Education and Linguistic Limitation
Education continues to grow in importance. With the continuous increase in the use of technology, there is a need for people to learn how to use it. On the other hand, the global job market needs people that are well educated who can drive the economy ahead through their knowledge, expertise and creativity. In learning, there are many different used to teach, and they depend on the country where the process takes place (Portera, 2009). Mostly, nations use languages that are familiar to them and that identify with their cultures. However, when it comes to an international context whereby students mix from different cultures and nationalities, linguistic limitations arise causing the whole process to have hindrances. In nations that allow for immigration, for example, the United States of America have a mixture of languages for international students (Portera, 2009). However, when it comes to class work and attending to learning schedules, most of the students come under the impact of language that is foreign to them. For natives, they benefit because they are well accustomed to the English language, a language used all over the world and in most countries. Despite the fact that all these students are seeking academic excellence, it comes out to deny them an equal chance to excel uniformly (Portera, 2009). In the process, education has linguistic barriers are up for a study to identify them and the ways in which they will receive attention to eradicating them. From the analysis that I have presented, education continues to suffer from linguistic limitations due to the different cultures and first languages that students in learning institutions have.
Studying abroad gives students an opportunity to explore different cultures and languages. According to research studies, the experience that comes with living in a foreign country as a student and as a typical stay does not rhyme. As a familiar person in search of greener pastures, there are opportunities presented to learn and for a longer duration (Portera, 2009). However, for students that need to attend institutions of learning, they need to set their balls rolling immediately upon entry. In human interactions, language plays the best part in ensuring at there is an understanding between the two people that are trying to communicate (Lee & Anderson, 2008). However, in education, language seeks to play the same role. However, there is a problem here because interactions between learners and learners and students and educators, are necessary. For this reason, language presents a problem because not all these students are in accordance with the language used.
Governments across the world have now realized that language creates an enormous barrier between pupils in a learning institution (Lee & Anderson, 2008). They have come up with strategies that demand outsiders coming into their countries to learn their national languages before receiving permits to stay. Here, there is a problem created because the duration given to learning the language may not provide a proper and efficient period. On the other hand, education is uniform across all platforms. For example, the information that a student doctor needs to grow as a fully qualified professional does not differ in many aspects. For this reason, some of the students that do not speak the international languages or have difficulties in doing find it hard to cope. Language does not only limit education for international students in higher learning institutions (Lee & Anderson, 2008). Right from the start of school, there are limitations that young learners face (Portera, 2009). For example, early literacy education demands the use of language to prepare the children for school. However, the language used can have a barrier or limitation on some children because it is not common to all of them.
Language plays many roles in education (Portera, 2009). For example, it seeks to bridge the gap between the literate and the illiterate in order to make the world a better place (Portera, 2009). In addition, the ability of a person to acquire education places them in a better position to succeed in life. As a result, there is the use of a specific language that makes it easier for the majority to understand by reading through the internet and checking on helpful literature (Lee & Anderson, 2008). Apparently, many books printed worldwide publish in the English language (Lee & Anderson, 2008). As a result, the students that do not have a firm foundation of the language find it extremely hard to use them and seek ways in which they can better their well-being. For this reason, language accounts a greater percentage of the limitations that come with education. The relevance of education also matters a lot (Lee & Anderson, 2008). If the education that a student receives comes the hard way, it will lose its meaning because the student will not understand some of the concepts. For this reason, it will turn out that students that have a lesser understanding of a language used in class are not able to make it in the sector (Portera, 2009). In the end, they get out as half-baked and less competent to face the job market.
Education has tried to create a universal language that is English. The aim of the language is to ensure that learners at all levels and in all countries get the right education and through proper means of communication (Lee & Anderson, 2008). However, the procedure seems to meet many barriers, some new and some old. In addition, the perceptions of the people about a universal language also differ. In essence, there are no clear definitions on what a universal language should entail for it to grow in popularity. As a result, every other nation that has a national universal language feels that theirs is the best and should make past the cut, ahead of the rest. With all the limitations that word brings in relation to education, it is important for researchers and scholars to study the barriers and barrier as a way of seeking an escape route. However, in the research study, it should come out that the outcomes and suggestions should have a global perspective foe them to have the success tag.
Education should have a global popularity. However, the diversity of language across nations and cultures has challenged this aspect, making it hard to acquire the success. In this research study, the primary aim is to identify the limitations that come with using different languages and of different complexity in teaching learners. As a result, this research study will focus on some questions that will direct the process of data collection and analysis. Among the research questions include
1. What is the relationship between education and language?
2. Is the language a lifelong limitation to learning
3. If changeable, what options are available in straightening the situation?
4. How can the world implement these recommendations suggested in question three?
In most institutions of learning, a trend has lived for many years. Native language speakers beat foreigners when it came to academic excellence and prosperity. However, the results are devastating because all learners need an equal chance in order to gain their status in life. As a result, the researcher in this study felt it necessary to come up with findings, recommendations and solutions on how to end the situation. However, without a deep understanding of the subject, it will get out openly, that the study will not meet its objectives. As a result, we conducted research on the issue and came up with a plan to make it known to the public through this study for further action.
In this study, we will engage both qualitative and quantitative research methods as a way of making it successful. For example, we will apply the survey method whereby researchers will take to learning institutions that have a mix of international students not fully conversant with the used language. In the survey, we will interview these students by using pre-agreed questions that will answer the research questions. Apart from interviewing students, we will engage tutors and educators in these institutions. However, the interview process here will require mailing of questionnaires to them and waiting for responses within a fixed duration. With the use of these methods, we will create an assurance that we have gathered all the information that we need. On the other hand, we will use a set of questions for both the students that we will interview and the educators that will fill the questionnaires. As a result, we will assess the responses to determine if their answers create any similarity or differences.
Lee, J. S., & Anderson, K. T. (2009). Negotiating linguistic and cultural identities: Theorizing and constructing opportunities and risks in education. Review of Research in Education, 33(1), 181-211.
Portera, A. (2008). Intercultural education in Europe: epistemological and semantic aspects.Intercultural education, 19(6), 481-491.