Language Barrier as a Challenge of Intercultural Communication

Modern academic environments are becoming increasingly multicultural, presenting higher education faculty with the added responsibility of understanding students' diverse cultural, educational, and linguistic backgrounds. As the varieties of English spoken in classrooms can significantly deviate from Standard British English, it is essential for educators to be cognizant of these deviations to enhance communication and promote student achievement. This essay examines the phonetic alterations in Nigerian English, a variety widely represented in Ukraine, and highlights the broader implications for intercultural education. Key concepts include intercultural education, language barriers, phonetic alterations, linguistic background, and the influence of a mother language.

Since foreign students were first given the opportunity to study in Ukraine in 1994, the Ukrainian academic environment has increasingly embraced multiculturalism. Today, more than sixty-six thousand students from 147 countries are enrolled in Ukrainian institutions [1]. Despite this diversity, challenges in intercultural education remain underexplored and inadequately addressed. This paper aims to emphasize the importance of higher education faculty being aware of students’ cultural and linguistic backgrounds, which encompasses their experiences, knowledge, and education [4].

Traditionally, lecturers face a range of multicultural issues, including different learning styles, cultural diversity, non-verbal behavior, diverse perspectives on historical and religious events, and varying educational experiences and expectations [6; 8]. Language barriers often arise when lecturers and students do not share a common first language, a common scenario in Ukrainian classrooms where neither party typically speaks English as a mother tongue.

In this context, English has become a lingua franca and a medium of instruction. The example of Nigerian English illustrates the challenges academics must recognize before entering the classroom. With over 521 languages spoken in Nigeria, none has achieved the status of a national lingua franca [Cit. 5, p. 253]. English has assumed this role, becoming the official language of communication, education, and administration in Nigeria. Henry Hunjo states, "The English language in Nigeria has assumed the status of a second language considering its unique role" [3, p. 52]. However, the indigenization of English in Nigeria has led to a distinct form that diverges from Standard British English [Cit. 5: p. 253–254]. This divergence is particularly evident in accents and fluency, posing potential challenges for Ukrainian educators.

The phonetic features of Nigerian English, such as the substitution and omission of phonemes, can lead to confusion and misunderstandings. These changes are primarily attributed to mother tongue interference. For example, Victoria Udon notes that some Nigerian languages lack the phoneme /z/, leading speakers to substitute it with /s/. Similarly, /f/ is often substituted for /v/, and /s/ for /ts/. Breaking up English consonant clusters is common among speakers of Yoruba and Igbo [7, p. 21]. Additionally, the dental fricatives /?/ and /ð/ are often replaced by the alveolar plosives /t/ and /d/, respectively, resulting in pronunciations such as "path" as /pat/ and "then" as /den/ [7, p. 34].

Vowel phoneme substitution is another feature of Nigerian English. Most Nigerian languages do not have the vowels /æ/, /??/, and /?/. For example, /æ/ is often replaced with /a/ in words like "bat," while /??/ is substituted with /?/ as in "bird." The British Received Pronunciation vowel /??/ is sometimes pronounced as /o?/, as in "war" [7, p. 21]. The omission of the glottal fricative /h/ at the beginning of words, such as "helicopter" pronounced as /elik?pt?/, and its insertion in words like "enough" pronounced as /hin?f/, further highlights these phonetic alterations [7, p. 34].

In the broader context of intercultural education, it is crucial to recognize education as a reciprocal process where educators and students learn from each other. Educators who understand their students’ backgrounds, cultures, and experiences are better equipped to enhance their teaching effectiveness and support student success [9]. Ignoring students' linguistic peculiarities can exacerbate language barriers and lead to significant misunderstandings.

In conclusion, as higher education environments become more multicultural, understanding the linguistic and cultural backgrounds of students is paramount. By acknowledging phonetic variations such as those found in Nigerian English, educators can improve communication and foster more inclusive and effective learning environments. Addressing these linguistic challenges not only enhances academic performance but also enriches the educational experience for both students and educators alike.

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