linguistic background essay

StudyDriver in your Smartphone!

Linguistic Autobiography

I was born in Maywood, IL at Loyola Hospital and I was raised in Westchester, IL. My family's language background is English. However on my father's side I am Polish, yet I have never learned how to speak it or ever heard it from any of my family members on that side. As a baby the first voice I recognized the most was my mothers'. I recognized my own name, so anytime someone called out my name I would pop my head up. Babbling and gibberish came first then around the time I was 1 ?? years old I said my first words, which were mama and couscous (this was my so called version of the word pretzels.)

Being the first born so I was around my parents and my grandparents more than anyone else. My mother always read to me, then once I began learning how to read she would listen to me to make sure I was reading fluently and pronouncing everything correctly. And of course there was the occasional baby talk that I went through as well. The constant look at the little baby, and look how cute you are was a language itself. Being around my grandparents they loved to sit down and conversations with me. So I was able to pick up on their words and comprehend their use of dialect.

Throughout middle school and high school grammar was hammered into the curriculum. Teachers put a strong emphasis on nouns, pronouns, verbs, adjectives, and almost everything else that could be categorized into the subject of grammar. I can recall one of my teachers who said Grammar is the backbone of your reading and listening comprehension. I didn't value grammar because I believed as long as you could talk you didn't need it. However I had it all wrong. Without grammar we would all be talking in the wrong tenses, using the incorrect words to describe people and places. Grammar is indeed the back of everything to do with not only with reading and listening but just simple communication.

When I was fully capable of understanding myself in terms of language and dialect I was able to understand the difference between the two. Almost everyone I knew spoke English, however some individuals had different dialects. For example my grandmother on my mom's side is from New York and she has an accent. Including my grandparent's on my dads' side who were from Tennessee. They are all fluent in English but they just sound different based on where they come from which I was able to notice right away.

When I entered high school was when I was faced with linguistic prejudice. For a majority of my classes we had essays, socratic seminars, group discussions, and class presentations: Some teachers were so surprised that I spoke properly and sounded intelligent and turned the remarks into compliments. However I was offended because it was perceived that I didn't have the ability to speak and present myself in such a high manor. Your looks shouldn't depict whether or not you can speak properly or sound intelligent. To add I do believe I am linguistically secure because I have strong confidence in the use of my own language.

I've been speaking English for years and I've grown to have a vast variety of vocabulary. Having linguistic security has a strong impact on my linguistic behavior because it makes it easier to speak and to understand language in the context of text. The only thing I can say dislike about linguistics is the process of learning another language. I strongly disliked taking Mandarin in high school during my sophomore year. It was nothing against the language it was just a complex subject. Not only did you have to know the characters, but the writing system which was Pinyin (Latin form) and the pronunciation was which a Beijing dialect.

Overall my relationship to language has changed in a way, however it is still progressing. As I advance in college there is no doubt it will get stronger. But as of now my relationship to language open and is ready for improvements to gain more knowledge.

Cite this page

Linguistic Autobiography. (2019, Mar 13). Retrieved from https://studydriver.com/linguistic-autobiography/

"Linguistic Autobiography." StudyDriver.com , 13 Mar 2019, https://studydriver.com/linguistic-autobiography/

StudyDriver.com. (2019). Linguistic Autobiography . [Online]. Available at: https://studydriver.com/linguistic-autobiography/ [Accessed: 2 Nov. 2023]

"Linguistic Autobiography." StudyDriver.com, Mar 13, 2019. Accessed November 2, 2023. https://studydriver.com/linguistic-autobiography/

"Linguistic Autobiography," StudyDriver.com , 13-Mar-2019. [Online]. Available: https://studydriver.com/linguistic-autobiography/ . [Accessed: 2-Nov-2023]

StudyDriver.com. (2019). Linguistic Autobiography . [Online]. Available at: https://studydriver.com/linguistic-autobiography/ [Accessed: 2-Nov-2023]

Linguistic Autobiography. (2019, Mar 13). Retrieved November 2, 2023 , from https://studydriver.com/linguistic-autobiography/

Save time with Studydriver!

Get in touch with our top writers for a non-plagiarized essays written to satisfy your needs

Stuck on ideas? Struggling with a concept?

A professional writer will make a clear, mistake-free paper for you!

Leave your email and we will send a sample to you.

Please check your inbox

Interested in this topic?

Please indicate where to send you the sample.

Hi! I'm Chatbot Amy :)

I can help you save hours on your homework. Let's start by finding a writer.

Search form

• Find Stories
• For Journalists

Image credit: Getty Images

The power of language: How words shape people, culture

Speaking, writing and reading are integral to everyday life, where language is the primary tool for expression and communication. Studying how people use language – what words and phrases they unconsciously choose and combine – can help us better understand ourselves and why we behave the way we do.

Linguistics scholars seek to determine what is unique and universal about the language we use, how it is acquired and the ways it changes over time. They consider language as a cultural, social and psychological phenomenon.

“Understanding why and how languages differ tells about the range of what is human,” said Dan Jurafsky , the Jackson Eli Reynolds Professor in Humanities and chair of the Department of Linguistics in the School of Humanities and Sciences at Stanford . “Discovering what’s universal about languages can help us understand the core of our humanity.”

The stories below represent some of the ways linguists have investigated many aspects of language, including its semantics and syntax, phonetics and phonology, and its social, psychological and computational aspects.

Understanding stereotypes

Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.

One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.

Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.

How well-meaning statements can spread stereotypes unintentionally

New Stanford research shows that sentences that frame one gender as the standard for the other can unintentionally perpetuate biases.

Algorithms reveal changes in stereotypes

New Stanford research shows that, over the past century, linguistic changes in gender and ethnic stereotypes correlated with major social movements and demographic changes in the U.S. Census data.

Exploring what an interruption is in conversation

Stanford doctoral candidate Katherine Hilton found that people perceive interruptions in conversation differently, and those perceptions differ depending on the listener’s own conversational style as well as gender.

