A class member who is not a native speaker of the primary language used in the classroom may have more difficulty:

A class member who is not a native speaker of the primary language used in the classroom may find it challenging to relate to the terms used throughout the class due to barriers in language comprehension and vocabulary familiarity. When language is a barrier, understanding specific terminology, jargon, and concepts that are integral to the subject matter can be difficult. This can hinder the individual's ability to fully engage in discussions, grasp key points, and apply the information being taught. Moreover, if certain terms or phrases are cultural or context-specific, a non-native speaker might not have the same frame of reference, making it even harder to relate.

In contrast, the other options pertain to other aspects of classroom dynamics or personal development that are not as closely tied to language proficiency. Although establishing credibility can be influenced by language use, the primary struggle for a non-native speaker is typically centered on comprehension and use of the language itself during learning.