to the intended audience. You need to understand who will be reading your writing. It takes time to figure these things out. 

Expectations Are Much Higher for Formal Written English

We expect more of what we read. We expect it to be true, entertaining or informative. When there's an expectation, there's pressure to perform well. With speaking, with the possible exception of giving a presentation , there's not nearly so much pressure—unless you're closing a business deal. 

Tips for Teaching Written English Skills

It is important when teaching written English skills - especially for business English - to be aware of the challenges that learners will face when learning to function in a written English environment.

The following points can be helpful when considering how to teach English writing skills:

• Acquiring speech is an unconscious act, whereas learning to write takes a conscious effort on the part of the learner. One reason many individuals find it difficult to write is because of the necessity of learning a mapping skill in order to use written language.
• Written language must be filtered through some sort of system, this system can be phonemic, structural or representative, etc. The individual must not only learn to recognize the meaning of words orally but also go through a process of transcribing these sounds.
• The process of transcribing sounds requires the learning of other rules and structures, thereby cognizing a previously unconscious process.

Finding the Right Voice—the Hardest Trick in Writing

Another reason some individuals might find it difficult to write is that written language takes on many different registers depending on the function of the written word. Often, these functions are unrelated to spoken language and can thus be considered 'artificial' to the speaker. These functions are often only used in written speech and are therefore even more abstract to some individuals than the already difficult transcription of simple spoken language into an alphabet.

These layers of abstraction, beginning with the transcription of oral sounds into a written alphabet and advancing to solely abstracted functions of written language, are daunting to many individuals who then understandably become frightened of the process. In the worst cases, where individuals do not possess or do not have the opportunity to learn certain cognitive skills, an individual might become fully or functionally illiterate.

• How to Successfully Teach English One-to-One
• Beginning Level Curriculum for ESL Classes
• Common Writing Mistakes
• Become a Better English Student With These Study Tips
• Abbreviations and Acronyms for English Learners
• Using a Collocation Dictionary to Improve Your English
• Strategies to Improve English Listening Skills
• What Is Collocation?
• Content or Function Word? Pronunciation Practice
• Speaking Strategies for English Learners
• How to Speak English
• Principled Eclectism
• Tips for Mastering English Grammar
• English Pronunciation Practice
• 10 Common Sentence Mistakes in English
• Gonna and Wanna

What makes writing hard?

A lot of people say they find writing hard. But what exactly makes writing so difficult? Just putting random words on paper is easy. What’s difficult is turning those words into sentences that really express the ideas you’re trying to convey. When we talk about difficulty writing, we often say that “the words aren’t coming out right” - we’ll write a sentence, and then delete it because we don’t like how it sounds, then sit staring at a blank piece of paper not knowing how to re-write it.

Writing is all about communicating ideas to others. This means that a really key aspect of writing, before you even get to putting pen to paper (or more often, fingers to keyboard), is figuring out exactly the ideas you want to communicate.

I think it’s useful to explicitly distinguish two different stages of the writing process:

Figuring out yourself what ideas you want to express, and making sure those points are clear in your own mind;

Working on communicating those ideas to others - how to do so clearly, how to keep the reader engaged, perhaps how to evoke certain emotions in your reader, etc.

This might sound obvious. And technically speaking, only 2. is ‘writing’. But I think learning to do 1. well is a vital part of being a good writer. If the ideas you want to express aren’t even clear in your own mind, how on earth are you supposed to communicate them to others?

Based on this, I’ve recently tried distinguishing two very different types of writing. The first type is writing I do to clarify my own ideas: I’m putting words onto paper without worrying how they look,  expressing ideas in the order they come to me rather than the order that I’d want someone to read them. This is “stream-of-consciousness-style” writing: the kind of writing I do when I’m writing in a journal, or when writing a quick email explaining something to a friend. The second type of writing is writing I do to express those ideas to others: I’m taking already-clarified ideas and thinking about how to structure and present them in a clear and engaging way. This is “presentation-style” writing. With stream-of-consciousness-writing, I do very little editing or backtracking. Presentation-style writing, by contrast, involves multiple stages of revisions: first, I get the basic ideas down as clearly as possible, then I review it and think about how to edit those words and change the structure to make it clearer and more engaging.

I think that one reason many people find writing so hard is that they miss step 1. entirely. They’re trying to do “presentation-style” writing, when really what they need to be doing is “stream-of-consciousness-style” writing. It’s really hard to focus on both the content of what you’re expressing, and how that content is presented at the same time. So if you’re spending attention thinking about presentation, you’re going to have much less left over for thinking about content. The idea behind stream-of-consciousness-style writing is that you forget about presentation temporarily, so that you can focus all of your attention on the content of what you want to express.

Most writing advice focuses on presentation-style writing: how to communicate ideas through writing clearly and engagingly. But actually, in my experience, the actual process of writing is relatively easy if you do step 1. right - if you’re really clear what ideas you want to communicate. Or at very least, doing step 1. well makes the actual writing part a lot easier. It might not turn you into a literary genius, but it makes it a lot easier to express what you want to say clearly, which you can then build on.

When I had to write essays at university, I’d spend the bulk of my time on “planning” - scribbling ideas down with pen and paper to figure out exactly what points I wanted to make, and then making detailed notes on how I wanted to structure and present those ideas. Once I’d done that, the actual writing was easy - it was just a matter of stringing those ideas together into sentences. People would be impressed when I said I could write a 2,000 word essay in not much over an hour - but what they were missing was how much preparation had gone in before this point.

A lot of the time, I think that when people say they find writing difficult, what they’re struggling with isn’t creating evocative and beautiful prose from simple language. What they’re struggling with is expressing their ideas in simple language in the first place.

Just to get really meta, here’s the process I used to write this blog post:

First, I spent somewhere between half and hour and an hour on stream of consciousness-style writing: literally just writing words onto paper in the order they came into my head to figure out what ideas I wanted to express. If I found myself not knowing what to write at any point, I just wrote that.

I then went over the output of stage 1. and made notes on how I wanted to structure the ideas in order to best communicate them to someone else.

I then sat down to write this post, writing with more awareness of how I was presenting my ideas to others. This stage itself was made up of two stages: a first pass, where I simply took my notes and expanded them into prose, and a second pass, where I went through what I’d written and edited it.

In total, I spent not much over 2 hours on this - which is quicker than I’ve written most of my blog posts. Of course, the amount of time you want to spend on each stage - braindumping ideas, structuring them, turning that structure into prose, and then editing it - is going to depend on the style and importance of what you’re writing. But I think step 1 - figuring out ideas, stream-of-consciousness-style, is pretty much vital in any case. In fact, if you want to write something quickly, I think you’re much better off cutting back on the later stages - worrying less about editing your stream-of-consciousness writing - than skipping stage 1.

If I can get over my perfectionism enough, I’m going to try publishing more posts on my blog that I’ve written almost entirely in stream-of-consciousness-style, with minimal editing. I really want to write more, and the reason I don’t is that it takes too much time. I’d like to have time to edit each post into something beautiful and coherent, but given that’s not realistic, I’d definitely rather share my ideas - even if they’re not formed into perfect prose - than nothing.

Sometimes, the boundary between writing-to-clarify-ideas and writing-as-presentation gets blurry. You might be be doing the former and find you have a new idea while writing - and then it may make sense to switch styles. This sort of happened to me a couple of paragraphs back - I hadn’t planned the point about the idea-clarification stage being the most important, but it made sense to me as I was writing, so I decided to go off-piste a little. This then led me to the idea in this paragraph - that sometimes you want to be able to switch a bit between the two.

Finally, in my experience, by far the hardest part of writing is just getting those first words onto the page. Once you’ve got a first draft down - even if it’s a mess - it’s much easier to edit it into something coherent. There’s something very psychologically daunting about a blank sheet (/word doc.) And so perhaps the most useful thing about breaking writing down into two stages - first clarifying your ideas, and then figuring out how best to present them - is it makes that initial “getting words onto paper” much less daunting. Trying to start from scratch and produce a masterpiece is never going to happen, and accepting that your first draft is likely to be far from perfect is incredibly useful.

I should caveat that I know writing is a different process for different people, so what works well for me might not necessarily work for you - and similarly, what I find hard about writing might not apply to everyone. But it seems likely enough that this idea would help other people that it was worth sharing. If you think your experience of writing is similar, I’d be really interested to hear that - but if you think it isn’t, and there’s something else about writing you find hard which this doesn’t help with, I’d be really interested to hear that too!

9 Writers on Why Writing Is So Hard

Best-selling authors talk to Shondaland about what makes their craft so difficult and special.

Every item on this page was chosen by a Shondaland editor. We may earn commission on some of the items you choose to buy.

There are few things as magical as reading a book that fully immerses you in a new world. Poetic and profound prose can evoke emotions that can remain with you for your entire life, transforming how you see the world. With that in mind, this month, Shondaland is exploring the world of books, from authors discussing their favorite reads and a publisher explaining the need for more transparency in the industry to a nearly published author sharing what it’s like to be on the brink of putting her first book out into the world. Happy reading!

Stop me if you’ve heard this one before: “If writing were easy, everyone would do it!” You’ve likely read it a million times, right? Well, there’s a reason for that. You see, everybody has a story to tell. But it’s the actual telling of those stories that separates writers from everyone else yearning to share their tales. That being said, even the most seasoned and celebrated writers will quickly let you know that writing is just downright hard!

So, what is it that actually makes putting pen to paper (or fingers to keyboard) so daunting, and how do you combat that difficulty when trying to write your story? Shondaland caught up with some of our favorite authors to find out. And what they have to say just might surprise you.

Why is writing so hard?

The solitariness of it, the elusiveness of it. If forced, we could generate words, sentences, paragraphs, but it would be meaningless. So, the thing that makes it a story, the words that etch out a character that the reader can see and feel and hear … there’s plenty of tricks to get there. You can create the conditions for that element to come forward, and do what you can to push yourself into that state that makes it happen … but part of it remains mysterious.

Alex Aster (author of Curse of the Forgotten City ) @alex.aster

Writing is so hard because we put so many expectations on our writing, and those expectations weigh down not only our fingers while typing, but also our words. I started writing books when I was 12, which I think saved me from a lot of the fretting about writing that I see so many people struggle with. When you’re a kid, you do what you love just because you love it. You don’t think to yourself, “Will these words be worth the time and effort? Will they turn into a book that will sell for enough money to allow me to pay my rent?” You just … write. As an adult, there are so many constraints on our time, so it’s natural for us not to want to waste it. We don’t have time to simply play the way we used to. Writing is hard because it’s a fluid, organic, almost magical form of creation that we often try so hard to bottle up or cookie-cut so it can be monetized.

Brandy Colbert (author of Black Birds in the Sky ) @brandycolbert

For me, not writing is often harder than writing. I don’t believe you need to write every day, but when I’m in the middle of a project, I either need to be actively thinking about it — working out plots and character arcs in my head — or getting words down on the page. I start to feel antsy and a bit anxious when I’ve taken too much time away from a project, to the point where it’s actually a relief to get back to work.

Sarah Gerard (author of True Love ) @sarahnumber4

It can be hard. It can also be easy and fun. Or fun and hard. Or hard but important, exciting, and fulfilling. We wouldn’t keep doing it otherwise. It’s hard because doing it well matters, because stories matter, and the details matter, and there are often a lot of details. Sometimes they take years to organize. The feelings and ideas and memories that we put into the writing also matter, and are layered, and we can’t force an understanding of them. We can only try to approach them with words, and, as many words as there are to choose from, or create, and despite their myriad iterations, they’re never enough.

John Green (author of The Anthropocene Reviewed ) @johngreen

I think writing is easier than many other things. For me, anyway, it is much easier than talking. But still, writing is difficult for me. Sometimes it is difficult because I do not know what I want to say, but usually it is difficult because I know exactly what I want to say but what I want to say has not yet taken the shape of language. When I’m writing, I’m trying to translate ideas and feelings and wild abstractions into language, and that translation is complicated and challenging work. (But it is also — in moments, anyway — fun.)

Kosoko Jackson (author of Yesterday Is History ) @kosokojackson

For me, the hardest part of writing is deciding what to write about. I have a lot of ideas, but not every idea is a viable idea. Is there a character? Is there a plot? Is there a through line? Is this something I want to spend 18 to 36 months on? Do I know enough to walk through the forest, but not so much that it feels boring to tell the story to myself? Writing is a journey for me that is as much writing a story that will appeal to readers (and my agent and editor) as much as telling a story to myself. What “lesson” am I trying to teach myself? What skill am I trying to sharpen? These are just a few of the questions I ask myself when making a novel, and not every novel has the answers — yet.

Morgan Jerkins (author of Caul Baby ) @morganjerkins

Writing is hard because sometimes — or perhaps many times — the words do not match the imagery of a specific scene that you have in your mind. It feels like there is always something that’s lost in translation as soon as it’s immortalized on the page.

Jonny Sun (author of Goodbye, Again ) @jonnysun

Writing is hard because you are dealing with the infinite. Out of a blank page, there is an unlimited number of possibilities of what to write. And at every scale of writing, this limitlessness exists — it feels like every word is an impossible choice. Every sentence can be written in endless different ways. And the ways those build to say something also exist in a million different permutations. The ideas and the way you structure those ideas are endless — the endlessness multiplies itself.

Chuck Wendig (author of The Book of Accidents ) @chuckwendig

I don’t know. Why is it hard digging ditches? Why is it hard being a god? Writing is somewhere in between both of those. You’re the god of digging ditches. You’re navigating this interstitial terrain between art and craft, between self-actualization and commerce, between empathy and evil. It has all these rules, and almost none of them are true. The work is the work, and the work is sometimes hard. It’s supposed to be easy, and some days it is — ironically, the easy days don’t mean the work was good, and the hard days don’t mean the work was bad. The short answer is, again, I don’t know. Maybe it’s hard because it needs to be hard, because if it were too easy, it wouldn’t really matter.

What do you do when writing gets most difficult?

Megan Abbott (author of The Turnout ) @meganeabbott

Go to a matinee. Take a walk. Read a writer I love. Main thing for me: Step away from the computer.

When writing gets really difficult, I stop writing. But just for a few hours. When words are hard to wrangle, I don’t try to force them onto the page. I have tried before, and the result was just more food for my computer’s trash bin! That being said, when I’m on deadline, I treat writing like any other job that has to be done, regardless of my mood. So, I’ll take a walk, reread something I’ve written that I particularly like (almost to show myself, see, you can make something good; you’ve done it before! ), or watch a movie. Once I’m out of the writing chair for a while, I’m often itching to get back in it to try again.

I do write every day when I’m on a tight deadline, and some days it takes hours just to squeeze out a few words. Sometimes I have to power through and remind myself I can fix whatever is not working in edits, either the next day or down the road. But it’s also important to realize when you need breaks. I’m a big fan of taking in other forms of storytelling, like watching television and films, reading graphic novels, newspapers, and magazines, or even rereading a favorite author’s work. Getting outside for some fresh air or a walk or hike usually helps. Cooking and yoga are also soothing ways for me to reset. Just engaging in activities that don’t require you to stare at a computer screen or notebook are all helpful.

Look at one piece of it at a time, rather than trying to apprehend the entire project. Alternatively, take 10 steps back and apprehend the entire project. Look at a different piece of it. Look at a different piece of writing altogether. Make dinner. Read. Hang out with my partner.

I get so frustrated. I cry. I take a walk. I get really angry at myself for being such a terrible writer. This is stupid! Why am I even attempting this when I am so hopelessly inept at storytelling? And then eventually, I get over myself and write. If there is a way to write without at least occasional weeping and gnashing of teeth, I have not yet found it.

I try to take a step back and evaluate “Is the issue I’m facing difficult or something that I truly don’t know how to solve?” If it’s the former, then that means I’m learning, and I’ve learned to be comfortable in the discomfort and trust my skills. If it’s the latter, then there’s something missing. Maybe I’m not at the skill level I need to be. Maybe I need to read more in the genre or more examples of what I’m trying to accomplish. Writing is as much pen-to-paper as it is refilling the well and learning from those who came before you.

I like to tell myself that it’s only a draft. I have to build a foundation first no matter how bad it is because it’s not meant to be perfect. Other times, I take breaks in between writing sessions. It may be a day, or four. I also have been okay with knowing that not every writing session is going to be easy. There are good days and bad days.

I try to establish rules and boundaries so that the limitlessness feels like a puzzle. Instead of a blank everythingness, defining a container helps to figure out how to use those bounds to express things that feel outside of those bounds, and also helps to figure out when I can break those rules for specific purposes. I also — when faced with indecision — just try to write the bad version, and then revisit later. It’s always easier to edit and have something in front of you that you can improve as opposed to coming up with something when nothing is in front of you.

It depends on when, and why, it’s difficult. If it’s difficult toward the end of a writing day, I give up and go do something else for the day. If it’s at the start, I try to push through. Sometimes it’s a problem in the work, sometimes it’s me, sometimes it’s, I dunno, a Thursday on a full moon with a high pollen count. Sometimes the thing to do is go take a walk, get the blood moving. The blood carries oxygen, and the brain needs oxygen, so churn that red stuff, get the idea bubbles bubblin’.

Do you have any advice for fellow writers struggling with their work?

Write badly. Give yourself permission to write badly. We’re always trying so hard to make it good, vivid, real, faithful to the vision in our head … and that’s a lot of pressure. If we give ourselves permission to write one bad page, two bad pages, we can forget all the rest and just churn out words, ideas … and, in the best circumstances, get to see that beautiful unconscious place that leads to good stuff!

The times when writing is most difficult is when I don’t have a plan. Anyone is going to look at an empty page and think, what am I supposed to do to fill it?! So, I recommend always working with some sort of outline. Some might believe it takes the magic out of writing, but what it really does is just gives a writer a place to start … and a direction to go when they’re a little lost. Almost like a map.

I also recommend writing for yourself first. When I began writing at 12, I was just writing the type of book that I wanted to read. Pretend you’re the only one who will ever read it. At least in the drafting stages. That way, you won’t be afraid to take risks.

I think writers could stop being so hard on themselves — myself included. It’s irrational but easy to compare works in progress to finished books on our shelves, and it helps to remember that no piece of writing comes out fully formed. And that every project is different, so it’s best to go into it without expectations and know that you might have to figure out new ways to shape the piece into what you want it to be.

Talk to other writers about it. Meditate on what brings you to the work in the first place, what is important to you at the core of it.

Try to be nice to yourself!

Your journey won’t match anyone else’s, and you should embrace that. Find what works for you and what doesn’t, but don’t be ashamed. I’m a writer who bounces around a lot, but when I settle? I settle. I write so many hundreds of pages of books that will never become real. That’s okay because that’s me. I’m also a messy drafter; that works for me. Don’t be ashamed of what works for you, and embrace what makes you unique.

Write it down. Just write it all down. Set the foundation first before you start sculpting. Who knows? Even the pieces you inevitably discard may help to propel the next plot point or character development. All can be useful if you allow it.

Figure out what you enjoy writing about and the ways you write that make you enjoy writing. It’s less about “write what you know” but more “write what you know you like.” So much is already difficult in this world — it doesn’t help to also make writing something a struggle too. I think it helps to find the topics and structures and ideas that make writing feel exciting and joyful — the writing will still be hard, of course, but if there’s something there that makes you keep wanting to revisit it, over and over, that you still feel excited about trying to figure out, then I feel like that means you’ve found something to continue following.

Write a lot. That’s it, really. Iterate as often as you can. Part of this is, obviously, doing the thing helps you learn the thing, but more specifically it also helps you learn your process and your voice, and in knowing those things, you come to recognize when a difficult writing day is normal — meaning, it’s part of your process, your pattern — and when it is abnormal. Abnormal difficulty can mean you’re not dealing with a writing problem, but rather anxiety or depression or some other neurodivergence, and those are normal and okay but can’t be solved the same way you’d solve an average writing block — you can’t “write your way through” depression. You’ll only sink deeper, like with quicksand. You have to be able to see clearly the difficulties in front of you and see when they belong to your writing process or exist outside of it. Writing a lot helps you get to that kind of clarity.

Scott Neumyer is a writer from central New Jersey whose work has been published by The New York Times , The Washington Post , Rolling Stone , The Wall Street Journal , ESPN , GQ , Esquire , Parade magazine , and many other publications. You can follow him on Twitter @ scottneumyer .

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• Why Is English So Hard to Learn?

It’s often said that English is one of the hardest languages to learn. Given the fact that many of the words we use in English stem from Latin and Ancient Greek words – in common with many other European languages – what is it about English that has attracted this reputation for being so fearsomely difficult? And is it really even that difficult when so many other countries adopt it as their second language and speak it a lot more fluently than we Brits speak other languages? We’ll leave you to make your own mind up…

If you want to take your English to the next level, join us at Oxford Royale’s Learn English Programme on campus at our Oxford Summer School or Berkeley Summer School for a summer of turbocharging your English skills.

It just makes no sense!

One of the reasons why English is known for being difficult is because it’s full of contradictions. There are innumerable examples of conundrums such as:

• There is no ham in hamburger.
• Neither is there any apple nor pine in pineapple.
• If teachers taught, why didn’t preachers praught?
• If a vegetarian eats vegetables, what does a humanitarian eat?
• “Overlook” and “oversee” have opposite meanings, while “look” and “see” mean the same thing.

As native speakers, we rarely stop to think how illogical many of the things we say really are – we’re just used to them. Unless you’ve been brought up speaking English, how can you possibly begin to learn all these oddities? It’s little wonder that people trying to learn English end up feeling confused. But it gets worse.

Exceptions to rules

One of the hardest things about English is that although there are rules, there are lots of exceptions to those rules – so just when you think you’ve got to grips with a rule, something comes along to shatter what you thought you knew by contradicting it. A good example is the rule for remembering whether a word is spelt “ie” or “ei”: “I before E except after C”. Thus “believe” and “receipt”. But this is English – it’s not as simple as that. What about “science”? Or “weird”? Or “seize”? There are loads of irregular verbs, too, such as “fought”, which is the past tense of “fight”, while the past tense of “light” is “lit”. So learning English isn’t just a question of learning the rules – it’s about learning the many exceptions to the rules. The numerous exceptions make it difficult to apply existing knowledge and use the same principle with a new word, so it’s harder to make quick progress.

The order of the words

Native English-speakers intuitively know what order to put words in, but this is hard to teach to those learning the language. The difference between the right and wrong order is so subtle that it’s hard to explain beyond simply saying that it “just sounds right”. For example, we often use more than one adjective to describe a noun, but which order should they go in? We would say “an interesting little book” not “a little interesting book”. Both are technically grammatically correct, but the first “just sounds right”. It’s a bit of a nightmare for those who are trying to learn, and it may prove one nuance too much. (In fact, there is some method to this particular English madness – but it’s quite involved, and beyond the scope of this article to explain it.)

Pronunciation

As if the spelling wasn’t hard enough, English pronunciation is the cause of much confusion among those trying to learn English. Some words are very low on vowels, such as the word “strengths”, which is hard to say when you’re not accustomed to English pronunciation. What’s more, words that end in the same combination of letters aren’t necessarily pronounced in the same way. Why is “trough” pronounced “troff”, “rough” pronounced “ruff”, “bough” pronounced “bow” (to rhyme with cow) and “through” pronounced “throo”? There are silent letters at the start of words, too. Why are there so many words that begin with a silent “K”, such as “knife”? Or even a silent “G”, such as “gnome”? If it’s not pronounced, what’s the point of including that letter in the first place, if it only adds to the confusion of both native speakers and learners? And don’t get us started on the number of hapless tourists who don’t know where to begin with pronouncing a town name such as “Worcester”. Sadly, many English learners have to learn the hard way when it comes to our confusing pronunciation; if you pronounce something incorrectly, most Brits will demonstrate the correct way to you – but not without a little chuckle at your expense.

To make matters even more complex, the way in which you emphasise certain words in a sentence can subtly change its meaning. For example, consider the different ways of emphasising the sentence below: – I sent him a letter – a plain statement. – I sent him a letter – used to imply that you sent him the letter – someone else didn’t send it (or “you didn’t send it, I did”). – I sent him a letter – this could imply “I sent him a letter, but I’m not sure he received it”. – I sent him a letter – used to imply that you sent him the letter – you didn’t send it to someone else (perhaps even “you weren’t meant to read it”). – I sent him a letter – you sent him a letter , not anything else. When you’re not used to speaking English, these may all sound the same to you. It’s only by constantly being exposed to English that you start to pick up on these subtleties.