Cops speak less respectfully to black community members

Professors Jennifer Eberhardt and Dan Jurafsky, along with other Stanford researchers, detected racial disparities in police officers’ speech after analyzing more than 100 hours of body camera footage from Oakland Police.

How other languages inform our own

People speak roughly 7,000 languages worldwide. Although there is a lot in common among languages, each one is unique, both in its structure and in the way it reflects the culture of the people who speak it.

Jurafsky said it’s important to study languages other than our own and how they develop over time because it can help scholars understand what lies at the foundation of humans’ unique way of communicating with one another.

“All this research can help us discover what it means to be human,” Jurafsky said.

Stanford PhD student documents indigenous language of Papua New Guinea

Fifth-year PhD student Kate Lindsey recently returned to the United States after a year of documenting an obscure language indigenous to the South Pacific nation.

Students explore Esperanto across Europe

In a research project spanning eight countries, two Stanford students search for Esperanto, a constructed language, against the backdrop of European populism.

Chris Manning: How computers are learning to understand language​

A computer scientist discusses the evolution of computational linguistics and where it’s headed next.

Stanford research explores novel perspectives on the evolution of Spanish

Using digital tools and literature to explore the evolution of the Spanish language, Stanford researcher Cuauhtémoc García-García reveals a new historical perspective on linguistic changes in Latin America and Spain.

Language as a lens into behavior

Linguists analyze how certain speech patterns correspond to particular behaviors, including how language can impact people’s buying decisions or influence their social media use.

For example, in one research paper, a group of Stanford researchers examined the differences in how Republicans and Democrats express themselves online to better understand how a polarization of beliefs can occur on social media.

“We live in a very polarized time,” Jurafsky said. “Understanding what different groups of people say and why is the first step in determining how we can help bring people together.”

Analyzing the tweets of Republicans and Democrats

New research by Dora Demszky and colleagues examined how Republicans and Democrats express themselves online in an attempt to understand how polarization of beliefs occurs on social media.

Examining bilingual behavior of children at Texas preschool

A Stanford senior studied a group of bilingual children at a Spanish immersion preschool in Texas to understand how they distinguished between their two languages.

Predicting sales of online products from advertising language

Stanford linguist Dan Jurafsky and colleagues have found that products in Japan sell better if their advertising includes polite language and words that invoke cultural traditions or authority.

Language can help the elderly cope with the challenges of aging, says Stanford professor

By examining conversations of elderly Japanese women, linguist Yoshiko Matsumoto uncovers language techniques that help people move past traumatic events and regain a sense of normalcy.

Request another

Follow class ace :.

Home — Essay Samples — Science — Language and Linguistics — Linguistics

Essays on Linguistics

How does language shape the way we think, linguistics and its main categories, made-to-order essay as fast as you need it.

Each essay is customized to cater to your unique preferences

+ experts online

Using Linguistics to Understand The Importance of Dialect and Its Connection to Language

Comparison of language and linguistics, how new words are created and how it affects language as a whole, acquiring of language and dyslexia, let us write you an essay from scratch.

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

The Importance of Grammar

The importance of language during the ww2, how and why anthropological linguistics is related to ethnocentrism, children’s first language acquisition under the scope of noam chomsky’s nativist theory, get a personalized essay in under 3 hours.

Expert-written essays crafted with your exact needs in mind

Connection Between Language and Self-concept

Semantics as the field of linguistics, my passion of french language and linguistics, the power of language: analysis of rodriguez’s private and public language, tan’s mother tongue and cisneros’s offering to the power of language, factors that govern the acquisition of language, analysis of english and urdu clause, the eight parts of speech in english language, david foster wallace and his perspective on american life in connection to authority, a study on the tactics of linguistic phenomenon, emerging technology to address language barriers in urban areas, theoretical perspectives on plural morphology, a rhetorical analysis: linguistic power dynamics in oleanna, understanding language: acquisition and loss, the comparison of grammars in noam chomsky's syntactic structures theory, relations between the translators and linguists, noam chomsky and his theory of language acquisition device, language online by david barton and carmen lee: impact of the internet on the learning of language, application of neuroscience in the english learning class, a report on the french language, overview of chomsky and bloom's linguistic theories, relevant topics.

• Language Diversity
• Space Exploration
• Natural Selection
• Mathematics in Everyday Life
• Charles Darwin
• Stephen Hawking
• Isaac Newton
• Agriculture
• Photosynthesis

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Bibliography

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Assessment 3: Reflective Essay Incorporating the learnings from...

Assessment 3: Reflective Essay Incorporating the learnings from this subject, a reflective essay on: 1. Social work practice in a multicultural world of crisis and change 2. Reflect on how your positionality may impact your social work practice with people from a ethnic, cultural or linguistic background different from yours 3. How will you open yourself to the worldview of diverse people you meet during your future role as a social worker? In writing this assignment you may use the first person if you wish (e.g. "I think . . .", "My experience of . . .") etc. Minimum Number of References:-Use at least three references from the reading list in your reflective essay. Word Limit Requirements: -

Answer & Explanation

Social Work Reflection

(1) Social work is a profession that aims to address social issues and promote social justice, especially for marginalized and oppressed populations (Powers & Engstrom, 2020). In a multicultural world of crisis and change, social workers must be equipped with knowledge and skills to work effectively with individuals, families, and communities from diverse backgrounds.

One of the key learnings from this subject is the importance of cultural competence in social work practice. Cultural competence refers to the ability to understand, respect, and respond appropriately to cultural differences. Social workers need to be aware of their own cultural biases and values and how they might influence their interactions with clients (Powers & Engstrom, 2020). They also need to be willing to learn about different cultures, including their beliefs, practices, and worldviews.

Another important aspect of social work practice in a multicultural world is understanding how social, economic, and political factors contribute to social inequalities and oppression. Social workers must be able to identify the root causes of these issues and advocate for change at the individual, community, and policy levels.

Social workers must also be able to work collaboratively with other professionals, including those from diverse backgrounds, to provide the best possible services to clients. This involves developing strong communication and interpersonal skills, as well as the ability to work effectively in teams.

