
Social Isolation: Overcoming Linguistic Obstacles and Mitigating Social Isolation in Diverse Communities
Issue: Vol.5 No.11 Issue Article 27 pp. 1970 – 1982
DOI: https://doi.org/10.38159/ehass.202451127 | Published online 19th September, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study investigated the influence of language obstacles on social isolation in varied communities, with a specific focus on the Ogbomoso community in Oyo State, Nigeria. It analyzed the impact of language barriers on communication effectiveness, resulting in misunderstandings, conflicts, and limited access to crucial services such as healthcare, education, and employment. These obstacles also contribute to social and economic inequalities, impeding social advancement and intensifying emotions of seclusion, unease, and apprehension. The study used a qualitative research approach, utilizing semi-structured interviews and focus group discussions, to investigate the experiences of residents and their solutions for surmounting language barriers. The findings emphasized the importance of culturally responsive teaching, community-based learning initiatives, and the utilization of technology in supporting language acquisition and integration. The study presents exemplary programs, such as Canada’s LINC and Australia’s AMEP, as examples of effectively addressing these difficulties. The study underscored the importance of continuous policy assistance, fair access to educational resources, and active community involvement in order to establish more inclusive and unified societies. This study aims to promote social inclusion and reduce isolation by encouraging the use of multiple languages and implementing effective language learning methods. Its goal is to empower people from all backgrounds to succeed in academic, economic, and social aspects of life.
Keywords: Social Isolation, Social Integration, Linguistic Barriers, Diverse Communities, Language Acquisition
Bleakley, Hoyt, and Aimee Chin. “Language Skills and Earnings: Evidence from Childhood Immigrants.” Review of Economics and Statistics 86, no. 2 (2004): 481–96.
Borjas, George J. “The Economics of Immigration.” In The New Immigrant in the American Economy, 1–52. Routledge, 2018.
British Council. “English for the Future: Enhancing Language Skills through Innovative Programs,” 2020. https://www.britishcouncil.org.
Burns, Anne, and Celia Roberts. “Migration and Adult Language Learning: Global Flows and Local Transpositions.” Tesol Quarterly 44, no. 3 (2010): 409–19.
Callahan, Rebecca M, and Patricia C Gándara. TheBilingual Advantage: Language, Literacy and the US Labor Market. Multilingual Matters, 2014.
Chiswick, Barry R, and Paul W Miller. “International Migration and the Economics of Language.” In Handbook of the Economics of International Migration, 1:211–69. Elsevier, 2015.
Cummins, Jim. “Language, Power and Pedagogy: Bilingual Children in the Crossfire.” Multilingual Matters, 2000.
Derwing, Tracey M, and Murray J Munro. “Putting Accent in Its Place: Rethinking Obstacles to Communication.” Language Teaching 42, no. 4 (2009): 476–90.
Epstein, Joyce L, Mavis G Sanders, Steven B Sheldon, Beth S Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L Van Voorhis, Cecelia S Martin, Brenda G Thomas, and Marsha D Greenfeld. School, Family, and Community Partnerships: Your Handbook for Action. Corwin Press, 2018.
Gándara, Patricia, and Megan Hopkins. “English Learners and Restrictive Language Policies.” New York, Columbia University, Teachers College, 2010, 102–17.
García, Ofelia, and Jo Anne Kleifgen. Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners. Teachers College Press, 2018.
Gay, Geneva. Culturally Responsive Teaching: Theory, Research, and Practice. teachers college press, 2018.
Hakuta, Kenji. Mirror of Language. The Debate on Bilingualism. ERIC, 1986.
Jang, Eun-Young, and Robert T Jiménez. “A Sociocultural Perspective on Second Language Learner Strategies: Focus on the Impact of Social Context.” Theory into Practice 50, no. 2 (2011): 141–48.
Kirmayer, Laurence J, Lavanya Narasiah, Marie Munoz, Meb Rashid, Andrew G Ryder, Jaswant Guzder, Ghayda Hassan, Cécile Rousseau, and Kevin Pottie. “Common Mental Health Problems in Immigrants and Refugees: General Approach in Primary Care.” Cmaj 183, no. 12 (2011): E959–67.
Lucas, Tamara, Ana María Villegas, and Margaret Freedson-Gonzalez. “Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners.” Journal of Teacher Education 59, no. 4 (2008): 361–73.
Menken, Kate, and Tatyana Kleyn. “The Long-Term Impact of Subtractive Schooling in the Educational Experiences of Secondary English Language Learners.” International Journal of Bilingual Education and Bilingualism 13, no. 4 (2010): 399–417.
Norton, Bonny. “Identity and Language Learning: Extending the Conversation.” In Identity and Language Learning. Multilingual matters, 2013.
Piller, Ingrid. Linguistic Diversity and Social Justice: An Introduction to Applied Sociolinguistics. Oxford University Press, 2016.
Putnam, Robert D. “E Pluribus Unum: Diversity and Community in the Twenty‐first Century the 2006 Johan Skytte Prize Lecture.” Scandinavian Political Studies 30, no. 2 (2007): 137–74.
Reinders, Hayo, and Phil Benson. “Research Agenda: Language Learning beyond the Classroom.” Language Teaching 50, no. 4 (2017): 561–78.
U.S. Department of Education. “Every Student Succeeds Act (ESSA,” 2016. https://www.ed.gov/essa.
Vang, Zoua, Jennifer Sigouin, Astrid Flenon, and Alain Gagnon. “The Healthy Immigrant Effect in Canada: A Systematic Review.” Population Change and Lifecourse Strategic Knowledge Cluster Discussion Paper Series/Un Réseau Stratégique de Connaissances Changements de Population et Parcours de Vie Document de Travail 3, no. 1 (2015): 4.
Dr. Gbenga Michael Adeyeye has been involved in education for over 25 years. He is currently a Postdoctoral Research Fellow at the University of Johannesburg, and with an area of expertise in Education Sociology. He holds a Doctor of Education (D.Ed.) in Sociology of Education, a Master of Education (M.Ed.) in Adult and Industrial Education, and a Bachelor of Science in Education (B.Sc. Ed.) in Physics Education. He has numerous publications in prestigious journals and has attended both domestic and international conferences demonstrating my dedication to research.
Adeyeye, Gbenga Michael. “Social Isolation: Overcoming Linguistic Obstacles and Mitigating Social Isolation in Diverse Communities,” E-Journal of Humanities, Arts and Social Sciences 5, no.11 (2024): 1970 – 1982. https://doi.org/10.38159/ehass.202451127
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).