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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.

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Language for Learning: Towards a language learning theory relevant for education

The importance of language in school and society.

L4L theory of language learning

Languages are always learned in specific socio-cultural contexts. Learners do not just learn “language,” they learn particular ways of using language in particular contexts. This is the case for multilingual and monolingual learners. 

Our L4L theory of language learning “integrates insights from ethnographic research on language and literacy (Heath, 1983; Levine, et al., 1996; Ochs, 1988), pragmatic development studies (Blum-Kulka, 2008; Ninio & Snow, 1996) and functional linguistics research (Berman & Ravid, 2009; Schleppegrell, 2004) to conceptualize language learning as inseparable from context…  Three key developmental implications emerge from these combined insights.  •    First, language development continues throughout adolescence and, under normal circumstances, language learning continues for as long as learners expand the language-mediated social contexts that they navigate.  •    Second, being a skilled language user in one social context does not guarantee linguistic dexterity in a different social context. Whereas speakers are enculturated at home into the language of face-to-face interaction, which typically prepares them well for colloquial conversations in their respective communities, many adolescents have encountered limited opportunities to learn school-relevant language practices and, consequently, academic language poses higher challenges for them (Cazden, 2002; Cummins, 2000; Heath, 2012). •    Third, language is a powerful socializer: by learning language, children also learn how to interact with others, how to comprehend, and how to learn in ways that are culturally shaped (Heath, 1983; Ochs, 1988).” (Uccelli, 2019; Uccelli, Phillips Galloway & Qin, 2020))

Extended talk supports the language of school literacy & learning

“In a socio-cultural pragmatics-based framework, language and literacy proficiencies are conceptualized as the result, to a large extent, of an individual’s history of participation in specific contexts and socio-cultural discourses” (Uccelli, 2019)

Publications

Uccelli, P., & Phillips Galloway, E. (2020). The Language for School Literacy: Widening the lens on language and reading relations during adolescence . In P. Afflerbach, P. Enciso, E. B. Moje, & N. K. Lesaux (Ed.) , Handbook of Reading Research (Vol. 5, pp. 155-179) . Routledge.

Uccelli, P. (2019). Learning the Language for School Literacy: Research Insights and a Vision for a Cross-Linguistic Research Program . In V. Grøver, P. Uccelli, M. Rowe, & E. E. Lieven (Ed.) , Learning through Language: Towards an Educationally Informed Theory of Language Learning (pp. 95–109) . Cambridge University Press.

Featured Publications

Snow, C. E., & Uccelli, P. (2009). The challenge of academic language . In D. R. Olson & N. Torrance (Ed.) , The Cambridge handbook of literacy (pp. 112-133) . Cambridge: Cambridge University Press.

Uccelli, P., & Snow, C. (2008). A Research Agenda for Educational Linguistics . In The Handbook of Educational Linguistics (pp. 626-642) . John Wiley & Sons, Ltd. Publisher's Version Abstract Summary This chapter contains section titled: The Main Streams of Work in Educational Linguistics What are the Desired Educational Outcomes? What do Teachers Need to Know about Language? How do We Foster the Desired Linguistic Outcomes for Students and Teachers? Conclusion

Why mother language-based education is essential

Every year on 21 February, the world celebrates International Mother Language Day , which was established at the initiative of Bangladesh by UNESCO’s General Conference in 1999. The Day is an essential platform to promote the importance of cultural and linguistic diversity, and multilingualism for peaceful and sustainable societies.

UNESCO has been leading the way and advocating for multilingual education based on the mother tongue from the earliest years of schooling. Research shows that education in the mother tongue is a key factor for inclusion and quality learning, and it also improves learning outcomes and academic performance. This is crucial, especially in primary school to avoid knowledge gaps and increase the speed of learning and comprehension. And most importantly, multilingual education based on the mother tongue empowers all learners to fully take part in society. It fosters mutual understanding and respect for one another and helps preserve the wealth of cultural and traditional heritage that is embedded in every language around the world. 

However, there is still a long way to go before guaranteeing all learners their right to education in their mother language. In most countries, the majority of students are taught in a language other than their mother tongue, which compromises their ability to learn effectively. It is estimated that 40 % of the world’s population does not have access to an education in a language they speak or understand. There are about 7,000 languages spoken around the world today. But linguistic diversity is increasingly threatened as more and more languages disappear at an alarming rate. And when a language disappears, it takes with it an entire cultural and intellectual heritage.