Finally, social workers must be able to adapt to the changing needs of clients and communities in a world of crisis and change. This may involve developing new strategies and approaches to address emerging social issues, as well as being flexible and adaptable in the face of unexpected challenges.

(2) Positionality refers to the unique social, cultural, and historical context from which individuals view and experience the world. This context includes aspects such as gender, race, ethnicity, language, religion, socioeconomic status, sexual orientation, and age (Kourgiantakis & Lee, 2020). It shapes how individuals perceive and interact with others and influences their values, beliefs, and assumptions.

In social work practice, an individual's positionality can impact their relationships with clients from different cultural or linguistic backgrounds. For example, if a social worker comes from a dominant culture, they may have unconscious biases and assumptions about people from different cultures or linguistic backgrounds. This can affect the way they perceive, interact, and provide services to clients.

It is essential for social workers to be aware of their positionality and how it may impact their practice. This includes acknowledging any biases and assumptions they may have and being open to learning about different cultures and languages (Kourgiantakis & Lee, 2020). Social workers should also be willing to seek out and listen to the perspectives and experiences of people from diverse backgrounds.

Being aware of one's positionality can help social workers recognize power imbalances and work towards building more equal and respectful relationships with clients (Kourgiantakis & Lee, 2020). It can also enable them to provide culturally sensitive and appropriate services that are tailored to the needs of the client.

In conclusion, social workers must be mindful of their positionality and how it may impact their practice with clients from different ethnic, cultural or linguistic backgrounds. By acknowledging their biases and assumptions, and being open to learning and listening, social workers can build strong relationships and provide effective services to clients from diverse backgrounds.

(3) In my role as a social worker, I understand that it is essential to open myself up to the worldviews of the diverse individuals and communities I will be working with. Doing so will enable me to build relationships based on mutual respect and trust, which will ultimately facilitate the provision of effective and culturally appropriate services.

To open myself up to the worldviews of diverse people, I will first examine my own values, beliefs, and biases. This will involve reflecting on my personal experiences, cultural background, and social identities to identify any preconceived notions or assumptions that may influence my interactions with clients (Gates et al., 2021).

I will also make an effort to learn about different cultures and worldviews through reading, attending cultural events, and participating in cultural awareness training. This will help me to gain a deeper understanding of the perspectives and experiences of the individuals and communities I will be working with.

In my interactions with clients, I will approach them with an open and non-judgmental attitude. I will actively listen to their stories, experiences, and perspectives without imposing my own values or assumptions on them. I will also ask questions to clarify any misunderstandings and seek feedback to ensure that I am understanding their worldview accurately.

Furthermore, I will be sensitive to the language and communication styles of my clients. This includes being aware of any language barriers and providing interpretation services or translated materials as needed  (Gates et al., 2021). I will also be mindful of the nonverbal cues and gestures that may have different meanings in different cultures.

In conclusion, opening oneself up to the worldviews of diverse people requires self-reflection, education, and an open-minded attitude. As a social worker, I am committed to building strong relationships with clients from different backgrounds and using their unique perspectives and experiences to inform and enhance my practice.

Approach to solving the question:

Detailed explanation:

Key references:

Powers, M. C., & Engstrom, S. (2020). Radical self-care for social workers in the global climate crisis. Social Work, 65(1), 29-37.

Kourgiantakis, T., & Lee, E. (2020). <? covid19?> Social work practice education and training during the pandemic: Disruptions and discoveries. International Social Work, 63(6), 761-765.

Gates, T. G., Ross, D., Bennett, B., & Jonathan, K. (2021). Teaching mental health and well-being online in a crisis: Fostering love and self-compassion in clinical social work education. Clinical Social Work Journal, 1-13.

Related Q&A

• Q  . Assessment Details and Instructions This reflective essay is designed to provide feedback early in the trimester. You ... Answered 12d ago
• Q Assessment Type: Critical Reflection Essay   Assessment Details and Instructions Details and Instruction This assessment... Answered 8d ago
• Q 4.  What is "integration" in a money-laundering scheme?  And what transactions in Steve Rogers's financials could be con... Answered over 90d ago
• Q Briefly explain spoofing or insider trading (whichever one you have chosen) and why it is illegal ( e.g., effect on busi... Answered 48d ago
• Q The 1st sentence states your opinion on the work you just read, the 2nd through 4th sentences are points backing that op... Answered over 90d ago
• Q Death Penalty Reflections     First, think about whether you are for or against the death penalty. Your assignment is to... Answered 77d ago
• Q A polymorphism is: Group of answer choices A part of our DNA that differs in expression from person to person   A genome... Answered over 90d ago
• Q Based on your knowledge of HRIS—their uses, benefits, functionality etc. should organizations use different HRIS from mu... Answered 48d ago
• Q After students complete several journal entries, Mrs. Jenkins asked them to draw connections and uncover new ideas. Base... Answered over 90d ago
• Q Based on historical data, your manager believes that 33% of the company orders come from first time customers. A random ... Answered over 90d ago
• Q Introduction   Help with introduction    The literature review will cover research on teacher retention in public school... Answered 15d ago
• Q Section 1: Research   In this section, worth 5 marks, you need to outline the government policies and medical procedures... Answered over 90d ago
• Q  . 29 Which of the following properties has no units? ming pairlent digit ( a) electronegativity b) atomic radius c) ion... Answered over 90d ago
• Q Forgiveness Section One: Studying Forgiveness F by Everett L. Worthington, Jr. Most of the world religions value forgive... Answered over 90d ago
• Q Take a look at the following image. How would you interpret the content of this graph to reach an understanding of its p... Answered 58d ago
• Q The response should be in at least four paragraphs   What factors impact voter turnout - include demographic factors and... Answered over 90d ago
• googletag.cmd.push(function () { googletag.display('footerCliffsnotesAd'); }); CliffsNotes study guides are written by real teachers and professors, so no matter what you're studying, CliffsNotes can ease your homework headaches and help you score high on exams. About CliffsNotes

Linguistic Repertoire: Language Identity and Culture Essay

A linguistic repertoire is a set of various linguistic identities, which one person can use in different situations (Finegan 547). It could be said that it helps a speaker show his/her full potential in communications and express his/her thoughts and ideas openly on various occasions. This essay describes my own identities and codes, which are used to present them. Moreover, this paper provides information on how a transition between these identities occurs in different contexts. Lastly, the analysis of the behavior is performed by using the theory of social construction and autoethnography.

