Languages over the globe vary according to cultural and political considerations, which determine their dominance. Despite the existence of other minority groups with distinctive languages, monolingualism favors the use of a single language. In Europe, monolingualism was encouraged by various aspects that made English one of the most spoken languages. For instance, during the revolution of cultures, economies, and political organizations in Europe, nationalism was the key ingredient of monolingualism, which made it possible for bureaucratic principals to promote the use of a monolingual approach to the development of Europe.
In essence, the search for dominance in the region was a major cause for monolingualism to thrive in Europe. Indeed, English is still dominant in most parts of the globe, with most institutions embracing the use of the language as an instruction tool. Other languages in most regions have been dwarfed by the monolingual approach that Europe embraced during their development. Besides, monolingualism in Europe was fueled by the quest for global growth under a common system.
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Nevertheless, the use of a Monolingual approach to the development of Europe had significant effects on the language trends of the region. First, the fact that the English language was widely adopted in the region was a source of unity which fostered the development and expansion of Europe. Second, monolingualism that existed in Europe was a source of identity for the people, which was good for the welfare of the society amid strife. Even though monolingualism proved to be advantageous to Europe, it also resulted in a number of problems in communication. For instance, immigrants into Europe had to attain basic training in the English language to facilitate effective communication. In the long run, people are likely to experience disharmony in a country that hosts diverse languages.
The use of one dominant language in society has prompted schools to overlook the essence of vernacular languages that most students use to communicate at home. Nonetheless, the issue can be addressed from a bureaucratic approach whereby school instructors are compelled to use the language used in most political or bureaucratic proceedings. Additionally, the linguistic welfare of the children is overlooked at the expense of the superior people in the socioeconomic system. National and international language requirements also make schools to downplay the fundamental languages that are used to up bring children. According to schools policies, it would not be worthwhile to equip the children with language that would not foster national development in the long run. Institutions use dominant languages to create a common approach to curriculums and other learning activities.
However, the situation is rapidly changing, and schools are beginning to recognize the essence of children’s vernacular languages. Several reasons have caused this shift; for example, as cultures around the world get assimilated, schools have noticed the function of vernacular languages to curb the erosion. Indeed, language is a source of intrinsic cultural identity, and schools cannot overlook the fact. Moreover, there has been a shift from the needs of the superior bureaucrats to the language needs of the children, which fosters multiculturalism. Additionally, the multicultural approach can aid in sustaining the diversities that are witnessed in contemporary learning. The current requires a multicultural approach, to ensure that the identities of diverse societies are not overlooked.
Lastly, diglossia denotes the use of two languages in different circumstances in society, for example, the use of a particular language for formal reasons and the other for informal purposes. The two languages coexist to bring about effective communication. However, each language under diglossia has distinct roles, and one language cannot play the role of the other. Indeed, society can decide on using the dominant language for passing essential information, while the other is used for family functions.
