Nursing Shortage in America - Coursework Example

Nursing Shortage in America s Submitted by s: 17th March 17th March The research conducted on reading ease hasindicated that there are two aspects in reading that are if extreme importance. These elements are morphological awareness and phonological awareness (Everatt and AL-Sharhan et al. 2011, pp. 127--133). The two skills in reading are important in that they affect the word decoding according to the alphabetic orthography. The orthographies act as the maps for the oral language. This means that the phonemes in the language ought to be attained in order for the student to have the ability to decode words in the alphabetic orthography. The phonemic awareness isevident in English language and other languages. The need of the phonemic awarenesscannot be disputedin the children that are bilingual. The alphabetic orthographies are also representative of the morphemic units. In the event that one is provided with a two layered language structure, the morphological awareness also contributes in a significant manner in the development of the reading skills in the alphabetic orthography (Schmid 2013, pp. 117--123). In the limited research conducted on the children that are predominantly English speaking, there is evidence that the children with the well-developed language has both well-developed morphological awareness and in the reading and in the speaking. The different languages that the students may have depict different levels of development in terms of the morphological and phonological awareness (Everatt and AL-Sharhan et al., 2011, pp. 127--133). For instance, in Arabic and English, the languages are developed differently in terms of the morphological structure transparency and the phonological structure of the complex printed words. In both languages, it is evident that the morphological structure in English is transparent while Arabic has an opaque morphological structure. The alphabetic transparencies are the determinant of the oral language at the phonological level. The fact that the word may be broken into segments should have an important role in the determination of the level of language acquisition. This is a hypothesis that is widely supported by various researches. The alphabetic orthographies have a differing pattern in terms of their regularity and consistency at which they mirror the oral language. In the orthographies that are largely termed as shallow, the relationship between the word spelling and its consequential pronunciation is regular (Everatt and AL-Sharhan et al. 2011, pp. 127--133). The pattern of the relationship is also indicative of a high degree of consistency. Therefore, the word decoding using this approach is easier in that a person can predict the pronunciation according to the grapheme-phoneme relationships (Schmid 2013, pp. 117--123). The case is different when looking at the deep orthographies. In the second case, the pronunciation is not easily predictable since the individual graphemes may have a mapping into the different forms of phonemes. This makes the word decoding to be hard and it will require that the person use larger sizes of the orthographic unit such as the rimes for the creation of the word pronunciation. The orthographic depth is irrelevant in the word reading in the alphabetic orthography. The level of phonological awareness in the children has a direct correlation with the phonological awareness and reading capabilities in the second language (Francis 2005, pp. 491--531). The alphabetic orthographic may be also used in the mappingof the morphemes. Consequently, reading in the alphabetic orthography ought to benefit from the awareness of the morphemicstructure of the words that are considerable complex (Everatt and AL-Sharhan et al. 2011, pp. 127--133). The morphological awareness is the conscious capacity of the children to understand the morphological structure of the word and their consequential capacity to manipulate the words the relevance of the morphological structure in the printed words has been largely ignored in most of the research (Saiegh-Haddad and Geva 2008, pp. 481--504). There is a great importance of the children and adolescents to produce the words that they use from their respective stems since the children that have this capacity are often good when it comes to the reading of the words (Francis 2005, pp. 491--531). The awareness of the student to understand the morphological structure of the words has an impact on the consequential capacity of the child to comprehend the context in which the word is used Looking at the English language, itis clear that the morphemic boundaries are the same as the phonemic boundaries (Saiegh-Haddad and Geva 2008, pp. 481--504). This means that the study of the independence between the awareness of the student about the morphological structure of the word and the reading capability is called for. It is particularly important for the establishment of the fact that the morphological awareness is not an extension of the phonological aspects of the language. The study conducted seeking to distinguish between the phonological awareness and morphological awareness indicated that the role of the morphological awareness in the English language extends beyond the normal boundaries that are established by the phonological awareness, which serves as the distinguishing element between the morphemes and phonemes convergence in the English language (Everatt and AL-Sharhan et al. 2011, pp. 127--133). In as much as all the alphabetic orthographies follow the isomorphism rule and make sure that the morphological relatedness in the word spelling is preserved there is a great variance in the degree of the