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Language Barriers

Many people who speak little English may face language barriers when seeking health care. This article describes what is currently known about language barriers in health care and outlines a research agenda based on mismatches between the current state of knowledge of language barriers and what health care stakeholders need to know. in each of these areas, outline specific research questions and recommendations. . Different people uses language in different ways. we capture this by making language competence-the set of messages and agent can use and understand-private information. our primary focus is on common-interest games. Communication generally remains possible; it may be severely impaired even with common knowledge that language competence is adequate. t shows the language barriers may be more important to international trade then previously though. The language barrier index, a newly constructed variable that uses detailed linguistic data, is used to show that language barriers are significantly negatively corelated with bilateral trade. i. Language barrier impedes the formation of interpersonal relationships and can cause misunderstanding that lead to conflict, frustration, offense, violence, hurt fellings, and wasting time, effort, money as on. it is also a figurative phrases used primarily to refer to linguistic barriers to communication, i.e. the difficulties in communication experienced by people or groups originally speaking different languages, or even dialects in some cases. As of 2015, there are nearly 5 million students enrolled in U.S. public schools and they are the fastest-growing student population in the U.S. About 73% of ELL students speak Spanish as their first language, although the most common language will vary by state. 60% of English language learner students come from low-income families, where parents have very limited educational levels. Family income level and lack of English language skills are often two challenges that are intertwined in the barriers that ELL students face. Students who are not proficient in English are put at a serious disadvantage when compared to their peers. There is a strong association between English-language ability and the success of students in school. ELL students have disproportionality high dropout rates, low graduation rates, and low college completion rates. A potential cause of ELL student's lack of achievement are communication difficulties that can arise between student and teacher. Many educators may treat students with low English proficiency as slow learners or intellectually disadvantaged. There is evidence that a potential consequence of this lack of understanding on the educator's side is the creation of a self-fulfilling prophecy: teachers treat students as less capable and students internalize these expectations and underperform. These students may also feel a cultural conflict between their native language and English. Cultural differences may cause students to feel a rejection of their native culture/language leading to a decrease in motivation in school. Most experts agree that it takes students around 5–7 years to learn academic English, which in a school setting can place students learning English behind their English-speaking classmates.