We will write a custom Essay on Linguistic Repertoire: Language Identity and Culture specifically for you for only 9.35/page

808 certified writers online

Speaking of my own identities, I should start with my cultural background. Cultural identity and mentality are vital elements of a particular language formation and vice versa (Sheela 1). I have been living in China for twenty years. However, now I am studying in Canada in English. This fact helps me to improve my communication skills in a foreign language. Consequently, I bilingual, it allows me to have multiple identities, codes, and registries.

Speaking of Chinese identities, I speak standard Chinese and some dialects such as Mandarin Chinese. In China, I use standard Chinese dialect to interact with other people. As for Mandarin Chinese, I usually utilize this dialect while communicating with the older family members. However, it has to be mentioned that sometimes I use a mixture of traditional Chinese and the dialect, as it increases the effectiveness of communication. Moreover, while I am talking to my friends, I use an individual register in this context. In this case, it is a mixture of slang, traditional language, and some English words such as ‘okay’ and ‘cool’.

As for my English identities, I am using academic English during my studies and spoken English when I am communicating with my peers. Additionally, during meetings with my Chinese friends, we use a particular register. In this case, it combines English words and Chinese structure and the flow of the speech, it can be named Chinglish. For example, we often use words ‘hey’, ‘wow’, ‘nice’, and ‘okay’.

It could be said that I do not experience difficulties while changing from one model to another. However, if I am writing an essay and communicating with my Chinese friend at the same time, I will start using a majority of English words while having a conversation or making some mistakes in spelling due to the lack of concentration. However, usually, I do not have trouble in changing languages, identities, and registers quickly, as I can adapt rapidly to the new situation.

It has to be mentioned that it is easier for me to change my registers in the Chinese language, as it is my mother tongue. I do not experience difficulties distinguishing between social situations and rarely make code related mistakes. In English, these errors might occur due to a lack of proficiency and confidence.

However, it is important to analyze the behavior with the help of the social construction theory and autoethnography. Autoethnography is chosen as a primary method, as it provides the insides of the culture and explores the researcher’s personal experience related to cultural understanding and identity (Fong and Chuang 71).

It could be said that I, as a Chinese speaker, has multiple dialects due to Chinese social norms and customs. Furthermore, older people are considered as the most respected and wise members of society (O’Neill 20). It could be said that it is a cultural significance to respect and cherish traditions and values. It is the primary reason for me speaking dialects with my grandparents.

Speaking of social construction, it could be said that an object is socially constructed if it is “dependent on contingent values of our social selves” (Boghossian 6). Language dialects and registers cannot exist apart from society and cannot be generated and created without social contact. In construction theory, knowledge is formed by the interactions between different members of the community (Andrews 40).

In the case presented above, the consistency of the culture with the society could be discovered. As the presence of Chinese and English registers occurred due to the necessity to establish relationships with other participants of collaboration. Moreover, as the contributors belong to different social groups and classes, new adaptations of the common language have to be introduced to meet the quality perceptions of each party. Furthermore, the presence of hierarchy is a vital aspect of society. In this case, one of the examples is using the Chinese dialect to show respect to the elderly. As for English, the utilization of academic English indicates a priority of the study institution and a student’s respect for traditional academic English.

In conclusion, it could be said that there is a strong connection between language identity and culture. Moreover, the interdependence between these two phenomena was discovered in this essay. Additionally, understanding the presence of linguistic registers helps a speaker see a plethora of language forms. The analysis of the language patterns and registers revealed a strong dependence of language on the cultural norms and traditions. Social construction and autoethnography were used to evaluate the findings and show the subjectivity of the language registers. Social construction discovered an impossibility of communication to exist apart from society.

Works Cited

Andrews, Tom. “What is Social Constructionism?” Grounded Theory Review 11.1 (2012): 39-46. Print.

Boghossian, Paul 2001. “What is Social Construction?” The Times Literary Supplement . 2001: 6-8. Print.

Finegan, Edward. Language: Its structure and use . Stamford: Cengage Learning, 2014. Print.

Fong, Mary and Rueyling Chuang. Communicating Ethic and Cultural Identity . Lanham: Rowman & Littlefield Publishers, 2004. Print.

O’Neill, Patricia. Caring for the Older Adult: A Health Promotion Perspective . Philadelphia: Saunders, 2002. Print.

Sheela, Samula. “Language Influence over Culture.” Review of Research 3.7 (2014): 1-3. Print.

Need a custom essay sample written from scratch by professional specifically for you?

807 certified writers online

• Chicago (N-B)
• Chicago (A-D)

IvyPanda. (2021, April 20). Linguistic Repertoire: Language Identity and Culture. https://ivypanda.com/essays/linguistic-repertoire-language-identity-and-culture/

IvyPanda. (2021, April 20). Linguistic Repertoire: Language Identity and Culture. Retrieved from https://ivypanda.com/essays/linguistic-repertoire-language-identity-and-culture/

"Linguistic Repertoire: Language Identity and Culture." IvyPanda , 20 Apr. 2021, ivypanda.com/essays/linguistic-repertoire-language-identity-and-culture/.

1. IvyPanda . "Linguistic Repertoire: Language Identity and Culture." April 20, 2021. https://ivypanda.com/essays/linguistic-repertoire-language-identity-and-culture/.

Bibliography

IvyPanda . "Linguistic Repertoire: Language Identity and Culture." April 20, 2021. https://ivypanda.com/essays/linguistic-repertoire-language-identity-and-culture/.

