Introduction

The purpose of this research paper is to provide an in-depth discussion and an overview of how the language development and multicultural issues influence the lives of those affected at various stages in life. Different individuals have different cultures and languages also, therefore, a major concern to look into how each of this issue affects the individuals later in life or their current occupations.

Research articles

Ford (2015) provides a typical case where several multicultural issues are reflected such as equality and equity of chances should not be awarded on the basis of the individual's cultural backgrounds. Equal opportunities should never be a discussion especially in school related qualifications or even responsibilities. Enrolling for a gifted position in various educational centers has generally improved especially for the Black students compared to the Hispanic students (Ford, 2015). Language development has also improved due to the increased rate of scholars in the society.

Language development is largely involved for the sake of having a reputable career development in life. Language development from the pre-test to the post-test according to Beriswill et al., (2016) involves a series of technological advancements to a student’s life. For the development of a career, every individual has to undertake a particular study for the development of skills in that certain area and excel accordingly thereby increasing the chances of recruitment in any organization. For example, in designing a PowerPoint document the students are engaged in a series of tasks for practice, therefore, increasing their knowledge and also the language since there is the documentation of the activity (Beriswill et al., 2016). In the 21st Century, the process is continuous since day by day there are developments that come up requiring an enhanced language and know how. 

Castellanos et al., (2016) stipulates that the language development among those with a hearing disability is higher than that of the normal children. The only difference is during a tender age where due to disturbances and delays causing a slower rate of language development, the hearing children developed their language more quickly. Canstellanos et al., (2016) examines the development of the children after a period of more than two decades where the results proved that the development in speech for both the hearing and the non-hearing children developed independently. Also, the multicultural differences also played a part in both kinds of children until the age of adolescence. The diversity in both beliefs and religion caused a difference since the hearing children changed as they grew.

 Dockrell and Marshall (2015) provide a strategic ideology that will enhance the measurement of how the children are assessed both in the language and by how they communicate with others generally. The skills in communication and the language are the central point in engaging a child’s life. Dockrell and Marshall (2015) outline that the current methods used to rate a child in terms of language development are problematic. This is so because hearing capability, language dialect and its status, and language assessment techniques are included in how well the child develops the language. Testing the language development through sound assessment is essential inefficient in rating the language development. Language assessment through dynamics is more preferred due to the different cultural issues and also the cultural background.

Park (2015) describes how both the language development and the cultural background interrelate and are inseparable in nature thus affecting the learning of individuals. For example, in the development of technological advancements such as the websites, individual to an individual relationship is required so as to form an individual to the interface relationship. The relationship has highly been used to focus on the development of language capability whereas they should be focused on also the cultural differences for integration. Focusing on only one side, for example, the language development will create chances for more complicated issues such as the lack of integrating the particular cultures which might be beneficial to the person in the future through the diversity of culture.

Basit et al., (2015) outlines the factors and the influences that affect the development of speech, therefore, reducing the language development in children. For every child to start attending school and also for equal life opportunities, there has to be a certain skill that has to be on the individual. This, therefore, requires that language and speech development must be met at all times and delays in both can cause serious repercussions to the individual. For example, a study done in the United Kingdom involving children between the age of 3 years to 4 years in a maximum of 26 schools show that socio-economic issues and also ethnicity impact in the language development of children. How a child is brought up really influences the language development with those brought up in a middle-class family having a better chance than those of lower class family status (Basit et al., 2015).  Fast learning is enhanced for the children who have a simple life which does not involve everyday disagreements among the older family members which affect the emotions and also the thinking of the child even at the tender age.

Conclusion

The research on language development and multicultural issues show that how both the young children and those at the adolescent stage grow independently. Concerns about the language development should always be enhanced through the diversity of cultures since having a depending on a single culture at the height of technological advancements mostly will lead to a lack of equal opportunities in life.

References

Ford, D. Y. (2015). Multicultural Issues. Gifted Child Today, 38(3), 187-191.

Beriswill, J., Bracey, P., Sherman-Morris, K., Huang, K., & Lee, S. (2016). Professional Development for Promoting 21st Century Skills and Common Core State Standards in Foreign Language and Social Studies Classrooms. Techtrends:     Linking Research & Practice To Improve Learning, 60(1), 77-84.

Castellanos, I., Pisoni, D. B., Kronenberger, W. G., & Beer, J. (2016). Early Expressive Language Skills Predict Long-Term Neurocognitive Outcomes in Cochlear Implant Users: Evidence from the MacArthur-Bates Communicative Development Inventories. American Journal Of Speech-Language Pathology,      25(3), 381-392. doi:10.1044/2016_AJSLP-15-0023

Dockrell, J. E., & Marshall, C. R. (2015). Measurement Issues: Assessing language skills in young children. Child & Adolescent Mental Health, 20(2), 116-125.           doi:10.1111/camh.12072

Park, J. Y. (2015). Cross-cultural language learning and web design complexity. Interactive Learning Environments, 23(1), 19-36.          doi:10.1080/10494820.2012.745427

Basit, T. N., Hughes, A., Iqbal, Z., & Cooper, J. (2015). The influence of socio-economic status and ethnicity on speech and language development. International        Journal Of Early Years Education, 23(1), 115-133.