Confused yet? If not, you will be after this next point. English is absolutely full of homophones – words that sound the same but have different meanings or spellings. We’ve already dedicated an article to homophones, but if you don’t have time to read that, here are a few examples…

• A bandage is wound around a wound (“wound”, pronounced “wowned” is the past tense of “wind”, as well as an injury when pronounced “woond”).
• The door was too close to the table to close (the first “close” is pronounced with a soft “S” and means “near”, while the second is pronounced with a hard “S” and means “shut”).
• I decided to desert my dessert in the desert (the first “desert” means “abandon” and has the emphasis placed on the second syllable; “dessert” is pronounced the same but means a pudding; and the second “desert” means the dry, sandy environment with camels, and is pronounced with the emphasis on the first syllable).

Homophones exist in the English language that has no fewer than seven different meanings – namely words that sound like ‘course’ and ‘raise’. Most have only two or three meanings – such as “there”, “their” and “they’re” – but that’s still enough to add an extra level or two of complexity for those trying to master the English language.

Synonyms aren’t necessarily interchangeable

Flick through a thesaurus and you’ll see countless groups of words that supposedly mean the same thing. You’d think that this would mean that they were interchangeable – but you’d be wrong. Even words whose definitions are seemingly in the same ballpark differ subtly – or apply to something completely different, because English words can have multiple meanings. You can’t always swap words with the same meaning, and this means that it’s easy to end up using a word in completely the wrong way. For example, you “watch” television, and you can either “watch a film” or “see a film” – but you don’t “see television”. But you’re not a “watcher” when you’re doing this – you’re a “viewer”, even though you don’t “view television” or “view a movie”. To take another example, I could talk about a swan’s elegant neck, but I couldn’t swap the word “elegant” for the word “classic” or “chic” (both suggestions I found in the thesaurus when I looked up “elegant”) because these are words that apply to fashion, not birds! If you were learning English, though, you wouldn’t necessarily know that.

English is a very old language, and over the course of many centuries, interesting sayings have been incorporated into everyday language that make little sense if you haven’t grown up with them. “Barking up the wrong tree”, “the straw that broke the camel’s back” and “raining cats and dogs” are all examples of idioms that add colour to the English language. If you find yourself starting to use idioms when you speak English, well done: you’ve mastered it!

Traces of archaic English

Though English does ‘move with the times’, there are still plenty of archaic words floating around that you may well encounter (and they may not be in your English dictionary). “Alas” (an expression of grief or pity) is one of the more common ones, but language of the sort traditionally used in the Bible is also still commonly understood, such as “Thou shalt not kill” in the Ten Commandments. This means “You will not kill” in modern lingo, but the Ten Commandments usually retain this old language. Old-fashioned words such as “apothecary” (someone who prepares medicine ) and “shilling” (an old form of English currency) will crop up in historical dramas that you watch on television. You’ll also see old literary and poetic references cropping up in popular culture, such as Shakespeare’s “To be or not to be” or Burns’ “My love is like a red, red rose”.

Regional dialects

We’d imagine that all languages have regional dialects, but when you add the bizarre pronunciations and unique additional vocabularies of the UK’s many regional dialects, they don’t exactly help the poor folk trying to learn English. It’s bad enough for us southerners to understand people from Glasgow, or even for people from Edinburgh to understand people from Glasgow. There’s a broad north/south divide in the pronunciation of certain words, a good example being “bath”, which is pronounced with a short “A” by those “up north” and a long “A” (“barth”) by those “down south”. Of course, every English-speaking country also has its own way of speaking the language; the USA, Canada, Australia, New Zealand and South Africa all have their own distinctive way of pronouncing words. Which you end up using when your native language isn’t English probably depends on whereabouts your English teacher is from, or whereabouts in the country you’re learning.

Is it really the hardest language?

As we’ve seen, then, English is pretty challenging. But it’s not the only contender for the World’s Most Difficult Language. Other notoriously tricky languages include Finnish, Russian, Japanese and Mandarin. Mandarin’s tone system, for instance, is famously tricky (but when you look at the ‘Emphasis’ section above, you’ll see that English can be just as bad!). Finnish is held to be difficult because of its numerous cases; Arabic because, among other things, its script has four different variations for each letter depending on where in the word it sits. Written Japanese differs from spoken Japanese, and there are three different writing systems – including 2,000 to 3,000 kanji characters that must be learned by heart. It makes English sound easy in comparison!

Ultimately, though, it’s down to the individual whether or not a particular language is difficult to learn. Some people have a natural aptitude for languages and pick them up quickly; children, of course, absorb new languages much more easily than adults. The difficulty of a language also depends on its similarity to your own language. You’ll probably find it easier to pick up French if you’re Italian, because these languages use many of the same roots, and the same alphabet. If you’re used to the Roman alphabet then you may struggle to learn oriental languages that rely on symbols, such as Japanese. English isn’t so bad once you get used to it, and it’s probably only commonly talked about as being hard because so many people are trying to learn it.

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Why Is English Hard To Learn? 11 Reasons

• March 30, 2021

Is English Hard To Learn? So, you’ve decided to study English. But, for some reason, when you will use what you’ve learned, it seems not to work that way in real life.

Don’t worry; you’re not the only one who feels this way. English is a hard language to learn. It is not, though, impossible!

In reality, how difficult it is to learn depends on your native language. This is because languages are more (or less) related.

Many of the words we use in English developed from Latin and Ancient Greek words. But, is English hard to learn? We’ll let you make your view!

The English language considers among the most challenging languages to learn. We’ll look at some of the common reasons why people find it hard to learn English.

1. Families of Languages:

Today, the world’s speaking languages number is about 6,000. The scientific discipline tends to think of languages as families. They have developed from one another and form specific family trees.

Since English is a member of the Germanic family of languages, it would be easier to learn if your native language is similar to Dutch or German.

However, learning English would be difficult if you speak the Japanese language. Which has little in common with either the Romance or Germanic languages . And thus sounds and looks very different. You can find it easier to learn English if your native language is close to it.

2. Some Things Are Nonsensical:

The English language is often full of inconsistencies and illogical statements. Many words, for example, seem confusing to non-native speakers.

For example, what does pineapple have to do with the words “pine” and “apple”?

There are also cases where nouns become verbs. Teachers, for example, taught while preachers preached. It’s difficult enough to clarify to native English speakers.

So imagine how difficult it is for English learners to understand these inconsistencies.

3. Why Is English Hard To Learn? Rules and Exceptions:

The English language, like any other, is rife with rules. Whether they’re grammatical or use it to assist in spelling. There are many of them. And there are many ways for them to get changed, refuted, or proved wrong.

For example, English students learned to say “I” before “E” except after “C.”

When it comes to most English words, such as “friend” and “believe,” this rule stands true. There are, however, exceptions, such as “science” and “weirdness.”

When it comes to sentence order, there are several confusing rules to understand. Native speakers have an intuitive knowledge of how to order those words because they sound right.

Getting used to all complexities and exceptions to the rules. It can be a nightmare for people who are trying to learn the language. Rules don’t always work. Especially when using established knowledge to apply the same rule to a new word.

4. Writing Rules:

Even native English speakers make mistakes, especially when it comes to punctuation rules. It’s the stylistic side of writing that gives them the most trouble.

Whether it’s the fast Oxford Comma of today or how to use hyphens in compound nouns. There’s always something new to learn. This field of English requires the most focus of all the language skills.

The strange case of the English pronoun “I” is also worth mentioning. When we look at all other English pronouns, we can see that “I” is the only one written in capital letters, regardless of its form.

5. Why Is English Hard To Learn? Words Order:

You can immediately detect the word order if you speak English fluently. Another difficulty for students in distinguishing between right and incorrect orders.

It’s not clear why the words are set in such a way that they sound right. You may say “an interesting small cup,” but “a small interesting cup” does not sound right.

While it is grammatically correct, the way it sounds distinguishes how it may deliver. Native speakers, for example, have an intuitive grasp of the language’s complexities.

6. English Has a Mixed Vocabulary:

When it comes to specifics, 26 percent of English vocabulary is Germanic in origin. Nearly 30 percent is French, and 30 percent in Latin in origin.

As a result, French speakers are likely to have an easier time learning English. Because they are familiar with much of the vocabulary. The same is true for German and Dutch speakers.

It’s easier to learn a language if we have a jump start. Because our primary language is more similar to the language we are attempting to learn.

7. Perplexing Spelling:

English is fundamentally hard to learn in specific ways. One explanation is that English has a perplexing spelling scheme. Even native speakers find it perplexing.

For example, the words’ dough,’ ‘tough,’ and ‘bough’ all have the exact spelling but are pronounced differently.

This ‘-ough’ spelling is a relic from Middle English , Chaucer’s country. Where the spelling reflected the pronunciation.

Many of those pronunciations have changed over time. But the spelling remained constant. Like the ‘ch’ sound in the Scottish word ‘loch,’ it is no longer used in British English pronunciation.

8. Why Is English Hard To Learn? Confusing Idioms:

Idioms are another tricky topic to learn. Every language contains idioms. They aren’t meant to take literally.

For example, the phrase “she kicked the bucket” means “she died.” All you need to know is the meaning of the whole unit.

‘She jumped down my throat,’ or ‘He hit the roof,’ are two other examples. The literal sense is not the exact wording. Also, Idioms include words like ‘all of a sudden,’ which a language learner does not understand.

In English, there are tens of thousands of these. Idioms exist in all languages. The length, variety, and unpredictability of English idioms characterize them. Idioms in English are tricky for non-native speakers to grasp.

9. It’s Difficult to Use Plurals and Tenses:

Since there are so many tenses to note. It can be difficult for an English learner to differentiate between future tense and future perfect.

It is difficult to learn not only when memorizing grammar rules in the text. But also when having an English conversation in which the speaker refers to the future.

Furthermore, when it comes to the use of plurals in English, there are several variations. When it comes to words like mouse and ox, where a non-native speaker learns to add -s to form a plural, this is wrong.

10. Synonyms Aren’t Always Synonymous:

If you look at a thesaurus, you’ll find several groups of words that generally mean the same thing. You’d think this meant they might be interchangeably used, but you’d be wrong.

Since English words may have various meanings. Even terms with very similar definitions can refer to something entirely different.

People can end up misusing a word as a result of this. You would “see a film” or “watch television,” but you would never “see a television.” Another example is when you say, “I received a gift,” you don’t say, “I welcomed a gift.”

Even if the two words are similar depending on the background, the context may be entirely different.

11. Different Dialects:

We assume that all languages have regional dialects. Because of the many regional dialects in the U.K, people find it difficult to learn English.

When pronouncing “bath” or “castle,” there is a distinct north/south distinction. In the south, it’s a long “A,” while in the north, it’s a short “A.” And there is a never-ending debate on how to pronounce ‘scone’ correctly (S-gone or S-cone?).

Of course, each English-speaking nation has its distinct way of pronouncing words. The U.S., Canada, Australia, and South Africa each have their specific way of pronouncing words. This means that where you study English has a massive effect on the pronunciation you use.

Is English Really That Hard To Learn?

Although English indeed is a complex language to learn. The same case is with other languages such as Mandarin , Russian, or Japanese.

English is one of the most popular languages globally, spoken by over 1.5 billion people to some point. And your dedication to studying all its complexities and differences will open many doors for you in the future.

Several factors make learning English hard and perplexing. It is difficult to learn its grammar structure, pronunciation, definitions, and rules. But bear in mind that the situation is similar for English speakers learning a foreign language.

What matters is your ability and commitment to learning the fundamental rules. Learning English was never more straightforward or more accessible than it is today. Finally, whether a language is challenging to learn depends on the person.

It’s easier to learn English if you don’t care about the rules. Concentrate on reading and listening to native language content. The higher your language learning targets are, the more difficult it would be to learn English. It’s as simple as that.

Conclusion:

Hundreds of millions of people learn English around the world. And make English the third most studied native language. And many of them enroll in an English-speaking course as adults or as children.

The English language is widely regarded as one of the most difficult to master. Because of its unpredictable spelling and challenging to learn grammar, it is challenging for both learners and native speakers.

Learning a new language is difficult in any case since so much depends on your original language and its similarity to your target language. It isn’t impossible just because it is challenging.

Best of luck with your learning!

Contact Us:

You’re not alone if you’re having trouble learning English. The Language Doctors are on hand to assist you if you’re looking to advance your English skills.

Please get in touch with us to make learning and studying English a lot easier for you.

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Why English Is Such a Difficult Language to Learn

Reasons that second language learners find english tough to master..

Posted February 5, 2017 | Reviewed by Jessica Schrader

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I am often asked why English is such a difficult to learn for non-native speakers. In fact, how hard it is to learn depends on what your native language is; and this follows as languages are more (or less) closely related to one another; if your mother tongue is more similar, in terms of sounds, vocabulary and grammatical patterns to another—for instance, you're a speaker of Dutch or German—then English will be easier to learn. But if you speak a language that comes from a more distantly related tongue—say Japanese—then English is more likely to prove a tougher nut to crack.

Language families There are around 6,000 spoken languages in the world today, and some are more distantly related to each other than others. In the discipline that studies language from a scientific perspective—linguistics—we tend to think about languages as families, having evolved from each other, and forming particular family trees. In addition, users of a language (people) move around through migration patterns, which affects the development of languages over time. Moreover, new concepts and artefacts are constantly being invented, so we need new words for them. So languages are constantly evolving; but we can trace them back to a particular family tree.

For instance, Latin eventually led to modern-day Romanian. It’s the closest surviving language to Latin, and the closest language we have today to that spoken in the Roman Empire. Other daughter languages of Latin include French, Italian, Spanish and Portuguese. English is part of the Germanic family of languages, so Dutch or German speakers are likely to find it easier to learn than speakers of, for instance, Japanese, which is unrelated to either the Romance or Germanic languages, and hence, sounds and looks very different indeed.

The mongrel vocabulary of English In terms of specifics, if you look at the vocabulary of English, 26% of English is Germanic in origin, nearly 30% is French in origin, and nearly 30% Latin in origin. So this means French speakers are likely to have a comparatively easier time learning English, because they recognise a lot of the vocabulary. Similarly with German and Dutch speakers. If we already have a head start, because our native tongue is more similar, or more closely-related to the language we are attempting to learn, that makes learning it a bit easier.

Baffling spelling But despite all this, in certain respects, English is, nevertheless, inherently difficult to learn. One reason is that English has a baffling spelling system , even for native speakers, or kids going to school. Take words like ‘dough’, ‘tough’ and ‘bough’—they all have the same spelling, but are pronounced completely differently. This spelling, using ‘-ough,’ is actually a relic from Middle English —Chaucer’s world—where the spelling reflected the Middle English pronunciation. Many of those pronunciations have disappeared over the years, but the spelling remains, for example the ‘ch’ sound in the Scottish word ‘loch’ no longer exists in standard British English pronunciation. So it’s hard for non-native speakers to get to grips with the downright baffling spelling system of English.

Baffling grammar Another reason is that English has a peculiarity: the phenomenon of phrasal verbs—a verb whose meaning is changed by a small word added to it. Take ‘run’ for example. We can ‘run over’ someone, have a ‘run in,' we can ‘run something down,’ or ‘run up a bill,' or even ‘run something by someone.’ On each occasion, when you add a word like ‘in’ or ‘over’, you’re changing the meaning—and it often seems to be with no rhyme or reason. Why do we ‘add up’ a bill, but a house gets ‘burned down’? So these prepositions change the meanings of verbs. For Spanish and French speakers, for example, who don’t have this in their language, it can be very difficult to understand—and to learn.

Another tricky phenomenon to learn is idioms . An idiom involves a number of words whose meaning can’t be predicted from simply adding together the meanings of the individual elements themselves. For example, ‘she kicked the bucket’, means ‘she died’—you just have to know the meaning of the whole unit. Other examples include, ‘She jumped down my throat,’ or ‘He hit the roof.’ The literal meaning is not what’s actually meant. Even things like ‘all of a sudden’ count as an idiom – someone learning the language couldn’t predict what this expression might mean. And there are tens of thousands of these in English. All languages have idioms , but the range, variety and unpredictability of English idioms are difficult for foreign language learners to acquire.

The final phenomenon that makes English so difficult to learn is grammatical patterns—English has a number of unusual grammatical patterns and sentence-level patterns. One example is the so-called ditransitive construction, e.g., ‘John gave Mary the flowers.’ To understand what’s been given, who is the recipient, and who does the giving, you have to know the grammatical construction. This becomes clear from examples that are less obvious from the pragmatics of the setting, such as the story world of Narnia, where animals can talk, e.g. ‘The King gave the horse a boy’, from C.S. Lewis’ children’s classic: The Horse and His Boy . Imagine a non-native speaker having to work out that it is the horse that gets the boy, rather than vice versa. What makes this all difficult, for some non-native speakers, is that, unlike many other languages, English no longer has much of a case system where speakers can clearly mark who’s the recipient and what’s getting transferred. This has been lost during the development of English over the last 1,500 years.

(Based on an article originally published in The Question .)

Vyvyan Evans, Ph.D. , is a language and communication consultant. He received his Ph.D. from Georgetown University.

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Why English is so hard to learn (and what to do about it)

When you learn English, do you feel like your head is going to explode?

If so, you’re not alone.

In this article, I’ll discuss 5 reasons why English is so difficult to learn.

Then I’ll offer advice on how to deal with the difficulty of learning English.

Let’s get into it.

Reason #1: Complicated Grammar Rules

If you’ve ever studied English grammar, you know how confusing it is.

There are a lot of rules (and exceptions) to remember.

For example, you have to memorize many irregular verbs like these:

You also have to study English tenses, which are impossible to master because their usage is so confusing.

For example, the Present Continuous tense (I am do ing ) has various usages.

We can use it to talk about something that’s happening at the time of speaking. ( I’m writing an article. )

We can use it talk about an activity that’s ongoing, unfinished, or incomplete. ( I’m learning to play the guitar. )

Or we can use it to talk about future plans. (“ I’m visiting my parents on Saturday. )

That’s not all. You also have to learn other difficult topics like prepositions (in, on, at, of), confusing sentence structure (I saw him do something vs. I saw him doing something), and much more!

To top it off, even after a lot of studying, most English students still cannot speak English well… even though they know most grammar rules .

This is because when they’re speaking English, they have to form sentences quickly. There’s no time to think about those rules.

Where should I send the English course to?

Reason #2: You’re Not a Baby Anymore

When it comes to language learning, babies have a couple of advantages over adults.

First of all, their hearing is amazing. They can easily hear the difference between two very similar sounds in any language.

But as they get older, they start to lose the ability to hear sounds that are not present in their native language.

For instance, a 6-month-old Japanese baby can hear the difference between the R and L sounds of the English language (although the two sounds aren’t present in Japanese).

But at one year old, that same baby can no longer hear the difference.

This is why many Japanese people can’t differentiate between words like “ r ock” and “ l ock.” To them, they sound the same.

Personally, I have trouble hearing the difference between the ‘ch’ and ‘sh’ sounds. (My native language has only one sound that’s similar to these two.) So it’s hard for me to differentiate between words like “ ch air” and “ sh are.” They kind of sound the same to me.

But to a baby or native English speaker’s ears, the difference is as clear as night and day.

Reason #3: Language Interference

Language interference is when the knowledge of your native language causes you to use English incorrectly.

An obvious example is when you speak English with a foreign accent (because your native language influences your pronunciation of English).

Unfortunately, your first language not only affect your accent, but also your English grammar.

For instance, the German noun “information” can also be used in the plural from: “Informationen.” So some German students use “informations” in English too, which is incorrect.

Here’s another example: as a Thai person, I find English prepositions (at, in, on) to be particularly difficult. The Thai language has prepositions too, but we use them differently.

In Thai, There are no “perfect” counterparts for at , in , and on .

So when I use English prepositions, I sometimes accidentally apply the rules of the Thai language, which leads to grammatical mistakes.

Of course, children don’t have this problem because they have no preexisting knowledge of any language.

It’s no wonder why learning English as a second language is so hard.

Reason #4: Ineffective Learning Methods

If you’re like me, you probably started learning English in school (or in college).

In school, you probably sat in class, listening to the teacher, or memorizing some grammar rules.

Or if you’re learning English by yourself, you might be spending a lot of time passively watching English lessons on YouTube.

Sadly, this is not an effective way to learn English at all. It’s completely different from the way you learned your first language.

I’m speaking from personal experience here.

I used to study grammar in school and college. (I always got the best grades.) But after graduating and getting a job at an international company (where I had to communicate in English with my foreign co-workers), I realized that my spoken English was pretty bad.

Have you studied grammar a lot? Have you watched many English lessons on YouTube?

If so, are you able to speak English well?

If not, it means what you’ve been doing isn’t working.

When you use ineffective learning methods, it’s going to be difficult (or even impossible) to improve your English.

Reason #5: No Speaking Partner

If you want to improve your listening, reading, or even writing skills in English, that’s quite manageable. You can learn and practice these skills by yourself at home.

But what if you want to improve your spoken English?

This is when things get complicated.

To improve your English speaking skills, you need a practice partner — someone you can speak English with. (That person should be able to speak English quite well.)

For many people, it’s hard to find someone like that.

Perhaps they don’t live in an English-speaking country.

Or maybe they do, but their lifestyle doesn’t allow them to communicate in English much.

If this is you as well, it’s going to be hard to learn to speak good English.

So What Should You Do?

Okay. Enough about the problems.

What about the solutions?

How can you make it easier to learn English?

Let me offer some English learning tips for you.

1. Use proper methods to learn English

Let me ask you a question?

What is your native language? (Mine is Thai.)

Whatever your native language is, I’m pretty sure it has a lot of confusing rules and exceptions just like English.

Despite how complicated your language is, you became fluent in it without studying grammar rules!

How was that even possible?

It was possible because you learned the language the proper way: by listening and speaking the language every day.

If you want your English to be good, you must learn English in a way that’s similar to how you learned your first language.

First, you must listen and read English materials that interest you.

When you listen to or read something in English, you get to see many examples of how the language is used. This is the proper way to learn any language.

Don’t worry about English grammar. Your brain has the ability to learn grammar automatically (by simply being exposed to English).

When you listen to an English conversation, your brain is actually learning English grammar behind of scenes. You don’t need to waste time studying grammar at all (unless you want to improve your writing skills).

If you want more information about this automatic learning process (including scientific explanations), I highly suggest that you read my article about how to learn English grammar .

2. Learn to practice English speaking alone

Do you want to improve your English speaking skills ?

These are “active” skills. Which means they require “active” practice.

Listening and reading alone will not make you speak English well.

You need to practice speaking.

If you don’t have a speaking partner, no worries.

There are ways to practice speaking English by yourself.

Check out this guide: How to practice speaking English .

You’ll love this guide because most of the speaking exercises in it can be done alone.

Self-practice is how I improved my spoken English since I couldn’t afford to live abroad. Also, it was too time consuming for me to take in-person English speaking classes. (The traffic in my city is pretty bad.)

So I chose to practice speaking English by myself at home instead (using the exercises I shared in that guide).

3. Put in the time

English fluency is like any other skill. The more time you spend learning and practicing, the better you get.

And since English is complicated, it requires a huge time investment.

Even if you use the right methods, you will not get results unless you dedicate a lot of time to it.

So if you’ve been learning English (the right way) for a while but still feel like your English hasn’t improved much, it simply means you have not put in enough time.

The solution is simple: spend more time learning and practicing.

The more time you spend, the easier English will be for you.

There’s no way around it.

Did you become fluent in your native language quickly and easily?

The answer is a big NO.

When you were a child, you practiced the language with your parents and relatives. Every day you were bombarded with massive input.

But even in that perfect environment, it still took you many years to master the language.

Please keep that in mind when trying to improve your English.

Thanks for reading. I hope you find this article useful.

As an English student myself, I also think the English language is very hard to learn.

But there’s nothing to fear. If you have proper learning strategies, the right mindset, and a lot of patience, you can certainly improve your English.

Want to improve your spoken English?

If yes, join my English speaking course below:

Over 142,000 people have joined the course. I'd love for you to join too :-)

Want to Improve  Your Spoken English?

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Why Is English So Hard to Learn?: The Ingenious Poem, “The Chaos,” Documents 800 Irregularities in English Spelling and Pronunciation

in English Language , Poetry | January 2nd, 2019 1 Comment

In 1920, Dutch writer and trav­el­er Ger­ard Nolst Tren­ité, also known as Chari­var­ius, pub­lished a text­book called Drop Your For­eign Accent: engelsche uit­spraakoe­fenin­gen . In the appen­dix, he includ­ed a poem titled “ The Chaos ,” a vir­tu­oso, tongue-twist­ing demon­stra­tion of some­where around 800 irreg­u­lar­i­ties in Eng­lish spelling and pro­nun­ci­a­tion. No one now remem­bers the text­book, and the poem might have dis­ap­peared too were it not for efforts of the Sim­pli­fied Spelling Soci­ety, which tracked frag­ments of it through “France, Cana­da, Den­mark, Ger­many, the Nether­lands, Por­tu­gal, Spain, Swe­den and Turkey.”