Globally, progress is being made in multilingual education based on mother tongue with growing understanding of its importance, particularly in early schooling, and more commitment to its development in public life.

Through its normative frameworks for language policy and education, UNESCO shares good practices in bilingual and multilingual education and mother tongue instruction. It works with Member States to integrate multilingual education into curriculums and education systems. Recent successful initiatives to promote mother language-based education have taken place in Djibouti, Gabon, Guinea, Haiti and Kenya.

The findings from UNESCO’s new report From rights to country level action shows national efforts made by different countries to foster cultural and linguistic diversity.

In addition, UNESCO recently unveiled the World Atlas of Languages , an unprecedented initiative to preserve, revitalize and promote global linguistic diversity and multilingualism.

Impact of COVID-19 on mother language education

School closures due to the COVID-19 pandemic has exposed and deepened pre-existing education inequalities around the world. The closures ranged from a global average of 20 weeks to above 70 in some cases, more than a full school year. As always, it has impacted vulnerable and marginalized learners the hardest, which includes indigenous and speakers of languages from minority groups. According to UN estimates, nearly 500 million students from pre-primary to upper-secondary school were unable to access any remote learning opportunities during the lockdowns.

In many countries, distance teaching and learning tools, programmes and content were not always able to reflect linguistic diversity: They were largely provided in dominant national or international languages. When remote learning content is not available in students’ mother tongue, it increases the risk of learning loss, dropouts and exclusion. Many learners lacked the necessary equipment, internet access, accessible materials, content relevant to contexts and needs, and human support that would have allowed them to follow distance learning. Many teachers also didn’t have the skills and readiness for using distance teaching. They also struggled with digital tools in languages that they didn’t always master.

The massive digital divide shows how connectivity has become a key factor to guarantee the right to education. The lack of access to digital learning content is deepening inequalities, marginalization and exclusion. Another element that exacerbates the digital divide is the fact that many languages are not present on the Internet: There is a major linguistic divide in cyberspace today. The inclusion of languages in the digital world and the creation of inclusive learning content is vital. Remote learning based on the mother tongue should be incorporated into education systems in order for all learners, especially those from linguistic minorities, to access education during school closures and beyond.

This year’s International Mother Language Day theme, “ Using technology for multilingual learning ,” is an opportunity to take stock of the experience of the past two years, to move forward differently and better.

• More on International Mother Language Day
• More on UNESCO’s work around languages in education

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Role Of Language In Education Essay: A Comprehensive Guide

Role Of Language In Education Essay: Language is an essential aspect of education, as it enables individuals to communicate, learn, and develop skills. It is the primary means of communication that helps individuals to understand and exchange ideas, thoughts, and information. The role of language in education cannot be overstated, as it plays a crucial role in shaping individuals’ cognitive, social, and emotional development. This essay aims to explore the role of language in education and the importance of language diversity in promoting effective learning.

In this blog, we include About Role Of Language In Education Essay, in 100, 200, 250, and 300 words. Also cover About Role Of Language In Education Essay for classes 1, 2, 3, 4, 5, 6, 7, 8, 9, and up to the 12th class. You can read more Essays in 10 lines, and Essay Writing about sports, events, occasions, festivals, etc… About Role Of Language In Education Essay is available in different languages.

Table of Contents

Importance Of Language In Promoting Inclusive And Effective Education

Understanding language in education.

Language in education refers to the use of language as a medium of instruction, communication, and learning. It involves the use of language in a variety of educational settings, such as classrooms, libraries, and online platforms. Language plays a significant role in learning, as it helps individuals to understand concepts, ask questions, and express ideas. Language is the foundation of education, as it shapes how individuals think, learn, and communicate.

The Importance Of Language Diversity In Education

Language diversity refers to the presence of multiple languages within a given society. It is an important aspect of education, as it helps to promote cultural diversity, social integration, and multilingualism. Language diversity is beneficial in education, as it exposes individuals to different cultures, ways of thinking, and perspectives. It also helps to promote effective communication, as individuals who speak different languages can communicate more effectively when they have a shared language.