morphological transparency. The transparency is the level at which the meaning and sound of a word can be recovered from the morphological structure. English is as cincatenative language (Francis 2005, pp. 491--531). This class of languages uses the linear morphological processes that follow the rule of prefixing and suffixing in order for one to come up with new words from the stems. In most of the cases, the morphemes of the languages can stand-alone and form their own words. When affixes are added to the morphemes, the unique phonological structure of the words is maintained. The orthographic identity of the word is retained in this case. Studies conducted on college students opinions on the status of English and Arabic indicate that there is an increasing preference in the students for the adoption of English as a the main mode of instructions with Arabic being the second language even though it is the native language for the students in Saudi Arabia (Francis 2005, pp. 491--531). The majority of the students investigated indicated that they have the opinion that English is far more superior compared to their language mainly because the language has an international outlook. They think that their language would be best suited in the instructions on issues that are considerably termed as the lower priority in the society such as the teaching of the Arabic history and the language or religion and not issue that have a more significance on the global scale (Saiegh-Haddad and Geva, 2008, pp. 481--504). Arabic is increasingly seen as the language that is suited for the instruction on the issues that are deemed trivial and the English language is better suited for the instruction on the issues that are crucial such as science. This means that Arabic as a language is under a real threat of loss of dominance from English, which is a second language. The studies conducted indicate that the language has more dominance due to the failure of the government and other important players to come up with the adequate planning and language policies that seek to protect the language from the threat of dominance, developing the language and planning the same language to promote it for the use in the higher education as a means of instruction. There is also a slow and rather halfhearted approach to the arabicization of the language and the poor approaches to translate the technical materials into publication that are made in Arabic. The competition in Saudi Arabia in English and Arabic as the main modes of instruction in the institutions of learning has been an ongoing affair for a long time (Francis 2005, pp. 491--531). Most of the universities in Arabic have ended up taking the English language as a medium of instruction when it comes to the teaching of subjects such as medicine and engineering because the people were under the British colonization. The very issue of the feasibility of the use of Arabic as the mode of instruction in the college and university level is largely under doubt even though the majority of the students believe that the use of Arabic as a mode of instruction is possible. The people that indicate the optimism of the use of Arabic as the mode of instruction hold the opinion that the only way that the people will have the chance of using the Arabic language as the medium of instruction will be when the stakeholders make more attempts of developing the materials that use the language that are of the same quality as the one that are available in the English language. Otherwise, the attainment of the use of the language is highly unlikely. Some of the students believe that the use of both languages is the best approach that the government can adopt in order to benefit from both the advantages that the languages provide to the final user. The students believe that the use of Arabic as the medium of instruction in the schools is the main way that they can understand the content in class (Al-Jarf 2008). This means that the students that use Arabic are better performers than the ones that use the English language, which is mainly foreign and hard to understand to most of the students that take the technical examinations (Francis 2005, pp. 491--531). The students believe that the use of Arabic in the exams will lead to the attainment of better results compared to the ones that take the exams in English. Studies conducted in the retention and the perforce of the students that use Arabic to take their exams have a better performance compared to the ones that sit for their exams in the second language. There are also a higher number of students that fail in their exams when they use English as a medium of instruction compared to the number of children that fail when they use Arabic as the main language in the lectures and other oral discussions. The medical understanding and engineeringknowledgeis better in the event that the language that is used in the schools is predominantly Arabic. The course coverage is also larger in these casesthan when the language that is used is mainly English or a mixture of the two. Tis means that the level of comprehension in the case where the students use the Arabic language is higher than when the students use the English language as the mode of instruction even when the material used are direct translations from each other(Al-Jarf 2008). This means that English is major source of issues for the schools and students and it might be the main cause of the failure of the students and it brings a different dimensions of looking at the case of failure in the schools since the students that fail are not necessarily unable to understand but the approaches that the teachers use in the schools could be the main issues. The