The poem’s his­to­ry, as told in the Jour­nal of the Sim­pli­fied Spelling Soci­ety  ( JSSS ) in 1994, shows how it trav­eled around Europe, in pieces, con­found­ing and bedev­il­ing aspir­ing Eng­lish speak­ers. Full of homonyms, loan words, and words which—at one time—actually sound­ed the way they’re spelled, the poem’s fifty-eight stan­zas may be the most clever and com­pre­hen­sive “con­cor­dance of caco­graph­ic chaos,” as the JSSS  puts it. Admired by lin­guists and his­to­ri­ans of Eng­lish, it has, since its 1994 repub­li­ca­tion, become some­thing of a cult hit for enthu­si­asts of lan­guage every­where.

You can read it here , hear it read above by YouTube’s Lindy­beige, and see a tran­scrip­tion into IPA , the inter­na­tion­al pho­net­ic alpha­bet. Though it’s pop­u­lar­ly rep­re­sent­ed as a kind of sort­ing mech­a­nism for “ the Eng­lish-Speak­ing Elite ,” that’s hard­ly accu­rate. Eng­lish once sound­ed like this and this , then like this , and now sounds com­plete­ly dif­fer­ent accord­ing to hun­dreds of region­al dialects and accents around the world. The soci­ety ges­tures toward this in their intro­duc­tion, writ­ing, “the selec­tion of exam­ples now appears some­what dat­ed, as do a few of their pro­nun­ci­a­tions. Indeed a few words may even be unknown to today’s read­ers.”

“How many will know what a ‘stud­ding-sail’ is, or that its nau­ti­cal pro­nun­ci­a­tion is ‘stun­sail’?,” asks the JSSS . It seems rea­son­able to won­der how many peo­ple ever did. In any case, Eng­lish, Lindy­beige writes, “is a rapid­ly-chang­ing lan­guage,” and one that has not made much pho­net­ic sense for sev­er­al cen­turies. This is exact­ly what has made it such a bear to learn to spell and pronounce—for both Eng­lish lan­guage learn­ers and native speak­ers. Try your hand at read­ing every word in “ The Chaos ,” prefer­ably in front of an audi­ence, and see how you do.

via Men­tal Floss / The Poke

Relat­ed Con­tent:

What Eng­lish Would Sound Like If It Was Pro­nounced Pho­net­i­cal­ly

Hear Beowulf Read In the Orig­i­nal Old Eng­lish: How Many Words Do You Rec­og­nize?

Hear What Shake­speare Sound­ed Like in the Orig­i­nal Pro­nun­ci­a­tion

Josh Jones  is a writer and musi­cian based in Durham, NC. Fol­low him at  @jdmagness

by Josh Jones | Permalink | Comments (1) |

Related posts:

Comments (1), 1 comment so far.

Brings to mind G.B. Shaw’s ani­mad­ver­sions on the ‘chaos’ of Eng­lish pro­nun­ci­a­tion, par­tic­u­lar­ly his won­der­ful remark that the word ‘fish’, accord­ing to the rules of Eng­lish spelling, could just as eas­i­ly be writ­ten ‘ghoti’.

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StoryLearning

Learn A Language Through Stories

10 Reasons Why English Is A Really Hard Language

Wondering why English is hard to learn?

And if you grew up speaking it…you’'re really lucky you don’t have to learn it from scratch

I bet I can give you a whole list of reasons that you’ve never even thought of why English is hard to learn.

And by the time I'm done, native speakers, you’re going to thank your lucky stars that your mum taught you English!

With some languages, once you know the rules you can use a bit of logic to figure things out on the fly.

But English? Well, the rules don’t always make sense…

Keep scrolling to read this post as an article or hit play on the video above to watch the video version to find out why English is hard to learn.

By the way, even if English is the global language , if you only speak English, you miss out on a lot of opportunities for connection.

If you want to learn a new language fast, though stories, not rules, check out my courses which teach you through StoryLearning®.  Find out more and claim you free 7-day trial of the method .

#1 Crazy English Pronunciation

Read aloud this letter – Q

Now read out this word – “queue”

So what’s with all these letters at the end…?

Oh… and the word “cue”.

You could forgive a student for asking why we tack on 4 vowels that make absolutely no difference to the sound!

Of course, this word is borrowed from French…but in French it doesn’t even mean “queue”, it means “tail”.

Now, depending on what language you’re starting with, English pronunciation can be a bit of a nightmare to get your mouth around.

Take the simple ‘th’ sound.

Unless you are Spanish, Greek, Arabic, Swahili or Icelandic, you will probably have trouble with this one… 

To be fair, ‘th’ is a pretty rare sound out there!

Only about 7,5% of the world’s languages have ‘th’ sounds. And it doesn’t help that it has two pronunciations: think of the‘th’ in “this” vs “the”.

And then some languages don’t use ‘r’ like we do – or at all: And here we are, crying about the Spanish Rrrrrrrrrr .

#2 Unpredictable And Perplexing Spelling

Pronouncing words as they’re written? Pft! 

English gives you weird spelling rules, and then breaks those rules.  

Like these two words:

• colonel        
• kernel          

Say them out loud. Go on.

Yep – they’re said exactly the same way. Explain that to your English student. 

But let’s be honest with each other: even native English speakers find English spelling perplexing.

Why do you think our social media is so full of grammar police? The language is just asking for it!

Now imagine you learn a language really well in one country,  then you fly to a different country to immerse for 6 months, only to find that the spelling rules have changed. 

For the same language.

America, UK, Australia – yeah, you know what I’m talking about. 

And to make matters worse, there’s often a humongous pronunciation gap between native speakers even within one district.

Slang can be extreme in many neighbourhoods, and travelers trying to immerse in English often have no clue what’s even going on…

And then, of course, I have to throw in the famous one:

bough – though- thought – cough – rough – through – thorough – hiccough 

One grapheme, 8 sounds?

If you were a mean English teacher, you could punish your students with a sentence like:

“The rough, dough-faced ploughman fought through the borough to the lough, hiccoughing and coughing.”

These are real language learning problems!

#3 The Same, But Opposite

English has a lot of nonsensical words like “pineapple”. Okay, you could just learn those without analysing them.

But then you get words that mean the same thing although look like they should be antonyms:

• Flammable    
• Inflammable

Really – whose bright idea was this?

Same goes for “famous” and “infamous”. Not opposites! 

They both mean that someone is well-known, but in different ways.

English prefixes certainly don’t have simple rules that you can just learn and apply to new vocabulary.

How about those same-but-opposite verbs?

• “To dust” means to remove dust from something.
• “To dust” means to sprinkle dust on something.

Speaking of verbs, nouns can become verbs and still make sense, somehow – at least to native speakers…

• “Stop horsing around! I’m trying to dialogue with my sister.”

Verbing is NOT a concept easily taught to learners of English – it’s all about context… and lots of time hanging out with native speakers! 

Next up, read this sentence and guess the meaning:

• “I never said he stole my horse. ”

Think it’s obvious what it means and I’m messing with you? 

Think again…it all depends which word in the sentence you emphasise!

• I never said he stole my horse.    (Someone else said it) 
• I never said he stole my horse.    (I didn't say that) 
• I never said he stole my horse.    (I just implied it) 
• I never said he stole my horse.    (I just said someone did)
• I never said he stole my horse.    (I considered it borrowed)
• I never said he stole my horse.    (It could have been someone else’s horse)
• I never said he stole my horse .    (He stole something else of mine though)

Oh English, you prankster.

Well, perhaps emphasis is our equivalent of tones, and our Mandarin-speaking friends will find English quite a charm to learn!

#4 Contractions

I have a teammate who taught English in Asia and her recruiter, who had learned English to a high level, would often say encouraging things like:

• “Just keep being the teacher that you’re.”

and she’d wait for the rest of the sentence… 

“The teacher that I’m…what?” 

• “The teacher that you’re.”

See the problem?

Learning this cool English trick called ‘contractions’ is not easy. 

You can end a sentence with “don't” or “can't”, but you can’t end with “you’re” or “it’s” … even though it’s fine to end with “you are” or “it is”!

And if “don’t” means “do not”, then why is it okay to say:

“Why don’t you?”   but you can’t say “Why do not you”?

We must all seem crazy to learners of English!

And you should warn new students to get an up-to-date dictionary, because English is fickle…

“Egregious” used to mean “remarkably good”. Now it means “outstandingly bad”.

#5 Pluralisation

Okay. So you’re learning English and you’ve finally grasped plurals – and it wasn’t easy…

(s) The boy reads the book     →   (p)  They (the boys) read the book 

(s) She cries                               →   (p)  They (the girls) cry

So “they” is plural, right? Awesome! 

Until you overhear a native English speaker say…

• “If someone reads this book, they are going to cry.”

This is how we speak. Even though it’s not grammatically correct, using “they”/”them”/”their” as a singular pronoun is so common that it’s accepted.

The reason we do it? We have no pronoun genders. 

“Someone” could be male or female. So we say “they”.

You’ll recognize these, as well…

• House → Houses      but   Mouse → Mice
• Moose → Mooses    but   Goose → Geese
• Fox     → Foxes          but    Ox       → Oxen

Be honest with me now. You haven't really thought about this next thing: we have more vowel sounds than letters to express them. 

First, there’s the schwa sound – a kind of weak vowel sound.

In a written word, this sound could be represented by an a, e, i, o, u, or even y.

•           a bout, stol e n, penc i l, mem o ry, s u pply, vin y l

Then, one little vowel letter can represent many different vowel sounds:  

•                 h a t, h a te, a ll, a rt, a ny

So I reckon maybe we are missing letters from our alphabet! 

The opposite is also true…

A single vowel sound can be made with different vowel letters:

•              th ey , w ei gh, m ay , c a ke, br ea k, r ai n

But that’s nothing. The vowel sound ‘ee’ can be spelled in at least 21 different ways! 

This is why reading is so essential if you’re learning English (or any language) – reading will give you the same visuals of common words, over and over! 

Now here’s something interesting: Did you know that most languages don’t have a thesaurus?

#7 Synonyms

If you’ve read quite a bit of writing by intermediate English students, you may have noticed a common tendency to use synonyms as though they’re interchangeable.

For example, the linking word “moreover” gets used a lot…

• “Shelley decided she’s going to the wedding, and moreover, she'll be singing.”

But to a native speaker, this sounds weird in a casual context. English speakers rarely use “moreover” unless they’re being formal.

• “Shelley decided she’s going to the wedding, and what’s more, she’ll be singing.”

But it's understandable – modern English has an unusually large number of synonyms – wayyy more than other languages. Way more.

So it’s not easy to get a native-like feel for choosing the right one.

For a student, this means it’s always going to be a gamble when they reach for a thesaurus! 

And then there are…

#8 Phrasal Verbs

Oh boy. How does an English learner get these right when even English natives mix them up?

• Give in, Give out, Give up, Give away, Give to …

And to make matters worse, certain phrasal verbs have multiple meanings. 

Think you know what “take off” means? Think again.

Here are its different meanings:

• Remove something, like clothes
• Get time off work
• An airplane flying up from the runway
• Leave the people you’re with and go somewhere else
• Suddenly begin to see increased success
• Delete something

And don’t get me started on silent letters – we’ll be here all day if I get into that. 

But probably the hardest of all English skills to master is one that even native English speakers get wrong every single day: writing.

• How do you use the Oxford Comma? 
• Where do apostrophes go?
• Which adverbs get a hyphen after them? 

Writing requires the most focus of all the language skills and even many English speakers battle with this.

And come to think of it, if you’re learning English I would NOT advise asking your new friends at the pub for punctuation tips! 

#9 Borrowed Words

Look, one of the reasons for the endless inconsistencies in English is that it has borrowed words from so many other languages. 

The writer, James Nichol, nailed it:

“English doesn’t just borrow words; English follows other languages down alleyways to beat them unconscious and rifle their pockets for new vocabulary.”

As a matter of fact, English is the world champion of borrowed words!

So, dear friends, next time a foreign person speaks to you in broken English…be kind, will you?

And to finish up, here's a rule I'm pretty sure you don’t know you know.

#10 Rules We’ve Internalised Without Being Taught

Finally, read this sentence with me: 

• It’s a lovely little old rectangular blue French diamond engagement ring.

Now try and mess with that word order. Go on. Suddenly you don’t sound very articulate, do you?

When you describe something using a list of adjectives, it automatically goes : opinion-size-age-shape-colour-origin-material-purpose.

But who taught you that?

Native speakers have an intuitive grasp of word order in English and I guess we take this ability for granted!

But it’s really difficult for students to distinguish right from wrong – making it almost impossible to fool a native speaker, ever!

One word and you’re out. 

But to be fair… English isn’t the only hard language here are 11 really hard languages for English speakers . 

So go on…get a taste of your own medicine !!

Why English Is Hard To Learn

So, why is English hard to learn? Well, thanks to these 10 reasons, now you know. And if you're learning English, you'll know that the language doesn't make it easy.

I’d love to make it easier for you, so if you haven’t tried reading simple stories in English, you should check out my Short Stories books . I want you to win at this!

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What Makes Writing So Hard?

MAY 9, 2022

Many students struggle with writing—but what makes it so hard? And why do so many students hate to write? Writing is a task with a very high cognitive load. Giving students meaningful practice and clear structures for writing helps them move their thoughts out of their heads and onto the page.

Who Needs to Write? Everyone.  

Based on the most recent NAEP writing assessment , only about one in four students at any grade level is proficient in writing—and that number hasn’t shifted meaningfully in decades. One in five students scored at the lowest proficiency level, Below Basic, at each tested grade level. Clearly, the traditional English Language Arts (ELA) programs used to teach writing are not, on their own, enough to move the needle for most students. 

At the same time, writing is more important than ever in our knowledge economy. Writing is a “gatekeeper” skill for many higher-paying professions. Most white-collar and technical jobs require at least basic writing skills, whether for creating formal reports or simply communicating through email. In blue-collar and service jobs, people are often expected to be able to write clearly to communicate with customers. And writing will almost certainly be required to advance beyond the entry levels. In fact, a survey of business leaders put written communication skills at the top of the list of sought-after attributes. 

Beyond the workforce, writing, like reading, is a skill that enables full participation in our modern world. Good writing skills allow people to participate in democracy by writing letters to the editor or expressing their views to a representative. Writing also allows people to participate in, rather than simply watch, all of the discourse and entertainment happening online. Writing can empower people to self-advocate in a variety of contexts, from healthcare to consumer interactions to legal proceedings. Writing skills are essential for anyone who wants a seat at the table in today’s complex political, consumer and personal realms. 

The High Cognitive Load of Writing

By some metrics, today’s kids and teens are writing more than ever—that is, if you count texting, commenting on online content, and interacting in multiplayer games. But these interactions do not rise to the level of writing required to be successful on state assessments, college assignments, or workplace tasks. When students are faced with an authentic writing task—such as responding to a piece of text, writing a research paper, or developing an original narrative—the majority struggle. 

In part, that may be because students don’t have much practice with formal writing, especially in extended form. There is some evidence that students today spend less time on writing than in the past, especially on argumentative writing and writing in the content areas. The Institute of Educational Sciences (IES) recommends that students have 60 minutes of writing time each school day , including a mix of direct writing instruction and writing assignments that span different purposes and content areas. However, only about 25% of middle schoolers and 30% of high schoolers meet the standard, and many students are only spending about 15 minutes each day on writing. 

But even with ample time and instruction, writing is hard —in fact, it is arguably the hardest thing we ask our students to do. Natalie Wexler, the author of The Knowledge Gap , explains that writing has an even higher cognitive load than reading . That’s because, in addition to processing information, students also have to figure out how to get their own thoughts on the page. 

Writing is a highly complex skill that involves many discrete sub-skills at both the “macro” and “micro” levels. 

• At the “macro” level, students have to figure out what to say: what is the point they are trying to make or the story they are trying to tell? What is the best way to organize their ideas and structure their piece? What are the big ideas and conclusions they want to get across? What kind of supporting evidence or details are needed? 
• At the “micro” level, students must apply a myriad of foundational writing skills, from the motor skills involved with keyboarding or handwriting to decisions about word choice, syntax and grammar. 

All of these writing processes are happening at the same time , adding to the overall cognitive load of the task. To lower the cognitive load, students must achieve proficiency and fluency at both the macro and micro levels. When students struggle with foundational skills such as letter formation and word selection, they may not have enough cognitive resources left to focus on the “big picture” of what they want to say. On the flip side, students who don’t know how to organize their ideas will not have much energy to focus on developing their writing style and editing and polishing their work.

The Hardest Part of Writing is Thinking

For most students, the hardest part of writing isn’t writing out individual words or forming a complete sentence. It is simply figuring out what to say . In fact, the Writing Center of Princeton says: 

Writing is ninety-nine percent thinking, one percent writing. In other words, when you know what you want to say and how you want to say it, writing becomes easier and more successful.

Writing is, fundamentally, thinking made visible. If you can’t think, you can’t write. One of the best ways of lowering the cognitive load of writing is to give students a structure for organizing their ideas and thinking through the flow and structure of their piece. 

That’s where Thinking Maps come in. Thinking Maps provide the structure for thinking through a writing task and organizing ideas prior to writing.

It starts with understanding the task itself. Students in a Thinking Maps school learn to use “signal words” that indicate what kind of thinking is required for a task. Then, they know what kind of Map to use to start their thinking process. For example, if the prompt asks them to explain the similarities and differences between two historical eras, they know immediately that this will be a “compare-and-contrast” task. The Double Bubble Map provides the structure they need to organize their ideas, whether from their existing knowledge, in-depth research, or a text provided with the prompt. Once they have fleshed out their ideas, students can use a writing Flow Map to develop their piece section by section. Having this kind of structure helps students move through the planning and organizing phases of writing more quickly so they have more time to spend on other parts of the writing process, including revising and editing. It also leads to clearer, more organized writing. 

At Pace Brantley Preparatory, a Florida school serving students with learning disabilities in grades 1-12, adding some dedicated Thinking Maps planning time prior to writing led to better writing products on their benchmark assessments. Read the Pace Brantley story .   

In our Write from the Beginning…and Beyond training , teachers learn how writing develops across the grade levels and how to use Thinking Maps to support student writing, including using the Maps to process thinking before writing and using the writing Flow Map to plan writing. Advanced training includes specific strategies for different genres, including Narrative, Expository/Informative, Argumentative, and Response to Text.

When students can think, they are ready to write. And when students can write, they are ready for anything. 

Want to know more about Thinking Maps and writing?

• Download the recording: Building a Deep Structure for Writing

Continue Reading

April 15, 2024

Scientific thinking empowers students to ask good questions about the world around them, become flexible and adaptable problem solvers, and engage in effective decision making in a variety of domains. Thinking Maps can help teachers nurture a scientific mindset in students and support mastery of important STEM skills and content.

February 15, 2024

A majority of teachers believe that students are finally catching up from pandemic learning losses. But those gains are far from evenly distributed—and too many students were already behind before the pandemic. To close these achievement gaps, schools and districts need to focus on the underlying issue: the critical thinking gap.

January 16, 2024

Student engagement is a critical factor in the learning process and has a significant impact on educational outcomes. Thinking Maps enhance engagement by encouraging active participation in the learning process, facilitating collaboration, and providing students with structure and support for academic success.

November 15, 2023

Project-based learning (PBL) immerses students in engaging, real-world challenges and problems. Thinking Maps can give students a framework for thinking, planning and organizing their ideas in the PBL classroom.

Why is writing so hard?

As teachers we may despair of marking our students’ written work and writing that ‘C+ must try harder’ at the bottom of their compositions, but let’s spare a thought for those poor students, who may after all be trying as hard as they can.

First let’s admit it – writing is hard!

They are on their own

Students face a number of challenges producing correct and appropriate texts. For a start it is usually a solitary task, often given as homework and therefore unsupported. In class students can find support from each other doing pair or group work and also from their teacher. Writing a composition for homework, they often don’t know how to help themselves.

*Consider allowing students to write compositions collaboratively in class, especially when writing long texts is new to them.

Topics can be uninspiring 

How easy would we find it to write something interesting (let alone grammatically correct) on the topics given. While practising other skills it is possible to be genuinely communicative and even have fun, but this is rare in writing practice.

*Consider allowing students to choose their own topics to write about; doing creative writing; tapping into the interests of the students.

Too much feedback is counter-productive

When it comes to motivation, students often feel a great sense of failure when they have writing returned to them covered in red ink, with each mistake highlighted. It is not easy to know how to pick yourself up and start again. If our students are teenagers this is particularly difficult. They may put on a show of not caring, but teens find criticism very painful and may feel great frustration in not understanding exactly how they can redress their weaknesses in writing.

*Consider being selective about what you mark; marking positively; reducing the word count of written tasks so that students can focus on quality rather than quantity.

Writing is a difficult skill even in our mother tongue – consider how often we have to write continuous impressive prose in our lives, especially when texting and emails encourage short abbreviated text.

There are many skills involved in producing good compositions. We should not expect students to be able to write well without breaking down the skills and practising them separately. Footballers practise shooting at the goal, dribbling, tactics etc. They are not simply asked to turn up at the match and play the game!

These are just some of the skills needed to produce good writing:

• Correct grammar
• Range of vocabulary
• Accurate punctuation
• Correct layout
• Correct register
• Accurate spelling
• Good range of sentence structures
• Imagination
• Proof reading
• Communication

I am sure you can think of more!

Rather than expecting students to put all these skills together, we must consider how to break them up, practise them effectively and gradually combine them – on the journey of developing writing.

Students sometimes get register confused when writing. This activity helps them to recognise style/register.

Hand out this list to students, or pop in onto a PowerPoint slide and display each line one at a time:

Ask students to consider, discuss and then suggest where they think these are taken from and why. For example, the first one must be from a children’s story, because it’s formulaic.

To expand the activity, ask students to work in pairs and add one more line either before or after using the same register. Check together if they sound correct.

This type of task (which doesn’t have to take a lot of class time) helps focus students on the conventions of different styles of writing. It can be used if you notice that students are using incorrect register in their writing assignments to raise awareness.

You may also like

Helping advanced students overcome the language learning plateau, 6 alternative halloween activities for the classroom, 6 back to school tips for english language teachers, 12 comments.

Reblogged this on M Amin Gental .

This report summarizes studies on teaching writing to adolescent native speakers. It’s incredibly useful for ESL teachers as well. https://all4ed.org/wp-content/uploads/2006/10/WritingNext.pdf

Writing is hard and teaching writing is hard. In addition to the fine points made by Olha, I’d add that among all the things that go into good writing, students often don’t know what to focus on. In my own corrections, I try and focus on brevity more than grammar or style. I find that if you’re able to say something in an efficient way, then grammar/style errors are less significant (and you have fewer chance to make them).

Jeremy https://stuartmillenglish.com

Thanks for the post that is sure to help EFL/ EST teachers envision the expected outcomes with the constant evaluation of methods they employ. No doubt, many more students seem to be confused at what to start with, when it comes to writing. And, we do have a deep-rooted understanding that writing is a hard task. Perhaps, it is the most-challenging-to-overcome psychological barrier to taking writing as an easy and interesting ‘play’.

Reblogged this on Stop Complaining – Enjoy Teaching! and commented: Writing is a skill to be trained: “Rather than expecting students to put all these skills together, we must consider how to break them up, practise them effectively and gradually combine them – on the journey of developing writing.”

Reblogged this on Laia's TEFL corner and commented: The big mystery…

[…] must motivate you to write. Writing is among the skills that is really not easy, and to top that, among those activities that is hard to keep up with. Even the best writer’s the […]

Nice article, I also found this article https://www.mypaperhub.com/why-students-avoid-writing.php to be useful.

[…] In an article from the Oxford University Press, Olha Madylus found 13 required skills to produce quality content: […]

[…] […]

[…] Dans un article de l’Université d’Oxford, Olha Madylus a identifié 13 compétences essentielles pour produire un contenu de qualité : […]

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20 Reasons Why English Is So Hard To Learn

If you’re an English language teacher or learner, then you know that English is not the easiest language to learn. In fact, English is often regarded as one of the hardest languages to learn. Not only does English have complex grammar rules, a vast vocabulary, and exceptions to nearly every rule, but it also includes challenges like irregular verbs, homophones, and idiomatic expressions that make mastering English particularly difficult. In this article, we will look at 20 reasons why English is so hard to learn while highlighting the fascinating nuances of the English language.

