English 528

Research project
Topic:

The impact of socioeconomic factors effect on English language learning?

Introduction:

Socioeconomic factors refer to the social and academic conditions that influence and shape the
lives and opportunities of individuals within a society. These factors include a broad range of
elements including income: the financial resources available to the individuals and families
income level can impact access to the educational resources quality of housing and overall
standard of living. Education: the level of education attained by the individual as well as the
educational background of their parents and caregiver. Educational attainment is often is
correlated with socioeconomic status can influence access to the various opportunities.
Occupation: the type of work or profession an individual engage in, which is closely tied with
income and social status. Occupation can affect the resources available and their families.
Wealth: the wealth of assets including property, saving and investment. Wealth provide a
broader picture of individuals financial well-being and can contribute to the long term economic
stability. Employment opportunities: the availability of jobs opportunities within a given
community or region. The job market can impact on individual’s ability to find suitable
employment and advance in their career. Access to the resources: this includes access to the
quality healthcare, educational institution and other essential services. Disparities in access to
quality resources can contributes to unequal opportunities for different socioeconomic
background. Cultural Capital: the culture background knowledge skill and education cultural
capital can influence social mobility and educational success. The relationship and connection
individuals have within their communities. Social network can play an important role in
accessing the job opportunities, educational support and their resources.

Understanding these socioeconomic factors is essential for analyzing and addressing disparities
education, employment and employment and overall well-being with society. As societies
become increasingly interconnecting , English as a global language assume as unparalleled
importance. This exploration develop into the impacts of socioeconomic factors on English
language learning play an important part in shaping educational experience. Socioeconomic
element such as income level, parental education, access to the educational resources contribute
to a stratified landscape language learning becomes not only a cognitive endeavor but also a
reflection of broader social structure for many mastering the English language open the gateways
to educational and economic opportunities the journey far from uniform, with individual from
different socioeconomic background facing the different challenges. Understanding these
challenges is critical for educators, Policymaker and stakeholders seeking to create inclusive and
equal language learning environment. Through this exploration we strive to contribute ongoing
discourse on educational equity, reorganizing that language that language proficiency is not
merely a linguistic skill but a key determinant of social mobility and access of opportunities.
These factors often intersect and influence each other, creating a complex web of conditions that
shape individual life experiences and opportunities.

Rational to the study:

The study on the impact of socioeconomic factors of English language learning is motivated by
the recognition that language proficiency, particularly in English as a global lingua franca, is
critical to determinant of Educational and economic opportunities. As the world become
increasingly interconnected, proficiency in English is often perceived as a gateway to accessing
higher education, securing employment and participating in the global economy. However the
acquisition of language skills is not a uniform process and socioeconomic factors play a
substantial role in shaping in the individual language learning provide insight into the
mechanisms that either facilitate or higher individuals ability to leverage language skills for
upward mobility.

Objective of the study:

1) To find out the impact of socioeconomic factors affecting the English language learning in
Haroonabad.
2) To provide the base for improving the socioeconomic factors affecting the English
language learning in Haroonabad on educational level in Pakistan.

The research question/ hypothesis:

Following were the question for the impact of socioeconomic factors affecting the English
language learning.
1) What are the factors that affecting the English language learning?

2) What is best method for impact of improving the socioeconomic factors on English
language learning?

Statement of the problem:

English language proficiency is widely recognized as a crucial skills in the globalized
world, with implications for educational, economic and social opportunities. However a
persists and intricate challenge arises from the influence of socioeconomic factors on
the process of acquiring English language skills. This study aim to investigate the
multifaceted impact of socioeconomic variables on English language learning.
Identifying key issues that hinder or facilitate language learning among the diverse
population. One of the primary concern is the correlation between economic disparities
and access to the quality English language education. The study seek to understand how
financial constraint affect individual ability to enroll in effective language programs,
access proficient instructors and acquire necessary learning resources. The home
environment play a pivotal role in language development. This study aim to explore
how socioeconomic factors, such as parental education and family income, influence
the level of English language exposure at home. It examines the potential disparities in
educational infrastructure particularly in socioeconomically disadvantaged areas, may
contribute to variations in quality of English language instruction. This research will
investigate the correlation between the availability of educational resources,
infrastructure and the proficiency level of English language learner in the different
socioeconomic context. The possession of economic and social capital is recognized as
influential in educational achievement. This research will investigate, how
socioeconomic factors contribute to disparities in economic and social capital and
subsequently, how these factors difference impact on English language learning
outcomes. English proficiency is often linked to increased employment opportunities.
This study will examine how socioeconomic factors influence the relationship between
English language learning and access to diverse employment prospects. It aim to
identify potential barriers to economic mobility associated with disparities in language
skill.

