TITLE RESEARCH THEORETICAL METHODOLOG FINDINGS

QUESTIONS/OBJECTIVES FRAMEWORK Y
The Impact This study will identify Literature on A model that The findings
of Language issues that concern ESL intercultural explains the suggest that
Barrier and customers in intercultural services phenomenon the language
Cultural service encounters and the marketing discovered in the barrier
Differences results of this study will seems to run first order generates
on help restaurant firms to counter to the analysis negative
Restaurant create a better service notion of the was developed emotional
Theory: A experience for ESL social by investigating and cognitive
Grounded customers identification the relationships responses,
Theory theory. While between each and prevents
Approach the social theoretical codes. English as
identification During this Second
By: Ellen Eun theory process, Language
Kyoo Kim suggests that dimensions and (ESL)
and Anna S. not being able concepts customers
Matila to developed by the from taking
identify with data were certain
other cultural compared with actions such
groups leads to prior literature to as seeking
negative facilitate necessary
consequences, interpretation of information
studies on the data. or
intercultural Incorporating the complaining
services argue findings from about service
that customers these failures.
adjust their procedures, the
service final
evaluation conceptual model
standards and was developed
tend to be more based on a
understanding sequence of the
in intercultural dining process
service
encounters.
 Title Research Theoretical Methodology Findings
Questions/Objectives Framework
The It defines the indicate that Often, and Increasingly,
Language “language barrier” even trivial, ad especially in as non-
Barrier and its and elaborate on the hoc intergroup relationships English
Implications causes underlying 7 born out of speaking
for HQ this barrier. Finally, categorization acquisitions, the companies
Subsidiary eight propositions leads to in- language adopt English
Relationships are formulated with group competence of as their
regard to the favoritism and the second corporate
By: Alan J implications of discrimination language users language,
Feely the language barrier against the is at neither the
Anne-Wil for a core aspect of out-group. extreme of the relationships
Harzing the HQ-subsidiary However, language are
relationship: the type strong barrier. imbalanced
of control attachment to Typically, the when it is the
mechanisms applied the in-group, second parent
by HQ towards its combined with language users company
subsidiaries current will have some management
conflicts proficiency, but rather than
and/or a not enough to the
history of be totally subsidiary
conflicts relaxed and management
between the effective that is
groups will in the compelled to
intensify this communication. work in its
behaviour · Generally, the second
communications language.
are not · Finally, the
interpersonal in parent
nature, but subsidiary
more typically relationship,
are encounters like any other
between business
language situation,
groups: a contains a
parent company degree
management of tension and
team and the divergent
corresponding goals. The
management parent wishes
team of the to exercise
subsidiary. As control and
we will see direction
below, this too while the
adds to the subsidiary
 problems of seeks
effective autonomy
communication. and an
· Frequently, escape from
the lines of central contro
communication
are distorted by
the presence of
expatriate
personnel
in the subsidiary
organization,
who intervene
in the
communication
process to
bypass the
formal reporting
chain

Title Research Theoretical Methodology Findings

Questions/Objectives Framework
Breaking the To illustrate the The general The public Initiatives that
Language differing definitions in education school system bring faculty
Barrier: the field of education professor’s has undergone from
Promoting and the problems curricular and dramatic multiple
Collaboration that may come from research changes within disciplines
between not recognizing focus is on the last ten together
General and multiple meanings, diagnosis, years. We increase the
Special we discuss several assessment, have moved likelihood that
Educators of the and instruction toward a our teacher
terms that appear to of reading with standards- candidates
By: LeAnne have caused an based system, will become
Robinson & breakdowns in emphasis on implemented leaders in
Marsha Riddle communication culturally and statewide classrooms
Buly between our two linguistically assessments and schools
departments. For this diverse and have helping all
article, we selected students. To increased stakeholders
several terms that the general accountability work
are used, and education for both together to
defined in professor, students and meet the
various ways, in diagnosis for educators. needs of all
professional the general Inherent in all students.
literature and that education reform There is no
are also commonly teacher most initiatives has better place to
heard in often meant been the effort model this
interactions between conducting a to increase necessary
general and special curriculum- success for all collaborative
education. based students, practice than
formative including those in our
assessment. with institutions of
disabilities, in higher
the education, and
general we can start
education by first
setting and the examining our
general own language
education
curriculum
 Title Research Theoretical Methodolog Findings
Questions/Objective Framework y
s
The Effect of Can be useful to Within the A qualitative Concerning
the Language other educational educational methodolog the Interpreter
Barrier on study abroad travel y was element, it can
Intercultural programs and to spectrum, chosen as be assumed
Communication increasing personal and the best that the
: A Case Study intercultural professional suited to relationship
of Educational communications in assumptions analyze in developed
Travel in Italy other types of had a great depth this between the
international travel. influence on study students and
By: Cinzia this study abroad the Di Filippos
Mancini-Cross , abroad experience. would
Kenneth F. program’s The small have been
Backman & implementation number of surely different
Elizabeth . participants or not
Dennis Baldwin For example, and the established at
one of these period of all without the
assumptions their Italian
was that exposure to instructor’s
students, like the interpretation.
anyone else, environment This case
learn better studied are analysis
when best indicates that
meaningful examined more
material is through rich autonomy for
presented to data such as the group of
them. extensive students
Engineering in observations would have
Italy was a and the meant a less
good choice in collection of authentic
this logs and exposure to
perspective. interviews the Italian
Another culture, for
assumption little language
was that communicatio
travelers with n was possible
little language between the
proficiency students and
could not attain the
satisfactory Italian family.
levels Also, because
of authentic the Italian
personal instructor was
interactions well integrated
 with the locals, in
and therefore it both
was communities,
assumed that “intrusion” on
intercultural either party did
communication not represent
with the locals an element
would be kept of stress and
to bother—if
a low level. “intrusion”
existed at all.

Title Research Theoretical Methodology Findings

Questions/Objective Framework
s
Language To use the strategies Language Studies have Even though
Barriers in below to ensure barriers in the shown that we think that
the you're not putting classroom has domestic black the best
Classroom up your own become a students do not method out of
roadblocks to major problem do as well as the options
By:Sara, effective due to the Asian or White listed above
Thomas; communication growing but, better than was the idea
Cindy Brown; number of Mexican and that it is
and Jessica minority Puerto Rican through
McDavid students who students. Is external and
do not speak this because internal
English. This these students motivation that
is such a huge are not language
problem proficient in barriers can be
because English? Many crossed, we
these kids are people feel that feel that the
not getting the because most ideal of all
same immigrants can options would
opportunities not speak be to
to meet their English they do incorporate all
full potential. not want their of these
This is not children to aforementioned
right because learn English, characteristics
it is causing but truthfully into the
these kids to this is a major classroom. We
not succeed in misconception. feel this would
school. Most be best
immigrants because it
realize that provides the
English is optimum
imperative to learning
their children's experiences for
success and the children.
achievement in
the United
States.