Influence of education level in linguistics as an effect of social variables on linguistics
Introduction
Linguistics can be defined as a science involving the human language study where the language form, meaning and context are considered. The language structure also termed grammar takes care of the rules and regulations followed by users of languages. Grammar includes the phonology, morphology and the syntax of the language. Therefore, linguistics deals with the ways language employ structural Logics and real words referencing to pass across, process and give meanings. The language developed in various groups help initiate the measures needed in developing understanding. Members of the society highlight the various levels available in achieving progress created in the area of communication. Ideas and roles of each of the society members is dictated by the desire to develop the proper selection of communication channel. Linguistics also aims at solving and managing ambiguities (Barry 10). To a broader context, linguistics looks at how the language affects or influences the social, political and historical aspects of the society. This aspect of linguistics inspects the evolutionary linguistics that deal with the growth and development of linguistics; the historical linguistics- dealing with the various changes language has experienced, and the sociolinguistics- relates the social structures and variations in linguistics. Psycholinguistics and neurolinguistics explore the functions and representation of language in the mind and language processing in the brain respectively.
No matter the linguistic aspect, educational level plays an immense role in language use in numerous, social fields. The linguistic traditions can be applied in different educational contexts, for instance, the classroom setting in the conventional institutes and distance learning context through internet or video conferencing (Barry 31). Linguistic levels of education cause substantial variations in types and levels of languages used in the society. According to one’s origin and education level, the use of common languages like English and French is varied among people. In most cases, linguistic characteristics of mother tongues have influenced the adoption of mainstream languages. This, in turn, has an effect on the linguistic social variables available for such people since it affects the language features and patterns necessary for the development of mainstream languages. Languages accord the definition needed in identifying the groups available within the society.
Purpose of the study
This study is an in-depth analysis of the influences of education levels on the language forms available to different people in the society (Fromkin 12). It is obvious that those who do not attend schools or any educational training have a rough time understanding other languages. Such individuals are conversant with their native language or mother tongue and tend to comprehend the native language only. The linguistic aspects also seem to be a problem to such people since they do not see the relevance in grammar. Mother tongues are free style languages, and most of them have no rules, however, the common languages like English, have grammatical rules. There is the need to provide the necessary measures for the society to provide certain survival mechanism in creating progress. Without the education system to control the flow of information and the intellect of the societal members, there may be limited progress in developing the measures needed in recreating the society.
Educated individuals understand the benefits of linguistic rules making them accepted and understood by a number of society members. This will adjust the level of understanding and grasp of other subjects needed in developing specialization components. The society shapes the ideas and dreams of individuals into better strategies in achieving progress and success. There is the measure of generating virtues needed in providing a suitable mechanism to identify the strength of each individual. They can, therefore, communicate with a wide range of people with no problem. The evolving world requires knowledge in linguistics to enhance interaction of people from different parts of the world. Linguistic education gives an individual the chance to learn as many languages as possible. Depending on the level of education, the use of language in the society varies, for example, school going children are at a lower level of education, and their linguistic understanding is low. The language accorded to the set of members give them the opportunity to realize their ambition and the category needed in developing identity. Their linguistics social interaction is stringent to maybe a language or two at most. However, for the higher education levels, understanding of linguistics is high, giving them the opportunity to associate with many people of varying linguistic origins. Therefore, it is right to say that, education level is a principal determinant of the social variables of linguistics (Fromkin 34). Considering the study of language gives one benefit of co- existing in today’s society with other people. Ability to comprehend and relate to the linguistic society is crucial in many fields like businesses. Socialization is only possible through speaking, writing or reading and these abilities are not possible without proper linguistic education, which enhances understanding among society members.