However, promoting language diversity in education can be challenging, as it requires a significant investment in language resources, training, and support. Strategies for promoting language diversity in education include providing language support services, promoting bilingual education, and developing language assessment and testing tools.

Language Acquisition In Early Childhood Education

Language acquisition refers to the process of learning a language, which typically occurs during childhood. Early childhood education plays a crucial role in language acquisition, as it provides children with the necessary support and resources to learn a language. Children go through various stages of language acquisition, such as babbling, one-word stage, two-word stage, and telegraphic stage, before they can speak fluently.

To promote effective language acquisition in early childhood education, it is essential to provide a language-rich environment that includes reading materials, songs, and other language-based activities. Teachers can also use various techniques such as modeling, repetition, and positive reinforcement to promote language acquisition in young children.

Language Learning In Higher Education

Language learning in higher education is an essential aspect of preparing individuals for their careers. It is an important aspect of education, as it helps individuals to communicate effectively with others, particularly in the global economy. Language learning can be challenging, particularly in higher education, where individuals have to balance academic demands with other responsibilities.

Strategies for promoting language learning in higher education include providing language support services, developing language immersion programs, and using technology-based language learning tools. It is also essential to promote a culture of language learning, where individuals are encouraged to learn and use different languages.

Language Assessment And Testing In Education

Language assessment and testing are crucial aspects of language education, as they help to measure individuals’ language proficiency and progress. Language assessment and testing tools are used to evaluate individuals’ reading, writing, listening, and speaking skills. There are various types of language assessments in education, such as proficiency tests, achievement tests, and diagnostic tests.

Effective language assessment and testing require the development of appropriate assessment tools and the provision of training and support for teachers and students. It is also important to ensure that assessments are fair and unbiased and that they measure what they are supposed to measure accurately.

The Impact Of Language In Multilingual Education

Multilingual education is a relatively new concept, but its impact has been significant. The provision of education in more than one language helps to promote language diversity, social integration, and cultural exchange. Multilingual education is beneficial, as it helps individuals to communicate effectively with others, particularly in today’s global economy. However, implementing multilingual education can be challenging, as it requires significant investment and support to be successful.

The benefits of multilingual education are numerous. Multilingual education helps to promote cultural diversity, as it exposes individuals to different languages, cultures, and ways of thinking. It also helps to promote social integration, as individuals who speak different languages can communicate more effectively when they have a shared language. Multilingual education also helps to promote cognitive development, as individuals who are bilingual or multilingual have been shown to have better problem-solving skills, memory, and attention span.

In conclusion, multilingual education is a crucial aspect of education, as it helps to promote language diversity, social integration, and cultural exchange. Multilingual education is beneficial, as it helps individuals to communicate effectively with others, particularly in today’s globalized world. However, implementing multilingual education can be challenging, as it requires significant investment and support. To promote multilingual education, it is essential to develop appropriate language policies and programs and to ensure that the curriculum is designed to promote language diversity. With the right support, multilingual education can help to promote a more inclusive and diverse society.

Read More: Essay On New Education Policy

FAQ’s On About Role Of Language In Education Essay

Question 1. What is the role of language in education?

Answer: Language plays a crucial role in education as it is the primary means of communication between teachers and students. It allows for the transmission of knowledge, understanding, and ideas. Language also plays a role in shaping how individuals perceive and interpret the world around them, and can have a significant impact on their academic success.

Question 2. What is the role and importance of language?

Answer: Language plays a vital role in human communication and interaction, enabling individuals to express themselves and convey meaning to others. It allows for the transfer of knowledge and ideas, the preservation of culture, and the development of social connections. The ability to use language is essential for personal and professional growth and success, as it is a fundamental aspect of human society.

Question 3. What is the role of language and communication in education?

Answer: Language and communication are essential components of education, as they allow for effective transfer of knowledge and ideas between teachers and students. Clear and effective communication helps to ensure that students understand the material being taught, and can ask questions or seek clarification. Language and communication also play a role in shaping how students perceive and interpret the world around them, and can influence their academic success.

Question 4. What are the five roles of language?

Answer: The five roles of language include communication, expression, learning, persuasion, and culture. Language is the primary means of communication between individuals, allowing them to share ideas, thoughts, and feelings. It also enables individuals to express themselves creatively and artistically. Language plays a significant role in learning, as it is the medium through which knowledge is transmitted. Language can be used to persuade others and influence opinions, and it is a key aspect of cultural identity and heritage.