IvyPanda . 2021. "Linguistic Repertoire: Language Identity and Culture." April 20, 2021. https://ivypanda.com/essays/linguistic-repertoire-language-identity-and-culture/.

IvyPanda . (2021) 'Linguistic Repertoire: Language Identity and Culture'. 20 April.

• Autoethnography Essay
• Autoethnography: "Black" Taxes in South Africa
• Pregnant Embodiment Autoethnography
• Autoethnography of a Coffee Shop
• Knowledge of Mandarin for Business People
• Mandarin Chinese
• Mandarin Chinese: History, Features, Structure
• Linguistic History about Mandarin
• Effect of Mandarin on spoken English
• Students’ Motivation in Learning Mandarin Chinese
• Learning Languages and Further Possibilities
• Advantages and Disadvantages of Using English
• Importance of English Language Proficiency
• Why Bilinguals Are Smarter?
• Globalization and Language Teaching

We use cookies to enhance our website for you. Proceed if you agree to this policy or learn more about it.

• Essay Database >
• Essays Samples >
• Essay Types >
• College Essay Example

Linguistics College Essays Samples For Students

659 samples of this type

No matter how high you rate your writing abilities, it's always an appropriate idea to check out a competently written College Essay example, especially when you're dealing with a sophisticated Linguistics topic. This is exactly the case when WowEssays.com database of sample College Essays on Linguistics will prove useful. Whether you need to come up with an original and meaningful Linguistics College Essay topic or look into the paper's structure or formatting peculiarities, our samples will provide you with the required material.

Another activity area of our write my paper agency is providing practical writing support to students working on Linguistics College Essays. Research help, editing, proofreading, formatting, plagiarism check, or even crafting entirely original model Linguistics papers upon your request – we can do that all! Place an order and buy a research paper now.

Good The Internet and US College Students Essay Example

English as a second language in great britain essay examples, prejudices against african american's essay.

Don't waste your time searching for a sample.

Get your essay done by professional writers!

Just from $10/page

Free Denver Art Museum Essay Example

Asian cultures and languages in australias educational settings essay example, introduction, essay on language planning, free essay about colonization and languages of indigenous people in canada, good example of multiple intelligence theory essay, how i became a literate in bengali essay, the forces that are reducing linguistic diversity essay examples, example of essay on egypt upholds linguistic and language diversity in the promotion and preservation, position paper, similarities between korea, japan, and china essay samples, good essay about argue that english is richer thanks to borowings from other language, sample essay on some observations pertaining to the amusing usage of words, organization, free essay about multilingualism, free essay about harris-taylor article, free systemic functional linguistics for english language analysis essay example, computer programming language essay sample, example of behavioral sciences essay.

Introduction Sociology is done mostly from the positivist perspective, where there is a growing practice of interpretive research. In anthropology, most data collection is done by interpretivist approach, in which fieldworkers who go out, listen and watch, take notes, and bring all the data home. We discussed and understood the methods used in sociology, as well as the methods of cultural anthropology, and how they differ in terms of their approach and process. These methods are all utilized by sociologists and anthropologists to further understand the roots of social sciences.

Sociological research methods

Good example of essay on language games from wittgenstein l.: the philosophical investigations, greek and latin plurals borrowed into the english language essay examples, linguistic and cultural diversity essays example, good example of essay on advance writing, essay on the north and south usa; one country, different worlds, sample essay on what its like owning a harley davidson, is to be experienced and expressed, good essay on culture, free whats the difference from html and html 5 essay sample, spread of english: a threat to developing countries and the world essay, example of role conflict and role strain essay, the social science and me: linguistics and social media essays example, what you learned about the process by which wikipedia entries are produced and vetted essay sample, communication, the use of the internet to solve crimes essay sample, good anthropology questions essay example, good bilingual education letter essay example, dear instructor’s name,.

RE; MY VIEW ON BILINGUAL/ELL EDUCATION Bilingual education entails teaching academic content in two different languages. One of which is a native and a learned language. The two languages are taught in variance to each other and, in accordance, with the model of the program.

The Bilingual Common Core Initiative has published few samples for the review of the public:

- NLAP 9-10 Grade Speaking and Listening - NLAP 6th Grade Reading for Information - NLAP 3rd Grade Writing Sample

The Department is developing a new Language Arts Progressions to substitute the 2004 English as a Second Language Learning Standards.

Free bilingual education (benefits) essay sample, good example of essay on bilingual education, free approaches evolution essay sample, free essay on apa referencing of the three articles, arts of the contact zone essay example, good example of the power of english language essay, free arabic phonemics essay sample, should high school students learn a foreign language essay samples.

(Course #, Name)

Analyzing Kings Rhetorical Strategies Essay Examples

Babel essay, intercultural communication in babel, essay on anthropology mock spanish, free second language phonology essay example, example of essay on living in two languages, free literacy narrative essay examples, good example of essay on analytical reading & writing, sample essay on sapir-whorf hypothesis, good example of definition of language essay, sample essay on cherokee language, example of essay on preserving linguistic diversity and protecting endangered languages, thesis statement, good jazz essay example, free relationship of input, interaction, and output in second language learning essay example, example of essay on education, relationship between second language acquisition and second language pedagogy, good essay on does a second language affect the native language, chicago 235642 essay sample.

123 Palace Street,

Academic Block, 67453 5th street 2nd floor,

Free Topics In Cultural Studies Essay Sample

Cooperative principle essay example, understanding cooperative principle.

Password recovery email has been sent to [email protected]

Use your new password to log in

You are not register!

By clicking Register, you agree to our Terms of Service and that you have read our Privacy Policy .

Now you can download documents directly to your device!

Check your email! An email with your password has already been sent to you! Now you can download documents directly to your device.

or Use the QR code to Save this Paper to Your Phone

The sample is NOT original!

Short on a deadline?