1. Homophones

“Homophones” refer to words that sound the same but have different meanings and often different spellings. For example, the sentence “ They’re going to their car over there ” contains three homophones: “they’re” (a contraction of ‘they are’), “their” (possessive form of ‘they’), and “there” (referring to a place). This can be particularly challenging for English learners because they must understand the context to distinguish between these words despite sounding identical. Learn More: Homophones PowerPoint

2. Irregular Verbs

Irregular verbs in English do not follow a standard pattern of conjugation, especially in their past forms. For instance, the sentence “ I read a book yesterday. I like to read ” demonstrates the irregular verb “read,” which is pronounced differently in the present (reed) and past (red) tense but spelled the same way. This irregularity poses a challenge for learners as it requires memorization of each verb’s unique forms, unlike regular verbs, which typically just add “-ed” for their past tense. Learn More: List of Irregular Verbs

Idioms are phrases where the words together have a meaning different from the dictionary definitions of the individual words. For example, the phrase “ It’s raining cats and dogs ” means it’s raining very heavily and has nothing to do with animals. For English learners, idioms present a unique challenge because they cannot be understood literally and often require cultural or contextual knowledge to interpret their meanings correctly. Learn More: Funny English Idioms

4. Phrasal Verbs

Phrasal verbs are combinations of words, typically a verb and a preposition or adverb, that together take on a new meaning. For instance, in the sentence “ She made up a story ,” the verb “make” combined with the preposition “up” forms the phrasal verb “made up,” meaning to invent or fabricate something. Phrasal verbs can perplex English learners because adding a preposition or adverb drastically changes the meaning of the main verb, and these meanings often cannot be deduced from the individual words. Learn More: Phrasal Verbs Examples

5. Silent Letters

Silent letters in English are letters that appear in the spelling of a word but are not pronounced. An example is found in the sentence, “ He k new the answer was w ritten in the book.” The ‘k’ in ‘knew’ and the ‘w’ in ‘written’ are not pronounced, making the pronunciation of such words counterintuitive for learners. This aspect of English can be particularly challenging because it defies the phonetic principles that learners might rely on, requiring them to remember specific spelling and pronunciation rules for each word with silent letters.

6. Multiple Meanings

English words often have multiple meanings, which can change based on the context in which they are used. Take, for example, the sentence “ The bandage was wound around the wound . ” In this sentence, “wound,” in the first instance, is the past tense of the verb ‘to wind,’ meaning ‘to wrap or twist around,’ and the second “wound” is a noun referring to an injury. This characteristic of English can be particularly perplexing for learners, as they need to understand not only the word itself but also the context that is used to grasp the intended meaning.

7. Inconsistent Pronunciation

Inconsistent pronunciation in English means that the same combination of letters can be pronounced differently in different words. An example would be the sentence, “ I th ough t thr ough the t ough dr ough t. ” Here, the “-ough” in “thought,” “through,” “tough,” and “drought” is pronounced differently in each word. This irregularity in pronunciation can be a significant hurdle for English learners, as it requires them to learn the pronunciation of words individually rather than relying on consistent phonetic rules.

8. Prepositions

Prepositions in English can be quite challenging, as their correct usage often depends on specific contextual rules that can seem arbitrary to learners. Consider these sentences: “ She slept in the bed ,” “ She relaxed at the beach ,” and “ She read a book on the bus “. These sentences use the prepositions ‘in,’ ‘at,’ and ‘on’ in contextually specific ways. Understanding when to use ‘in,’ ‘at,’ ‘on,’ and other prepositions correctly requires learners to grasp nuanced usage rules that often lack clear patterns, making prepositions quite difficult for English language learners to master. Learn More: Why Prepositions Are So Difficult To Learn

9. Articles (a, an, the)

The use of articles “a,” “an,” and “the” in English is a common source of confusion for learners. These articles are used to indicate whether a noun is specific or general. For instance, consider the sentence: “ She saw a dog, an elephant, and the cat she loves. ” Here, “a dog” refers to any dog (not specific), “an elephant” is used for a non-specific elephant (starting with a vowel sound), and “the cat” specifies a particular cat known to the speaker.

Knowing which article to use requires learners to not only identify the noun in the sentence but also to understand its role. Furthermore, the absence of such articles in the learner’s native language can make learning them incredibly challenging, often leading to errors when using such articles.

10. Subjunctive Mood

The subjunctive mood in English expresses wishes, hypotheticals, demands, or conditions contrary to fact. It often confuses learners because it deviates from standard verb conjugations. For example, in the sentence “ If I were a bird, I would fly ,” the phrase “If I were” demonstrates the subjunctive mood. Normally, “was” is the past tense of “to be,” but “were” is used in the subjunctive mood to express a hypothetical situation. This usage is a distinct feature of English grammar and poses a challenge for learners who must recognize and apply these unique forms appropriately in various contexts.

11. Conditionals

Conditional sentences in English, often involving ‘if,’ express a condition and its possible outcome. They can be challenging for learners due to their strict structure and tense agreements. For instance, the sentence “ If it rains, I’ll stay home ” is an example of a first conditional sentence. It contains the ‘if’ clause in the present tense (“If it rains”) and the result clause in the future tense (“I’ll stay home”).

English has several types of conditionals (zero, first, second, third, and mixed), each with its own rules for verb tenses and structures. Learning these different patterns and when to apply them can be a complex aspect of English grammar for learners. Learn More : Zero Conditional / First Conditional / Second Conditional / Third Conditional

12. Slang and Colloquialisms

Slang and colloquialisms are informal or non-standard phrases and words often used in casual conversation. They can be particularly challenging for English learners because they are not typically taught in formal language courses and can vary widely by region or culture. An example is the sentence “ That movie was lit ! ” where “lit” is a slang term meaning ‘exciting’ or ‘excellent.’

This usage can be confusing as it deviates from the traditional meaning of “lit” (past tense of ‘to light’). Slang and colloquial expressions require learners to be familiar with contemporary language and cultural nuances, which can change rapidly and differ significantly even among English-speaking countries.

13. Contractions

Contractions in English are shortened forms of words or phrases created by omitting certain letters and often replacing them with an apostrophe. While they make speech and informal writing more efficient, they can pose difficulties for learners in both understanding and usage.

For example, in the sentence “ She’s going because she’d like to ,” “She’s” is a contraction for “She is” and “she’d” for “She would.” Understanding contractions requires learners to be familiar with the expanded forms and the context in which they are used, as the same contraction can represent different words (like “she’d” for “she had” or “she would”). The informal nature of contractions also means that they may not always be appropriate in formal contexts, adding another layer of complexity for learners. Related: Contraction Worksheets

14. Synonyms and Antonyms

Synonyms and antonyms are an integral part of English vocabulary. Synonyms are words that have similar meanings, while antonyms are words with opposite meanings. The challenge for learners is understanding the subtle differences in their connotations and appropriate contexts for use.

For example, consider the sentence: “ The fast runner was hardly slow . ” Here, “fast” and “slow” are antonyms, but the word “hardly” adds a nuance, implying that the runner was not slow at all. Grasping the fine distinctions between synonyms and the exact opposites of antonyms can be a nuanced and sophisticated aspect of English learning. Related: Synonym Quiz

15. False Friends

“False friends” are words in English that look or sound similar to words in another language but have different meanings. These can be particularly misleading for English learners who speak those languages. For instance, the English word “actual” and the Spanish word “actual” are false friends; “actual” in English means ‘real or existing,’ while “actual” in Spanish means ‘current.’

16. Clichés

Clichés are expressions or phrases that have become overused to the point where they lose their original meaning or novelty. They can be confusing for English learners because they often don’t make sense when taken literally.

An example is the saying, “ Chance would be a fine thing. ” This phrase is typically used to express a desire for something that seems unlikely to happen or a wish for an opportunity that’s not expected to arise. It’s a way of acknowledging that while one might hope for a certain outcome or opportunity, it’s understood to be a remote possibility. This kind of idiomatic expression can be particularly puzzling for learners of English because its meaning is not directly related to the literal meanings of the words it contains.

17. Punctuation Importance

Punctuation in English is crucial as it helps convey a sentence’s intended meaning and structure. Incorrect punctuation can completely change the meaning of a sentence, leading to confusion or misinterpretation.

A classic example is the difference between “ Let’s eat, Grandma! ” and “ Let’s eat Grandma! ” The first sentence uses a comma to suggest that the speaker is addressing Grandma and inviting her to eat. The second sentence, lacking the comma, sounds like the speaker is suggesting that we actually eat Grandma. For learners of English, understanding and correctly using punctuation marks like commas, periods, question marks, and others is essential for clear and effective communication.

18. Figurative vs Literal Language

Figurative language involves the use of words or expressions with a meaning that is different from the literal interpretation. In contrast, literal language means exactly what it says. English learners often find it challenging to distinguish between figurative and literal meanings, especially in idiomatic expressions.

For example, the sentence “ He spilled the beans ” figuratively means ‘he revealed a secret.’ However, taken literally, it would imply that he actually spilled some beans. This distinction is crucial in understanding and using English effectively, as figurative language is pervasive in everyday conversation, literature, and various forms of media.

19. Word Order Sensitivity

The order of words in an English sentence is critical for its meaning, especially since English relies heavily on a strict syntactic structure. Changing the word order can lead to confusion or a completely different meaning.

For example, compare “ I only painted the house yesterday ” with “ I painted only the house yesterday. ” In the first sentence, the word ‘only’ modifies the time, suggesting that the action happened exclusively yesterday. In the second sentence, ‘only’ modifies the object, implying that nothing else was painted except for the house. This sensitivity to word order can be challenging for English learners, particularly those from languages with more flexible syntax, as it requires careful attention to the sequence of subjects, verbs, objects, and other sentence elements.

20. Spelling Challenges

English spelling can be particularly challenging due to its inconsistencies and the influence of words from various languages. Consider the words ‘weird,’ ‘height,’ ‘neither,’ and ‘sovereign.’ All these words are exceptions to the spelling rule ‘I before e except after c.’ This is just one example of many complex and irregular spelling rules that exist in the English language. Such exceptions can be confusing for learners, who must memorize and recognize these irregularities, making spelling a demanding aspect of English.

Thanks for reading! I hope you now have a greater appreciation of just how difficult the English language is. If you want to learn more about specific parts of the English language, head over to our Teaching Wiki page .

Why is it so hard to write an essay?

Table of Contents

Writing requires focus

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11 Reasons Why College Essays Are So Hard

If you’ve ever applied for college admission, then you know that the essay can be a very tough aspect of the application, and after you get into college. The techniques associated with college essays are often learned by experience, not by time in the classroom, and this can often pose a few problems. But why are they so hard?

Here are 11 reasons why college essays are so hard:

• Writing essays create anxiety.
• College essays differ greatly from high school papers.
• College essays have strict guidelines.
• Competition between students can lead to stress.
• Freedom and unstructured time lead to procrastination.
• Essay-writing is often not taught in high school.
• Critical thinking can be difficult.
• There is more than one way to write.
• College essays require expert levels of grammar.
• A blank page can be intimidating.
• Writing an essay often feels like a big commitment.

In the rest of this article, I’ll go through all the reasons why college essays are so tricky and why these problems are often so challenging to overcome. Everyone’s experiences are different, but problems with writing tend to be universal.

1. Writing Essays Create Anxiety

So many people suffer from some form of anxiety, which can hit college students especially hard. It can come in so many different formats and can be produced as a response to specific triggers. 

Writing an essay is sometimes one of the biggest triggers.

Anxiety related to essay-writing hits everyone at one point or another, often regardless of perceived writing skills. It is the biggest mental health barrier to college students, with around 41.6% of college students suffering from it at some stage in their academic careers ( source ). 

There are so many times when essay-writing seems almost impossible, especially when negative thoughts are coming at the forefront of that. 

Worrying about your writing skills, being paranoid about criticism from other students and professors, and waiting until the last minute to finish up those last few paragraphs can all lead to anxiety.

Negative criticism can be an essay-killer, and lacking the confidence to write an essay to the highest standard is one of the biggest problems facing college students. 

Unfortunately, learning to deal with these thoughts is the only way to overcome them.

2. College Essays Differ Greatly From High School Papers

Once you’re thrown into your first year of college, you might be surprised at the standards set for college essays. 

Academia in the world of higher education is much more subject to scrutiny, and all of a sudden, you’re writing papers that are 5-10 pages in length, rather than smaller 2-page essays you’re used to writing in high school. 

College essays differ significantly from high school papers mainly because of the length. 

A typical high school essay is 300 – 1000 words, but an undergraduate essay at college is around 1500 – 5000 words in length. This is a huge difference and can take a while to get used to.

Additionally, a graduate essay is even more significant in word length, averaging between 2500 – 6000 words. With each level of education, the word length increases, and so do the standards set for the essays ( source ). 

Getting used to this extra word count, and dealing with it without any sympathy from strict professors, can take a while. Many students struggle with college essays because the word counts are so extensive.

3. College Essays Have Strict Guidelines.

Thinking back to your high school years, the guidelines were probably quite flexible. You probably only had to fill up one page worth of material, and there weren’t too many rules relating to content and sources.

Guidelines for writing college essays are strict because the type of writing required is much more extensive. Specific formats must be adhered to, and only certain sources are allowed. In addition, proper citation and referencing procedures are often very rigid. 

Using specific sources can be difficult since the allowed sources are often graduate-level academic papers that can sometimes be difficult to understand. Coming from a place where your usual reference standard was Wikipedia, researching and analyzing these materials can be challenging for a college student.

Additionally, these guidelines can make writing an essay feel unnatural. You’re writing a paper that an invisible entity will read, and it’s inevitably a one-sided discussion that leaves you sometimes not knowing where or how to begin ( source ). 

4. Competition Between Students Can Lead to Stress

Writing a top-shelf essay can be hard in itself, but competition often makes that more stressful. If you have a class that’s open about grades and feedback, you might feel embarrassed if you didn’t quite hit the mark the first time, which can lead to clashes between students.

Competition between students can lead to stress, leading to college essays being more complex. Having the confidence to sit down and write to the best of your ability can get difficult if you feel like the other students are doing better or struggling less than you.

Stiffer competition can lead to more significant struggles, especially if students struggle with confidence. Confidence is vital for academic writing and acknowledging this is the only way to move forward with your academic career.

Statistics have suggested that up to 64% of college students lack the confidence to use statistics in college essays, which is a necessary skill in a higher education environment. 

Confidence is one of the biggest setbacks in writing essays, so without it, you might struggle.

5. Freedom and Unstructured Time Lead To Procrastination

For a new college student, the concept of freedom is fantastic. 

Finally being able to make your own decisions, create your own schedule, sleep when you want, and generally have more control over your lifestyle is an incredible feeling.

However, freedom and unstructured time can lead to problems when writing college essays. If you have too much freedom, the idea of being tied to your desk for many hours isn’t exactly appealing. 

Being forced to write an essay that you may not be interested in impedes your personal freedom. Finally having a small taste of freedom won’t make you want to write a college essay, especially if the article has a complicated topic or you have no particular interest in the subject.

Additionally, having unstructured time and vague goals can inevitably lead to a greater level of procrastination. Unfortunately, procrastination is a vicious cycle, and cleaning, sleeping, or going out to avoid writing that essay will make it seem an even more uphill task than it was before. 

6. Essay-Writing Is Often Not Taught In High School

Most people have never really been taught how to write an essay. While the essential skill of putting coherent thoughts down on paper is something we learn passively over time, it isn’t generally a class subject.

The fact that essay writing isn’t a taught skill is one of the reasons that college essays are so tricky to write. Unless you have taken extra study skills courses at high school, structuring a paper is based on your own intuition rather than something actively learned over time.

Unfortunately, nobody ever tells you exactly how to write an essay. 

Understanding how to write takes many years of trial and error, and many people say that writing isn’t something you can be taught. It’s something that you learn passively.

Knowing how to gather relevant academic sources and organize them appropriately is also a skill nobody is ever actively taught. You learn over time what works best for you, rather than being told what to do, which is one of the reasons why college essays are so difficult ( source ). 

7. Critical Thinking Can Be Difficult

Critical thinking, just like essay writing as a whole, is a learned skill. Using your cognitive abilities to analyze a piece of academic material requires a whole lot more than common sense, and it’s much harder for some than it is for others.

This can be difficult, especially in college, because higher standards of analytical evaluation are required to get higher marks. Regurgitating what you’ve read onto paper in your own words is more complicated than just writing what others have written.

Using your intellect to create an efficient piece of writing is hard, especially when considering how many academic sources you are using. 

Knowing how to critically analyze something and putting that down on paper in your own words can pose its own challenge, especially if you aren’t great at written communication ( source ).

8. There Is More Than One Way To Write

As the old adage goes, there isn’t just one way to put pen to paper. 

If you’re writing something requiring some level of academic analysis, knowing exactly how to write what you want to say can make writing a challenging task for college essay writing.

There’s more than one way to write, which can be a considerable problem for college-level students. Since writing can’t necessarily be taught because everybody works in different ways, and there are many different writing styles to adhere to in college, writing essays is even more difficult.

Knowing how to use appropriate writing styles for different essays is a learned skill that’s not easy to learn. Breaking down what you want to say into digestible chunks can make it easier, but sometimes college students will find this difficult because of the amount of information they have to process.

Nobody is born with an innate skill for essay-writing, so comparing yourself with other students in this way is counterproductive. Understanding that there are many different ways to get your point across is a step in the right direction.

9. College Essays Require Expert Levels of Grammar

Grammar is a difficult thing to learn, especially in academic learning. 

Using grammar efficiently can be a complicated task, especially when combined with complex sentence structures that need to be understood from various educational resources.

The fact that college essays require expert levels of grammar and lexicon is one of the reasons why college essays are so incredibly hard. Putting your thoughts into words on a page is one thing, but structuring it in a grammatically-sound fashion is more complicated than it might appear.

A solid foundation in complex sentence structures, basic style construction, and putting punctuation in all the correct places is something that many college students don’t yet fully understand when they first arrive at college. 

Unless you’ve taken extensive grammar courses throughout your high school time, you’ll likely find this particular part of essay writing difficult. Only with time, trial and error, and experience will you find that it begins to come naturally.

10. A Blank Page Can Be Intimidating

Staring at a blank page before you start work on your college essay can be terrifying. That blank page can cause higher levels of procrastination, and you may find yourself a bit intimidated by the idea of even beginning your essay.

A blank page can be intimidating because it’s often difficult to know where to start. 

Knowing what you want to put down on paper requires a certain level of prior planning and a complete understanding of the essay question. If you don’t have a solid plan, it might stop you from even beginning. 

Knowing where to start can be an issue related to anxiety, or perhaps you just don’t understand the subject well enough to dive in straight away. 

Looking at a blank page can often cause problems.

Additionally, if you’ve left your essay until the last minute and you have a deadline looming, this can also be a problem. That blank page looks even more terrifying because there are anxieties associated with meeting that deadline, which is one of the reasons college essays can be so hard ( source ).

See 17 Common College Essay Cliches To Avoid at All Costs

11. Writing an Essay Often Feels Like a Big Commitment

If you have a college essay with a big word count, this can lead to performance-related anxieties. Therefore, college essays sometimes feel like something you have to commit yourself to fully, and alongside the pressures of meeting a deadline, this can cause problems in itself.

Writing an essay often feels like a big commitment because it’s precisely that: a big commitment. If your essay is over 3,000 words, it can take a lot of time to complete. This is time that you’d rather be spending on social activities with your friends or even catching up on sleep .

College papers are a bit like writing for an audience, which can be a scary feat. 

Committing to writing something that may or may not get good marks might feel a bit intimidating, and it might be one of the biggest reasons you don’t want to start writing in the first place.

Good communication, proper sentencing, appropriate referencing and citation, and getting your point across in an academic fashion can all make the essay seem like too big of a commitment ( source ). 

Recommended Reading:

• What To Do When School Makes You Want To Cry
• I Hate My College – What Should I Do?

Emily is an engineer at a Fortune 100 company. Her degree is in Chemical Engineering with minors in Mathematics and Chemistry. She completed 4 internships in college and graduated Summa Cum Laude in 2020. She is from Texas and currently lives in Seattle, WA. Emily loves hiking, traveling, and playing guitar. She is a very proud dog mom to her fur baby, Oliver.

Published on November 2, 2021 by English Proficiency Editorial Team

19 Reasons Why English Is The Hardest Language To Learn

English is the world’s most commonly spoken language and also the language that’s learned by most people (1.5 Billion). However, for some, learning English can be particularly challenging. It can be challenging to get started and even harder to keep up. 

But why is English the hardest language to learn? Is it because it is a very complex language? Is it because of the vast number of dialects? Is it because of the many pronunciations and accents? 

The truth is, there are many reasons why English Is the hardest language to learn. And, as you will see, they are all related to one another. In this article, you will find out what these reasons are, and you will also find out how to overcome them.

4 Factors that Contribute to Difficulties in Learning the English Language

19 reasons why english is the hardest language to learn.

As you know, the English language is very diverse. The rules of the language are not the same everywhere. And even in the same place, there are many different accents and pronunciations. It is not easy to understand someone who speaks in another way from you.

For example, let’s say that you are a native speaker of English. You might think that you know all the rules of the language. But as you learn more, you find out that you are wrong. The truth is that you have only a tiny part of the rules of the language. 

Or, let’s say that you are an American student on a trip to the UK. You might think that you will understand everyone, but you will be surprised that some people speak differently from you. And, of course, they will appreciate you differently.

Many factors contribute to the difficulties of learning English. These factors include your native language, your exposure to the English language, the consistency or inconsistency of how you speak and learn, the methods you use to understand, your cultural background, and so on. 

These factors can be related to each other, and they can also be different from one another. To better understand why English is the hardest language to learn, let’s look at these factors in more detail.

1. Your Native Language

It is said that the most crucial factor in learning a language is your native language. For example, if you speak French, it can be challenging for you to learn English because the rules of the French language are different from those of English. The same goes for other languages like Spanish, Italian, or any other language.

Your native language is the one that you use every day. It is the language that you use to communicate with other people around you. You are constantly exposed to it, and you are continually learning it. Your native language is also the one that you think in, and it is the one you can use to express yourself. 

Now, when you are learning English, you are learning a different language. Your brain must understand the rules of the English language, and it must get used to the new language to be able to use them to express yourself. But your brain is used to the rules of your native language, and it is not easy to change that. It means that it is very difficult for you to learn English.

2. Less Exposure to the English Language

Another that contributes to the difficulties of learning English is your exposure to the English language. The more you have heard and spoken English, the easier it will be to learn it. 

For example, if you have lived in the United States for a long time, you will slowly, surely learn the accent and pronunciation of American English. And if you have lived in England for a long time, you will also learn the accent and pronunciation of British English . 

But if you have only lived in the United States for a short time, you will not have much exposure to American English , and vice versa. Even if you have some exposure to both dialects, you may still find it difficult to understand their differences.

Less exposure to the English language also means that you will not have many opportunities to practice and learn the English language. If you do not use the English language often, you will not remember all the language rules as fast as you use them every day. 

The same goes for pronunciations and accents. If you do not use, hear, and expose yourself to the English language often, it will be a slow and difficult process to learn all the necessary rules and variations of the language.

2. Inconsistency in Learning 

Consistency is the key to learning a language. Just like how you need to be consistent in learning and doing anything, you also need to learn English. Making a habit of learning the English language is very important. It is essential if you want to learn it quickly. If you don’t, you will have to spend a lot of time repeating things over and over again.

The problem is that most people do not have the same learning habits. They can be very inconsistent in learning, making it difficult for your brain to get the exposure to learn the language. And the more inconsistent you are, the harder it will be for you to learn.

Having a scheduled time to learn and a goal to achieve is a great way to ensure that you don’t forget about learning. Consistency and motivation are the two most important factors that contribute to the success of learning a language. 

For example, when you listen to an English song repeatedly, you will eventually remember the lyrics. But if you listen to another song and play it often, you will probably forget the lyrics of the first song and remember the lyrics of the second song instead. 

The same thing happens when you are consistent in learning a language. Even if you learn another language, you will still be able to remember English if you are consistent and make a habit of learning it.

4. Your Method Used in Learning English

It is not enough to learn the English language by listening to English lessons, exposing your brain to English words, and repeating them over and over again. 

The truth is, you might be getting used to the English language, but you don’t understand why some words are different from others or why some people use different words for the same thing. You might understand how the words are pronounced, but you don’t know why they are that way.

Your method of learning English may also affect your understanding and how fast you learn. 

For example, if you are using an English grammar book to learn English but are not practicing the grammar rules, it will be difficult to master them. 

Or, when you are watching a video lesson on YouTube, you feel like you are still in the beginner stage no matter how many times you watch the video. Then maybe you need to change your learning method, go out and practice, and meet new people who are also learning English.

People learn in different ways. Some people like to practice, while others prefer to watch videos and listen to audio lessons. It would be best if you found out what method works best for you and then used it.

Except for a few European countries, English is the most spoken language in the world. The US alone has over 250 million nati ve speakers , while the UK has over 50 million . So, plenty of people speak English, which means plenty of people trying to learn it.

