User:Darr320/Linguistic Injustice: Education

Education
Linguistic Injustice has a large impact on the education system and especially on students. As a larger language becomes more dominant over smaller, less established languages, people who speak those smaller languages are at a disadvantage on a larger scale.

Language Barrier
Language barrier is a description of people not having conversations due to different languages they owned. Typically, language barriers are concluded from dialects and brain disabilities. When both native speakers from different regions have different words to describe the same concepts can be defined as a kind of barrier. The barrier can also exist and affect different areas like education and economy. In the education area, language barriers exist in both situations: education in non-native-speakers regions and education to non-native speakers abroad.

Due to the complicated language system, southeast asia is facing the barrier. There is only one official language set by the government, but people and children in each region of south asia do not speak the same language. This situation makes it hard for the teachers who speak the official language to teach them. Also, there is no corresponding materials to support the teaching.

In China, in order to reach the goal of English education, there are English lessons that exist in kindergarten in order to make their children have more advantages than others. Private educational institutions also offer English teaching to learners at any age, from kindergarten children, college students to adults. In addition, passing English exams is required at any stage. College students need to pass the CET (College English Test) whatever their majors are.

For studying abroad students, most of them cannot get the most suitable advice from their advisors. Their advisors may give a wrong schedule for their graduation and inappropriate resources and projects. The result of this confusion is that these international students cannot reach their expected final grades. Furthermore, the American class contains more conversations between teachers and students and the lecture is more relaxed and open. This kind of different class atmosphere would become an obstacle to international students' studying.

Ethnic Minority
In school, ethnic minority pupils face numerous obstacles, such as language barriers and a paucity of educational resources. Language barriers can pose a significant obstacle to ethnic minority students' schoolwork, particularly if English is not their primary language at home. This can hinder their capacity to fathom academic material and communicate effectively in class. Research has shown that limited English proficiency is associated with lower academic achievement and higher dropout rates among Hispanic students in the United States.

In a study of Latino pupils in the United States, researchers discovered a correlation between language barriers and inferior academic performance, graduation rates, and college enrollment rates. Indigenous students in Canada, as an example, are frequently encounter language barriers, cultural disconnects, and discrimination in school, which can have a negative impact on their academic performance and well-being as a whole.

In addition to language barriers, minority students may also encounter educational resource disparities, which may exacerbate their difficulties in school. Schools in areas with a high concentration of minority students may lack the resources and funding necessary to provide a quality education, thereby limiting the opportunities available to these students. According to the report, students who attend schools with a high percentage of students of color are more likely to be taught by inexperienced and unlicensed teachers and have fewer opportunities to enroll in advanced courses such as Advanced Placement (AP) courses, which may limit their academic growth and future opportunities. Furthermore, the report found that African American and Hispanic students are more likely to be suspended or expelled and have less access to high-quality early education than white students, perpetuating the cycle of inequality. These disparities can have a significant impact on the future opportunities of pupils, resulting in lower college enrollment and achievement rates, as well as lower lifetime earnings. Howard notes in his article that many urban schools use standardized testing and monitoring systems that position minority students disproportionately in lower-level classes and vocational education programs, thus perpetuating racial and socioeconomic inequalities.

Overall, these all highlight the imperative need to develop policies and practices that address systemic inequities in education and provide all students with the necessary resources for success. Specifically, policies are required to ensure that all students, regardless of race, ethnicity, or socioeconomic status, have access to experienced and licensed teachers, advanced curriculum, and early education programs. Nelson et al. argue that schools should adopt a culturally responsive strategy by incorporating indigenous languages and cultures into the curriculum and encouraging the development of students' cultural identities. By adopting a culturally responsive approach to education, schools can ensure that all students receive the necessary support and resources to achieve academic success and realize their maximum potential.

Language Educational Policies
As the world becomes more unified, a single, global language is preferred for easier communication between countries. One of the benefits of this is the sharing of information and research. Research institutions are able to share their findings and knowledge to the entire world at a very fast rate. However, the growth of English as a global language will cause injustice to other languages. An example of this is in a study conducted in Romania. Muresan and Llantada mentions in a case study of the Bucharest University of Economic Studies (ASE) that faculty members are shifting to writing papers and books in English to improve university evaluation and rankings. A majority of respondents (82.27%) also believed that the rise of the English language provides a benefit to English-native speakers in academics. Non-English speaking researchers are disadvantaged from this as publishers are refusing to publish research papers in English due to the papers having grammatical errors and poor word choice. As a result, non-English speaking researchers are mixed in whether they should write in English or their local language. On one hand, writing in English allows the paper to be read by a wider audience but on the other hand, writing in their local language allows the paper to be easily published with a shorter reach.