Don't waste time. Get help with 11% off using code - GETWOWED

No, thanks! I'm fine with missing my deadline

• Published: 12 April 2023

Remodeling effects of linguistic features on L2 writing quality of two genres

• Xiaopeng Zhang   ORCID: orcid.org/0000-0002-5409-6293 1 &
• Wenwen Li 2  

Reading and Writing ( 2023 ) Cite this article

271 Accesses

Metrics details

This study modeled the effects of essay length and language features on the rated quality of second language (L2) expository and argumentative essays composed by Chinese university students. Latent variables were writing quality captured by essay scores, and lexical sophistication, syntactic complexity and cohesion, each of which was measured by different linguistic features in the essays. Results showed that, (i) essay length, sophisticated words (i.e., words eliciting longer lexical decision times, and used in academic texts), complex nominals and coordinate phrases could account for approximately 45% of the variance in the scores of argumentative essays, and (ii) essay length, sophisticated words (i.e., academic words, words used in restricted context, and words that have fewer orthographic neighbors), complex nominals, coordinate phrases and word type-token ratio could explain approximately 49% of the variance in the scores of expository essays. Such findings indicate that, although differing in genre, raters tended to give higher scores to the essays of two genres that contained more sophisticated words, complex phrases, and distinct types of words.

This is a preview of subscription content, access via your institution .

Access options

Buy single article.

Instant access to the full article PDF.

Price includes VAT (Russian Federation)

Rent this article via DeepDyve.

Attali, Y., & Powers, D.(2008). A developmental writing scale (ETS Research Report No. RR-08–19) . Princeton, NJ: Educational Testing Service.

Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice: Developing language assessments and justifying their use the real world. Oxford University Press.

Bae, J., & Min, S. (2018). Genre-based analysis of lexical complexity in L2 college students’ academic writing. Journal of Language Sciences, 58 , 289–314.

Article   Google Scholar  

Balota, D., Yap, M. J., Cortese, M. J., Hutchison, K., Kessler, B., Loftis, B., & Treiman, R. (2007). The English lexicon project. Behavior Research Methods, 39 , 445–459.

Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51 , 1173–1182.

Beers, S. F., & Nagy, W. E. (2009). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre? Reading & Writing, 22 , 185–200.

Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45 , 5–35.

Biber, D., Gray, B., & Staples, S. (2016). Predicting patterns of grammatical complexity across language exam task types and proficiency levels. Applied Linguistics, 37 , 639–668.

Bloor, M., & Bloor, T. (1986). Language for specific purposes: Practice and theory. In CLCS occasional papers. Dublin: Centre for Language & Communication Studies, Trinity College.

Byrne, B. M. (2006). Structural equation modeling with EQS: Basic concepts, applications, and programming (2nd ed.). Lawrence Erlbaum.

Chiang, S. (2003). The importance of cohesive conditions to perceptions of writing quality at the early stages of foreign language learning. System, 31 , 471–484.

Chenoweth, N. A., & Hayes, J. R. (2001). Fluency in writing: Generating text in L1 and L2. Written Communication, 18 , 90–98.

Chodorow, M., & Brustein, J. (2004). Beyond essay length: Evaluating e-rater®’s performance on TOEFL essays (TOEFL Research Report No. 73). Princeton, NJ: Educational Testing Service.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum.

Google Scholar  

Connor, U. (1990). Linguistic/rhetorical measures for international persuasive student writing. Research in the Teaching of English, 24 , 67–87.

Connor, U., Davis, K., & de Rycker, T. (1995). Correctness and clarity in applying for overseas jobs: A cross-cultural analysis of U.S. and Flemish applications. Text, 15 , 457–475.

Coxhead, A. (2000). A new Academic Word List. TESOL Quarterly, 34 , 213–238.

Crossley, S. A. (2020). Linguistic features in writing quality and development: An overview. Journal of Writing Research, 11 , 415–443.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2015). To aggregate or not? Linguistic features in automatic essay scoring and feedback systems. Journal of Writing Assessment , 8 (1), 1–19.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2016a). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. Journal of Second Language Writing, 32 , 1–16.

Crossley, S. A., Kyle, K., & McNamara, D. S. (2016b). The tool for the automatic analysis of text cohesion (TAACO): Automatic assessment of local, global, and text cohesion. Behavior Research Methods, 48 , 1227–1237.

Crossley, S. A., & McNamara, D. S. (2010). Cohesion, coherence, and expert evaluations of writing proficiency. In S. Ohlsson & R. Catrambone (eds.): Proceedings of the 32nd Annual Conference of the Cognitive Science Society . Cognitive Science Society, pp. 984–989.

Crossley, S. A., & McNamara, D. S. (2011). Text coherence and judgments of essay quality: Models of quality and coherence. In L. Carlson, C. Hoelscher, and T. F. Shipley (eds.): Proceedings of the 29th Annual Conference of the Cognitive Science Society . Cognitive Science Society, pp. 1236–1241.

Crossley, S. A., & McNamara, D. S. (2012). Predicting second language writing proficiency: The roles of cohesion and linguistic sophistication. Journal of Research in Reading, 35 , 115–135.

Crossley, S. A., & McNamara, D. S. (2014). Does writing development equal writing quality? A computational investigation of syntactic complexity in L2 learners. Journal of Second Language Writing, 26 , 66–79.

Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2005). Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing, 10 , 5–43.

Davies, M. (2009). The 385+ million word Corpus of Contemporary American English (1990–2008+): Design, architecture, and linguistic insights. International Journal of Corpus Linguistics, 14 , 159–190.

East, M. (2009). Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing Writing, 14 , 88–115.

Ferris, D. (1994). Lexical and syntactic features in ESL writing by students at different levels of L2 proficiency. TESOL Quarterly , 28 (2), 414–420.

Flowerdew, J., & Peacock, M. (Eds.) (2001). Research perspectives on english for academic purposes . Cambridge: Cambridge University Press.

Garner, J., Crossley, S., & Kyle, K. (2019). N-gram measures and L2 writing proficiency. System, 80 , 176–187.

Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective . Longman.

Grant, L., & Ginther, A. (2000). Using computer-tagged linguistic features to describe L2 writing differences. Journal of Second Language Writing, 9 , 123–145.

