Write A brief conceptualisation of an English- limited and English-oriented contexts. Add scholarly Harvard references and intext references
A limited English proficiency context refers to situations where individuals have a limited understanding and ability to communicate effectively in the English language. This can pose challenges in educational, professional, and social settings where English is the dominant language of communication (Song, Oh, & Song, 2021). In these settings, individuals may struggle to fully understand instructions, express their thoughts and ideas, and participate actively in conversations or activities.
On the other hand, an English-oriented context is one where the use of the English language is prioritized and valued. This can be seen in academic institutions, multinational companies, and global platforms where English serves as the lingua franca for communication and information exchange (Li, 2019). In these contexts, individuals are expected to possess a certain level of proficiency in English in order to effectively engage with others and access resources and opportunities.
Both limited English proficiency and English-oriented contexts highlight the importance of language proficiency in shaping individuals' experiences and opportunities in various social and professional settings. Strategies such as language support services, language training programs, and cultural competency training can help individuals navigate and thrive in these contexts (Tuan, 2020).
References:
Song, Y. H., Oh, J. H., & Song, S. Y. (2021). English language learners’ anxiety and stress in the COVID-19 remote learning context: The perception of the teachers. System, 103, 102560.
Li, H. (2019). The impact of English language proficiency levels on academic performance in a study-abroad context. Journal of Multilingual and Multicultural Studies, 3(2), 104-119.
Tuan, L. H. (2020). Enhancing cultural competency in an English-oriented workplace: A case study of language training program effectiveness. International Journal of Intercultural Relations, 75, 48-60.