Significance of the study:

Education play a major part in the formation of human capital of the society and
hence provides a strong foundation for the socioeconomic development of the country
by raising the efficiency and productivity of the individual members and turns them as
skilled manpower , ensuring a sustainable economy . education is the key of the
socioeconomic development of a country. It play a vital role in building human
capabilities and accelerates economic growth through the knowledge , skill and creative
strength of society. The problem associated with the education system of Pakistan are
lack of sufficient budge, lack of policy implementation of education policies, defective
examination system, poor physical facilities and lack of teacher quality and lack of
implementation of education policies, directionless education low enrollment and scale
dropouts. Socio economic status (SES) effect overall human functioning, including
our physical and mental health. Low socio economic status and its correlate such as
lower educational achievement, poverty and poor health ultimately affect our society.
These include lack of access to education in rural areas, inadequately funding gender
inequality and poor quality of education the high rate in the illiteracy of Pakistan are a
reflection of these challenges. The inadequate funding for education has resulted in
school building and inadequate resources. In our region Haroonabad have 37 public
school and 85 private schools, few are colleges and institutions to enroll the
education in primary, secondary and higher secondary school. Few colleges are
 there on top rank is RI graduate college, women college, Punjab college and school
are Fuji Foundation , Allied, Abdullah Public School (APS) and two main
universities campus are held, one is Virtual university (VU) and other is Punjab
group of colleges in our city. Almost 38000 children can learn public school and
31000 children can learn in private sector which have different backgrounds
social and economic factors. Social and economic factors such as income, education,
employment community safety and social support. The choice that are available in a
community are impacted by social and economic factors. These choice is include our
abilities to afford medical care, housing and to manage stress.

when it come to the countries like Pakistan, it is almost impossible to survive without
proper schooling. Education is not just about getting a degree or a piece of paper,
Education is about resect, dignity and self- confidence. An educated person will always
be provided with limitless options throughout his/her life. Socioeconomic factors that
affect the students are bountiful. They can include access to academic materials, access
to the computer exposure to violence support from family and hunger. Their
socioeconomic status may strongly influence their future achievement, level of
education and degree of financial security.

Literature Review:

Introduction:
The aim of literature review of present study was examine on socioeconomic factors effects on
English Language Learning was conducted on city Haroonabad, Pakistan. The field of applied
linguistics has witnessed a growing interest in understanding the different relationships between
socioeconomic factors and English Language Learning. This literature review aims to develop
into the different complex interplay exploring them related to home environment, educational
disparities, socioeconomic status, parental education, economic challenges, teachers quality and
training in socioeconomic the role of technology in language learning. These reviews provide a
deep understanding of how socioeconomic factors affect the English language learning. English
language proficiency is widely recognized as a key determined of academic and professional
success in today all around the world. The research focused on success in school of low
socioeconomic status (SES), English language learning students compared to different
groups of students. These groups are English language learner (ELL) with a higher
socioeconomic status. The monolingual English speaking students with low and high
socioeconomic status. It is also important to note that all English language learner students live
in poverty . 37% of English language learner students come from low socioeconomic
households, so this literature review represents those English language learning students
( Quintero Hansen, 2021).
Home environment and language:
The impact of the home environment on language learning was
important. Work by Hart in (1995) underscores the critical role of early linguistic experience in
shaping a language proficiency children from a higher socioeconomic background often benefit
from language rich environment contributing to enhanced vocabulary development cognitive
stimulation. Hoff (2003) further highlights those children from low socioeconomic background
may face disadvantages from exposure to language learning. Lori and Al Ansari (2001) revealed
that socioeconomic factors can affect the student’s language learning. Normand (2008) findings
revealed that the learner from very higher social background. Socio economic families had a
higher rate of progress as compared to the learner from low socio economic family status. The
low socioeconomic status level of parents has negative relationship with students’ academic
achievement because the students with low socioeconomic status have limited access to
resources of learning. ( Duke 2000) the home environment of students also affect their academic
performance the school teacher provide the guidance to parents of students for creating positive
and better home environment for progress in learners quality of work. Krashen ( 2005)
concluded that learners whose parents were educated scored higher on standardized test then
those students whose parents were not educated. The first examine the distinction of study, then
reading proficiency of English language learner students analysis through the socioeconomic
status. Then I looked at student language development impact by socioeconomic status. I
examined the relationship between English language learner students success in English and
socioeconomic status.