Guo, L., Crossley, S. A., & McNamara, D. S. (2013). Predicting human judgments of essay quality in both integrated and independent second language writing samples: A comparison study. Assessing Writing, 18 , 218–238.

Halliday, M. A. K., & Hasan, R. (1985). Language, context and text: Aspects of language in social-semiotic perspective . Deakin University Press.

Jung, Y., Crossley, S. A., & McNamara, D. S. (2015). Linguistic features in MELAB writing performances (Working Paper No. 2015–05). http://www.cambridgemichigan.org/wp-content/uploads/2015/04/CWP-2015-05.pdf .

Kim, M., & Crossley, S. A. (2018). Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing. Assessing Writing, 37 , 39–56.

Kim, M., Crossley, S. A., & Kyle, K. (2018). Lexical sophistication as a multidimensional phenomenon: Relations to second language lexical proficiency, development, and writing quality. Modern Language Journal, 102 , 120–141.

Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). Guilford.

Knapp, P., & Watkins, M. (2005). Genre, text . University of New South Wales Press Ltd.

Knoch, U., Rouhshad, A., & Storch, N. (2014). Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? Assessing Writing, 21 , 1–17.

Kuperman, V., Stadthagen-Gonzalez, H., & Brysbaert, M. (2012). Age-of-acquisition ratings for 30,000 English words. Behavior Research Methods, 44 , 978–990.

Kyle, K. (2016). Measuring syntactic development in L2 writing: Fine grained indices of syntactic complexity and usage-based indices of syntactic sophistication . Georgia State University Dissertation. http://scholarworks.gsu.edu/alesl_diss/35 .

Kyle, K., & Crossley, S. A. (2015). Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49 , 757–786.

Kyle, K., & Crossley, S. A. (2016). The relationship between lexical sophistication and independent and source-based writing. Journal of Second Language Writing, 34 , 12–24.

Kyle, K., & Crossley, S. A. (2018). Measuring syntactic complexity in L2 writing using fine-grained clausal and phrasal indices. Modern Language Journal, 102 , 333–349.

Li, H. (2015). Relationship between measures of syntactic complexity and judgments of EFL writing quality. In Proceedings of 2015 Youth Academic Forum on Linguistics, Literature, Translation and Culture . American Scholars Press, pp. 216–222.

Li, Q., & Kong, W. (2011). Review of research on ESL/EFL writing rating. Foreign Language Testing and Teaching, 1 , 18–27.

Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics , 15 (4), 474–496.

Lu, X. (2011). A corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development. TESOL Quarterly, 45 , 36–62.

Lu, X. (2012). The relationship of lexical richness to the quality of ESL learners’ oral narratives. Modern Language Journal, 96 , 190–208.

Lu, X. (2017). Automated measurement of syntactic complexity in corpus-based L2 writing research and implications for writing assessment. Language Testing, 34 , 493–511.

Lu, X., & Ai, H. (2015). Syntactic complexity in college-level English writing: Differences among writers with diverse L1 backgrounds. Journal of Second Language Writing, 29 , 16–27.

MacArthur, C. A., Jennings, A., & Philippakos, Z. A. (2019). Which linguistic features predict quality of argumentative writing for college basic writers, and how do those features change with instruction? Reading and Writing, 32 , 1553–1574.

McCarthy, P. M., & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42 , 381–392.

McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features of writing quality. Written Communication, 27 , 57–86.

McNamara, D. S., Crossley, S. A., & Roscoe, R. (2013). Natural language processing in an intelligent writing strategy tutoring system. Behavior Research Methods , 45 (2), 499–515.

Ortega, L. (2003). Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing. Applied Linguistics, 24 , 492–518.

Ortega, L. (2015). Syntactic complexity in L2 writing: Progress and expansion. Journal of Second Language Writing, 29 , 82–94.

Perin, D., & Lauterbach, M. (2016). Assessing text-based writing of low-skilled college students. International Journal of Artificial Intelligence in Education . https://doi.org/10.1007/s40593-016-0122-z .

Ravid, D. D. (2005). Emergence of linguistic complexity in later language development: Evidence from expository text construction. In D. D. Ravid & H.

Read, J. (2000). Assessing vocabulary . Cambridge University Press.

Book   Google Scholar  

Römer, U., & Schulze, R. (Eds.). (2009). Exploring the lexis-grammar interface. John Benjamins.

Schoonen, R., Van Gelderen, A., Stoel, R. D., Hulstijn, J., & De Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61 , 31–79.

Shi, D., Lee, T., & Maydeu-Olivares, A. (2019). Understanding the model size effect on SEM fit indices. Educational and Psychological Measurement, 79 , 310–334. https://doi.org/10.1177/0013164418783530

Shi, L. (2001). Native- and nonnative-speaking EFL teachers’ evaluation of Chinese students’ English writing. Language Testing, 18 , 303–325.

Simpson-Vlach, R., & Ellis, N. C. (2010). An academic formulas list: New methods in phraseology research. Applied Linguistics, 31 , 487–512.

Stevens, R. J., Lu, X., Baker, D. P., Ray, M. N., Eckert, S. A., & Gamson, D. A. (2015). Assessing the cognitive demands of elementary school reading curricula: An analysis of reading text and comprehension tasks from 1910 to 2000. American Educational Research Journal, 52 , 582–617.

Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Allyn & Bacon.

Taguchi, N., Crawford, W., & Wetzel, D. Z. (2013). What linguistic features are indicative of writing quality? A case of argumentative essays in a college composition program. TESOL Quarterly , 47 (2), 420–430.

Tseng, W. T., Dörnyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27 , 78–102.

Vögelin, C., Jansen, T., Keller, S. D., Machts, N., & Möller, J. (2019). The influence of lexical features on teacher judgments of ESL argumentative essays. Assessing Writing, 39 , 50–63.

Way, P., Joiner, E. G., & Seaman, M. (2000). Writing in the secondary foreign language classroom: The effects of prompts and tasks on novice learners of French. Modern Language Journal, 84 , 171–184.

Weigle, S. C. (2002). Assessing writing . Cambridge University Press.

