Exploring the Impact of English as a Second Language and Race

This essay examines the multifaceted impact of English as a Second Language (ESL) and race on learners, focusing on the challenges faced by individuals whose first language differs from English. It delves into the difficulties ESL learners encounter within the UK education system, including limited access to proficient English-speaking teachers and the impact of cultural differences. The essay highlights how language barriers can affect mental health, leading to feelings of unconfidence and stress, and explores the role of self-fulfilling prophecy in shaping perceptions. Furthermore, it discusses research findings related to racial recognition in speech communication and suggests strategies to improve the learning environment for ESL students, such as individualised instruction and the integration of technology. The essay also references relevant academic sources to support its arguments, providing a comprehensive overview of the subject.

THE IMPACT OF ENGLISH
AS A SECOND LANGUAGE
AND RACE (ESSAY PLAN)

INTRODUCTION
The report gives emphasis on Individuals those who find first language which is different
from English discover more important as it's attached to their emotions, so they are less
connected with the second language and learn it in way that have no emotions and can hurt
someone whose first language is English. Learning English become difficult for those who have
been speaking other language from the time of their birth so that communication become more
special for them. There are several difficulties that ESOL community faces while learning
English and completing their studies in English language. The stage of learning sometimes make
them feel unconfident, unsecure and unconscious because learning each vocabulary turn uneasy.
He report also states the feeling of ESOL community that how they perceive other people while
speaking English. The report gives details of impact of race on mental health of English to
speaking of other languages.
MAIN BODY
Difficulty to understand education system in English
In the UK there are several communities that have English as second language and
numbers of ESOL is increasing day by day with changing time as there are several technologies
available that help them to covet their first language world into English so there are many other
ways through which ESOL tries to avoid the learning of English. Challenges that they face are:
Less English-speaking Teachers Availability:
Those who learn english are in those areas whose rural area where they find not that
educated teachers who can make the fluent speaker of english, the less availability of such
leaders make them uninterested in learning and speaking (Dilshoda and et.al., 2020).
Background of ESL
While teaching any language there are many practices that need be taken in consideration
like Interaction, communication and many more. These ESL need to improve their proficiency
with fluent speaking of the language but these people feel isolated from their social values, so the
proper knowledge with protecting their social values.
Culture Impact
linguistic barrier make them insensible and unsecure of their culture values that sop to
make progress in learning. The ESL need to understand that culture values are not disregardless

when they try to learn and speak other language as english is very important because it has
international language and help them more competitive (Rahbarikorroyeh, 2020). There are
many learners who try to save them from learning due to occurrence of different status, different
food and different living status.
A limited learning environment
Students usually get influence from the surroundings, if there is environment where
students are lack interested in speaking the language then the others students who are interested
can lose their curiosity of learning the english. Even I there is person who knows english good
then it also gives them fear of insult in class or public area.
Impact On People feelings and mental health
ESOL feel Unconfident in talking english in public as they are not sure about the tense,
grammar and sentence sequence that they are making in their mind, all lead to Unconsciousness
and fear of losing their reputation among their colleagues, friends and family (Lindley, 2019). It
all lead to give them too much mental pressure to think correct word, proper grammar and
adequate sequence that they need to use in particular situation and what tone would represent the
sentences in correct form, so it will not hurt anyone's feeling and values.
However, new learners feel stress and pressure to adjust in different culture and
environment that lead to face in mental health challenges of individuals. Trying t speak again and
gain still not able to get the achievement of fluent speaking make them to feel useless and which
demotivate them to be not to be part of learning the language (Sumardi,2018). As there are
various sources available that made them confuse regarding their way of learning that they are on
right track or not. It make them unsure about their half learning which they have learnt with hard
work and dedicated efforts all these will make more unsure that lose their decision-making
capability of any situation and make them unsecure for their future goals and desire.
People feel less connected and lack of belongingness o the community when they are
unable to speak english and language barrier make everyone ineffective to express their opinion,
and they tend to avoid sharing when they are incapable of converting them into words.
How people perceive others opinion in self prophecy manner
In United Kingdom there is perception of people that teaching english differs from
society to society in accordance with their education system, political factor and demographic
factors that make everyone in that to accept the boundaries of their learning and someone these