Question 5. What is an example role of language?

Answer: An example role of language is communication, as it is the primary means through which individuals share information and ideas with others. Effective communication requires the use of language to convey thoughts, feelings, and knowledge. Language also plays a role in shaping how individuals perceive and interpret the world around them, and can influence their relationships with others. Finally, language is crucial for personal and professional success, as it allows individuals to communicate effectively in a variety of settings.

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Perspective article, machine translation and foreign language education.

• Global Languages, Massachusetts Institute of Technology, Cambridge, MA, United States

Online machine translation tools have great potential to transform foreign language education. This essay will synthesize systematic research on the role of machine translation conducted in the field of educational linguistics. After describing approaches developed that promote the integration of machine translation into language learning environments, the essay will briefly outline lingering concerns associated with the integration of MT tools into educational settings. We will propose future R&D priorities that can generate products based on existing technologies that have the potential to support language learners more optimally compared to existing machine translation tools. We conclude that an acknowledgment of the difficulties of MT tools to handle socio-culturally complex source text would pave the way for the development of MT-based pedagogical tools.

Introduction

The proliferation of impressively accurate consumer-oriented free online machine translation tools—in particular Google Translate—creates challenges and opportunities for language learners as well as the professional foreign language education community. After providing a general overview, this essay will highlight research in the field of educational linguistics that aims at analyzing both perceptions and the actual use of machine translation technologies among language learners and language instructors. This research review will focus on two interconnected clusters of research: (1) perceptions of MT tools among educators and language learners; (2) analysis and impact assessment of instructional approaches that use MT tool. Here, we will describe successful approaches developed by educational linguists that allow the integration of machine translation technologies into foreign language classrooms. After sketching these opportunities, we will outline what we consider the most significant risks associated with the integration of MT tools into language learning environments. We will argue that if deployed as an instructional technology, MT tools may lead to reductionist perceptions of language among students, teachers, and the general public. Based on these considerations, we will outline future priorities for both developers of machine translation applications and instructional designers that would generate modified technologies that support language learners in their quest to become both competent users of language technologies while developing autonomous proficiency in a foreign language with the help of innovative, pedagogically-enhanced MT tools.

Literature review

Due to the limited scope of this essay, we will not be able to provide an exhaustive review of existing educational research on machine translation technologies in foreign language education. For a broad panorama of the existing research, we recommend Jolley and Maimone (2022) state-of-the-art article that meticulously reviews the existing research literature in the fields of educational linguistics, second language studies, and foreign language education. Their analysis of existing empirical research, systematic case studies, argumentative essays, and action research reports on MT in educational settings identifies five interconnected research clusters. We focus here only on two of these five clusters: (1) The first cluster consists of publications on MT use among language instructors and learners, as well as their perceptions, attitudes, and beliefs about the role of MT tools in formal language learning contexts. (2) The second cluster consists of publications that introduce and measure learning outcomes of in language classrooms that proactively and intentionally integrate MT technologies into the learning. We will describe these two clusters in the following two sections.

How do educators and their students use and perceive machine translation applications?

In regards to learner and teacher perceptions, we know from systematic research that students unsurprisingly enjoy using machine translation apps while most teachers consider the use of machine translation apps unproductive, disruptive, and even often a form of academic dishonesty. In this context, we want to highlight a frequently-cited survey study conducted at Duke University among more than 900 undergraduate students. The data shows that learners frequently use online translators both in the context of their everyday life and in academic settings ( Clifford et al., 2013 ). Many of the participating students report using Google Translate in a similar way to an online dictionary by entering individual words into the system. They also overwhelmingly report that they benefit from using online translators and that these tools should be allowed in their language courses ( Clifford et al., 2013 ). This belief is surprising, considering that entering individual lexical items into online translators is an ineffective way to operate the technology. In order to tackle ambiguities, and accurately predict the meaning of synonyms, the technology relies heavily on the linguistic context that sentence-level entries offer. Contrary to student-users, instructors overwhelmingly do not recognize the pedagogical value of online translators in language classrooms, and many consider their use as a form of academic dishonesty ( Clifford et al., 2013 ). We find similar concerns in visiting online discussion boards where language educators discuss pedagogical matters. Instructors fear that MT-tools reduce learner motivation and deprive them from opportunities to engage in critical cognitive processes that form the foundation of the language acquisition process.