Wittgenstein, L. (1953). Philosophical investigations . Blackwell.

Wolfe-Quintero, K., Inagaki, S., & Kim, H.Y. (1998). Second language development in writing: Measures of fluency, accuracy, and complexity . University of Hawaii Press.

Wu, M. (2010). Structural equation model: Application of AMOS . Chongqing University Press.

Yan, J. L. (2012). Analysis on feedback of new rating scale for TEM8 writing. Foreign Language Testing and Teaching, 4 , 6–13.

Yang, W., Lu, X., & Weigle, S. C. (2015). Different topics, different discourse: Relationships among writing topic, measures of syntactic complexity, and judgments of writing quality. Journal of Second Language Writing, 28 , 53–67.

Yoon, H., & Polio, C. (2017). The linguistic development of students of English as a second language in two written genres. TESOL Quarterly, 51 , 275–301.

Zhang, X., & Li, W. (2021). Effects of n-grams on the rated L2 writing quality of expository essays: A conceptual replication and extension. System, 97, Article 102437.

Zhang, X., Lu, X., & Li, W. (2022). Beyond differences: Assessing effects of shared linguistic features on L2 writing quality of two genres. Applied Linguistics , 43 (1), 168–195.

Download references

This study was supported by the National Social Science Foundation of China (GRANT NUMBER: 20BYY084).

Author information

Authors and affiliations.

School of Foreign Studies, Xian Jiaotong University, No.28, West Xianning Road, Xi’an, 710049, Shaanxi, People’s Republic of China

Xiaopeng Zhang

School of Foreign Studies, North Minzu University, No. 204, Wenchang Avenue, Xixia District, Yinchuan, 750021, People’s Republic of China

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Xiaopeng Zhang .

Ethics declarations

Conflict of interest.

Non-financial interests that are directly or indirectly related to the work submitted for publication.

Ethics approval

Due to that fact that our study is corpus-based with no human participants involved, so no study-specific approval by the appropriate ethics is needed.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Below is the link to the electronic supplementary material.

Supplementary file1 (DOCX 55 kb)

Rights and permissions.

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and Permissions

About this article

Cite this article.

Zhang, X., Li, W. Remodeling effects of linguistic features on L2 writing quality of two genres. Read Writ (2023). https://doi.org/10.1007/s11145-023-10438-y

Download citation

Accepted : 23 March 2023

Published : 12 April 2023

DOI : https://doi.org/10.1007/s11145-023-10438-y

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Lexical sophistication
• Syntactic complexity
• Linguistic features
• L2 writing quality
• Structural equation modeling

Advertisement

• Find a journal
• Publish with us

• Our services
• Additional services
• How it works
• Affiliate program
• Read reviews
• Free essays

Linguistic Autobiography

My family is currently living in America and before we moved to U.S.A, we lived in Germany which is our home country.  When we came to U.S.A twenty years ago, we faced communication problems because most of our family members could not speak the English language. Since we were unable to speak English, my siblings and I faced myriad challenges and we could not even socialize with people in the neighbor hood. Our parents were able to speak English and they always helped us in interpreting some things.

In order for us to cope with the social and cultural conditions in America, we had to learn English as soon as possible. My parents enrolled me in one of the American grammar schools. It is from this school that I developed the interest of learning English as my second language. After learning a few skills in English, I joined one the elementary schools in California. Coping with education system in this school was initially very challenging to me. This is because I had only learned a few concepts in the English language and I could not understand the most of the concepts that were taught in class.

I found participating in class even more challenging since my colleagues could laugh at me whenever I made some mistakes. I took this challenge positively and I kept on consulting my instructors and fellow students on how to answer questions correctly in English. Unlike other foreign students who avoided socializing with native students, I forged good relationships with them. This helped me to learn very quickly and after the end of the first semester I was able to speak and write fairly good English. My interest in learning English continued as I continued with my studies.

When I joined high school I was now able to speak good English just like other native students. This motivated me to learn more about English. While in high school, I spend most of my free time studying English grammar and its usage. When I graduated from high school got very good grades in English. I then applied for a scholarship at California State University, and I luckily secured a scholarship to pursue a course in teaching English.

I pursued my linguistics course for four years and during this program I learnt a lot about the process of learning and teaching English as a second language. One of the key things I learnt was the teaching approaches that could be applied in teaching a second language to foreign individuals. These skills became very important to me when I went for my attachment to teach foreign students English. During my three months attachment, I was able to transform many students negative attitude toward learning English as a second language. I used my personal experience to encourage and teach them how to write and speak English.

Social, emotional and linguistic factors always influence the capacity of an individual to learn a second language. The social environment within which a person operates will definitely influence his ability to learn a new language. For example, the learning environment in America encouraged me to learn English. This is because there was no other language used for teaching hence I had to learn English in order to cope with my studies. I also had to socialize with my friends and this could only happen if I new how to speak English.

Emotional factors also influence the ability to learn a new language especially when an individual feels that the second language, English, is more superior to his first language. People who are learning new languages should be given enough psychological support (Lightbown, 2006). This can be done through encouraging them to continue learning the new language (Brown, 2007). They should also be given enough time to learn new skills. “Krashen’s theory of language acquisition states that adults develop competences in second language acquisition by using language for real communication” (Vanpattern, 2006). The input hypothesis of the theory states that “humans acquire language in only one way – by understanding messages or by receiving comprehensible input” (Ellis, 2008).

Cultural diversity is important in a classroom environment because it enables learners to share their social and cultural experiences. This enables learners to acquire more information because they can learn from their colleagues who come from different cultural backgrounds. By accepting each others cultural background, learners can have a better understanding of each other, hence they can learn peacefully. Cultural diversity might however negatively affect learning especially in a situation whereby some learners feel that their culture is more superior. This might make them look down upon some of their colleagues.

Related essays

• My Hero: Bill Gates
• Personal Leadership Philosophy
• Personal Experiences
• To be without some of the things you want is indispensable of happiness
• Personal Development

Authorization

for more than