English Speakers’ Dilemma: Variations in English affecting teaching practice

Running head: ENGLISH SPEAKERS’ DILEMMA
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English speakers’ dilemma
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ENGLISH SPEAKERS’ DILEMMA 2
Introduction
English has risen as an international language that is used by both native and non-native
speakers. Teachers need to be trained in crucial areas that are used in language acquisition. Some of
these areas are syntax, phonology, and morphology (Flowerdew, 2015). In most cases, when a person is
a non-native speaker of English, the accent may be different regarding the words articulation, voice,
intonation and the rhythm. The case under study illustrated how variation in English could affect the
teaching practice in schools. After moving from the United States, it is almost 20 years. The analysis is
an about 11-year old child who failed English, and the teacher wanted to take him to classes that study
English as one of their second languages due to spelling mistakes. It was also difficult for the child to
differentiate between collective and singular nouns. The other child is six years, and he also has a
problem with the word phrase and could not pronounce some of the words as an Australian speaker. The
issue of concern is the differences between various English speakers (Trudgill & Chambers, 2017). The
teaching staffs and the principals are expected to come up with ways to minimize accent, morphological
differences that exist in the nations speaking English.
Question (A), what is taking place in the account
In the context, the study of English consists of identification of various English used. The
sociolinguistic is diverse context globally and involves the analysis multicultural background, function
context and histories affect the use of English in various geographical location. In most regions, English
is used in numerous dialects to communicate globally. The parents of the two children are American
native speakers and had moved from the United States about 20 years ago. At school, the children had a
problem with the use of the collective nouns and the changing present tense into past. The sentence
structure, spelling, and differentiation of the collective noun and singular were a challenge to an 11-year

ENGLISH SPEAKERS’ DILEMMA 3
child who was born to American parents. The teacher wanted to take of the child to study English as one
of the Second Language (ESL) because of the spelling and other grammatical errors (Bocanegra, 2014).
Though the child had English as a home language, there was a variation between American and
Australian English especially in the educational system. The teaching staffs seemed not to recognize
how different cultural setting, the accent of different countries and the best ways to manage the
differences that exist. Similarly, the other case was a child of the same parents who were in the
kindergarten and had a problem with the cognitive ability. The teachers in the pronunciation perceived
the cognitive challenge. There were some of the words which the child could not pronounce according
to Australian English. The children were annoyed by the traumatic experience in an Australian school. It
was hard for the children to understand Australian English and the teaching staffs did not have a
mechanism to aid student who from other countries. The usage of English differs depending on
geographical locations, and this may affect the accent and pronunciation of the words. It can change
educational systems as well as the societal and cultural setting of the people.
Question (B), use of linguistic terms.
Furthermore, the syntax of Australia is different from that of America. The principles, processes,
and rules that govern the use of sentence structure in a particular language show the differences in
syntax. It was indicated by the six-year American child who could not pronounce ‘nosebleed’ instead
she was saying it as a bloody nose. The arrangement and construction of the sentences in the two
countries differ and that is why the kids were frustrated while in Australian schools (Holmes & Wilson,
2017). English was one of the subjects that gave a challenge to children from other areas because the
accent and the word phrase are different. Furthermore, the Phonics in the school does not encourage
children to have the healthy development of the English despite the native language. They seem to
frustrate kids because the six-year girl had annoying experience in the school. The ability to identify,