These negative perceptions among teachers are consistent with a case study on teacher beliefs more recently analyzed by Hellmich (2019) . Her data revealed a general skepticism of language instructors toward technology. As a result of these overall negative views, there are a number of studies that feature instructional units that aim at discouraging students from using online translators. For example, Steding (2009) and Faber and Turrero Garcia (2020) propose pedagogical suggestions that aim at highlighting the flaws of an online translator's linguistic output. These suggestions were developed for teachers to demonstrate to their students' why they prohibit the use of online translators.

Lastly, several studies conclude that an effective strategy for instructors who chose to prohibit the use of online translators and discourage students from violating this policy is to design tasks for homework assignments that are not compatible with the use of online translators ( Ducar and Schocket, 2018 ; Henshaw, 2020 ). This strategy of designing what Ducar and Schocket coin a “Google-irrelevant classroom” is problematic, because tasks that are central to the development of L2 literacy, such as compositions, will either disappear or they will be administered during class time, thus eliminating valuable class time that otherwise would be dedicated to oral proficiency development.

How do language educators integrate MT technologies successfully into learning environments?

In the early 2000s, educational linguists and instructional technologists started to investigate how to productively integrate online translators into their learning environment. Early on this work focused on instruction aimed at training professional translators and highlighted how using online translators in instructional settings could be effective ( Somers, 2003 ). This is not surprising, as professional translators started to use translation software in the 1990s ( Austermuehl, 2014 ). More recent articles on online translators in modern language instruction address more broadly the advantages and disadvantages of the implementation of online translators into educational settings ( Niño, 2009 ; Benda, 2013 ; Ducar and Schocket, 2018 ; Valijärvi and Tarsoly, 2019 ).

Specifically, a subset of these studies focusses on instructional settings that focus on second language writing development as a particular promising environment for the integration of MT into conventional language instruction ( Niño, 2008 ; Garcia and Pena, 2011 ; O'Neill, 2013 , 2016 , 2019 ; Correa, 2014 ; Kazemzadeh and Fard Kashani, 2014 ; Groves and Mundt, 2015 ; Stapleton and Kin, 2019 ; Tsai, 2019 ; Lee, 2020 ). Although most studies report increased motivation and improved L2 writing performance if students were trained to use online translators, the data is still insufficient to address the question of whether the use of online translators in instructional settings will prevent learners from developing the ability to produce written texts in the target language autonomously without the aid of online translators.

A number of educational linguists have studied how using online translators can result in elevating the metalinguistic awareness of language learners and empower learners by offering instant feedback on written and spoken language ( Correa, 2014 ; Enkin and Mejias-Bikandi, 2016 ; Aikawa, 2018 ). The findings of these studies suggest that by using the technology to elicit feedback on both their written and spoken language, students can develop higher levels of linguistic awareness through the use of online translators.

Risks associated with MT in language education

Today, there are no reasons for language educators and applied linguists to have any major concerns that relate to the semantic and morpho-syntactic accuracy of machine translators. We also believe that learning will not be substantially compromised in an environment where online translators are meaningfully integrated in the learning experience. There is however a true danger that the technology might lead to reductionist perceptions of language among students, teachers, and the general public. If proficiency becomes merely regarded as a tool, it reduces language as an exchange of messages in unsophisticated ways that do not recognize the sociocultural embeddedness of message and speaker. Such an instrumentalist notion of language proficiency does not resonate with the vast majority of educators and applied linguists, because it fails to acknowledge the richness and complexity of human interaction, identity, and culture. Instead, applied linguists and language educators understand proficiency as the ability to encode and decode meaning in a nuanced and context-sensitive way that is simultaneously a reflection and an expression of being and belonging. In addition to acknowledging the limitations of today's technology, educators must help learners at all levels interacting with machine translators to recognize these limitations. A language classroom that integrates machine translators must provide learners with experiences where they discover the limitations of machine translators.

