The article "social, linguistic innovation in education" aims at presenting the various methods that can affect proper problem-solving techniques among international students who face new cultures and find it hard to adapt ( Rubtsova, 2019) . There are numerous challenges that international students face due to cross-cultural communication problems as well as fitting in the social spectrum of the country they are undertaking their study. The article also identifies the psychological modes of adaptation for international students for effective rhyming to the new environments. The research was done by integrating students from diverse linguistic backgrounds with the aim of identifying the best innovative method for effecting intercultural communication. After the research was completed, the researchers found that certain factors promote intercultural communication. Some of the factors include implementing lingual-didactic technology, advanced analysis of adopted socio-linguistic analysis of academic tools, and interpretation of the scholarly and professional methodical resources. The main aim is to reduce the chances of a language barrier ( Rubtsova, 2019) .
The article has a good research problem since socio-cultural conflicts exist in our societies due to diverse cultures and languages. International students face the socio-cultural conflicts hardest due to a lack of prior interaction with the diverse cultural background they face. For research, the research was performed in a university. It incorporated students with English and Russian knowledge to investigate whether there would be effective socio-linguistic and socio-cultural communication. The research aimed to determine the underlying socio-cultural factors, and a production method was used to carry on the research ( Rubtsova, 2019) . The data analysis was done to show the communicative competence, whether there was an increase or a decrease. Also, a productive method was implemented to analyze the data, and the results showed an increase in communicative competence in both languages, from 50% to 70%. The conclusions of the research define the solutions to the underlying problem. The conclusions identify the main factors that affect the socio-linguistic and intercultural communication among international students in a clear way ( Rubtsova, 2019) . Moreover, the conclusions also suggest a way in how the problem can be resolved.
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The research fits well with the various lessons learned during the course. International students travel from their countries to other countries with different races, ethnicities, and cultural identities. The students face challenges in communication due to the language barrier ( Rubtsova, 2019) . Moreover, the students undergo psychological trauma due to the inability to fit in the socio-cultural groups leading to isolation ( Rubtsova, 2019) . Different factors impact intercultural communication. Racial identity determines how different races communicate among themselves. The cultural and ethnic identities also affect how different cultures and ethnicities communicate among themselves. Some other minor factors that impact intercultural communication include gender roles, social classes, and personal responsibilities. In gender roles, the gender norms and responsibilities specify the expected type of communication among both genders. There are different expectations from society for social class on how people from different social classes should interact and communicate.
The research is very relevant in addressing a rampant problem in society. For a long time, international students have faced problems due to their diverse cross-cultural context ( Rubtsova, 2019) . The research uses an appropriate investigative model to come up with findings. Moreover, the environment used to conduct the research is appropriate since the majority of the international students are in universities. Despite coming up with conclusions, the research recommends a way of implementing the resolving factors to address the problem. The research is very applicable in real life. Scholarly materials and professional resources can be translated into accommodative languages to cater to international students. Moreover, universities can implement the use of foreign languages in teaching to cater to international students.
References
Rubtsova, A. (2019, March). Socio-linguistic innovations in education: productive implementation of intercultural communication. In IOP Conference Series: Materials Science and Engineering (Vol. 497, No. 1, p. 012059). IOP Publishing.
