Discourse orientation is likely to affect the learning ability of students; for instance, students learning in another discourse, dissimilar to theirs, are likely to get it hard fitting in the new learning discourse. On the other hand, students learning within their native discourse are most likely to perform well in their academic work. Study has revealed that this is because of a number of factor; most of which are contextual and psychological. When a student in a foreign country tries to learn in the foreign discourse, they are likely to feel out of place when they are asked to speak in class. This is because of the way they might speak the foreign language is not the way it is supposed to be spoken. This is likely to make them feel burdened with learning and some may give easily (Bashir-Ali, 2006).
Students may resist learning in a foreign discourse due to peer and social influence. As established, foreign students form a minority social group in many public schools. Since they will want to conform to a given dominant social group, they will be forced to assimilate the dominant group’s discourse. This has been established to be the course of resistance to the school accepted discourse such as language. As a teacher, one should ensure they understand the social backgrounds of such students. This will help teacher in ascertaining the most correct approach tin motivating this learners to accept the in-class and school accepted language. Teacher should not point out mistakes in such students when it comes to language use, if they do so, they should be cautious as this is likely to demoralize the students (Kumaravadivelu, 2003).
I come from Korea, where we speak the Korean language as the official language. I grew up partly in Korean and partly in America, resulting in my acquisition of the English language. In Korea where I was born, the Korean language is the official educational language. I was