Sample of data collection and analysis
Low-level education on linguistics affects the society linguistics relation negatively. This is because; the society members will not find a common language to utilize for relating and communicating. Therefore, language study is essential for the societal interaction. A study on the linguistic styles in the U.S. during and after the slavery period is a significant example in this case. It involves the effects of African American English education on their linguistics. From the study, it is evident that the segregation education received by African Americans had a significant effect on their English language development. They had poor performance due to lack of appropriate teaching staffs, who were blacks. Their English language was not highly refined like the white’s, thus, the level of education considered low. They were lagging behind other counterparts even after joining anti- racial schools. Results of their linguistics performance were 2% at the advanced levels, 10% at the proficient level, 25% at the basic level and 63% at below basic. However, the white performed as follows; 11% at the advanced level, 29% at the proficient level, 33% at the basic level and 27% below basic (Green 679). The linguistics patterns used in the African American education were not effective making the students adopt wrong patterns. This pattern gives the group the role in differentiating the roles within the universal setting in the linguistic pattern.
The low African American linguistics education was because of the linguistic features that acted as barriers to reading and speaking mainstream English. Incorporation of African American education structures in to reading and writing instructions was also a considerable drawback. Their problem was the difficulty to decode mainstream English words and sounds since these differed incredibly with those of their native language (Barry). This is an aspect known as structural interference.
However, due to the low African American linguistics education, numerous Standard English proficiency programs have been established in the U.S. They are strategies utilized in improving the African American English speakers’ proficiency. The main aim of the program is targeted at the proficiency in writing, reading and speaking mainstream English.
Findings and limitations
The results of the study included the differences between the African American linguistic education and the mainstream English. Phonological differences were the leading cause of reading, writing and speaking problems. For instance, pronunciation of certain English words became a problem. Words like past/ pass and told/ toll were pronounced similarly because of the African American phonological process operational on the final consonant clusters. This makes it difficult for the African American speakers to differentiate the pairs of words. The linguistic education also differed qualitatively in its features with the mainstream English features. Features like the use of negations, non- use of a third person singulars and the absence of the copula ‘be’ in certain writings and readings were the main characteristic feature of African American linguistic education. The features are disadvantageous because they do not establish the knowledge of the speakers in accordance to the rules of varieties. Again, they do not bring out the reality of African American education as a system (Green 675). The major finding in the study was, therefore, the wide difference between the African American phonological, syntactic, semantic and lexical, linguistic features and those of mainstream English.
These findings acted as drawbacks to the African Americans because, their interaction with the society was lowered. Understanding their writing and reading patterns were hectic to the other members of the society and particularly to the teachers. The African American linguistics education level also resulted in to low grade speakers which were not scrupulous in social and political fields.
Conclusions
Education level is vital for the development of appropriate linguistics social variables. Therefore, before considering educating others or getting some education on linguistics, it is essential to be aware of the required features and patterns in mainstream linguistics. The phonology, semantics, and syntaxes give a language the correct structure; hence, their inclusion in the education system is vital. Their correct use matters more and not just inclusion. Language is critical in societal interaction, and it is advisable for everyone to consider taking an appropriate linguistic education to enhance his or her social variables. Education level determines the linguistics variables in the society as seen in the African American English in comparison with the mainstream English. The use of inappropriate features and patterns in linguistic education limits the extent of use of the language at hand. The African Americans could not fully interact with the society through reading, writing or speaking. This is mainly due to the poor characteristic features and patterns they applied in linguistic education. Language proficiency programs are helping people with their linguistic problems. This is always vital for the entire society as it will enhance interactive forces among the people. Individuals gain the need to create interactive groups to relay both information and the needed targets in developing comfort.
Works cited
Barry, Anita K. Linguistic Perspectives on Language and Education. Westport, Conn. [u.a.: Bergin & Garvey, 2002.
Fromkin, Victoria. Linguistics: An Introduction to Linguistic Theory. Oxford [u.a.: Blackwell, 2002.
Green, Lisa. A descriptive study of African American English: research in linguistics and education. Journal of qualitative studies in education; 15(6): 673- 690, 2002.