Some people think that it is challenging to learn English, and that is not unreasonable. After all, it is a very complex language. But how hard is it? And why is it so hard? 

Let’s take a look at 19 reasons why English is the hardest language to learn.

1. Mixed Origins of the Language

It is hard to pin down precisely what the English language is. The language has evolved, and many different cultures have influenced it. 

For example, English contains many words from French, German, Latin, and many other languages. English is derived from Old English, including the language of the Anglo-Saxons. 

Old English has its roots in Old Norse, Latin, and French. The Norman invasion of England also influenced the English and French languages in 1066.

It was during this time that many words were introduced from French and Latin. Some of the words in English are still related to French. 

Some of the words from French include château , cuisine , and avant-garde .

These words have been around for a long time, and they have been influencing English ever since. These words are now part of the English language, written in the English language dictionary, and they are so ingrained in the language that they are hard to change.

With the mixed origins of the language, English is full of words that are related to other languages. It means that the language is a mix of many different worlds and cultures, making it hard to learn. 

This is because English is very broad in its meaning, and the meaning of many words in English can be influenced by the speaker’s culture or the origin of the word itself.

There are approximately 171,146 words in the English language, spoken by more than 1.30 billion people worldwide. With the spread of English, it became even more diverse, and there are even more words related to other languages and cultures.

2. Different Cultural Influences

As you know, English is a very diverse language, and many different cultures have influenced it.

 For example, the word “brunette” comes from the French word for “brown” , and so there are many words that come from French. The word “bureau” comes from the French word for “desk” , and so there are many words that come from French.

Another example is the word “blitz” , which means “lightning” . This word comes from the German word for “lightning” , which references the Blitzkrieg, ground lightning strikes during World War II . 

So, the fact that so many different cultures influenced English in the past — means that many words come from many other languages.

3. Archaic English is Still Present

English is an ancient language, and it has evolved a lot over the years. And Archaic English, which is what people used to say, is still present in English today. They are words that have been used for a long time, and sometimes they are very difficult to understand because the meaning has changed over time or even because the word is not in everyday use anymore. 

Some words may also have simple meanings but are considered old-fashioned or “archaic” because they are out of fashion. Not many people use them anymore, and so they may be unfamiliar for some people.

Some of these words include “damsel” , which means a girl who is in distress, or “thither” , which literally means “there” . 

Another tricky word is “fruit” , which, if you think about it today, means “ a thing that is grown on a tree” , but as an archaic word, it means “offspring” or “children” .

4. Different Dialects are Available

In addition to the many different cultures that have influenced English, there are also many different dialects. There are about 160 different dialects of English! That means that there are a lot of different ways to speak English. So, it can be complicated to learn all of these different accents and pronunciations.

For example, the American dialect is not particularly difficult to understand if you live in America. There is also the British dialect, which is quite distinct from American English. Then there are other dialects like Scottish and Irish English that can be difficult to understand if you don’t live in these areas.

Simple words like “ water ” are pronounced differently in different dialects. It may sound clear and simple to say “ water ” in the American dialect, but it may sound thick and heavy in the British dialect. Or the “ h ” in the word “ hello ” may be silent in the Brit dialect but pronounced clear in the American dialect. Southern American people may also say “ howdy ” instead of “ hello “.

It is why it can be tough to learn English if you are learning from scratch. You can’t get used to these different accents and dialects the same way you can get used to your dialect. It can be challenging to learn if you don’t live in an area where a particular dialect is spoken.

5. Nonsense Everyday English Words

In English, many words are entirely made up. These are called “nonsense words”, and they can be a huge source of confusion for non-native English speakers.

These pseudo-words include “ Jabberwocky” , which is based on Lewis Carroll’s mythical creature that talks like a bird and has a big mouth, “scribble scrabble” , which is a nonsense word for scribble or writing and drawing, and “ bazinga “, which is often used as a way to express surprise.

These nonsense words are sometimes also used to make fun of someone, express sarcasm, or be used as expressive words.

While many of these words are not listed in dictionaries, many natives use them in casual conversation.

6. Mixed Vocabulary

Mixed vocabulary means that words are based on two or more base words combined to create a new word. 

For example, “ chortle “, a word for laughing, is made up of the words “ chuckle ” and “ snort “. 

Another example is “ brunch “, which is made up of the words “ breakfast ” and “ lunch “, or “ spork ” which is made up of the words “ spoon ” and “ fork “. They are words that are made up of multiple base words.

7. Inconsistencies and Illogical Statements

Another reason why English is so hard to learn is that it is inconsistent and illogical. Sentences and phrases don’t always make sense, and this cannot be very clear. 

For example, “ There are no stupid questions apart from those that aren’t asked, ” “ There is no reason to cry, but you might be my reason for crying,” and “It is the job of the customer to tell you what they want.”  

The first and second sentences are illogical since they talk about no questions and no reasons, but then they talk about some exceptions. The last sentence is confusing because it talks about the customer is the one to order, but the customers also have a job to tell the waiter what they want.

8. Full of Rules and Exceptions

English is complex, with many rules and exceptions. This is especially true when it comes to grammar. For example, there are many exceptions to the rule that if you use a word in the past tense, you should use “ ed ” instead of “ d ” at the end of the word. There are also many exceptions to the rule that if you use a word in the present tense, you should use “ s ” at the end of the verb if it’s singular.

For example, “ She sells flowers ” is different from “ I sell flowers ” in terms of verbs, although the two sentences are grammatically correct and they are both present tense. Or “ She is selling flowers ” is different from “ They are selling flowers” in terms of verbs because the first one is present tense and the second one is a continuous tense. 

Another example would be “ I have a cat” and “ I have two cats “, which are different in terms of plural and singular nouns.

9. Various Pronunciation

There are many sounds that are hard to pronounce, and there are many different pronunciations in different countries.

For example, the words “ rural “, “ Otorhinolaryngologist” , and “ anemone ” might be hard to pronounce for some people. 

Words like “ park “, “ horse “, or “ further ” are also pronounced differently in British English and American English because of the different vowel pronunciations.

10. Numerous Idioms

Idioms are phrases that are unique to a particular culture. For example, “Hang in there ” is an idiom that means “to persevere “. This phrase has been around for a long time, and it is common in the US. 

But the phrase “ give someone a good kicking ” is an example of an idiom unique to Australia. This phrase means making someone feel excited, which is different from kicking someone as in inflicting pain. Another example would be “a piece of cake ” which means “something that is easy “.

11. Confusing Rules in Spelling

When you learn a language, you need to learn the rules of spelling. However, English spelling is quite confusing.

For example, the letter “g” can be spelled “ gh “, “ j “, or “ g “.

The letter “ c ” can be spelled “ s “, “ z” , or “ k “. The letter “ q ” is almost always followed by an “ u ” as in “ queue “, “ quarantine “, and “ quarterback “.

These are just a few examples of the many confusing rules in English spelling.

12. Full of Homophones

Homophones are words that sound the same but have different meanings.

For example, “ new ” and “ knew ” are homophones. “ Caret ” and “ carrot “, as well as “ flower ” and “ flour ” are also homophones.

English is full of homophones, and they can be very confusing. Homophones can be a real challenge for many learners.

13. Stressing Certain Words & Different Intonations

When you speak English, you have to use different tones in your voice. It is because there are words that can be stressed to make them more critical. 

For example, in English, you would say “ the moon ” and stress the word “ moon ” because it is the noun you are talking about, or you would stress “ green ” in “ greenhouse ” and “ flow ” in “ overflow “.

There are many different ways to emphasize words in English, and the rules can be pretty confusing.

14. Complicated Tenses of Words

Tenses are a part of English grammar that is very complicated. When you can add “ yesterday ” or “ tomorrow ” to indicate when something happened in some languages, you have to use tenses in English. 

For example, “ I went to the cinema ” and “ I am going to the cinema ” are two different tenses, one for the past and one for the future.

Another example would be “ She looks at me ” and “ She was looking at me ” as well as “ my class has started ” and “ my class will start “.

15 . Tricky Synonyms

Synonyms can be tricky because many words are used to describe the same thing.

For example, “ loud ” and “ earsplitting ” are both synonyms for sounds that are very loud. “ Beautiful ” and “ gorgeous ” are both synonyms for looks that are very pleasing, and “ gentle ” and “ delicate ” are both synonyms for something very soft.

16. Complex Logical Order of Words

When you look at the English language, you see that it is written logically. The order of words is often based on what is happening in the sentence.

For example, if you say “I want to buy a house “, the order of words would be subject, verb, object. 

However, there are also other types of sentences that do not follow this pattern.

For example, “ I am learning Spanish ” consists of the subject, auxiliary verb, verb+ing, object. Another example is the phrase “ walking in the rain ” which consists of the verb (in this case, it is gerund), preposition , and the explanation of the preposition.

17. Vague Language Formality

Formality is a huge part of any language, and this is especially true of English. You can say a few very simple things in English, but it can be considered rude or uncommon to speak in a way that is not formal. 

For example, the word “lots of” is an informal way of saying “ many “, the word “ totally ” is an informal way of saying “completely” , and the word “ anyways ” is a casual way of saying “ nevertheless “.

18. Translating Word by Word is Not Good

To learn a language, you have to be able to read and write it. But when you are translating English into other languages, you can’t just translate word by word. Instead, you have to be able to translate whole sentences. Sometimes, translating word by word can lead to extraordinary results or misinterpretations.

For example, if you translate the sentence “city of stars” , it means a city full of stars. But it can also be a colloquial term used to describe Brisbane, California.

Another example is the sentence “the virus has been uploaded” . 

In this case, the word “virus” can mean a software application or a computer virus instead of a plague. Or, the sentence “salt and pepper” , can refer to the kitchen spice or a term to describe two colors intermingled to form a mixture.

19. Inflection Changes Words Meaning

Inflection is the process of changing the form of a word or adding suffixes to a word. It means that you have to know the meaning of the word and know how to change the form of the word. 

For example, the word “himself” refers to the possessive form of the word “him” .

Or the word “smartest ” means “most intelligent” and “smart” literally means clever, as well as “flower glass” refers to a glass that is used to grow flowers.

Final Thoughts

Learning English can be challenging, and there are many reasons why it is so hard, including cultural influences, inflection, word stress, grammar, different pronunciation, and many other things. But it is important to remember that it is not impossible to learn English and do it if you want to. 

Exposing yourself to different people and different situations will help you learn. Getting used to the sounds of English, learning the vocabulary, and understanding words are all good ways to learn. So, don’t be discouraged by all the difficulties you face, but instead, focus on learning consistently and persistently. Good luck!

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Resource Articles

9 Reasons why English is a difficult language to Learn

• Mango Languages
• March 16, 2023
• Author(s): Isabel McKay
• How to learn a language , Your Learning Language Guide

Table of Contents

1. english is not similar to your native language.

Learning English will be most difficult for students whose native language is very different from English. The more different your native language is from English, the more you will have to learn in terms of vocabulary, grammar, pronunciation, and cultural knowledge.

English belongs to a large group of languages called the “Indo-European Languages,” which includes most languages of Europe and some from the Middle East and the Indian Subcontinent as well. In general, speakers of Indo-European languages will have an easier time learning English because they will recognize familiar vocabulary and grammar. However, some Indo-European languages (e.g., German, French, Norwegian) are closer to English than others (e.g., Persian, Hindi, Kurdish), so this isn’t a guarantee.

But if your native language is not an Indo-European language, then you’re probably going to struggle a lot more to learn English words, grammar, and pronunciation. The next several list items will outline aspects of English grammar that require a lot of memorization or which are unusual in the world’s languages, and so can present difficulties for learners from a wide range of backgrounds.

2. English verb tenses take practice

Learning when to use different English verb tenses is notoriously difficult for English language students. The reason English verb tenses are so tricky is that they carry a lot of information about when and how something happened. It’s more complicated than just past, present, and future!

Let’s look at some examples:

• Emily had cried when Patrick walked into the room.
• Emily was crying when Patrick walked into the room.
• Emily had been crying when Patrick walked into the room.

In all four sentences above, Emily cried at some point in the past, so the verb to cry appears in the “past tense” in all four sentences. However, did you notice that in each verb looks a little different and in each sentence, there is a slightly different relationship between the timing of the two different past events?

In the first three sentences, Emily started crying before Patrick entered, while in the final sentence, the two things happened at the same time.

In sentences 2 and 3, Emily was finished crying by the time Patrick walked in, but there’s a difference between these two as well!

In the second sentence, we’re focusing more on the fact Emily cried for a period of time.

• In the third sentence, we’re more focused on the simple fact that she cried.

Can you see how it might be tricky to learn all the nuances of these differences? To use the correct English verb tense, you need to keep in mind both the tense of the verb (when it happened compared to now: past/present/future) and the “aspect” of the verb (which describes how that event overlapped with other events or times under discussion).

This is a lot to keep in your head all at once, so it’s no wonder that picking the right tense can be very confusing for students who are just starting out!

3. Choosing when to use which article is difficult

Deciding when and how to use articles in English ( a, an, the ) is usually challenging for English learners. Articles are difficult for English learners because using them correctly requires you to get inside the mind of the person that you’re talking to. What does this mean?

Most English teachers and learners will tell you to use a(n) for something that isn’t specific and the for something that is specific. But the story is actually more complicated than that. Let’s look at an example:

The mailman came into the shop today and bought an iced vanilla latte. A mailman came into the shop today and bought an iced vanilla latte.

In both of these sentences, a specific person came into the shop. The difference is that in the first example (“ The mailman… ”), the speaker is assuming that the person being addressed will know the mailman in question. Maybe he’s the mailman who regularly delivers mail to the coffee shop! But in the second example (“ A mailman… ”), we can assume that the person being addressed does not know the mailman in question.

In order to use the correct article, therefore, you need to know how much information someone has about a given situation, and adjust your language accordingly. If your listener can pick out the specific person or item you are referring to, then you use the . If your listener can’t or doesn’t need to pick it out, you use a(n) . This may sound simple, but using articles correctly can be a challenge, especially for learners whose native languages don’t require a choice between “specific” and “not specific”.

There are other things to learn when it comes to articles. Some proper nouns must always be accompanied by articles (ex: the Bahamas, the Miami Heat ) while others cannot have them (ex: Charles, New Hampshire ). Sometimes we leave out articles after prepositions (ex: at school, in prison, after lunch ), while some types of nouns, like mass nouns ( milk, knowledge, grass ), can’t occur with a(n) . These exceptions must simply be memorized, and learning these rules can be tricky!

4. Phrasal verbs are unpredictable

Phrasal verbs are verbs made up of more than one word, usually a classic verb (ex: put, kick, move ) and a preposition (ex: out, over, up ). English is packed with phrasal verbs, and learning how to use them correctly requires a lot of practice. There are two main reasons why learning phrasal verbs can be tricky.

Reason 1: Most phrasal verbs are idioms , meaning you cannot reliably guess the meaning of a phrasal verb just from the meaning of its parts. Let’s look at some of the phrasal verbs based on the verb “to pick.” Notice that while you might be able to predict a few of these meanings based on the meaning of the preposition (ex: pick up, pick apart ), most of them have meanings that need to be memorized.

Reason 2: Different phrasal verbs follow different grammar rules. As you can see in the examples below, some phrasal verbs can be split apart while others cannot. Learners simply have to memorize which phrasal verbs belong to each group. Let’s look at some examples:

These phrasal verbs can be split apart:

These phrasal verbs cannot be split apart:

Because phrasal verbs require a lot of memorization, both in terms of what they mean and how they’re used, these types of verbs are often a hurdle for language learners.

5. Negative sentences and questions are challenging

English questions ( What does Ken like? ) and negative sentences ( Ken does not like cheese ) are usually challenging for language learners. Questions and negative sentences in English are so difficult because they can have a different word order and sometimes involve changing the form of a verb. 

We can see this when we compare the word order of a question to the regular sentence you would use to answer it. Have a look at these examples:

We can also see this when we compare the negative form of a sentence with the positive form:

If you want to correctly form English questions and negative sentences, you need to learn the rules for changing verbs and word order! These rules take a lot of practice, especially for learners coming from languages which may not alter the word order or verb forms at all in order to form these types of sentences.

6. English spelling is confusing

English spelling is one of the most difficult things for English language learners to master. English speakers like to think that we spell things the way they sound, but there are a lot of exceptions. There are places where the same sound is spelled differently in different words (ex: br ea d and b e d ), or the same spelling has different pronunciations in different words (ex: f i g and s i gh ). There are lots of silent letters (ex: w ho, rid e , p sychology ) and sometimes groups of letters have unpredictable pronunciations (ex: gh in rou gh , ch in ch emistry ). 

Learning to spell and to pronounce words can take a lot of work (even for native English speakers), and is especially tough if you’re just starting out!

Here’s an example of how confusing English spelling can be:

Did you know that, if you wanted to, you could spell the word fish as ghoti ? Seems a little ridiculous, right? But let me show you how:

1) The word “enou gh ” ends with an f sound, so gh can be pronounced f. 2) The o in the word “w o men” is pronounced more like an i, so let’s use o next! 3) In words like “igni ti on,” the ti sounds like an sh , so we’ll use that at the end.

Put that all together, and we get: gh+o+ti → fish!

You can see why English spelling might be hard to learn!  

There are several reasons why English spelling is a bit of a mess:

• Depending on the dialect someone speaks, English uses between 16 and 25 different vowel sounds, but we only have 5-6 letters to use to write them (a, e, i, o, u, (y)). This means that we have to get creative about showing which sound each vowel represents! Can you hear all the different vowels in: beat, bit, bait, bet, bat, bot, boot, boat, bite, but, and bought?
• English borrows words from a lot of different languages, and sometimes uses their original spellings, even when those other languages follow different spelling rules. Just think about words like faux or psychology!
• English words are usually spelled the way they were pronounced in the mid-1500s, since that was when we decided on the “correct spelling.” Often, silent letters represent sounds that used to be pronounced (e.g., knife used to be pronounced “k-n-eef-uh!”)

English spelling is fun for those of us who like to study the history of languages, but it can be quite a bummer for people who are learning to spell English!

7. English idioms are everywhere

Learning how to use and understand English idioms is crucial if you want to use English in the real world. Idioms are set phrases whose meaning you cannot usually predict, even if you know the meanings of each word in the phrase. Because the meanings of idiomatic phrases must be memorized separately from the meanings of words, idioms can be a fly in the ointment for people trying to learn English!

Did you see that? I used an idiom! The English phrase “ a fly in the ointment ” can be used to describe any annoying circumstance that causes problems in an otherwise good plan (just like idioms can cause problems for your plan to learn English!) It is an idiom because it doesn’t refer to actual flies getting stuck in actual ointment!

English learners need to learn idioms because idioms are everywhere in English. Have a look at the sort of “pep talk” a coach might give his losing basketball team:

“ Here’s the deal , team. I know you all expected winning this game to be a piece of cake , but now, here we are, 30 points down in the second half. So I’m going to need you all to step up and chip in so we can win this game! We haven’t missed the boat on winning this tournament yet! Come on, guys, let’s blow them out of the water!”

Let’s look at the meanings of all those idioms!

English courses often focus on teaching students how to assemble literal sentences (sentences that mean what you’d expect them to mean). As a result, many English language learners are left to learn to use non-literal language, like idioms, outside the classroom, through conversations with native speakers, watching movies, or reading books. This can mean that even learners who do very well in a classroom setting will struggle with things like idioms when they start using English in the real world.

One of the best ways to learn to use any language naturally is to consume media in the language you’re trying to learn. So if you’re trying to learn English idioms, try reading a book, listening to a podcast, watching TV shows or movies, or even just spending time on English-language social media!

8. English has irregular verbs and plurals can surprise you

Learning to use irregular verbs and irregular plurals is difficult for most English language learners because it requires a lot of memorization. Irregular words are those that do not follow “conventional” grammar rules. 

For example: Sing is an irregular verb because the past tense is sang and not sing ed Mouse has an irregular plural form because the plural of mouse is mice, not mous es

Learning to use regular verbs and plurals is quite easy. Once you’ve learned the pluralization rule (add -s or -es) and the past tense rule (add -ed) , all you need to do is plug new words into each rule. You know that the plurals of fox , cup , and table are fox es , cup s , and table s , and that the past tenses of walk , meow , and toss , are walk ed , meow ed , and toss ed .

But you cannot do the same thing with irregular verbs and plurals. With irregular words, each word must be memorized on its own . You just have to memorize that the plural forms of man , loaf , and fish , are men , loaves , and fish , and you just have to memorize that the past tense forms of is , bring , and have are was , brought , and had ! There are some tips and tricks you can use to learn English irregular plurals and irregular verbs, but even if you learn these tricks, you’ll probably need to spend some time with your flashcards!

All languages have irregular words and English doesn’t have any more than is normal. But learning them for the first time still requires a lot of memorization, which can be quite a hurdle!

9. English has a large and diverse vocabulary

Most linguists would tell you that English has a larger and more diverse vocabulary than most other grammatically similar languages. The size and diversity of the vocabulary of English presents several different challenges to English language learners.

The 1989 full edition of the Oxford English Dictionary contains over 250,000 individual entries. This means that there are at least a quarter-million words in English. That’s a lot of words! 

Now, most English learners don’t need to learn anywhere close to 250,000 words in order to function on a day-to-day basis. Researchers estimate that most native English speakers can only actively use somewhere between 15,000 and 60,000 words . But even that is a lot to learn. Because English has so many words, memorizing enough vocabulary to sound fluent takes a long time.

English is spoken all over the world, and it has long been spoken by people from a wide variety of language backgrounds. Before English started spreading all over the world, it already had its own complete vocabulary. But as English has acquired new speakers, it has also acquired new words from all of those new speakers’ native languages. The result is that, today, words of English origin make up less than 25% of our modern vocabulary!

The diversity of English’s vocabulary not only means that English language students have more words to learn; students must also learn a lot of grammar and spelling exceptions that are associated with borrowed words. Words that come from non-English languages often follow slightly different rules from words that are native to English. 

For example, if a noun is borrowed from Latin or Greek, we usually don’t follow the normal English pluralization rule (add an -s), and instead follow these rules:

The size and diversity of the English vocabulary therefore not only presents challenges to learners’ ability to memorize words, but also to their ability to remember grammatical and spelling exceptions.

What are some tips for learning English easily?

The best way to learn English is to find the type of course or learning materials that fit your lifestyle. You can learn English with a face-to-face course, from a good series of recorded lessons, by reading books or online articles, or by using an app like Mango ! If you are just starting out, try to find a course taught in your native language.

Learning English with Mango? We offer English courses taught in a variety of languages, including:

Learning English requires the same skills as learning any other language. So if you follow all the methods for learning English that we discussed in our Comprehensive Guide to Learning a Language , you’ll be all ready to learn English as easily as possible!

How hard is it to study English?

While some things about learning English are hard, the good news is that it is easy to find opportunities to study English. English is the most studied second language in the world (with over a billion second-language speakers worldwide !), so you should be able to easily find courses, books, apps, online lessons, and many other resources wherever you are. 

You’ll still have to work hard if you want to learn English, but at least you won’t need to struggle to find materials and courses to help you along the way!

What is the most challenging part of learning English?

Most English language learners will find it challenging to learn English verb tenses, phrasal verbs, articles, spelling, pronunciation, and idioms . This is because these are features of English that are very different from most other languages in the world, or which simply require a lot of memorization. 

Keep in mind that the languages you already speak affect what about English is difficult for you. The things that will be most difficult for you are the things that English does very differently from your native language. 

For example, in Persian, there is only one pronoun for humans, او (oo, “he/she”), which can be applied to both men and women. If Persian is your native language, then you might have to work hard to remember to use he and she appropriately, because it’s not something you have had to think about doing before. However, speakers of Spanish would not struggle with this at all, as Spanish also has a distinction between masculine and feminine pronouns ( él (he) / ella (she)), and so this feature of English seems only natural.

Because speakers of different languages will run into different sorts of challenges when learning English, it can be helpful to find an English course that is designed specifically for learners who speak your native language. This is why Mango’s English courses , designed specifically for speakers of Spanish, or Mandarin, or German, or Somali (etc.), are the best sorts of courses to take!

What is the average length of time it takes to learn English?

According to ALTE (Association of Language Testers in Europe), it takes 500-600 hours of study to learn English to an upper intermediate level (B2) and up to 1,200 hours of study to gain proficiency (C2). The ALTE estimates of how long it takes for a total beginner to achieve various levels of English mastery are given below:

The proficiency levels above are determined according to the Common European Framework of language Reference (CEFR). This is the most common language proficiency ranking system applied to most European languages.

Just like any language, the amount of time it will take one particular person to learn English can vary. The speed at which one person can learn English depends on many factors . If you want to learn more about how to speed up the process of learning a language, check out one of these articles:

• How long does it take to learn a language?
• The most effective language learning strategies
• 10 ways to accelerate your language learning process

Summing it all up!

