Since education is continuously evolving, more exciting topics need to be addressed to solve daily education and teaching problems. Learners and teachers face many social, cultural challenges. A learning institution with students and teachers from different ethnicities, races, languages, and cultures face challenges that need cautious attention.
A Convergence of Conceptual Frameworks: Neurocognitive, Metacognitive, And Social Cultural and Social Cultural Techniques in Vocabulary Teaching And Learning.
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In this empirical article, the author, Malihe Eshghavi, adequately studied and explains one of the cultural problems faced in education. The author identified students' problems when learning new vocabularies, the cause of the problem, and the remedy to the challenges ( Eshghavi, 2020) . The author studied Neurocognitive, Metacognitive, and Social Cultural Techniques in Vocabulary Teaching and Learning.
The author mixed different participants consisting of fifty-one students who were studying ESL. Twenty-seven of the students were used in the experimental group, while the study used the remaining twenty-four students as the experimental control group ( Eshghavi, 2020) . The experimental group was taught target vocabularies based on their neurocognitive, metacognitive, and social-cultural techniques, while the control group was administered with word bases with traditional methods. The study used the split-plot ANOVA table and independent t-samples to analyze the experiments' data.
Qualitative findings showed that the group under the experimental method had improved their vocabularies and could recall many words efficiently. At the same time, they utilize the administered methods of learning new vocabularies ( Eshghavi, 2020) . The findings indicate that the qualitative and quantitative results assembled and formed a new perception and abstract framework to learn a new language and acquisition. The finding in this study suggested that neurocognitive, metacognitive, and social-cultural methods and techniques positively affected the ESL students who were learning new vocabulary.
However, the study had two limitations on the effects of neurocognitive, metacognitive, and social-cultural methods. First, the researcher administered the study by general participants who had different ages. The study could have been more effective if it had concentrated on the participants' age ranges since it would have expanded the findings of the effects of vocabulary learning methods ( Eshghavi, 2020) . Also, a variation of ESL levels for the participants would have effectively increased the study's findings by giving specific results on the magnitude of vocabularies learned.
A Socio-Cultural Study Exploring Greek And English 11-Year-Old Children's Responses To Wordless Picture Books, By Lordanaki Evangelia
In this article, Lordanaki investigates learners' problems from different languages when trying to respond to wordless picture books. The learners from Greek and English languages with different social and cultural theories would have different picture book interactions identified by Iordanaki ( Iordanaki, 2017) . The two students engaged in the book and used visually decoded skills-oriented from their different cultures. The author studied and explored how Greek and English eleven-year-old children responded to the wordless picture book.
The study was conducted using two groups: a four 11-year-old student group in England and another group of the same size in Greece. The case studies were conducted using the two groups. The social-cultural aspect was emphasized throughout the group study since the whole process of reading and studying the picture book was considered social, cultural learning ( Iordanaki, 2017) . The data collected included their discussion, which was videoed, their drawings, and their structured interviews, which were short. The session was transcribed and analyzed using drawing and their interviews.
The data findings showed that their engagement in the wordless picture book was a self-motivated process influenced by four factors: visual decoding, emotions, expectations, and context ( Iordanaki, 2017) . The participants' expectations were highlighted since the children's' narratives and cultural expectations were challenged or strengthened by interacting with the picture book.
The study paved the way for more research. The study challenged the teachers, the school curriculum developers, and researchers to incorporate the readership of various picture books by more children from different cultures and languages ( Iordanaki, 2017) . The involvement in studying picture books could increase readership nature and complexity. Besides, the teachers can incorporate picture books to older children to increase their technicality in studying images.
How Do Ethnic Minority Students Represent Geographical Knowledge? Exploring the Stories That Relates to Representations and Link with Post-14 Subject Choices .
In this study, Kitchen identifies the problem faced by students from minor ethnical groups. The challenge faced by these students is that they are underrepresented within the school geography in England at vital stage 4 of age fourteen to sixteen, and key stage five, which is represented by age sixteen to eighteen ( Kitchen, 2017) . Geography is recognized as an optional subject, and the students' view of Geography might determine their A level and GCSE subject performance. The author studied how ethnic minority students represent geography knowledge? Exploring the stories that relate to representations and link with post-14 subject choices.
The study used an intersectional philosophy to explore geography knowledge representations by students from diverse racial backgrounds. The research involved two phases. The first phase consisted of three hundred and fourteen sixth-form students aged sixteen to eighteen at a girls' school in England ( Kitchen, 2017) . These students completed a questionnaire with their views regarding the subject. In the second phase, eight students from the first phase represented their knowledge on colleges of charts and short interviews. A control experiment was used, which consisted of a year ten group with students ranging between fourteen to fifteen years. The researcher used questionnaires to determine parents' impact and other general factors that contributed to the subjects' choice at the GCSE level. The study found the students' diversity influenced the choices of subjects in individual themes. The choices were also as a result of the students' formal experiences in Geography.
More research is proposed from the study since more students need to engage in geography, despite their ethnic background ( Kitchen, 2017) . The minority students need to employ their intrinsic view on Geography by involving themselves in hypothetical conceptualization and methodological inventions.
As indicated above, the studies have revealed more areas of concern that researchers must dwell on to reduce cultural conflicts when teaching or reading. A potential topic that can be used as a research study includes the factors contributing to Black Americas and Hispanic students' disparities in their pronunciation: a North Alabama College case study. In most schools, the students from these ethnic and cultural backgrounds find it hard to pronounce English words because of their strong accent and their social background ( Eshghavi, 2020) . Some studies indicated that most Hispanic students could not pronounce words until they reach grade seven, too late for amendment. Studies indicate that Black Americans' social background greatly influences their accents, making it hard to pronounce English words even at seventeen ( Kitchen, 2017) . Some factors such as age, mother tongue, and ethnicity can contribute largely to the mispronunciation. The study can be used adequately to weaken the limitation of age, language, and ethnicity factors as the main causes of inferior learning and performances in schools. To curb age as a factor contributing to disparities in pronunciation, the Hispanic students can be introduced to the English language at an early age to be familiar with the language and its pronunciation. Also, Black American students can mingle with other students to enable them to be familiar with the correct pronunciation of English words. Age, language, and ethnicity should not be a setback for students but a pillar to support their educational experience. Conducting more research on the topics will bring more harmony in language study in many colleges.
References
Eshghavi, M. (2020). A Convergence of Conceptual Frameworks: Neurocognitive, Metacognitive, and Social Cultural Techniques in Vocabulary Teaching and Learning. https://repository.usfca.edu/diss/531
Iordanaki, E. (2017). A socio-cultural Study Exploring Greek and English 11-Year-Old Children's Responses to Wordless Picture Books https://doi.org/10.17863/CAM.13912 .
Kitchen, R. J. (2017). How do Ethnic Minority Students Represent Geographical Knowledge? Exploring the Stories that Relate to Representations and Link with Post-14 Subject Choice. https://doi.org/10.17863/CAM.13858.
