Statement of the Problem
Language is an important factor in communication which
transpires an effective mutuality between people. Henry Sweet, an English phonetician and a language scholar,
proposed that language is the expression of ideas by means of speech-sounds
combined into words. Words are combined into sentences, this combination
answering to that of ideas into thoughts.
In School,
language has played a huge function in students’ performance on socializing,
comprehending, and communicating. It is necessarily needed for any kind of
communication. Problems occur in situation where communication doesn't take
place. When this happens, the inability to communicate, many aspects of the
child are being affected. The antecedent of misunderstanding and
misinterpretation caused by language is known as Language Barrier.
Philippine Nikkei Jin
Kai International School, a Filipino and Japanese school, is a direct subject
for this problem. Foreign students, Japanese (日本人) specifically, have been
facing it. This study is conducted to determine the psychosocial effects of the
language differences through seeking responses of the following questions:
1. あなたは 学校でフィリピン人の同級生と友達を作っていますか。 (Do
you make friends in school with your Filipino classmates?)
1.1. 他の知人。 (Other acquaintances?)
2.
あなたは タガログ語を使ってフィリピン人の同級生とコミュニケーション出来ますか。 (Can
you communicate with your Filipino classmates using Tagalog?)
2.1 ビサヤ語。 (Bisaya?)
3.
あなたは 先生がタガログ語を使って話してる時にクラスに追いつくことは出来ますか。 (Can
you catch up in class when your teacher utilizes Tagalog in speaking?)
4. あなたは 先生が授業中に教えてることを理解することが出来ますか。(Can
you understand the lessons your teacher is discussing?)
The image above is the results of the questions and a chart of the results.
Hypothesis
We assume that language barrier hinders communication and
it prevents students from talking to each other freely with their emotions and
expressions due to lack of knowledge on the language of the other. It will
unable students to attain competent conversations and camaraderie restraining
themselves to speak and understand both parties. Moreover, language barrier
affects the performance of the students to do well and understand the lessons
being discussed, also, limiting their capacity to socialized, cultivate, and
enjoy to situations for improvement.
Conclusion
Language
barrier is indeed a hinder to the students in Philippine Nikkei Jin Kai
International School only through speaking Tagalog/Bisaya. It can be prevented
somehow but it will take knowledge in speaking English or Nihongo. Since most
of the students have difficulty in communicating in Tagalog/Bisaya, a special
class or a special attention in Filipino or Mother Tongue Class could help them
learn properly the specific language. Talking in their homes using
Tagalog/Bisaya can also improve their speaking skills with the language and as
well as give a boost of confidence on speaking it due to experiences at their
own houses. If these suggestions can be implemented, we will surely see a
drastic change in communication between the Filipinos and Nihonjins.
References
Crystal, D., & Robins, H. R. (2018, October 5). Language. Retrieved December 09, 2018, from Encylopædia Britannica: https://www.britannica.com/topic/language
Crystal, D., & Robins, H. R. (2018, October 5). Language. Retrieved December 09, 2018, from Encylopædia Britannica: https://www.britannica.com/topic/language
Khullar, V. (2017, April 26). How do language barriers
affect communication? Retrieved December 9,
2018, from Quora:
https://www.quora.com/How-do-language-barriers-affect-communication
Elsworth, S. (n.d.). Do Language Barriers
Affect Student Performance In School?
Retrieved December 9, 2018, from The Classmate:
https://www.theclassroom.com/language-barriers-affect-student-performance-school-5911.html
ADictionary (Director). (2015). Language Barrier Meaning [Motion Picture].