There are lots of things about English that can make it difficult to learn, like verb tenses, articles, and idioms – to name a few.

We hope that this overview has been helpful and that the tips we’ve given you point you in the right direction.  Be sure to check out some of our other articles for some tricks and strategies that can help you or your friends to learn English (or any other language) quickly!

Crystal, D. (1995). The Cambridge Encyclopedia of the English Language. New York, NY: Cambridge University Press.

English. (2022).  Ethnologue. https://www.ethnologue.com/language/eng

Finkenstaedt, T., & Dieter, W. (1973). Ordered profusion; studies in dictionaries and the English Lexicon: C. Winter.

Hoff, E. (2009). Language Development (4th edition ed.): Wadsworth Cengage Learning.

Lester, M. (2008). McGraw-Hill’s Essential ESL Grammar: A handbook for Intermediate and Advanced ESL Students.

McPherron, P., & Randolph, P. T. (2014). Cat got your tongue?: Teaching idioms to English learners: TESOL Press.

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Why Is English So Hard to Learn? Top 10 reasons

English is one of the most widely spoken languages in the world, and for many, it is the language of business, travel, and education. Non-native speakers often find English to be a challenging language to learn.

In this post, we will share the top 10 reasons why is English so hard to learn and difficult. We will look at strategies that can help learners overcome these challenges and make their journey towards mastering the English language easier and smoother.

English can be challenging due to its irregular spelling, complex grammar rules, and a multitude of exceptions, making it hard to predict and master for non-native speakers.

Table of Contents

Understanding the Complexity of English Language

English, known for its complex grammar structure, poses challenges to language learners. The vast and ever-expanding vocabulary of English makes it difficult to master. Pronunciation inconsistencies further confuse learners, as do the irregular verbs and homophones. Navigating the intricacies of English requires patience and practice.

From noun to syllable, from British English to Australian English, each aspect adds to the complexity. English truly is a fascinating language.

How Pronunciation Makes English Difficult for Learners?

English pronunciation presents a challenge for language learners due to its inconsistent rules. There is a multitude of English words with different pronunciations, making it increasingly difficult to learn. The presence of silent letters in words further complicates pronunciation.

Non-native speakers often struggle with mastering English vowel sounds, which can vary significantly from those in their native language. Moreover, tonal languages may find it challenging to adapt to the tonal patterns in English pronunciation.

With these aspects of English pronunciation, it’s no wonder that many learners find it hard to navigate the intricacies of this fascinating language.

Top 10 reasons why is English so hard to learn

Learning the English Language can be challenging for several reasons:

1. Pronunciation Variability

English has many words with irregular pronunciation, making it difficult to predict how a word is spoken based on its spelling.

Mastering English spelling is considered one of the most challenging tasks for English language learners. While English speakers often believe that words are spelled based on their sound, there are numerous exceptions to this rule. For instance, the same sound can be spelled differently in different words, such as “bread” and “bed.” Furthermore, certain spellings may have varying pronunciations across different words, like “fig” and “sigh.” Moreover, silent letters are prevalent in English, as seen in words like “who,” “ride,” and “psychology.” Lastly, groups of letters can possess unpredictable pronunciations, such as the “gh” in “rough” or the “ch” in “chemistry.”

Mastering the art of spelling and pronouncing words can be a demanding task, even for those who speak English as their first language. This challenge becomes particularly difficult for beginners.

This serves as an illustration of the perplexing nature of English spelling.

Are you aware that it is possible to spell the word “fish” as “ghoti” if desired? It may seem somewhat absurd, but allow me to demonstrate how this can be done:

1) The letter “f” sound can be pronounced by using the combination of “gh” at the end of the word “enough”.

2) Since the pronunciation of the “o” in the word “women” is similar to an “i,” let’s go ahead and utilize the letter “o” instead.

3) When it comes to words such as “ignition,” the sound of “ti” is similar to “sh,” we will utilize the latter at the conclusion.

2. The Challenge of English Spelling

English spelling presents numerous challenges for learners. Its unpredictable and inconsistent nature can make it difficult to master. Many words in English have irregular spellings that do not adhere to set rules. the presence of silent letters further complicates spelling for non-native speakers.

Furthermore, English has borrowed words from various languages, resulting in diverse spelling patterns. Lastly, different ways to pronounce the same sound can add to the confusion when it comes to spelling. These factors combined make English spelling a hurdle for language learners.

3. Phrasal Verbs

The language relies heavily on phrasal verbs (e.g., “give up,” “take off”), which can be confusing for non-native speakers.

The majority of phrasal verbs are idiomatic expressions, indicating that it is not possible to accurately determine the meaning of a phrasal verb solely by understanding its components.

Let us examine a selection of phrasal verbs derived from the base verb “to pick.” It is worth noting that although a couple of these meanings can be inferred based on the preposition used (e.g., pick up, pick apart), the majority of them require memorization.

4. Idioms and Slang

English is rich in idiomatic expressions and slang, which may not have literal translations in other languages.

If you want to effectively use English in practical situations, it is essential to acquire the knowledge of English idioms . Idioms are fixed expressions whose meanings are often unpredictable, even if you are familiar with the individual meanings of each word within the phrase.

Since the meanings of idiomatic phrases need to be memorized independently from the meanings of their constituent words, mastering idioms can pose a challenge for English learners. Have you noticed that?

I have utilized an idiom! The phrase “a fly in the ointment” in English can be employed to portray any bothersome situation that disrupts a generally sound plan (similar to how idioms can disrupt your plan to learn English!) This is considered an idiom because it does not refer to flies being trapped in ointment.

5. Complex Tenses and Grammar

English has a complex system of tenses and verb conjugations, which can be challenging to master.

English grammar can present a maze-like challenge for non-native speakers. The rules can be complex and bewildering, making it difficult to navigate sentence structure and word order. Tenses and verb conjugations add another layer of complexity, often overwhelming learners. To compound the difficulty, English has numerous grammar exceptions that can confuse even the most dedicated students.

Mastering the proper use of articles (a, an, the) and prepositions can also prove to be tricky for learners. Overall, English grammar poses a formidable obstacle for those seeking to master the language.

6. Large and diverse Vocabulary

English has a vast vocabulary with many synonyms, making it hard to choose the right word in context.

According to most linguists, English possesses a more extensive and varied lexicon compared to the majority of other languages that share similar grammatical structures. The magnitude and diversity of English vocabulary pose numerous challenges for individuals learning the language.

The complete version of the Oxford English Dictionary from 1989 consists of more than 250,000 distinct entries. This implies that English has a minimum of 250,000 words. That is quite a substantial number of words!

Currently, the majority of individuals who are learning English do not require acquiring a vocabulary of approximately 250,000 words to effectively communicate in their daily lives. Nevertheless, even this range is quite extensive to master. Given that English encompasses an extensive lexicon, it necessitates a significant amount of time to memorize enough vocabulary to speak fluently.

7. Spelling Rules

English spelling rules can be inconsistent and confusing due to its history and borrowed words from other languages.

• English has a range of 16 to 25 vowel sounds, depending on the dialect spoken. However, we are limited to only 5 to 6 letters (a, e, i, o, u, and sometimes y) to represent these sounds in writing. As a result, we must find innovative ways to indicate the specific sound each vowel represents. Can you distinguish all the distinct vowel sounds in words such as “beat,” “bit,” “bait,” “bet,” “bat,” “bot,” “boot,” “boat,” “bite,” “but,” and “bought”?
• The English language incorporates words from various languages and occasionally retains their original spellings, regardless of their adherence to different spelling conventions. Take, for example, terms like faux or psychology!
• Typically, English words are spelled based on how they were pronounced during the mid-1500s, as this is when we established the accepted spelling. Frequently, silent letters in words indicate sounds that were once pronounced but are no longer (for example, the word “knife” used to be pronounced as “k-n-eef-uh!”).

8. Articles (a, an, the) and irregular verbs and plurals

The use of articles can be puzzling, as they often don’t exist in many other languages.

For many English language learners, mastering irregular verbs and irregular plurals can be challenging due to the need for extensive memorization. Irregular words are those that deviate from conventional grammar rules.

For example:

Sing is an irregular verb as it changes to ‘sung’ in the past tense instead of following the regular pattern of adding ‘-ed’ like ‘singed’ would

Mouse exhibits an irregular plural form since it becomes ‘mice’ in the plural, deviating from the expected pluralization of ‘mousse.

Mastering the usage of regular verbs and plurals is a relatively simple task. After grasping the concept of pluralization (adding -s or -es) and the rule for forming past tense (adding -ed), all that remains is to apply these rules to any new words.

9. Word Stress and Vowels

English places stress on certain syllables within words, and this stress can change the meaning of words (e.g., “record” as a noun vs. verb).

If you want to learn how to use a language naturally, one of the most effective methods is to engage with media in that specific language. For instance, if you are aiming to become proficient in English idioms, you can read books, listen to podcasts, watch TV shows or movies, or simply spend time on English-language social media platforms.

English, with its intricate vowel system encompassing both long and short sounds, poses a significant challenge for non-native speakers. The pronunciation of English vowels can be particularly daunting due to variations found in different dialects.

Mastering vowel pronunciation is crucial for improving overall speaking skills and enhancing listening comprehension. Learners can navigate the nuances of this essential aspect of the language and gain confidence in their ability to communicate effectively.

10. Regional Variations and the Problem of Synonyms

English is spoken differently in various regions, leading to differences in vocabulary, pronunciation, and even grammar.

English, a language known for its rich vocabulary, presents a challenge when it comes to navigating the plethora of synonyms. Non-native speakers often struggle with understanding the subtle differences between these words, making it difficult to choose the right synonym in context. Learning synonyms is essential as it helps expand language skills and enhances communication skills and writing abilities. English language learners can effectively express themselves and convey their thoughts with precision.

Comparing Spanish and English: A Learning Perspective

Spanish speakers may find English pronunciation challenging due to different phonetic rules. The abundance of irregular verbs in English can be daunting for them. English grammar structures and syntax may differ from those in Spanish.

Vocabulary differences between Spanish and English can also make learning challenging. Additionally, idiomatic expressions in English may not have direct translations in Spanish. Overall, these aspects of English present unique challenges for Spanish speakers learning the language.

The Idiomatic Expressions in English: A Hard Nut to Crack

Idiomatic expressions in English can pose a significant challenge for non-native speakers. The figurative meanings of idioms often don’t align with their literal translations, making it difficult to comprehend their intended messages.

English idioms can vary regionally, further complicating the learning process. Some idioms have historical or cultural origins that may not be familiar to learners, adding to the complexity. Understanding the appropriate context to use idiomatic expressions can also be tricky.

Overall, grappling with idiomatic expressions is just one aspect of the English language that makes it a hard nut to crack for language learners.

The Influence of Dialects on English Learning

English dialects pose challenges for non-native speakers attempting to learn the language. Variations in pronunciation and vocabulary across different dialects can confuse. Regional accents and dialect-specific phrases may be difficult for non-native speakers to understand.

Exposure to multiple dialects can hinder the development of a consistent accent. Understanding different dialects is vital for effective communication in English. By navigating the complexities of English dialects, non-native speakers can enhance their language skills more effectively.

Homophones: A Confusing Aspect of English

English homophones, words with the same pronunciation but different meanings, prove to be a constant stumbling block for language learners. To add to the complexity, these homophones often have different spellings, making them even more challenging.

Distinguishing between homophones requires a deep understanding of their contextual usage. Complicating matters further, some homophones in English have multiple meanings, which can lead to confusion and miscommunication, especially for non-native speakers. Mastering homophones is essential for effective communication in English, as they can easily result in misunderstandings.

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The Intricacies of the English Language

English, renowned for its inconsistencies and irregularities, presents a multitude of challenges for language learners. Mastery of grammar rules and exceptions is essential, while pronunciation and spelling can prove daunting for non-native speakers. Homophones, words that sound alike but have distinct meanings, further complicate matters.

Navigating the various English dialects and variations can be perplexing. These aspects of the English language require careful attention and understanding from individuals looking to become proficient English speakers. Developing fluency in English necessitates dedicated effort and a comprehensive exploration of its intricacies.

What are some tips for learning English quickly?

“Accelerate English learning with these tips:

• Immerse Yourself : Surround yourself with English speakers or media.
• Daily Practice : Dedicate time every day to language practice.
• Use Language Apps : Utilize language learning apps for structured lessons.
• Expand Vocabulary : Learn new words and phrases regularly.
• Speak Aloud : Practice speaking English to improve fluency.
• Watch Films : Watch English-language movies or shows with subtitles.
• Read Widely : Read books, newspapers, and websites in English.
• Find a Language Partner : Speak with native speakers or fellow learners.
• Grammar Study : Learn English grammar rules and structures.
• Stay Patient : Progress may be gradual, but persistence pays off.

Why Do Some Find English Easier than Others?

Factors such as one’s native language, similarities between the native language and English, age, exposure to English media, and individual learning styles and strategies all contribute to why some find English easier to learn than others.

The Role of Native Language in English Learning

Native language plays a crucial role in the process of learning English. There are several ways in which the similarities between one’s native language and English can aid in language acquisition. For example, understanding the pronunciation and grammar structures of one’s native language can provide a foundation for learning English.

On the other hand, non-native speakers may face challenges due to differences between their native language and English. Learners can identify areas of difficulty and focus their efforts accordingly. Ultimately, recognizing the influence of one’s native language can enhance the overall learning experience.

Navigating the Tenses in English

English, being a complex language, has multiple tenses each with its own rules and usage. Non-native speakers often struggle to understand and use the correct tense due to these complexities.

With practice and familiarity, learning English tenses become more manageable. Mastering the tenses not only improves accuracy and fluency but aids in effective communication . Navigating the various tenses is an essential aspect of English language learning for both native and non-native speakers. Understanding the nuances of English tenses helps individuals express themselves accurately.

English Plurals: Exceptions to the Rule

English plurals can be quite irregular, with different rules for forming them. Non-native speakers often find it challenging to remember the plural forms of words. Learning English plurals requires dedicated memorization and ample practice.

Mastering plurals is essential for enhancing both written and spoken English skills. It contributes to improving language accuracy and ensuring effective communication. So, while English may be a hard language to learn, understanding the exceptions and irregularities in English plurals is a crucial aspect for language learners to focus on.

Age and English Learning: Is There a Connection?

There is a correlation between age and English learning. Younger learners tend to grasp languages more easily, while older learners may face challenges in pronunciation and language acquisition. However, age does affect language learning strategies and memory retention.

Starting English learning at a younger age can lead to better proficiency, but motivation and dedication can overcome age-related challenges in English learning.

Does Exposure to English Media Help in Learning?

Regular exposure to English media, such as listening to music and watching shows, can greatly enhance language skills. It familiarizes learners with vocabulary, and idioms, and improves comprehension. Engaging with English media also motivates and inspires language learning, helping develop an ear for the language.

Can Learning English be Made Easier?

Exploring various strategies and resources can make the process of learning English more accessible. Structured language courses, online platforms, mnemonic devices, visualization techniques, and setting manageable goals all contribute to making English learning easier. Consistent practice and dedication are key in this journey.

Strategies to Overcome the Challenges of English Learning

To overcome the challenges of English learning, it’s important to cultivate a deep love for the language. Immerse yourself in English through reading, listening, and speaking. Consistent and regular practice is key, even if it’s just for a few minutes every day.

Set realistic goals and focus on areas where you need improvement. Utilize online resources and apps like grammar guides and vocabulary flashcards to supplement your learning. Find a language exchange partner or tutor for speaking practice. Join English language communities or clubs to interact with other learners and native English speakers.

Role of Online Resources in English Learning

Online resources play a pivotal role in English learning, providing learners with access to a vast array of learning materials. From videos to podcasts and interactive exercises, these resources offer a dynamic and engaging way to enhance language skills. Additionally, online communities offer opportunities for learners to practice English with native speakers and fellow learners across the globe, fostering a supportive and interactive learning environment.

Structured online courses and programs provide learners with a clear learning path, complete with assessments to track progress. Furthermore, mobile apps allow for on-the-go learning, making it possible to learn English anytime and anywhere. Quick access to online dictionaries and grammar resources also aids in clarifying doubts and improving proficiency.

Is English the Hardest language in the world to learn?

Is English truly the most difficult language? As we have observed, English is quite demanding. However, it is not the sole competitor for the title of World’s Most Challenging Language. Other languages known for being notoriously complex include Finnish, Russian, Japanese, and Mandarin.

Why is English so hard to learn as a second language?

Learning English verb tenses, phrasal verbs, articles, spelling, pronunciation , and idioms can prove to be a daunting task for the majority of English language learners. This is because these aspects of the English language are significantly distinct from those found in most other languages, requiring extensive memorization.

Is English as Difficult as It Seems?

English is often considered one of the most challenging languages to learn for non-native speakers. Its complex grammar, spelling, and pronunciation can be daunting. However, with dedication and practice, anyone can become proficient in English and enjoy the benefits it offers.

English is undoubtedly a complex language to learn, but it is not impossible. The challenges lie in its pronunciation, spelling, grammar, and vast vocabulary. However, by understanding these difficulties and effective learning strategies, the journey of learning English can be made easier. It is important to recognize the influence of one’s native language and exposure to English media on the learning process.

Utilizing online resources and seeking out strategies to overcome these challenges can greatly aid in mastering the language. While English may seem daunting, with dedication, anyone can achieve fluency in the intricacies of this global language.

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The title page of Thomas Blount’s Glossographia , 1661 edition. Courtesy the National Library of Scotland

Typos, tricks and misprints

Why is english spelling so weird and unpredictable don’t blame the mix of languages; look to quirks of timing and technology.

by Arika Okrent   + BIO

English spelling is ridiculous. Sew and new don’t rhyme. Kernel and colonel do. When you see an ough, you might need to read it out as ‘aw’ (thought), ‘ow’ (drought), ‘uff’ (tough), ‘off’ (cough), ‘oo’ (through), or ‘oh’ (though). The ea vowel is usually pronounced ‘ee’ ( weak , please , seal , beam ) but can also be ‘eh’ ( bread , head , wealth , feather ). Those two options cover most of it – except for a handful of cases, where it’s ‘ay’ ( break , steak , great ). Oh wait, one more… there’s earth . No wait, there’s also heart .

The English spelling system, if you can even call it a system, is full of this kind of thing. Yet not only do most people raised with English learn to read and write it; millions of people who weren’t raised with English learn to use it too, to a very high level of accuracy.

Admittedly, for a non-native speaker, such mastery usually involves a great deal of confusion and frustration. Part of the problem is that English spelling looks deceptively similar to other languages that use the same alphabet but in a much more consistent way. You can spend an afternoon familiarising yourself with the pronunciation rules of Italian, Spanish, German, Swedish, Hungarian, Lithuanian, Polish and many others, and credibly read out a text in that language, even if you don’t understand it. Your pronunciation might be terrible, and the pace, stress and rhythm would be completely off, and no one would mistake you for a native speaker – but you could do it. Even French, notorious for the spelling challenges it presents learners, is consistent enough to meet the bar. There are lots of silent letters, but they’re in predictable places. French has plenty of rules, and exceptions to those rules, but they can all be listed on a reasonable number of pages.

English is in a different league of complexity. The most comprehensive description of its spelling – the Dictionary of the British English Spelling System by Greg Brooks (2015) – runs to more than 450 pages as it enumerates all the ways particular sounds can be represented by letters or combinations of letters, and all the ways particular letters or letter combinations can be read out as sounds.

From the early Middle Ages, various European languages adopted and adapted the Latin alphabet. So why did English end up with a far more inconsistent orthography than any other? The basic outline of the messy history of English is widely known: the Anglo-Saxon tribes bringing Old English in the 5th century, the Viking invasions beginning in the 8th century adding Old Norse to the mix, followed by the Norman Conquest of the 11th century and the French linguistic takeover. The moving and mixing of populations, the growth of London and the merchant class in the 13th and 14th centuries . The contact with the Continent and the balance among Germanic, Romance and Celtic cultural forces. No language Academy was established, no authority for oversight or intervention in the direction of the written form. English travelled and wandered and haphazardly tied pieces together. As the blogger James Nicoll put it in 1990, English ‘pursued other languages down alleyways to beat them unconscious and rifle their pockets for new vocabulary’.

But just how does spelling factor into all this? It wasn’t as if the rest of Europe didn’t also contend with a mix of tribes and languages. The remnants of the Roman Empire comprised Germanic, Celtic and Slavic communities spread over a huge area. Various conquests installed a ruling-class language in control of a population that spoke a different language: there was the Nordic conquest of Normandy in the 10th century (where they now write French with a pretty regular system); the Ottoman Turkish rule over Hungary in the 16th and 17th centuries (which now has very consistent spelling rules for Hungarian); Moorish rule in Spain in the 8th to 15th centuries (which also has very consistent spelling). True, other languages did have official academies and other government attempts at standardisation – but those interventions have largely only ever succeeded at implementing minor changes to existing systems in very specific areas. English wasn’t the only language to pick the pockets of others for useful words.

T he answer to the weirdness of English has to do with the timing of technology. The rise of printing caught English at a moment when the norms linking spoken and written language were up for grabs, and so could be hijacked by diverse forces and imperatives that didn’t coordinate with each other, or cohere, or even have any distinct goals at all. If the printing press had arrived earlier in the life of English, or later, after some of the upheaval had settled, things might have ended up differently.

It’s notable that the adoption of a different and related technology several hundred years earlier – the alphabet, in use from the 600s – didn’t have this disorienting effect on English. The Latin alphabet had spread throughout Europe with the diffusion of Christianity from the 4th century onward. A few European vernacular languages had some sort of rudimentary writing system prior to this, but for the most part they had no written form. For the first few hundred years of English using the Latin alphabet, its spelling was pretty consistent and phonetic. Monks and missionaries, beginning around 600 CE translated Latin religious texts into local languages – not necessarily so they could be read by the general population, but so they could at least read aloud to them. Most people were illiterate. The vernacular translations were written to be pronounced, and the spelling was intended to get as close to the pronunciation as possible.

Often the languages these monks and missionaries were trying to transcribe contained sounds that Latin didn’t have, and there was no symbol for the sound they needed. In those cases, they might use an accent mark, or put two letters together, or borrow another symbol. Old English, for example, had a strange, exotic ‘th’ sound, for which they originally borrowed the thorn symbol (þ) from Germanic runes. They later settled on the two-letter combination th . For the most part, they used the Latin alphabet as they knew it, but stretched it by using the letters in new ways when other sounds were required. We still use that sound, with the th spelling, in English today.

English was at home in the kitchen, the workshop, the marketplace, but less sure of itself in other registers

Writing was a specialised skill handled by dedicated scribes. They were trained by other scribes, who in turn passed on their spelling conventions. Different monasteries might have had different styles or habits for representing English sounds, and there were dialects and variations in pronunciation in the spoken language as well – but a written standard and eventually a whole literature emerged.

That tradition was broken after the Norman invasion in 1066. For the next 300 years or so, with a few exceptions, written English disappeared entirely. French was the language of the conquerors, and became the language of the state and all its official activities. Latin remained the language of the Church and education. English was the spoken language of daily life for most people, but the social class that had previously maintained and developed the written standard for English – landholders, religious leaders, government officials – had all been replaced.

English began its return as a written language in the 14th century. Over generations, it had crept back in among the nobility, as well as the clergy, although French and Latin were still the languages of educated and official pursuits. By then, English had changed. A few centuries of language evolution had led to different pronunciations. And Old English writing habits had been lost. As English started to make its written comeback, these people found themselves not only trying to figure out how to spell English words but also reaching for English ways to say educated, official things. English was completely at home in the kitchen, the workshop, and the marketplace, but less sure of itself in other registers. Grabbing the nearest convenient French word was often the solution. Things such court proceedings, government decrees, property ownership documents and schooling relied heavily on French vocabulary to fill in the gaps where English was out of practice. Words such as govern , judge , office , punish , money , contract , number , action , student and many others became part of the vocabulary of English official life – and then of everyone, as most people had some sort of interaction with officialdom.

Prior to the Norman conquest, Old English predominated, a thoroughly Germanic cousin of Dutch and German. To a speaker of Modern English today, it’s nearly unrecognisable as English, and requires translation to understand. In the next few hundred years after the conquest, it evolved into Middle English – still Germanic, but less thoroughly so, as grammatical endings disappeared and French vocabulary flowed in. Middle English looks much more like the English we know.

By the time written English started coming back, around 1300, there was no general standard for spelling. People , taken from French peuple , might be spelled peple , pepill , poeple or poepul . Beauty , from French beauté , might be bewtee , buute or bealte . It didn’t help matters that, at the time, French also had inconsistent spelling. All the vernaculars of Europe were on early, wobbly footing with respect to developing a consistent standard as they moved toward their own written tradition and away from Latin as the only choice. Then came the printing press.

