Dialect’s Implications for Interactional Studies. According to recent research on language use for social purposes, results showed that students who use multiple dialects such as English and Indian create a challenge to the instructors whereby they have to recognize the complexity of the language proficiency. Additional studies have equally characterized ethnic differences to the international style in the institutional settings, and this creates misunderstandings among the involved parties (Sirsa & Redfrod, 2013). Language skills that have been learned within the society might conflict with educational expectations. On several instances, I have noted when students from different cultures such as US and Indian are engaging each other, and it is always clear that they experience language conflicts. Even in a class setting, sometimes the stories do not match students’ experiences within their communities meaning that they will have to understand new conventions.
Dialect’s Implications for Interactional Studies
The interactional expectations of American instructors towards Indian students always interfere with the teaching process since they do not share ethnicity. To enhance fairness, it is usually in the interest of the instructor to establish group discussions where members are from different ethnicities. However, due to the differences in pronunciation, such efforts are often impaired by the dialect differences, and at times this leads to miscommunication. Some of the Indian English phonologies sometimes make it difficult for ESL instructors to comprehend. For instance, when an Indian student is pronouncing the term retroflex, <r> is pronounced by tapping the tip of the tongue against the roof of the mouth (Sirsa & Redford, 2013). This makes the feature to be extremely brief with rapid contact such that the instructor might not get the intended meaning. This makes the feature to be extremely brief with rapid contact such that the instructor might not get the intended meaning. English as a Second Language (ESL)