Argumentative Essays

Running head: ARGUMENTATIVE ESSAYS 1
Argumentative essays
Name
Institution

ARGUMENTATIVE ESSAYS 2
Linguistic politeness model
Language politeness, can be defined as how language is used to express one’s interlocutor’s
desires and feelings in a conversation to enhance the interpersonal relationship in a way that is
generally accepted by ones’ society or cultural behavior. Different languages can be used to
communicate which may be verbal, written, or sign language. English language is one of the most widely
used languages for communication and also for learning. However, to many, English language is not
their first language. Some go to school to learn the language while others learn the language and later
use it to learn other driplines. This paper tries to analyze how linguistic politeness model is expressed in
indirect strategies in English as a Foreign Language (EFL) and in Content and Language Integrated
Learning (CILI).
In the last few decades, there has been an increase in the use of English language as a medium
of learning in non-language subjects. In Europe, the EU language policies on multilingualism have
provided grounds for the implementation of CLIL education. Internationalization and globalization
developments also have played a key role in enhancing the use of English as a learning tool. (Dalton-
Puffer, 2005) Urges that learners develop communicative competence while they use the language to
learn as compared to when they use the traditional EFL classes. In recent decades, people are now
widely embracing the importance of communicative competence where people understand and gain
more knowledge of a language by taking part in communicative events.
In CLIL classes, the learners are expected to be offered the required conditions for second
language learning which may include exposing them to the actual meaning of the language use. It’s also
necessary for the learners to be provided with naturalistic conditions to enhance proper learning of the
second language. The class offers meaningful interaction and comprehensible output. Sociocultural
opinions on the teaching of the language try to emphasize the nature of the language since it’s a social
process where people interact through social practices where language learning is carried out. CLIL
classes main aim is to ensure that learners attain communicative competence, which consists of
grammatical and pragmatic competence in the second language by using it not only in classroom
activities but also in their day to day activities (Tang & Tian, 2015).
However, CLIL education faces a lot of challenges. For instance, some students encounter
difficulties in understanding some classes. It requires one first to have a deep understanding of the
second language which contains ambiguous words with different meanings for one to understand the

ARGUMENTATIVE ESSAYS 3
classes. The whole processes of learning a new language to create a foundation for another class does
not only make the class difficult but also unfriendly. Some students find it hard to learn something they
are not familiar with to learn new concepts. Others have a pride of their native language while others
have a wrong notion about the new language making the whole learning process difficult (Martínez-
Adrián, Gallardo-del-Puerto & Basterrechea, 2019).
On the other hand, English teaching to people whose first language is not English is gaining
popularity today. English classes are taught in different countries of the world where English is not their
native language. The urge of more people to learn English is contributed by so many factors such as
globalization and internationalization. Globalization enables people from different countries to share
ideas, trade, and socializing freely (Zarobe & Zenotz, 2015). However, this cannot be achieved unless
they share a common language. English being the most common widespread language, people who
don’t understand the language prefer to learn it to interact with others of different nationalism. English
is not only used in communication but can also be used to learn other disciplines.
Nevertheless, EFL is not that easy. Spellings and grammar require memorization since some
words spell the same way but sound differently while others spell the same but have different meanings.
This makes it difficult for learners to identify the correct word to use. EFL learning also consumes one’s
time and money (Gierlinger, E. M. (2017).
Insight of the above, it is evident that people from different parts of the world need to
communicate in one way or another. Use of English as a common language makes their interaction
effective and efficient. Therefore, both EFL and CLIL learning is crucial for people whose English is not
their first language. Although the learning process has several challenges such as pragmatic
competence, it’s essential to learn English as a second language and also use it as a tool for learning to
be competent in the modern world.