issue of comprehension of the lexical density of the material that the students are taught in the universities depends on the comprehension of the pronunciation and the understanding of the language that is used (Francis 2005, pp. 491--531). This means that the best scenario would be when the schools use the language that the students are comfortable with as opposed to a language that has difficulties when it comes to the attrition. The efforts that the students spend when studying in English is more than the one that they use when they are studying in Arabic.Due to the difficulty and the additional needs of the students to place more effort when studying in English, there is a general tendency of the students to work with Arabic than English when they are reading despite the challenges of coming up with the best material that is of the same level with the one that is made in the English language. There is a general issue with the ability of the students to express them in the English language as opposed to when the students are using the Arabic language, which they are more conversantwith. The studentsmay end up providing the correct material in the exam. However, they have issues when it comes to the expression of the ideas. Therefore, most of the students are more inclined to use Arabic in their reading exams since they have better chances of comprehending the subject matter as opposed to the time when the students use the English language. The developments that are evident in the English language and the communication sector have led to a change of the approaches that the student have when it comes to the use of the language in the class context. Englishis increasingly becoming the language thatwill always be applied in the entire places inthe world. This means that the opinions that the students had concerning the language ought to be used in the class as a medium of instruction are under consideration. English is a language that is mainly used in the international political alliances. It is the main language used in technology, finance and tourism. This factor has changed the view of most of the student that previously took the stand that English is the best language to use since it provides them with the global legitimacy. They would rather overcome their reservation on the use of the language in the classroom context despite the obvious and genuine challenges. The people that are out to learn English are many. Almost a third of the world’s population is out to learn the language since it has come to assume the dominant position. Effective learning of the second language such as English is also faced by a number of challenges that stem from the inability of the people to come up with the accurate learning capacity for the second language (Al-Jarf 2008). In most of the current studies, there is a major focus on the inability of the children to come up with the capacity to comprehend the information that is delivered in the second language. This also led to the development of the term learning difficulties, which is a definition of the people that have difficulties when it comes to understanding of the materials that are delivered in the second language (Francis 2005, pp. 491--531). The learning difficulties range from one student to the other that uses the second language as the mode of instruction. The inconsistency is evident in the mathematic and other areas that have some extent of lexical density compared to other areas that do not have the lexical density. The differences are often inconsistent with the other areas where the student may have some indications of success. The difficulties in learning may also manifest in the other areas and not primarily on mathematics and literary skills. The inability of the student to learn in that entire he does in the schools sets him or her on a path that is limited in terms of the potential. The employment opportunities of the children depend on the ability of the same child to perform in the classes. However, when the child has difficulties in expressing the potential or comprehension in the class. This means that the society will end up judging the child in the wrong way taking him or her to be the epitome of failure while in the real sense the child is a performer in all that he does. The child may have understood what was expected of him but when it comes to the expression of the content that he or she has learnt, there are major disparities. These limitations on the child potential are all but fair. The need for the development of a testing approach that accommodates all the people is important in that it leads to the eventual attainment of the right assessment of the capacity of all the people involved in the education process(Francis 2005, pp. 491--531). There is another danger of using the second language. In most of the cases when the children have explicit learning difficulties, there is a high probability that the children will develop emotional disorders. The most common emotional disorders that the children suffer from include depression, anxiety and extremely low self-esteem compared to their peers that have normal learning abilities. The children with learning disorders also indicate high instances of attention issues and behavioral problems in these students than in the ones that have normal learning. The children that have the attentions deficit hyperactivity disorder are often the ones that were incapable of handling the learning issues in life. This means that the children have poor capabilities when it comes to handling the high pressures that may face them in life. The language that is used by the child is indicative of the cultural background of the child. In the event