Recommendations for future developments

Freely available online translation applications do not only fulfill their primary role by serving users with impressively accurate translations, they also have the potential to support language learners to develop autonomous proficiency in a second language. However, in their current form, the user must uncritically accept the output as accurate without offering alternatives. Such static systems deny learners the opportunity to engage in a cognitive process that psycholinguists regard as central mechanism of the second language acquisition process: Negotiation of meaning . Through this process two or more interlocutors identify and resolve misunderstandings and communicative breakdown. These interactional patters are widely considered highly effective for language learner, because this repair-oriented process directs learners toward meaning-based as opposed toward grammar-based repair strategies ( Ellis, 2003 ). In order to optimize MT tools for educational contexts, tools must engage with learners by providing them a meaningful interaction. Instead of providing a single translation that the leaners have to accept, the output must provide the learners with options that they can critically evaluate and thus engage in a process of negotiation of meaning through a human-machine collaboration. We therefore propose the following innovations.

Classic mode vs. educational mode

Online translation apps should offer two distinct modes of operation. In the “classic mode,” the machine translation platform operates in its conventional way. It offers users impressively accurate translations. In the “educational mode,” the platform provides users with opportunities to learn. Users get opportunities to critically integrate the system's output and as a result interact with the machine in order to collaboratively negotiate for meaning. As a result, learners will not only engage in cognitive processes that are essential for the acquisition of second language proficiency, they will also become more effective and critical users of MT tools.

Single translation vs. several version of translation

To optimize the users' language learning experience, the platform could provide a learner with three different possibilities to translate a phrase or a sentence. The learner can then choose one phrase and give a rationale for his/her decision. A (human) expert would then provide the student feedback both on their choice and their rationale. We believe that such a process can help learners to become more critical and thoughtful users of machine translation platforms, but it will also allow them to engage in some of the cognitive processes that support the second language acquisition process.

Feedback on the quality of the input

One of the major challenges (not only for learners, but also for conventional users of machine translation platforms) remains the ability to generate and modify input that is free of ambiguities and thus is less treacherous to handle for the machine translation platform. We believe that an “educational version” of a standard machine translation platform should also teach learners (and users) how to formulate effective input. For example, research on usage of MT applications among language learners shows that many use the technology to translate individual words. This approach is obviously an ineffective use of a system that relies on contextual information to predict meaning. Other users and learners enter unknowingly sentences that are highly ambiguous. In such cases, it would be beneficial if the translation platform would provide the user with feedback. For example, in response to a single word entry, the platform could ask for additional context, or it could provide several possible translations with explanations, so that the user can then choose the correct one. If the input is highly ambiguous, the platform could make the user aware of this fact and offer several less ambiguous suggestions that would teach the user eventually to operate the technology more effectively. It will also increase the learners' metalinguistic awareness both in their first language and in the target language.

We believe that the above outlined innovations will accelerate the acceptability of machine translation technology in language education, because they would help transform a static technology into an interactive system that offers genuine opportunities to refine human-machine collaborations. More importantly, such more dynamic systems will offer the learners rich opportunities and convince language teachers to acknowledge the positive role that MT tools can play in their classrooms. We understand that while these innovations would only require minimal modifications at the level of the user interface, they may represent an implicit acknowledgment of the fallibility of MT technologies processing socio-culturally complex source texts. Whereas, such an implicit acknowledgment may not serve the interest of corporations that commercialize MT technologies and services, the educational community would benefit from a broader and more public acknowledgment of the imperfections of the technology, because it would open pathways to the development of MT-based pedagogical tools and thus help integrating MT technologies in sophisticated and productive ways into foreign language learning environments.

Data availability statement

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author/s.

Author contributions

All authors listed have made a substantial, direct, and intellectual contribution to the work and approved it for publication.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: education, second language acquisition, language instruction, machine translation, artificial intelligence, perceptions of technology, digital humanities, curriculum

Citation: Urlaub P and Dessein E (2022) Machine translation and foreign language education. Front. Artif. Intell. 5:936111. doi: 10.3389/frai.2022.936111

Received: 04 May 2022; Accepted: 29 June 2022; Published: 22 July 2022.

Reviewed by:

Copyright © 2022 Urlaub and Dessein. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Per Urlaub, urlaub@mit.edu

† These authors have contributed equally to this work and share first authorship

Importance Of English Language Essay

500 words importance of english language essay.

