Linguistic Barriers in English Education: A Case of Harmonized Language Proficiencies

Abstract

Learner equity as a crucial aspect and principle in the education sphere is explored in this paper, coupled with its role in promoting harmonized learner English language proficiencies. The main objective of this paper is to examine the significance of generating an inclusive learning environment addressing linguistic backgrounds in their diverse nature. A qualitative approach was employed. Embedded in this qualitative inquiry is Participatory action research (PAR). Semi-structured interviews containing open-ended question types were conducted with three purposely nominated participants to uncover how they perceived life realities, and this was done with close consideration of the major branches of applied linguistics, including, but not limited to, bilingual and multilingual contexts, where diversity in literacies becomes the bone of contention. It was discovered that (i) disparities in access and (ii) an inclusive curriculum design, when meticulously considered, could be beneficial in overcoming linguistic barriers impeding English language proficiency development. The study concludes that there is a need to emphasize harmonized language proficiencies that address individual differences during teaching and learning processes. Therefore, it is recommended that there is a need to target interventions that would aim to bridge the gaps in learner needs, be it in the form of learning approaches or adaptive resources, thereby enhancing and harmonizing learner-language disparities.