that the child is in an Islamic locale, the chances of the child to understand the English language which ash many western cultural influences is highly unlikely. Therefore, for the attainment of the right combination of factors that affect the learning calls for the configuration of the language such that it is sensitive of the leaner’s background. Otherwise, the failure of the student to understand the language will eventually lead to learning disorders. It is therefore important for all the people to consider the implications of the language interdependence in the creation of language attrition. In most of the children the development of two languages may led to the creation of tow scenarios(Francis 2005, pp. 491--531). The main results that have been evident are that the languages may have a steady case of competition. In other cases, the languages may compete in an unsteady manner such that one of the languages undergoes stabilization. In this case, the language will end up creatingthe scenario where one of the languages is defeated by the other language. In the cases of the acquisitions of the second language in children and in the grown up alike, there is a general tendency of the creation of an analogous distinctions between the two classes of bilingualisms is additive and subtractive bilingualism(Francis 2005, pp. 491--531). The languages that the child learns are not source of confusion as most of the previous misconceptions proposed. The misconceptions thought that the attainment of early bilingualism is a potential source of linguistic confusion(Al-Jarf 2008). On the other hand, the acquisition of the two languages does not affect the intellectual development or it does not lead to the creation of language deficiency. The robustness of the development of the language faculty applies to both the monolingual and bilingual children alike. In as much as there are significant variations in the cultural language and the socialization patterns in the language faculty, the attainment of the core grammar in the initial language of a child is guaranteed. The language faculty can also process the bilingual grammar at the same time(Francis 2005, pp. 491--531). This means that the creation of the language calls for the attainment of more than the primary language. The language faculty is made in such a manner that the children will have more than one language. It can accommodate both the bilingual and the multilingual variations. Studies in the fists language acquisition indicate that people usually have a common trend when itcomes to the first language acquisition. The people have the uniformity and homogeneous acquisition of the native language. Unless the speakers have a language specific deficiency, there is a predictable way of language acquisition. They follow the same path and they eventually attain their full knowledge of their original language. In the case of the learners of a second language, there is a great variability of the rate at which they acquire their language. The learners often fossilize at a certain level of the language development. In most of the leaners of the second language, the attainment of the fossilization depends on the age at which they started their language acquisition(Al-Jarf 2008). The above trend does not apply to all the learners. There are cases whereby the learners can be easily mistaken for natives even when they are later learners of the second language. This aspect of the language acquisition has eventually led to the creation of a controversy over the existence and actual scoping of the critical period. This is the time in the maturation of the second language during which the mechanisms for language acquisition are fully available. Some of the researcher posits that the passing of this period marks the end of the capacity of the learners to work towards the acquisition of a second language is greatly impeded. In the late language,learners that are thought to attain the native like maturity of their second language use non-grammatical compensatory strategies that allow them to hide the fact that they have some underlying differences from the native speakers of the language. On the flipside, there are researchers that hold the opinion that the native speakers and the learners of the second language are not different in any way. This lead to the question of whether there are any differences between the native’s speakers and the later learners of the secondlanguage. The question can look into whether the later learners of the second language fail to attain the full potential than the ones that learnt during a critical period. The issue of whether there is any possibility of the existence of the maturational restriction on the development spans of the second language(Al-Jarf 2008). There is a general feeling among some of the researchers that the late acquisition of the second languageis greatly compromised by the attainment of the native language beyond a point where the native language has the dominance in the communication. This leads to the opinion that the second language can only be attained in the desired level before puberty. Beyond this point, the language acquisition has to be attained only if the acquisition process is pre-instantiated by the native language. In other quarters, the acquisition of the second language is not different from the first language acquisition. According to this, point the changes in the neutralsubstrate or the reduced access to the principles of grammar that account for the change in behavior in the learners of the second language that do so in the late stages of their lives. The later learners of the second language have the same potential of acquiring the second