individuals may be unfortunate of anguish and want attention in the class or from public
(Elmabruk, 2020). In order to be successful students learning english required to perform several
tasks and activities so that thy can get the practical exposure of particular situation in which are
inclined to held communication with others like group discussion, public speaking speeches,
presentation on particular topic etc. all these improve their fear of speaking in public and in such
situation make them to convert their imagination into self-fulfilling prophecy and expect the
audience to praise them while speaking or feel anxiety of turn insulted by the audience.
The perception of getting judged by the other person lose their assurance of speaking
english, and they automatically tend to speak their first language. And those who have left their
traditional way of learning and have adapted the modern style of learning will effect in loneliness
and nerve-racking situation (Harding, 2017). There are some people who do not want the other
people to grow as they want to cut out the competition that they can get in the future, so they
make a perceived situation for others, so they get discourage and leave the competition ins such
situation the victim feel lack of support and tend to lose the sureness.
Details of Research on ESOL
The current study trip in the domain of explore and employ the data to give more
emphasis on the topic. The research says that there are many students that have faced different
problems like political, social, environmental and legal barriers to learn he english language.The
research concentration on racial recognition of speech communication of learners (Cavallaro and
Sembiante, 2020). There are various situations that can motivate the individuals to learn the
second language, the teachers need to identify that which possibility can contribute more to their
way of learning and which can be excluded so that the students can feel more comfortable and
curious to learn as the main aim of teacher to make the students learn the language in shorter
time and in the best manner.
The research says that ESOL feel more motivated when they are taught in individual
manner in such cases they feel free to express their feelings regarding any step, and they can get
connected to the teachers as it's difficult to ask more and more questions and clear doubts when
there are lots of students in class it becomes difficult to focus on expression of each student and
interact individually so giving more time individually on students can make the possibility of
early learning of individuals (Dilshoda and et.al., 2020). The availability of advanced technology
can also make students to feel exited though new mode so that they can concentrate properly.

CONCLUSION
It can be concluded from the report that ESOL face many challenges like less serious
environment for learning, lack of availability of educated teachers which all impact in lack of
confidence, unconsciousness and uninterested in learning Second language, they feel stressed
and also perceive the other people will judge them and make their fun in public all this result in
low motivation to continue the process of learning, the report also shows the research that how
teachers can bring changes so the ESOL can feel motivated and confident to speak and learn
english.

REFERENCES
Books And Journals
Cavallaro, C. J. and Sembiante, S. F., 2020. Facilitating culturally sustaining, functional literacy
practices in a middle school ESOL reading program: a design-based research study.
Language and Education. pp.1-20.
Dilshoda and et.al., 2020. How to develop the teaching system of english to esol teachers and
students. ACADEMICIA: An International Multidisciplinary Research Journal. 10(2).
pp.216-227.
Dilshoda, K. and et.al., 2020. How to develop the teaching system of english to esol teachers and
students. ACADEMICIA: An International Multidisciplinary Research Journal. 10(2).
pp.216-227.
Elmabruk, R., 2020. JUDGING THE JUDGES: EXAMINING SUPERVISORS ASSESSMENT
OF UNOBSERVABLE SKILLS IN DEVELOPED EFL TEACHING PRACTICE
MODEL. European Journal of Education Studies.
Harding, L., 2017. Validity in pronunciation assessment. Assessment in second language
pronunciation. p.4260.
Lindley, K., 2019. Mental health needs in ESOL: students and staff. Language Issues: The ESOL
Journal. 30(2). pp.15-22.
Rahbarikorroyeh, H., 2020. Lived experiences of ESOL provision: English learning by Syrian
refugees in Aberdeenshire. Concept. 11(2). pp.1-13.
Sumardi, W. H. H., 2018. Transformative Service and the Sense of Wellbeing: A Study of Esol
Programme and Its Impact on the Lives of Immigrants in the UK. The University of
Manchester (United Kingdom).