Abstract
This research paper examines how the use of English as a language in America has both positive and negative implications for people who are not native English speakers. On the one hand, it is used to bridge different communities within the United States and create relationships through communication, leading to mutual understanding. Additionally, access to educational institutions abroad increases because many universities teach English courses, thus helping build a skilled workforce. However, these same benefits come with limitations, such as creating hindrances for non-English speaking Americans due to lack of ease when using expressions or terminologies that differ from their own vernacular dialects. Furthermore, this research investigates complaints about those whose first language is not American Standardized Dialect. These individuals may find difficulty at jobs and schools when trying to express themselves appropriately and effectively, especially if they have only lived in America briefly before immigrating. The drawbacks and advantages of using the English Language will be discussed, revealing issues faced by citizens of certain ethnicities outside of Motherlands. Thus, this paper will provide insight into the complexities of being a non-English speaker in America.
Keywords: English, United States of America, communication bridge, non-English speakers, American Standardized Dialect, and immigrants.
Introduction
Using English as the primary language in America is considered advantageous due to its ability to connect people from different backgrounds, yet creating hindrances for bilinguals or migrants. The purpose of this paper is twofold; firstly, it will explore how English can be such a connecting factor, providing benefits like improved communication and access to educational resources along with building bridges. Simultaneously, however, the very same structure that equality towards all holds resists certain adjustments that pose difficulties among natives using a non-American form of dialect (Stirling et al., 2023). This narrow view needs to understand variations in various speech terms and terminologies. This makes it difficult to accommodate into scenarios out of one’s familiar comfort zone, leading to challenges while incorporating into new societal environments, especially employment occupation settings or academic departments.
Furthermore, this limits potential workplaces and restricts grammar advancements, resulting in long-term disadvantages for folks relying on coding linguistic languages other than English, sternly allowing speaking it partly. Due to the COVID-19 pandemic disease spread around the globe, most exchanges have shifted online, relying on news updates, international trade, and government proceedings, amongst many rarer events arousing attention. The need to adjust correspondingly has been justified as people residing in the US depend on varied forms of language (Carhill et al., 2008). This presents an opportunity for capitalizing and profiting from newly developed opportunities, exemplifying problems.
Research Questions
How does using English as a language in America impact forming relationships between people in different communities?
The research question provides a springboard to delve into the advantages and disadvantages of using English as the primary language in America. It allows us to explore how language helps form relationships between individuals from different cultural backgrounds, assisting in creating strong bonds that help bring individuals closer together. The research aims to investigate the benefits and drawbacks for non-English speakers living within American society. This inquiry can show how culture plays a pivotal role when communicating effectively with members outside of one’s native milieu. Moreover, it will also allow us to make inferences about ways we could resolve complex issues such as communication limitations faced by immigrants. These immigrants may want and need inclusion within their new environment due to homelessness or economic strife that began before immigrating, which may have stemmed from socio-economic disparities of impoverished communities living in different locations.
How does learning American Standardized Dialect affect immigrants’ access to jobs and educational opportunities through proper expression?
This research question is very relevant to this topic, as it ultimately examines communication challenges within a country where English is considered the primary language. The research recognizes the benefits of using English in America, such as helping to bridge two different cultures or providing access to education abroad. It also notes its drawbacks, like it can be challenging for non-English speaking Americans due to unfamiliar expressions/terminologies in American Standardized Dialect (ASD).
It investigates issues faced by immigrants who may struggle at jobs and schools. They are confronted by discrepancies acclimating them before resettlement here, being restricted due to their inability to express syntax semantics appropriately and effectively since they have been residing only shortly (Nawyn et al., 2022). This is worrying and needs adjusted competence about ASD conceptualizations commonly associated with capabilities accessed proficiently assimilated in the Anglo-American sphere activities; these are tracked systematically, followed by a comprehensive evaluation.
Literature Review
The present study examines the implications of American English as a language in America, looking at its positive and negative impacts on non-English speakers. For instance, research from Jaekel et al. (2022), Bialystok (2016), and Kibbee (2016) investigate how early foreign language learning affects proficiency development, bilingual education for young children, linguistic inequality in America, and bridging languages, respectively. All these aspects are pertinent to this inquiry. Further investigation will uncover whether these consequences contribute towards or impede pathways into higher education opportunities or even employment access while considering American national’s unique dialectical background. It should determine if parental factors, such as attitude, can amplify immigrants’ tendency to encounter challenges with expression in interpersonal and intercultural contexts even when they have competent mastery of grammar (Jaekel et al., 2022). This research is particularly significant given the importance of providing insight into communication issues and connections that either help or hinder immigrants with non-English backgrounds during the constitutional testing times posed in America today.
