Including diversity within the expression of English

This week, the blog was written by Dr. Victor Kpandemoi Abu, senior lecturer, School of Nursing and Midwifer, London South Bank University, London, Great Britain.

Not indigenous English speakers face the challenge of communicating “standard” English form in publications or academic works. In these areas, attention was paid to my English language deficit. You can select some mistakes in my word on this song. I’m rejected or reduced insufficient Expression of English. As a pedagogue, I meet students whose origin is mine, and I reduce their work for the “non -standard” expression of English. The table turned away!

I’ll cope with these fears by defining language, language positioning as a dominance instrument, emphasizing challenges without indigenous people in English, questioning honesty within the assessment of non -life English students and studying ways to adopt diversity in expressing English.

Language may be understood as a technique to express or convey thoughts and emotions. I express what I feel and feel in words or a type of language that others give sense. Philosopher Ludwig Wittgenstein mentioned this because “our internal processes require external criteria” (Starks, 2016; p. 59). Language is a medium for listening, reading or understanding what we’re processing in us. People start with one native or first language, while others are imposed on us for social or economic reasons.

My native language is Mende, while English and Krio are my survival languages. The British colonial teacher who visited my village, enforced English as a tool for educational, administrative and social success. Krio language, falsified English, heritage of slavery and colonialism and Lingua Franca in my country, was a social imposition. These three languages ​​contain the expression of my thoughts and emotions, although I am unable to express their “perfect” or “standard” forms. In the case of English, which dominates my expression, I cannot recognize its standard, British or southern England. These varieties are problematic!

The global domination of English is harmful to other languages ​​and cultures. Buyers or people forced to receive English as a second language can transcend learning the language to create identity as an English speaker and lack of cultural identity (Mohammed, 2020). This type of cultural discrimination is known as linguistics, i.e. an uneven relationship between languages. The British, just like the French and Spaniards, used their language to manage, dominate, slander and cause the autumn of other cultures. Language still has contemporary involvement in colonability and imperialism. That is why linguistics is a matter of social justice!

Nursing schools write students whose first language will not be English. These students face the issue of expressing thoughts and feelings in English from their languages ​​and cultures. Historical educational and social experiences of scholars make sure the level of proficiency in speaking and writing English, although contaminated with native languages. Their proficiency differs from the proficiency of native English students. However, students of all environments are assessed at similar levels of proficiency, especially in academic works reminiscent of essays or reflective magazines. These assessments emphasize language rules and reject historical and cultural influences and emotions. He ignores the invented and adapted types of the language, wherein there’s a pure version, apart from the dominance of 1 form above others. It raises the difficulty of equality in comparison with justice of assessment!

I need to annoy conversations concerning the illusory nature of normal English as a consequence of the influence of history and other cultures. This discourse is in favor of the scholar’s self -sufficiency of the accuracy of the meaning they convey of their expression. Similarly, it supports the concept teachers must understand and assess the content and context of expressing, not language rules. The idea is to make room for quite a lot of English expression. This enables students and teachers to acknowledge the transformation of thoughts and emotions from different cultures and history. It is healthier to grasp than to be understood!

Nursing courses often bring equal importance to practice and academic elements, but not expression of language. In scientific work, the brightness of expression is assessed by applying the principles of normal English. On the contrary, the assessment of the internship area focuses on communication of compassion and respect in providing look after people from different cultures.

Language prejudices in nursing are an uninhabited type of cultural racism and the difficulty of justice, diversity and integration (Abu, 2025). There is little knowledge about hidden and complex ways wherein language prejudices work in nursing education. I’m thinking about discovering the language as obstacles or the potential of adopting diversity in nursing. I would love to listen to views on one of the best practices in using language to advertise honesty in assessing the works of scholars and students, whose first language will not be English or other dominant languages.

abuv@lsb.ac.uk | vkpandemoi@gmail.com

https://www.linkedin.com/in/dr-victor-kpandemo-abu-03215734/

X – Victor_k_abu

Abu VK (2025) “We need a set of tools”: response to the points of view of nursing students and teachers to advertise the practice of nursing social justice. Nursing perspectives, 73, 1. https://doi.org/10.1016/j.outlook 201.102340

Mohammed, Maa (2020) English and globalization. ITL j latest research in education and Czechiej, 7 (1), 5-11.

Starks, M. (2016) The logical structure of philosophy, psychology, mind and language, as revealed in Wittgenstein and Searle. In: Philosophy, human nature and the autumn of civilization.

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