M oveable type was invented in Europe by Johannes Gutenberg c 1450. It involved making letters from metal alloys and setting them in a print tray-bed, inking them, and then pressing paper over the top to make an imprint – saving hours compared with laborious manual transcription. The earliest works printed with this new technique were in Latin, but printers soon spotted the potential market for books in vernacular languages, and began making them in great numbers. English got off to an early start: an enterprising merchant named William Caxton set up the first English press in 1476. This followed the success of an English translation he had printed while working in Bruges. There were no style guides, no copyeditors, no dictionaries to consult.

Moveable type was a wonderful invention: once the type had been set, you could print off as many copies as you wanted. But setting the letters, or pieces of type, into lines, and then pages, was intense, specialised labour. You had to spend years learning the trade. For his new press, Caxton brought typesetters back with him from the Continent, and some didn’t even speak English all that well. They set type working from manuscripts that already had quite a bit of variation, and the overriding priority was getting them set quickly.

Some standards did spread and crystallise over time, as more books were printed and literacy rates climbed. The printing profession played a key role in these emergent norms. Printing houses developed habits for spelling frequent words, often based on what made setting type more efficient. In a manuscript, hadde might be replaced with had ; thankefull with thankful . When it came to spelling, the primary objective wasn’t to faithfully represent the author’s spelling, nor to uphold some standard idea of ‘correct’ English – it was to produce texts that people could read and, more importantly, that they would buy. Habits and tricks became standards, as typesetters learned their trade by apprenticing to other typesetters. They then often moved around as journeymen workers, which entailed dispersing their own habits or picking up those of the printing houses they worked in.

Some spellings got entrenched by being printed over and over again in widely distributed texts, very early on

Standard-setting was only partly in the hands of the people setting the type. Even more so, it was down to a growing reading public. The more texts there were, the more reading there was, and the greater the sensibility about what looks right. Once that sense develops, it can be a very powerful enforcer of norms. These norms in the literacy of English speakers today are so well entrenched that simple adjustments are very jarring. If ai trai tu repreezent mai akshuel pronownseeayshun in raiteeng, yu kan reed it, but its difikelt and disterbeeng tu du soh. It just looks wrong, and that feeling of wrongness interrupts the flow of reading. The fluency of reading depends on the speed with which you visually identify the words, and the speed of identification increases with exposure. The more we see a word, the more quickly we recognise it, even if its spelling doesn’t match the sound.

Some spellings got entrenched this way, by being printed over and over again in widely distributed texts, very early on. The word ghost , which had been spelled and pronounced gast in Old English, took on the gh spelling under the influence of Flemish-trained compositors. It was such a commonly encountered word in English text, particularly in the phrase holy ghost and other translations of Latin spiritus, that it just began to look right.

Other spellings arose, and were then cemented through the power exerted by the visual shape of similar words. The existence of would and should , for example, brought about the spelling of could . Would and should were once pronounced with the ‘l’ sound, as they were the past-tense forms of will and shall . Could, however, was never pronounced with an ‘l’; it was the past tense of can . Could was coude or cuthe . Then the visual power of would and should attracted could to their side. At printing’s rise, the ‘l’ sound was already often absent from the pronunciation of would and should , so the ‘l’ was less a cue to pronunciation than to word type. Could is a modal verb, same as would and should . There was no explicit intention to make them look the same, but the frequency of their appearance nudged them toward ending up that way.

Visual patterns strengthened their hold on spelling in other languages, too. The many homophones and silent letters in French arose from letters that represented sounds that used to be pronounced, but hung on in the writing system after they were no longer spoken. And since French was a Romance language with its roots in Latin, and literacy in French often went hand-in-hand with literacy in Latin, Latin spellings could reinforce French spellings that had lost phonetic justification. For example, in speech, cent and sang might be pronounced the same, but there was also the implicit knowledge that cent came from centum and sang came from sanguinum . This Latin connection served as a reference point that helped stabilise French spelling, even when it was disconnected from pronunciation.

Had the Norman invasion not interrupted the literary tradition of Old English, we might have ended up with a similar situation – a spelling system with silent letters and shifted sound values, but grounded in the spellings of their earlier forms. Old English would have continued to be the basis of the writing tradition that would have later been set into type. Instead, we had a number of parts, moving and changing independently from each other, often with no anchor at all.

W hat’s more, in the years when printing was slowly establishing and fortifying spelling habits, English was undergoing what’s now called the Great Vowel Shift. In broad terms, over the course of a few centuries, sounds changed and vowels moved around. Words such as name and make, for example, once had an ‘ah’ vowel as they do in German name and machen , or English father . During the Great Vowel Shift, it moved to more of an ‘eh’ vowel as in bed, and eventually to the ‘ay’ where it is today. But the words affected in this way continue to be spelled with the ‘a’ of father .

Words that ended up with an oo spelling generally used to be pronounced with a long ‘o’ sound. Moon and book both used to sound something like moan and boke ; the two o ’s, quite logically, represented a long ‘o’, before moving to an ‘u’ sound, as in June . However, sometimes the long vowel became a short vowel: eg, the more lax ‘u’ vowel, as in push . Moon (also goose , food , school ) ended up with the June vowel, while book ( foot , good, stood ) with the push vowel. These changes happened at different times in different places. For some words ( roof ), the change hasn’t completely gone through, and still wavers (at least in my own Midwestern US dialect) between the two pronunciations. In some places in Scotland and the north of England, moon , book, goose and foot still have the same vowel.

The changes that came to be grouped under the Great Vowel Shift were gradual and went unnoticed as they were happening. When an English speaker sat down to write something at the end of the Middle Ages, the way they wrote it could depend on where they lived and what the dialectal pronunciation of vowels was there. It would also depend on what they had read and incorporated into their spelling habits. When a printer was setting type for that writing, they had their own pronunciation and spelling preferences. When a piece of writing was set in type and spread to other towns, it would be received by people of varying literacy levels, and that would influence how it was incorporated into their habits. In other words, there was tremendous variation at each of these waystations on the journey to being read. When a text was set in type and distributed, it had the effect of propagating the habit it represented, but how much it propagated depended on how widely it was distributed and where. Which specific aspects of the habit would stick and which fall away? The answer could be some or none. The result, ultimately, is a very irregular habit.

Writing attaches to language in the way that the fork is a technology that attaches to our eating habits

If English had been later to the technology of printing, further behind in the expansion of literacy, it might have been able to approach the development of its spelling system with a cleaner slate and a more stable idea of what was to be represented. But when a tool comes along, you don’t wait to figure out the optimal way to use it or worry about what the effects of using it might eventually be. Instead, you just start.

When a technology spreads, so does a habit of using it. Before we had printing, we had writing. Can we go back further? Isn’t human language itself a technology? This is arguable, a philosophical question. I would say no. In any case, language is much, much closer to our very natures as humans than is any invented or discovered tool passed along for practical problem-solving. Put a group of humans without a language together (as has happened in some cases with Deaf communities) and they will do language. A language will emerge from what they do.

But they won’t necessarily come up with writing. Writing is unquestionably a technology. It attaches to language in the way that the fork is a technology that attaches to our eating habits. Eating is undeniably a necessary part of our nature. The fork is a recent, unnecessary (no matter how useful) innovation. That analogy doesn’t go much further. There are very few things that capture the relation between language (the behaviour) and writing (the technology that represents the behaviour). It’s hard to find a good analogy. The point is that the eating happens whether we have the fork or not. Language happens whether we have writing or not.

When we first got the technology of writing, the people who used it represented a tiny fraction of the speaking population, in most cases for hundreds of years. Throughout the history of writing, most people have been illiterate. It was the technology of printing that made it possible to put writing into widespread use. The written word got cheaper and more plentiful. People had the access and exposure necessary to learn, practise and become literate. That access and exposure was created, in stages, by the competing and conflicting demands of history. That history and its lumps, bumps, silent letters and all, was pressed in with metal and ink.

Return of the descendants

I migrated to my ancestral homeland in a search for identity. It proved to be a humbling experience in (un)belonging

Jessica Buchleitner

Economic history

Credit card nation

Americans have always borrowed, but how exactly did their lives become so entangled with the power of plastic cards?

Sean H Vanatta

Metaphysics

The enchanted vision

Love is much more than a mere emotion or moral ideal. It imbues the world itself and we should learn to move with its power

Mark Vernon

What is ‘lived experience’?

The term is ubiquitous and double-edged. It is both a key source of authentic knowledge and a danger to true solidarity

Patrick J Casey

Human rights and justice

My elusive pain

The lives of North Africans in France are shaped by a harrowing struggle to belong, marked by postcolonial trauma

Farah Abdessamad

Thinkers and theories

Philosophy is an art

For Margaret Macdonald, philosophical theories are akin to stories, meant to enlarge certain aspects of human life

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What It Means To Be Asian in America

The lived experiences and perspectives of asian americans in their own words.

Asians are the fastest growing racial and ethnic group in the United States. More than 24 million Americans in the U.S. trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent.

The majority of Asian Americans are immigrants, coming to understand what they left behind and building their lives in the United States. At the same time, there is a fast growing, U.S.-born generation of Asian Americans who are navigating their own connections to familial heritage and their own experiences growing up in the U.S.

In a new Pew Research Center analysis based on dozens of focus groups, Asian American participants described the challenges of navigating their own identity in a nation where the label “Asian” brings expectations about their origins, behavior and physical self. Read on to see, in their own words, what it means to be Asian in America.

Table of Contents

Introduction, this is how i view my identity, this is how others see and treat me, this is what it means to be home in america, about this project, methodological note, acknowledgments.

No single experience defines what it means to be Asian in the United States today. Instead, Asian Americans’ lived experiences are in part shaped by where they were born, how connected they are to their family’s ethnic origins, and how others – both Asians and non-Asians – see and engage with them in their daily lives. Yet despite diverse experiences, backgrounds and origins, shared experiences and common themes emerged when we asked: “What does it mean to be Asian in America?”

In the fall of 2021, Pew Research Center undertook the largest focus group study it had ever conducted – 66 focus groups with 264 total participants – to hear Asian Americans talk about their lived experiences in America. The focus groups were organized into 18 distinct Asian ethnic origin groups, fielded in 18 languages and moderated by members of their own ethnic groups. Because of the pandemic, the focus groups were conducted virtually, allowing us to recruit participants from all parts of the United States. This approach allowed us to hear a diverse set of voices – especially from less populous Asian ethnic groups whose views, attitudes and opinions are seldom presented in traditional polling. The approach also allowed us to explore the reasons behind people’s opinions and choices about what it means to belong in America, beyond the preset response options of a traditional survey.

The terms “Asian,” “Asians living in the United States” and “Asian American” are used interchangeably throughout this essay to refer to U.S. adults who self-identify as Asian, either alone or in combination with other races or Hispanic identity.

“The United States” and “the U.S.” are used interchangeably with “America” for variations in the writing.

Multiracial participants are those who indicate they are of two or more racial backgrounds (one of which is Asian). Multiethnic participants are those who indicate they are of two or more ethnicities, including those identified as Asian with Hispanic background.

U.S. born refers to people born in the 50 U.S. states or the District of Columbia, Puerto Rico, or other U.S. territories.

Immigrant refers to people who were not U.S. citizens at birth – in other words, those born outside the U.S., Puerto Rico or other U.S. territories to parents who were not U.S. citizens. The terms “immigrant,” “first generation” and “foreign born” are used interchangeably in this report.  

Second generation refers to people born in the 50 states or the District of Columbia with at least one first-generation, or immigrant, parent.

The pan-ethnic term “Asian American” describes the population of about 22 million people living in the United States who trace their roots to more than 20 countries in East and Southeast Asia and the Indian subcontinent. The term was popularized by U.S. student activists in the 1960s and was eventually adopted by the U.S. Census Bureau. However, the “Asian” label masks the diverse demographics and wide economic disparities across the largest national origin groups (such as Chinese, Indian, Filipino) and the less populous ones (such as Bhutanese, Hmong and Nepalese) living in America. It also hides the varied circumstances of groups immigrated to the U.S. and how they started their lives there. The population’s diversity often presents challenges . Conventional survey methods typically reflect the voices of larger groups without fully capturing the broad range of views, attitudes, life starting points and perspectives experienced by Asian Americans. They can also limit understanding of the shared experiences across this diverse population.

Across all focus groups, some common findings emerged. Participants highlighted how the pan-ethnic “Asian” label used in the U.S. represented only one part of how they think of themselves. For example, recently arrived Asian immigrant participants told us they are drawn more to their ethnic identity than to the more general, U.S.-created pan-ethnic Asian American identity. Meanwhile, U.S.-born Asian participants shared how they identified, at times, as Asian but also, at other times, by their ethnic origin and as Americans.

Another common finding among focus group participants is the disconnect they noted between how they see themselves and how others view them. Sometimes this led to maltreatment of them or their families, especially at heightened moments in American history such as during Japanese incarceration during World War II, the aftermath of 9/11 and, more recently, the COVID-19 pandemic. Beyond these specific moments, many in the focus groups offered their own experiences that had revealed other people’s assumptions or misconceptions about their identity.

Another shared finding is the multiple ways in which participants take and express pride in their cultural and ethnic backgrounds while also feeling at home in America, celebrating and blending their unique cultural traditions and practices with those of other Americans.

This focus group project is part of a broader research agenda about Asians living in the United States. The findings presented here offer a small glimpse of what participants told us, in their own words, about how they identify themselves, how others see and treat them, and more generally, what it means to be Asian in America.

Illustrations by Jing Li

Publications from the Being Asian in America project

• Read the data essay: What It Means to Be Asian in America
• Watch the documentary: Being Asian in America
• Explore the interactive: In Their Own Words: The Diverse Perspectives of Being Asian in America
• View expanded interviews: Extended Interviews: Being Asian in America
• About this research project: More on the Being Asian in America project
• Q&A: Why and how Pew Research Center conducted 66 focus groups with Asian Americans

One of the topics covered in each focus group was how participants viewed their own racial or ethnic identity. Moderators asked them how they viewed themselves, and what experiences informed their views about their identity. These discussions not only highlighted differences in how participants thought about their own racial or ethnic background, but they also revealed how different settings can influence how they would choose to identify themselves. Across all focus groups, the general theme emerged that being Asian was only one part of how participants viewed themselves.

The pan-ethnic label ‘Asian’ is often used more in formal settings

“I think when I think of the Asian Americans, I think that we’re all unique and different. We come from different cultures and backgrounds. We come from unique stories, not just as a group, but just as individual humans.” Mali , documentary participant

Many participants described a complicated relationship with the pan-ethnic labels “Asian” or “Asian American.” For some, using the term was less of an active choice and more of an imposed one, with participants discussing the disconnect between how they would like to identify themselves and the available choices often found in formal settings. For example, an immigrant Pakistani woman remarked how she typically sees “Asian American” on forms, but not more specific options. Similarly, an immigrant Burmese woman described her experience of applying for jobs and having to identify as “Asian,” as opposed to identifying by her ethnic background, because no other options were available. These experiences highlight the challenges organizations like government agencies and employers have in developing surveys or forms that ask respondents about their identity. A common sentiment is one like this:

“I guess … I feel like I just kind of check off ‘Asian’ [for] an application or the test forms. That’s the only time I would identify as Asian. But Asian is too broad. Asia is a big continent. Yeah, I feel like it’s just too broad. To specify things, you’re Taiwanese American, that’s exactly where you came from.”

–U.S.-born woman of Taiwanese origin in early 20s

Smaller ethnic groups default to ‘Asian’ since their groups are less recognizable

Other participants shared how their experiences in explaining the geographic location and culture of their origin country led them to prefer “Asian” when talking about themselves with others. This theme was especially prominent among those belonging to smaller origin groups such as Bangladeshis and Bhutanese. A Lao participant remarked she would initially say “Asian American” because people might not be familiar with “Lao.”

“​​[When I fill out] forms, I select ‘Asian American,’ and that’s why I consider myself as an Asian American. [It is difficult to identify as] Nepali American [since] there are no such options in forms. That’s why, Asian American is fine to me.”

–Immigrant woman of Nepalese origin in late 20s

“Coming to a big country like [the United States], when people ask where we are from … there are some people who have no idea about Bhutan, so we end up introducing ourselves as being Asian.”

–Immigrant woman of Bhutanese origin in late 40s

But for many, ‘Asian’ as a label or identity just doesn’t fit

Many participants felt that neither “Asian” nor “Asian American” truly captures how they view themselves and their identity. They argue that these labels are too broad or too ambiguous, as there are so many different groups included within these labels. For example, a U.S.-born Pakistani man remarked on how “Asian” lumps many groups together – that the term is not limited to South Asian groups such as Indian and Pakistani, but also includes East Asian groups. Similarly, an immigrant Nepalese man described how “Asian” often means Chinese for many Americans. A Filipino woman summed it up this way:

“Now I consider myself to be both Filipino and Asian American, but growing up in [Southern California] … I didn’t start to identify as Asian American until college because in [the Los Angeles suburb where I lived], it’s a big mix of everything – Black, Latino, Pacific Islander and Asian … when I would go into spaces where there were a lot of other Asians, especially East Asians, I didn’t feel like I belonged. … In media, right, like people still associate Asian with being East Asian.”

–U.S.-born woman of Filipino origin in mid-20s

Participants also noted they have encountered confusion or the tendency for others to view Asian Americans as people from mostly East Asian countries, such as China, Japan and Korea. For some, this confusion even extends to interactions with other Asian American groups. A Pakistani man remarked on how he rarely finds Pakistani or Indian brands when he visits Asian stores. Instead, he recalled mostly finding Vietnamese, Korean and Chinese items.

Among participants of South Asian descent, some identified with the label “South Asian” more than just “Asian.” There were other nuances, too, when it comes to the labels people choose. Some Indian participants, for example, said people sometimes group them with Native Americans who are also referred to as Indians in the United States. This Indian woman shared her experience at school:

“I love South Asian or ‘Desi’ only because up until recently … it’s fairly new to say South Asian. I’ve always said ‘Desi’ because growing up … I’ve had to say I’m the red dot Indian, not the feather Indian. So annoying, you know? … Always a distinction that I’ve had to make.”

–U.S.-born woman of Indian origin in late 20s

Participants with multiethnic or multiracial backgrounds described their own unique experiences with their identity. Rather than choosing one racial or ethnic group over the other, some participants described identifying with both groups, since this more accurately describes how they see themselves. In some cases, this choice reflected the history of the Asian diaspora. For example, an immigrant Cambodian man described being both Khmer/Cambodian and Chinese, since his grandparents came from China. Some other participants recalled going through an “identity crisis” as they navigated between multiple identities. As one woman explained:

“I would say I went through an identity crisis. … It’s because of being multicultural. … There’s also French in the mix within my family, too. Because I don’t identify, speak or understand the language, I really can’t connect to the French roots … I’m in between like Cambodian and Thai, and then Chinese and then French … I finally lumped it up. I’m just an Asian American and proud of all my roots.”

–U.S.-born woman of Cambodian origin in mid-30s

In other cases, the choice reflected U.S. patterns of intermarriage. Asian newlyweds have the highest intermarriage rate of any racial or ethnic group in the country. One Japanese-origin man with Hispanic roots noted:

“So I would like to see myself as a Hispanic Asian American. I want to say Hispanic first because I have more of my mom’s culture in me than my dad’s culture. In fact, I actually have more American culture than my dad’s culture for what I do normally. So I guess, Hispanic American Asian.”

–U.S.-born man of Hispanic and Japanese origin in early 40s

Other identities beyond race or ethnicity are also important

Focus group participants also talked about their identity beyond the racial or ethnic dimension. For example, one Chinese woman noted that the best term to describe her would be “immigrant.” Faith and religious ties were also important to some. One immigrant participant talked about his love of Pakistani values and how religion is intermingled into Pakistani culture. Another woman explained:

“[Japanese language and culture] are very important to me and ingrained in me because they were always part of my life, and I felt them when I was growing up. Even the word itadakimasu reflects Japanese culture or the tradition. Shinto religion is a part of the culture. They are part of my identity, and they are very important to me.”

–Immigrant woman of Japanese origin in mid-30s

For some, gender is another important aspect of identity. One Korean participant emphasized that being a woman is an important part of her identity. For others, sexual orientation is an essential part of their overall identity. One U.S.-born Filipino participant described herself as “queer Asian American.” Another participant put it this way:

“I belong to the [LGBTQ] community … before, what we only know is gay and lesbian. We don’t know about being queer, nonbinary. [Here], my horizon of knowing what genders and gender roles is also expanded … in the Philippines, if you’ll be with same sex, you’re considered gay or lesbian. But here … what’s happening is so broad, on how you identify yourself.”

–Immigrant woman of Filipino origin in early 20s

Immigrant identity is tied to their ethnic heritage

Participants born outside the United States tended to link their identity with their ethnic heritage. Some felt strongly connected with their ethnic ties due to their citizenship status. For others, the lack of permanent residency or citizenship meant they have stronger ties to their ethnicity and birthplace. And in some cases, participants said they held on to their ethnic identity even after they became U.S. citizens. One woman emphasized that she will always be Taiwanese because she was born there, despite now living in the U.S.

For other participants, family origin played a central role in their identity, regardless of their status in the U.S. According to some of them, this attitude was heavily influenced by their memories and experiences in early childhood when they were still living in their countries of origin. These influences are so profound that even after decades of living in the U.S., some still feel the strong connection to their ethnic roots. And those with U.S.-born children talked about sending their kids to special educational programs in the U.S. to learn about their ethnic heritage.

“Yes, as for me, I hold that I am Khmer because our nationality cannot be deleted, our identity is Khmer as I hold that I am Khmer … so I try, even [with] my children today, I try to learn Khmer through Zoom through the so-called Khmer Parent Association.”

–Immigrant man of Cambodian origin in late 50s

Navigating life in America is an adjustment

Many participants pointed to cultural differences they have noticed between their ethnic culture and U.S. culture. One of the most distinct differences is in food. For some participants, their strong attachment to the unique dishes of their families and their countries of origin helps them maintain strong ties to their ethnic identity. One Sri Lankan participant shared that her roots are still in Sri Lanka, since she still follows Sri Lankan traditions in the U.S. such as preparing kiribath (rice with coconut milk) and celebrating Ramadan.

For other participants, interactions in social settings with those outside their own ethnic group circles highlighted cultural differences. One Bangladeshi woman talked about how Bengalis share personal stories and challenges with each other, while others in the U.S. like to have “small talk” about TV series or clothes.

Many immigrants in the focus groups have found it is easier to socialize when they are around others belonging to their ethnicity. When interacting with others who don’t share the same ethnicity, participants noted they must be more self-aware about cultural differences to avoid making mistakes in social interactions. Here, participants described the importance of learning to “fit in,” to avoid feeling left out or excluded. One Korean woman said:

“Every time I go to a party, I feel unwelcome. … In Korea, when I invite guests to my house and one person sits without talking, I come over and talk and treat them as a host. But in the United States, I have to go and mingle. I hate mingling so much. I have to talk and keep going through unimportant stories. In Korea, I am assigned to a dinner or gathering. I have a party with a sense of security. In America, I have nowhere to sit, and I don’t know where to go and who to talk to.”

–Immigrant woman of Korean origin in mid-40s

And a Bhutanese immigrant explained:

“In my case, I am not an American. I consider myself a Bhutanese. … I am a Bhutanese because I do not know American culture to consider myself as an American. It is very difficult to understand the sense of humor in America. So, we are pure Bhutanese in America.”

–Immigrant man of Bhutanese origin in early 40s

Language was also a key aspect of identity for the participants. Many immigrants in the focus groups said they speak a language other than English at home and in their daily lives. One Vietnamese man considered himself Vietnamese since his Vietnamese is better than his English. Others emphasized their English skills. A Bangladeshi participant felt that she was more accepted in the workplace when she does more “American” things and speaks fluent English, rather than sharing things from Bangladeshi culture. She felt that others in her workplace correlate her English fluency with her ability to do her job. For others born in the U.S., the language they speak at home influences their connection to their ethnic roots.

“Now if I go to my work and do show my Bengali culture and Asian culture, they are not going to take anything out of it. So, basically, I have to show something that they are interested in. I have to show that I am American, [that] I can speak English fluently. I can do whatever you give me as a responsibility. So, in those cases I can’t show anything about my culture.”

–Immigrant woman of Bangladeshi origin in late 20s

“Being bi-ethnic and tri-cultural creates so many unique dynamics, and … one of the dynamics has to do with … what it is to be Americanized. … One of the things that played a role into how I associate the identity is language. Now, my father never spoke Spanish to me … because he wanted me to develop a fluency in English, because for him, he struggled with English. What happened was three out of the four people that raised me were Khmer … they spoke to me in Khmer. We’d eat breakfast, lunch and dinner speaking Khmer. We’d go to the temple in Khmer with the language and we’d also watch videos and movies in Khmer. … Looking into why I strongly identify with the heritage, one of the reasons is [that] speaking that language connects to the home I used to have [as my families have passed away].”