A literature review of sources discussed how the English language benefits a nation. Jaekel et al. (2022) focused on the “impact of early foreign language learning.” They studied the effects of progressing from middle to high school and showed that mastering a new dialect earlier produces better proficiency over time. To support this concept is Bialystok’s work, which investigates bilingualism among young kids, indicating favorable outcomes when they are offered both bicultural amalgamations simultaneous to pertaining linguistic use, advocating comprehension transfer while reinforcing scholastic foundations through different languages pertinent to their host nations (Bialystok, 2016). Kibbee’s piece focuses on the implications of unregulated legislation, particularly about linguistically diverse cases and their associative repercussions. This includes dislike for immigrants because of cultural variations, highlighting the need to acknowledge diversity and reduce prejudice between ethnic populations. These resources aid one in understanding the placement of the English language in a crucial aspect within American outcoming while bizarre factors are considered.
Literature Review Conclusion
The sources indicate a clear need for communication and understanding across different cultures. They suggest that the English language can be used as an effective bridge by creating connections between varying backgrounds, thus allowing individuals to access educational opportunities through proper expression in the American Standardized Dialect (Bialystok, 2016). The findings also highlight potential drawbacks of using the English language, such as hindrances faced by non-English speakers due to their difficulty with expressions or terminologies stemming from their vernacular dialects.
Methodology
The adequate methodology for answering this research question is a qualitative approach. Interviews with immigrants and native speakers will be conducted to gather experiences on the effect of learning the American Standardized Dialect on job and educational opportunities access (Kibbee, 2016). Hence, we can develop more comprehensive findings while understanding how English bridges a nation’s cultural differences regarding the mentioned criteria (educational and employment).
Results
This will be valid upon data collection to draw precise results/findings.
Conclusion
In conclusion, this research suggests that while English is a powerful tool for helping bridge the gap between different groups in the US, it can inhibit those whose command of English is more limited. As such, there should be better resources for non-English speakers to help them integrate into society and access job opportunities and higher education institutions (Ekembe, 2023). Furthermore, policies must also be implemented to address linguistic prejudice within communities, which creates barriers when looking for employment or seeking educational advancement.
References
Bialystok, E. (2016). Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 666–679. https://doi.org/10.1080/13670050.2016.1203859
Carhill, A., Suárez-Orozco, C., & Páez, M. (2008). Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45(4), 1155–1179. https://doi.org/10.3102/0002831208321443
Dooly, M., & Vallejo Rubinstein, C. (2017). Bridging across languages and cultures in everyday lives: An expanding role for critical intercultural communication. Language and Intercultural Communication, 18(1), 1–8. https://doi.org/10.1080/14708477.2017.1400508- ProQuest Central
Dowling, J. A., Ellison, C. G., & Leal, D. L. (2012). Who doesn’t value English? debunking myths about Mexican immigrants’ attitudes toward the English language*. Social Science Quarterly. https://doi.org/10.1111/j.1540-6237.2012.00850.x
Ekembe, E. E. (2023). Interface between English language education policies and practice: Examples from various contexts. Springer International Publishing AG.
Jaekel, N., Schurig, M., van Ackern, I., & Ritter, M. (2022). The impact of early foreign language learning on language proficiency development from middle to high school. System, 106, 102763. https://doi.org/10.1016/j.system.2022.102763
Kibbee, D. A. (2016). Language and the law linguistic inequality in America. Cambridge University Press.
Nawyn, S. J., Gjokaj, L., Agbényiga, D. L., & Grace, B. (2012). Linguistic isolation, social capital, and immigrant belonging. Journal of Contemporary Ethnography, 41(3), 255–282. https://doi.org/10.1177/0891241611433623- Sage journals
Perez, D., Hundt, M., Kabatek, J., & Schreier, D. (2021). English and Spanish: World languages in interaction. Cambridge University Press.
Shin, H., Leal, D. L., & Ellison, C. G. (2015). Does Anti-Hispanic bias motivate opposition to Non-English languages?. Sociological Inquiry, 85(3), 375–406. https://doi.org/10.1111/soin.12079
Stirling, K. M., Almack, K., Boucher, N., Duncan, A., Muir, A. M., Connoy, J. W. H., Gagnon, V. S., Lauzon, R. J., Mussett, K. J., Nonkes, C., Vojno, N., & Reid, A. J. (2023). Experiences and insights on bridging knowledge systems between Indigenous and non-indigenous partners: Learnings from the Laurentian Great Lakes. Journal of Great Lakes Research, 49. https://doi.org/10.1016/j.jglr.2023.01.007- Elsevier
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