The English Language is becoming more and more common in the world. As a result, increasingly people are dedicating time to study English as their second language. In fact, many countries include it in their school syllabus to teach children this language from a young age. However, the true value of this language is that it helps remove many barriers from our life. Whether it is to find a new job or travel the world. In other words, it helps to progress in life both on a personal and professional level. Thus, the Importance of English Language Essay will help you understand all about it.

Importance Of English Language

Language is our major means of communication; it is how we share our thoughts with others. A language’s secondary purpose is to convey someone’s sentiments, emotions, or attitudes. English is one such language in the world that satisfies both the above purposes. English has been regarded as the first global Lingua Franca. It has become part and parcel of almost every existing field. We use it as the international language to communicate in many fields ranging from business to entertainment.

Many countries teach and encourage youngsters to acquire English as a second language. Even in nations where English is not an official language, many science and engineering curriculum are written in English.

English abilities will most certainly aid you in any business endeavours you choose to pursue. Many large corporations will only hire professional employees after determining whether or not they speak good English. Given the language’s prominence, English language classes will be advantageous to you if you want to work for a multinational organization and will teach you the communication skills needed to network with professionals in your area or enhance your career.

The English Language opens an ocean of career opportunities to those who speak this language anywhere in the world. Similarly, it has turned into an inevitable requirement for various fields and professions like medicine , computing and more.

In the fast-evolving world, it is essential to have a common language that we can understand to make the best use of the data and information available. As a result, the English Language has become a storehouse of various knowledge ranging from social to political fields.

Get the huge list of more than 500 Essay Topics and Ideas  

Reasons to Learn the English Language

As the importance of the English Language is clear now, we move on to why we must learn the English Language. First of all, it is a global language. It is so common that one out of five people can speak or understand this language.

Further, learning the English Language can help in getting a job easily. As it has become the language of many fields, it automatically increases the chances of landing a good job in a good company.

In addition, it helps with meeting new people. As it is the official language of 53 countries, learning it helps to break the language barriers. Most importantly, it is also the language of the Internet.

Another important reason to learn this language is that it makes travelling easier. Being a widely used language globally, it will help you connect with people easily. Similarly, it is also essential in the world of business.

It does not matter whether you are an employee or employer, it benefits everyone. Students who wish to study abroad must definitely study this language. Many countries use their schools and universities. So, it can offer a good opportunity for students.

Why and where do we need the English language?

• Use of English on the Internet – Because of the tremendous rise of information technology, particularly the internet, English is the language of choice for Internet users. The internet has also played an important role in promoting and spreading the English language throughout the world, as more and more people are exposed to it, and English has also become the language of the internet.
• Use of English in Education – English has become one of the majorly used languages to understand, learn and explain concepts from various fields of knowledge. The majority of instructional tools, materials, and texts are written in English. The global educational systems at colleges all over the world need English as a foreign language.
• Use of English for Travel purposes – As we all know, English has been named as the official language of 53 countries and over 400 million people in the world speak English, the English language comes in handy for communicating with everyone when anyone travels around the world be it for tourism, job opportunity, settlement, casual visits, etc.
• Use of English for Communication – The most important function of a language is to allow people to communicate effectively. For many years, English has been the most widely known and valued language on the planet. In other words, English becomes an efficient tool for communicating with people all over the world.

Conclusion of Importance Of English Language Essay

We use the English Language in most of our international communications. While it is not the most spoken language in the world, 53 countries have named it their official language. Moreover, about 400 million people globally use it as their first language. Thus, being the most common second language in the world, it will be beneficial to learn this language to open doors to new opportunities.

FAQ on Importance Of English Language Essay

Question 1: How does the English Language help you get a job?

Answer 1: the  English Language is the language of many things like science, aviation, computers, diplomacy, and tourism. Thus, if you know English, it will increase your chances of landing a good job in an international company.

Question 2: Does the English Language help in connecting with people globally?

Answer 2: Yes, it does. It is because English is the official language of 53 countries and we use it as a lingua franca (a mutually known language) by people from all over the world. This means that studying English can help us have a conversation with people on a global level.

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Home — Essay Samples — Science — Dictionaries — The Role of Dictionaries in Language Acquisition and Teaching

The Role of Dictionaries in Language Acquisition and Teaching

• Categories: Dictionaries Teaching

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Published: Apr 11, 2019

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