World English and the Impact of Language Variations on Communication

 







World English and the Impact of Language Variations on Communication

LaLangie Hoskins

Exploring Language and Culture, Belhaven University

 

 

 

 

 

 

 

 

Author Note

            LaLangie Hoskins ID https://orcid.org/0009-0006-4891-5930

            I have no known conflict of interest to disclose.

 

 

 

 

 

 

Abstract

Research on World English and the impact of language variations on communication suggest that there are protocols or practices that are routinely utilized in the business world to effectively improve communication between people from different cultures. These protocols or practices increase communication between groups. Failure to put protocols in place to enhance communication can compromise faculty development efforts that rely on practical solutions.

The disconnect between people from different cultures is intensified in educational settings that demand specific teaching skills. This paper responds to these challenges by proposing at least three protocols or practices that are used in the business world to improve communication —electronic communication, Google Books, and the use of books typically written by cultural elites. The main protocol or practice that is applicable to a classroom setting is the use of books.

 

 

 

 

 

 

 

 

 

 

 

 

 

Part A: Research World English and the impact of language variations on communication

            According to the research of Gonçalves et al., (2018) we determined that, “The cultural rise of the United States also implied the exportation of their specific form of English resulting in a change of how English is written and spoken around the world” (p.2). The “Americanization”

of the English language was one of the primary developments of language change in contemporary English. Over time, spelling and Webster’s reform of certain words had a tremendous effect on World English. Some postcolonial varieties of the language were even preferred in some countries. Gonçalves et al. (2018) stated,

Likewise, a tendency for Postcolonial varieties of English in South-East Asia to prefer American spelling over the British one has been observed, at least, for Nigerian English, Singapore and Trinidad and Tobago, regarding spelling and lexis, for Indian English, and the Bahamas, regarding syntax, and for Hong Kong, regarding phonology. (p.2)

Electronic communication was seen as a contributor to linguistic uniformity. Geolocated tweets were used to study the spread of American English spelling and vocabulary around the world, inclusive of areas where English was used as a first, second and foreign language. Electronic communication was one of the quickest and most effective practices that increased communication between groups. According to Gonçalves et al., (2018), “linguistic evolution in social media appears to be strongly connected to demographics” (p.3). Electronic communication played a significant role in connecting groups rather via social media or through other means.

Google Books digitalization efforts increased communication between groups. This is a service that offered the full text of books and magazines that have been scanned, converted to text using optical character recognition, and kept in its digital database. This played a significant role in increased communication because Google Inc. partnered with publishers around the world. Although it was considered the largest online body of human knowledge, there were probable copyright violations. However, the scanned texts were the blame for many errors and the digitalization efforts lacked proper editing.

Historically, books were one of the oldest practices that increased communication between groups. Although, when written by cultural elites, had an adverse effect between groups. Also, due to limited GPS enabled mobile devices in many countries, some of the results were biased since only middle and higher economic classes had access. Elites were listed as individuals in positions of power and prestige ranging from the business elite, the political elite, and the cultural elite. Despite the linguistic varieties, these practices were routinely utilized in the business world to effectively improve communication between people from different cultures. As business expanded, so did the language. As Gonçalves et al., (2018) states,

As an empire spreads so does the language of its ruling class because the presence of a prestigious linguistic variety plays an important role in language change. Thanks to both its global extension, late demise, and the rise of the US as a global actor, the English language enjoys an undisputed role as the global lingua franca serving as the default language of science, commerce and diplomacy. (p.1)

Part B: Practice that is applicable to a classroom setting

            One practice from this research that was applicable to a classroom setting were book selections. The use of books typically written by cultural elites would not cater to diversity. However, the use of books to connect culturally were found to be effective if the selections were diverse. Students enjoyed books they could relate to and tended to finish the novel. On the contrary, unrelatable books created disinterested students. To cultivate relationships and be culturally responsive a teacher was to make sure her classroom library was diverse. Kaplan (2019) found the following:

But creating a supportive environment is also about cultivating an appreciation of diversity—it’s critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students’diverse backgrounds and identities. (p.1)

An effective classroom was one in which the students felt recognized and understood,

comfortably taking intellectual risks. The classroom library, wall art, and seating arrangement all played a role in how comfortable students felt with their teacher and one another. Students were most involved when they experienced a personal connection to a lesson. All literature was not relatable, especially older American literature texts, but students benefitted from learning about a culture different from their own. Teachers were solely responsible for culturally competent relationships. Students were usually comfortable with prior knowledge and likeminded peers, but teachers were responsible for cultivating diversity in the classroom.

            There were necessary requirements to incorporate literature in classroom interactions that positively impacted achievement. Discussions where students took time and analyzed and dialoged texts fostered more creative thinking. English classes often involved lecture, recitation, and class discussion of literature. The attentions span of students happened to be short for lengthy lectures, but it prepared them for college. Many teachers did make sure that students were also equipped for state tests, ACT, or SAT tests. Some do not support teaching to the test; others decided it was best for the students overall. Vocabulary word study from literature was found to be different amongst low and high-track students. According to VanDeWeghe (2005), “studying vocabulary for the SAT differed, too: low-track students studied only words from the literature; high-track students studied words that typically appear on the SAT and were held responsible for knowing the vocabulary at the end of the semester” (p.4).

Research studies such as this examined the cultural models for students and their effectiveness in the classroom. Students who laughed and were able to tell their personal stories had a better outlook on attending school. VanDeWeghe (2005) found, “curricular differences were also noted, particularly in the area of curricular coherence how lessons connect intertextually over time among texts, themes, and characters; relationships drawn between this class and other classes; and text-to-world connections” (p.5). Text-to-world connections was an adjustment made between classes. The research on high-quality instruction in the English language were used to guide teaching practices. Finally, if all students learned in optimal conditions, all would have equal opportunity to succeed academically.

 

 

 

 

 

 

 

 

 

 

 

 

References

Gonçalves, B., Loureiro-Porto, L., Ramasco, J. J., & Sánchez, D. (2018). Mapping the Americanization of English in space and time. PLoS ONE, 13(5), 1–15. https://doi-org.belhaven.idm.oclc.org/10.1371/journal.pone.0197741

Kaplan, E. (2019). 6 Essential Strategies for Teaching English Language Learners. Edutopia. https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners/

VanDeWeghe, R. (2005). Research Matters: Tracking, Cultural Models, and Achivement. The

            English Journal, 94(6), 81–85. https://doi.org/10.2307/30046509

 

 

 

 

 

 

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