–U.S.-born man of Cambodian origin in early 30s

Balancing between individualistic and collective thinking

For some immigrant participants, the main differences between themselves and others who are seen as “truly American” were less about cultural differences, or how people behave, and more about differences in “mindset,” or how people think . Those who identified strongly with their ethnicity discussed how their way of thinking is different from a “typical American.” To some, the “American mentality” is more individualistic, with less judgment on what one should do or how they should act . One immigrant Japanese man, for example, talked about how other Japanese-origin co-workers in the U.S. would work without taking breaks because it’s culturally inconsiderate to take a break while others continued working. However, he would speak up for himself and other workers when they are not taking any work breaks. He attributed this to his “American” way of thinking, which encourages people to stand up for themselves.

Some U.S.-born participants who grew up in an immigrant family described the cultural clashes that happened between themselves and their immigrant parents. Participants talked about how the second generation (children of immigrant parents) struggles to pursue their own dreams while still living up to the traditional expectations of their immigrant parents.

“I feel like one of the biggest things I’ve seen, just like [my] Asian American friends overall, is the kind of family-individualistic clash … like wanting to do your own thing is like, is kind of instilled in you as an American, like go and … follow your dream. But then you just grow up with such a sense of like also wanting to be there for your family and to live up to those expectations, and I feel like that’s something that’s very pronounced in Asian cultures.”

–U.S.-born man of Indian origin in mid-20s

Discussions also highlighted differences about gender roles between growing up in America compared with elsewhere.

“As a woman or being a girl, because of your gender, you have to keep your mouth shut [and] wait so that they call on you for you to speak up. … I do respect our elders and I do respect hearing their guidance but I also want them to learn to hear from the younger person … because we have things to share that they might not know and that [are] important … so I like to challenge gender roles or traditional roles because it is something that [because] I was born and raised here [in America], I learn that we all have the equal rights to be able to speak and share our thoughts and ideas.”

U.S. born have mixed ties to their family’s heritage

“I think being Hmong is somewhat of being free, but being free of others’ perceptions of you or of others’ attempts to assimilate you or attempts to put pressure on you. I feel like being Hmong is to resist, really.” Pa Houa , documentary participant

How U.S.-born participants identify themselves depends on their familiarity with their own heritage, whom they are talking with, where they are when asked about their identity and what the answer is used for. Some mentioned that they have stronger ethnic ties because they are very familiar with their family’s ethnic heritage. Others talked about how their eating habits and preferred dishes made them feel closer to their ethnic identity. For example, one Korean participant shared his journey of getting closer to his Korean heritage because of Korean food and customs. When some participants shared their reasons for feeling closer to their ethnic identity, they also expressed a strong sense of pride with their unique cultural and ethnic heritage.

“I definitely consider myself Japanese American. I mean I’m Japanese and American. Really, ever since I’ve grown up, I’ve really admired Japanese culture. I grew up watching a lot of anime and Japanese black and white films. Just learning about [it], I would hear about Japanese stuff from my grandparents … myself, and my family having blended Japanese culture and American culture together.”

–U.S.-born man of Japanese origin in late 20s

Meanwhile, participants who were not familiar with their family’s heritage showed less connection with their ethnic ties. One U.S.-born woman said she has a hard time calling herself Cambodian, as she is “not close to the Cambodian community.” Participants with stronger ethnic ties talked about relating to their specific ethnic group more than the broader Asian group. Another woman noted that being Vietnamese is “more specific and unique than just being Asian” and said that she didn’t feel she belonged with other Asians. Some participants also disliked being seen as or called “Asian,” in part because they want to distinguish themselves from other Asian groups. For example, one Taiwanese woman introduces herself as Taiwanese when she can, because she had frequently been seen as Chinese.

Some in the focus groups described how their views of their own identities shifted as they grew older. For example, some U.S.-born and immigrant participants who came to the U.S. at younger ages described how their experiences in high school and the need to “fit in” were important in shaping their own identities. A Chinese woman put it this way:

“So basically, all I know is that I was born in the United States. Again, when I came back, I didn’t feel any barrier with my other friends who are White or Black. … Then I got a little confused in high school when I had trouble self-identifying if I am Asian, Chinese American, like who am I. … Should I completely immerse myself in the American culture? Should I also keep my Chinese identity and stuff like that? So yeah, that was like the middle of that mist. Now, I’m pretty clear about myself. I think I am Chinese American, Asian American, whatever people want.”

–U.S.-born woman of Chinese origin in early 20s

Identity is influenced by birthplace

“I identified myself first and foremost as American. Even on the forms that you fill out that says, you know, ‘Asian’ or ‘Chinese’ or ‘other,’ I would check the ‘other’ box, and I would put ‘American Chinese’ instead of ‘Chinese American.’” Brent , documentary participant

When talking about what it means to be “American,” participants offered their own definitions. For some, “American” is associated with acquiring a distinct identity alongside their ethnic or racial backgrounds, rather than replacing them. One Indian participant put it this way:

“I would also say [that I am] Indian American just because I find myself always bouncing between the two … it’s not even like dual identity, it just is one whole identity for me, like there’s not this separation. … I’m doing [both] Indian things [and] American things. … They use that term like ABCD … ‘American Born Confused Desi’ … I don’t feel that way anymore, although there are those moments … but I would say [that I am] Indian American for sure.”

–U.S.-born woman of Indian origin in early 30s

Meanwhile, some U.S.-born participants view being American as central to their identity while also valuing the culture of their family’s heritage.

Many immigrant participants associated the term “American” with immigration status or citizenship. One Taiwanese woman said she can’t call herself American since she doesn’t have a U.S. passport. Notably, U.S. citizenship is an important milestone for many immigrant participants, giving them a stronger sense of belonging and ultimately calling themselves American. A Bangladeshi participant shared that she hasn’t received U.S. citizenship yet, and she would call herself American after she receives her U.S. passport.

Other participants gave an even narrower definition, saying only those born and raised in the United States are truly American. One Taiwanese woman mentioned that her son would be American since he was born, raised and educated in the U.S. She added that while she has U.S. citizenship, she didn’t consider herself American since she didn’t grow up in the U.S. This narrower definition has implications for belonging. Some immigrants in the groups said they could never become truly American since the way they express themselves is so different from those who were born and raised in the U.S. A Japanese woman pointed out that Japanese people “are still very intimidated by authorities,” while those born and raised in America give their opinions without hesitation.

“As soon as I arrived, I called myself a Burmese immigrant. I had a green card, but I still wasn’t an American citizen. … Now I have become a U.S. citizen, so now I am a Burmese American.”

–Immigrant man of Burmese origin in mid-30s

“Since I was born … and raised here, I kind of always view myself as American first who just happened to be Asian or Chinese. So I actually don’t like the term Chinese American or Asian American. I’m American Asian or American Chinese. I view myself as American first.”

–U.S.-born man of Chinese origin in early 60s

“[I used to think of myself as] Filipino, but recently I started saying ‘Filipino American’ because I got [U.S.] citizenship. And it just sounds weird to say Filipino American, but I’m trying to … I want to accept it. I feel like it’s now marry-able to my identity.”

–Immigrant woman of Filipino origin in early 30s

For others, American identity is about the process of ‘becoming’ culturally American

Immigrant participants also emphasized how their experiences and time living in America inform their views of being an “American.” As a result, some started to see themselves as Americans after spending more than a decade in the U.S. One Taiwanese man considered himself an American since he knows more about the U.S. than Taiwan after living in the U.S. for over 52 years.

But for other immigrant participants, the process of “becoming” American is not about how long they have lived in the U.S., but rather how familiar they are with American culture and their ability to speak English with little to no accent. This is especially true for those whose first language is not English, as learning and speaking it without an accent can be a big challenge for some. One Bangladeshi participant shared that his pronunciation of “hot water” was very different from American English, resulting in confusions in communication. By contrast, those who were more confident in their English skills felt they can better understand American culture and values as a result, leading them to a stronger connection with an American identity.

“[My friends and family tease me for being Americanized when I go back to Japan.] I think I seem a little different to people who live in Japan. I don’t think they mean anything bad, and they [were] just joking, because I already know that I seem a little different to people who live in Japan.”

–Immigrant man of Japanese origin in mid-40s

“I value my Hmong culture, and language, and ethnicity, but I also do acknowledge, again, that I was born here in America and I’m grateful that I was born here, and I was given opportunities that my parents weren’t given opportunities for.”

–U.S.-born woman of Hmong origin in early 30s

During the focus group discussions about identity, a recurring theme emerged about the difference between how participants saw themselves and how others see them. When asked to elaborate on their experiences and their points of view, some participants shared experiences they had with people misidentifying their race or ethnicity. Others talked about their frustration with being labeled the “model minority.” In all these discussions, participants shed light on the negative impacts that mistaken assumptions and labels had on their lives.

All people see is ‘Asian’

For many, interactions with others (non-Asians and Asians alike) often required explaining their backgrounds, reacting to stereotypes, and for those from smaller origin groups in particular, correcting the misconception that being “Asian” means you come from one of the larger Asian ethnic groups. Several participants remarked that in their own experiences, when others think about Asians, they tend to think of someone who is Chinese. As one immigrant Filipino woman put it, “Interacting with [non-Asians in the U.S.], it’s hard. … Well, first, I look Spanish. I mean, I don’t look Asian, so would you guess – it’s like they have a vision of what an Asian [should] look like.” Similarly, an immigrant Indonesian man remarked how Americans tended to see Asians primarily through their physical features, which not all Asian groups share.

Several participants also described how the tendency to view Asians as a monolithic group can be even more common in the wake of the COVID-19 pandemic.

“The first [thing people think of me as] is just Chinese. ‘You guys are just Chinese.’ I’m not the only one who felt [this] after the COVID-19 outbreak. ‘Whether you’re Japanese, Korean, or Southeast Asian, you’re just Chinese [to Americans]. I should avoid you.’ I’ve felt this way before, but I think I’ve felt it a bit more after the COVID-19 outbreak.”

–Immigrant woman of Korean origin in early 30s

At the same time, other participants described their own experiences trying to convince others that they are Asian or Asian American. This was a common experience among Southeast Asian participants.

“I have to convince people I’m Asian, not Middle Eastern. … If you type in Asian or you say Asian, most people associate it with Chinese food, Japanese food, karate, and like all these things but then they don’t associate it with you.”

–U.S.-born man of Pakistani origin in early 30s

The model minority myth and its impact

“I’ve never really done the best academically, compared to all my other Asian peers too. I never really excelled. I wasn’t in honors. … Those stereotypes, I think really [have] taken a toll on my self-esteem.” Diane , documentary participant

Across focus groups, immigrant and U.S.-born participants described the challenges of the seemingly positive stereotypes of Asians as intelligent, gifted in technical roles and hardworking. Participants often referred to this as the “model minority myth.”

The label “model minority” was coined in the 1960s and has been used to characterize Asian Americans as financially and educationally successful and hardworking when compared with other groups. However, for many Asians living in the United States, these characterizations do not align with their lived experiences or reflect their socioeconomic backgrounds. Indeed, among Asian origin groups in the U.S., there are wide differences in economic and social experiences. 

Academic research on the model minority myth has pointed to its impact beyond Asian Americans and towards other racial and ethnic groups, especially Black Americans, in the U.S. Some argue that the model minority myth has been used to justify policies that overlook the historical circumstances and impacts of colonialism, slavery, discrimination and segregation on other non-White racial and ethnic groups.

Many participants noted ways in which the model minority myth has been harmful. For some, expectations based on the myth didn’t match their own experiences of coming from impoverished communities. Some also recalled experiences at school when they struggled to meet their teachers’ expectations in math and science.

“As an Asian person, I feel like there’s that stereotype that Asian students are high achievers academically. They’re good at math and science. … I was a pretty mediocre student, and math and science were actually my weakest subjects, so I feel like it’s either way you lose. Teachers expect you to fit a certain stereotype and if you’re not, then you’re a disappointment, but at the same time, even if you are good at math and science, that just means that you’re fitting a stereotype. It’s [actually] your own achievement, but your teachers might think, ‘Oh, it’s because they’re Asian,’ and that diminishes your achievement.”

–U.S.-born woman of Korean origin in late 20s

Some participants felt that even when being Asian worked in their favor in the job market, they encountered stereotypes that “Asians can do quality work with less compensation” or that “Asians would not complain about anything at work.”

“There is a joke from foreigners and even Asian Americans that says, ‘No matter what you do, Asians always do the best.’ You need to get A, not just B-plus. Otherwise, you’ll be a disgrace to the family. … Even Silicon Valley hires Asian because [an] Asian’s wage is cheaper but [they] can work better. When [work] visa overflow happens, they hire Asians like Chinese and Indian to work in IT fields because we are good at this and do not complain about anything.”

–Immigrant man of Thai origin in early 40s

Others expressed frustration that people were placing them in the model minority box. One Indian woman put it this way:

“Indian people and Asian people, like … our parents or grandparents are the ones who immigrated here … against all odds. … A lot of Indian and Asian people have succeeded and have done really well for themselves because they’ve worked themselves to the bone. So now the expectations [of] the newer generations who were born here are incredibly unrealistic and high. And you get that not only from your family and the Indian community, but you’re also getting it from all of the American people around you, expecting you to be … insanely good at math, play an instrument, you know how to do this, you know how to do that, but it’s not true. And it’s just living with those expectations, it’s difficult.”

–U.S.-born woman of Indian origin in early 20s

Whether U.S. born or immigrants, Asians are often seen by others as foreigners

“Being only not quite 10 years old, it was kind of exciting to ride on a bus to go someplace. But when we went to Pomona, the assembly center, we were stuck in one of the stalls they used for the animals.” Tokiko , documentary participant

Across all focus groups, participants highlighted a common question they are asked in America when meeting people for the first time: “Where are you really from?” For participants, this question implied that people think they are “foreigners,” even though they may be longtime residents or citizens of the United States or were born in the country. One man of Vietnamese origin shared his experience with strangers who assumed that he and his friends are North Korean. Perhaps even more hurtful, participants mentioned that this meant people had a preconceived notion of what an “American” is supposed to look like, sound like or act like. One Chinese woman said that White Americans treated people like herself as outsiders based on her skin color and appearance, even though she was raised in the U.S.

Many focus group participants also acknowledged the common stereotype of treating Asians as “forever foreigners.” Some immigrant participants said they felt exhausted from constantly being asked this question by people even when they speak perfect English with no accent. During the discussion, a Korean immigrant man recalled that someone had said to him, “You speak English well, but where are you from?” One Filipino participant shared her experience during the first six months in the U.S.:

“You know, I spoke English fine. But there were certain things that, you know, people constantly questioning you like, oh, where are you from? When did you come here? You know, just asking about your experience to the point where … you become fed up with it after a while.”

–Immigrant woman of Filipino origin in mid-30s

U.S.-born participants also talked about experiences when others asked where they are from. Many shared that they would not talk about their ethnic origin right away when answering such a question because it often led to misunderstandings and assumptions that they are immigrants.

“I always get that question of, you know, ‘Where are you from?’ and I’m like, ‘I’m from America.’ And then they’re like, ‘No. Where are you from-from ?’ and I’m like, ‘Yeah, my family is from Pakistan,’ so it’s like I always had like that dual identity even though it’s never attached to me because I am like, of Pakistani descent.”

–U.S.-born man of Pakistani origin in early 20s

One Korean woman born in the U.S. said that once people know she is Korean, they ask even more offensive questions such as “Are you from North or South Korea?” or “Do you still eat dogs?”

In a similar situation, this U.S.-born Indian woman shared her responses:

“I find that there’s a, ‘So but where are you from?’ Like even in professional settings when they feel comfortable enough to ask you. ‘So – so where are you from?’ ‘Oh, I was born in [names city], Colorado. Like at [the hospital], down the street.’ ‘No, but like where are you from?’ ‘My mother’s womb?’”

–U.S.-born woman of Indian origin in early 40s

Ignorance and misinformation about Asian identity can lead to contentious encounters

“I have dealt with kids who just gave up on their Sikh identity, cut their hair and groomed their beard and everything. They just wanted to fit in and not have to deal with it, especially [those] who are victim or bullied in any incident.” Surinder , documentary participant

In some cases, ignorance and misinformation about Asians in the U.S. lead to inappropriate comments or questions and uncomfortable or dangerous situations. Participants shared their frustration when others asked about their country of origin, and they then had to explain their identity or correct misunderstandings or stereotypes about their background. At other times, some participants faced ignorant comments about their ethnicity, which sometimes led to more contentious encounters. For example, some Indian or Pakistani participants talked about the attacks or verbal abuse they experienced from others blaming them for the 9/11 terrorist attacks. Others discussed the racial slurs directed toward them since the COVID-19 pandemic in 2020. Some Japanese participants recalled their families losing everything and being incarcerated during World War II and the long-term effect it had on their lives.

“I think like right now with the coronavirus, I think we’re just Chinese, Chinese American, well, just Asian American or Asians in general, you’re just going through the same struggles right now. Like everyone is just blaming whoever looks Asian about the virus. You don’t feel safe.”

–U.S.-born man of Chinese origin in early 30s

“At the beginning of the pandemic, a friend and I went to celebrate her birthday at a club and like these guys just kept calling us COVID.”

–U.S.-born woman of Korean origin in early 20s

“There [were] a lot of instances after 9/11. One day, somebody put a poster about 9/11 [in front of] my business. He was wearing a gun. … On the poster, it was written ‘you Arabs, go back to your country.’ And then someone came inside. He pointed his gun at me and said ‘Go back to your country.’”

–Immigrant man of Pakistani origin in mid-60s

“[My parents went through the] internment camps during World War II. And my dad, he was in high school, so he was – they were building the camps and then he was put into the Santa Anita horse track place, the stables there. And then they were sent – all the Japanese Americans were sent to different camps, right, during World War II and – in California. Yeah, and they lost everything, yeah.”

–U.S.-born woman of Japanese origin in mid-60s

As focus group participants contemplated their identity during the discussions, many talked about their sense of belonging in America. Although some felt frustrated with people misunderstanding their ethnic heritage, they didn’t take a negative view of life in America. Instead, many participants – both immigrant and U.S. born – took pride in their unique cultural and ethnic backgrounds. In these discussions, people gave their own definitions of America as a place with a diverse set of cultures, with their ethnic heritage being a part of it.

Taking pride in their unique cultures

“Being a Pakistani American, I’m proud. … Because I work hard, and I make true my dreams from here.” Shahid , documentary participant

Despite the challenges of adapting to life in America for immigrant participants or of navigating their dual cultural identity for U.S.-born ones, focus group participants called America their home. And while participants talked about their identities in different ways – ethnic identity, racial (Asian) identity, and being American – they take pride in their unique cultures. Many also expressed a strong sense of responsibility to give back or support their community, sharing their cultural heritage with others on their own terms.

“Right now it has been a little difficult. I think it has been for all Asians because of the COVID issue … but I’m glad that we’re all here [in America]. I think we should be proud to be here. I’m glad that our families have traveled here, and we can help make life better for communities, our families and ourselves. I think that’s really a wonderful thing. We can be those role models for a lot of the future, the younger folks. I hope that something I did in the last years will have impacted either my family, friends or students that I taught in other community things that I’ve done. So you hope that it helps someplace along the line.”

“I am very proud of my culture. … There is not a single Bengali at my workplace, but people know the name of my country. Maybe many years [later] – educated people know all about the country. So, I don’t have to explain that there is a small country next to India and Nepal. It’s beyond saying. People after all know Bangladesh. And there are so many Bengali present here as well. So, I am very proud to be a Bangladeshi.”

Where home is

When asked about the definition of home, some immigrant participants said home is where their families are located. Immigrants in the focus groups came to the United States by various paths, whether through work opportunities, reuniting with family or seeking a safe haven as refugees. Along their journey, some received support from family members, their local community or other individuals, while others overcame challenges by themselves. Either way, they take pride in establishing their home in America and can feel hurt when someone tells them to “go back to your country.” In response, one Laotian woman in her mid-40s said, “This is my home. My country. Go away.”

“If you ask me personally, I view my home as my house … then I would say my house is with my family because wherever I go, I cannot marry if I do not have my family so that is how I would answer.”

–Immigrant man of Hmong origin in late 30s

“[If somebody yelled at me ‘go back to your country’] I’d feel angry because this is my country! I live here. America is my country. I grew up here and worked here … I’d say, ‘This is my country! You go back to your country! … I will not go anywhere. This is my home. I will live here.’ That’s what I’d say.”

–Immigrant woman of Laotian origin in early 50s

‘American’ means to blend their unique cultural and ethnic heritage with that in the U.S.

“I want to teach my children two traditions – one American and one Vietnamese – so they can compare and choose for themselves the best route in life.” Helen , documentary participant (translated from Vietnamese)

Both U.S.-born and immigrant participants in the focus groups shared their experiences of navigating a dual cultural environment between their ethnic heritage and American culture. A common thread that emerged was that being Asian in America is a process of blending two or more identities as one.

“Yeah, I want to say that’s how I feel – because like thinking about it, I would call my dad Lao but I would call myself Laotian American because I think I’m a little more integrated in the American society and I’ve also been a little more Americanized, compared to my dad. So that’s how I would see it.”

–U.S.-born man of Laotian origin in late 20s

“I mean, Bangladeshi Americans who are here, we are carrying Bangladeshi culture, religion, food. I am also trying to be Americanized like the Americans. Regarding language, eating habits.”

–Immigrant man of Bangladeshi origin in mid-50s

“Just like there is Chinese American, Mexican American, Japanese American, Italian American, so there is Indian American. I don’t want to give up Indianness. I am American by nationality, but I am Indian by birth. So whenever I talk, I try to show both the flags as well, both Indian and American flags. Just because you make new relatives but don’t forget the old relatives.”

–Immigrant man of Indian origin in late 40s

Pew Research Center designed these focus groups to better understand how members of an ethnically diverse Asian population think about their place in America and life here. By including participants of different languages, immigration or refugee experiences, educational backgrounds, and income levels, this focus group study aimed to capture in people’s own words what it means to be Asian in America. The discussions in these groups may or may not resonate with all Asians living in the United States. Browse excerpts from our focus groups with the interactive quote sorter below, view a video documentary focused on the topics discussed in the focus groups, or tell us your story of belonging in America via social media. The focus group project is part of a broader research project studying the diverse experiences of Asians living in the U.S.

Read sortable quotes from our focus groups

Browse excerpts in the interactive quote sorter from focus group participants in response to the question “What does it mean to be [Vietnamese, Thai, Sri Lankan, Hmong, etc.] like yourself in America?” This interactive allows you to sort quotes from focus group participants by ethnic origin, nativity (U.S. born or born in another country), gender and age.

Video documentary

Videos throughout the data essay illustrate what focus group participants discussed. Those recorded in these videos did not participate in the focus groups but were sampled to have similar demographic characteristics and thematically relevant stories.

Watch the full video documentary and watch additional shorter video clips related to the themes of this data essay.

Share the story of your family and your identity

Did the voices in this data essay resonate? Share your story of what it means to be Asian in America with @pewresearch. Tell us your story by using the hashtag #BeingAsianInAmerica and @pewidentity on Twitter, as well as #BeingAsianInAmerica and @pewresearch on Instagram.

This cross-ethnic, comparative qualitative research project explores the identity, economic mobility, representation, and experiences of immigration and discrimination among the Asian population in the United States. The analysis is based on 66 focus groups we conducted virtually in the fall of 2021 and included 264 participants from across the U.S. More information about the groups and analysis can be found in this appendix .

Pew Research Center is a subsidiary of The Pew Charitable Trusts, its primary funder. This data essay was funded by The Pew Charitable Trusts, with generous support from the Chan Zuckerberg Initiative DAF, an advised fund of the Silicon Valley Community Foundation; the Robert Wood Johnson Foundation; the Henry Luce Foundation; The Wallace H. Coulter Foundation; The Dirk and Charlene Kabcenell Foundation; The Long Family Foundation; Lu-Hebert Fund; Gee Family Foundation; Joseph Cotchett; the Julian Abdey and Sabrina Moyle Charitable Fund; and Nanci Nishimura.

The accompanying video clips and video documentary were made possible by The Pew Charitable Trusts, with generous support from The Sobrato Family Foundation and The Long Family Foundation.

We would also like to thank the Leaders Forum for its thought leadership and valuable assistance in helping make this study possible. This is a collaborative effort based on the input and analysis of a number of individuals and experts at Pew Research Center and outside experts.

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