language and can understand the rules of grammar just like the earlylearners of the second language. The differentiating factor between the two classes of people is the inability of the later learners of the second language to apply the knowledge that they learn in a deterministic manner owing to the competing demands of the two systems of the language(Francis 2005, pp. 491--531). The approaches stated above have the assumption that in order for a bilingual to use his or her weaker language, he or she has to spend a great effort to handle the inhibiting routines that comes from the stronger language. This mechanisms of inhibitions of the stronger language may end up failing leading to the output that come from the underlying rules of the first language to have a significant amount of influence on the original language of the learner. In the later second language learners that have better proficiency in the language acquisition, there is a general tendency of the development of a special aptitude for the language learning which makes it possible for them to attain particularly high proficiency that is almost the same with the ones attained by the learners of the second language that learnt it early. They have an outward semblance to the original learners of the language yet they are not the same since there are some fundamentalunderlying elements that differentiate them only that they are capable of coming up with the superior strategies for the compensation of the language inadequacies. In order for one to ascertain the performance of the later learners in the second language acquisition, it is proper for one to compare the performance of the proficient late learners with the performance of the learners that havecross-linguistic influences but have the acquired language since their time of birth. This provides more insight compared to the traditional approach of comparing the monolinguals with the bilinguals(Francis 2005, pp. 491--531). This means that the attainment of the high levels of performance in the second language depends on a number of factors and not the mere fact of age. The students in the Saudi Arabia have difficulties understanding the technical issues due to the age at which the language is introduced to them. This means that the only way of providing attrition in the second language depends on the stage at which the language was introduced. In some of the cases, the language may be better learnt in the event that the students use their inherent language acquisition techniques. However, not all the students have the high aptitude for the second language acquisition. In order to include all the people in the language acquisition more so in the official capacity, the language ought to be taught early enough(Francis 2005, pp. 491--531). The cultural variability of the language backgrounds ought to be harmonized to mirror the needs of all the people. Theteaching of the cultural background of the language may have some impact on the proficiency of the second language. The introduction of the second language as a mode of instruction means that the attrition of the language is important. The instructors ought to incorporate the language teaching early enough in order for the student to have improved attrition rates. The students that have the best understanding of the language ought to help the others. However, the system ought to use the morphemes and phonemes of the language to differentiate the second language from the native language. The native language ought to be limited from interfering with the second language. The differentiation of the languages is important in that it will lead to the better comprehension of the materials presented in the second language(Francis 2005, pp. 491--531). In the event that the people are using the second language more often than the initial language, there is a need for the stakeholders to provide the students with alternative materials that will be used alongside the original materials. In conclusion, language attrition can be studied and understood when one adopts a comprehensive approach. This means that is can be used in the attainment of the understanding on the processes the people undergo in understanding the bilingualacquisition and its consequential use and acquisition(Ramirez 2014, pp. 81-98). This interdependence affectsboththe attrition of the first language and the second language learners. The interdependence means that the people that learn the second language and excel in it have to use the same approaches that the original learners of the language use. The people can develop the language in an independent manner to create the best proficiency levels. References Al-Jarf, R. 2008.The Impact of English as an International Language (EIL) upon Arabic in Saudi Arabia.Asian EFL Journal, 10 (4). Everatt, J., AL-Sharhan, A., AL-Azmi, Y., AL-Menaye, N. and Elbeheri, G. 2011.Behavioural/attentional problems and literacy learning difficulties in children from non-English language/cultural backgrounds.Support for Learning, 26 (3), pp. 127--133. Francis, N. 2005.Research findings on early first language attrition: Implications for the discussion on critical periods in language acquisition.Language Learning, 55 (3), pp. 491--531. Ramirez, C. 2014. Developmental lingusitic interdependence and bilingual education: Cummins and beyond. International Journal for Sociology and Language, pp. 81-98. Saiegh-Haddad, E. and Geva, E. 2008. Morphological awareness, phonological awareness, and reading in English--Arabic bilingual children. Reading and Writing, 21 (5), pp. 481--504. Schmid, M. S. 2013. First language attrition.Wiley Interdisciplinary Reviews: Cognitive Science, 4 (2), pp. 117--123. Read More