Distinction of this study:

This research study is different from the other studies ones because no
student research has been conducted in so much detailed including the impact of socioeconomic
factors effect on student’s academic performance as carried out our study. We have examine the
socioeconomic factors effect in detailed while in student researches one or two times on
socioeconomic factors effects. One time but none of the students researches related to the impact
on socioeconomic factors of students’ academic performance has been done at school level
college level students in Haroonabad Pakistan. In view of literature as it has been seen a wide
impact of socioeconomic factors on students life and their much need to study the impact of all
these factors on student performance in Pakistan. That is way this topic was selected.

Reading Proficiency:

Reading proficiency is one of the important skill needed for students to be a successful in
school because it is bases for all subjects. It is defined as students being able to read on grade
level, which is determined by their ability to meet state reading standards. In grade prep through
second, students learn to read and when the third grade hits, instructions has shifted to reading to
learn. If students cannot successfully read independently by that time. They are more significant
struggles then their students to learn to content of all subjects. English language learner students
at a greater risk for reading deficits because they enter the schools not knowing the predominant
language of instruction and tend to come lower socioeconomic status households, this then has a
potential to set their reading proficiency back behind their monolingual students because they
enter the school at a disadvantage, in turn lower their overall academic success in school. Group
had high word reading skills and a higher socioeconomic. The final group had a strong
association between socioeconomic status and word reading success. Kieffer (2010) states that it
is expected for low socioeconomic status English language learner students to have early
emerging reading deficits, but generally by third grade become proficient in reading. Then when
socioeconomic status is accounted for the effect of early English proficiency decrease the
significantly over time (Kieffer 2011).

Language development:

Language development is the process by which the people can understand and
communicate in the target language. It being with the simple part of language such as letter,
sound, name and gesture. It moves into decoding words and next come vocabulary, reading
sentence and comprehension. Language development is essential for English language learner
students so they can communicate in the target language success academically and socially in
school. In this section I discussed the studies that all around the topic of language development
of those studies focused on language input, discuss verbal and nonverbal performance and there
are about language environment. All studies examined how socioeconomic status impact these
different part of language development and not those impact affect English language learner
students less more or same as their monolingual students. Language input English language
learner students need language input and especially comprehensible input in the target language
to help them acquire the language. Language exposure to the authentic language being used
correctly. Input refer to all things heard and read such as conversation, TV, radio, book, article
and blogs. English language learner students from low socioeconomic status backgrounds have
less exposure to comprehensible input which can put their language development behind their
higher socioeconomic and monolingual students.

Speech development is a big part of language development as it part of the first step
in spoken letter sound and words. Huang et al ( 2018) examine students in Taiwan who
started learning g English between the age of two to eleven. They were given three
assessment that measured their speech production and socioeconomic. All students were
given a wordless book called “frog where are you” for the speech production task. There are
24 students pictures students looked through and then they recorded themselves retelling the
story. All recording were transcribed and analyzed using the child language data exchange
system nine different analysis of the speech samples were based on the three theoretical
construct; complexity, accuracy and fluency. The analysis include speech rate and articulation
rate frequencies, grammatical error and present error( Huang et al 2018).

Home practice:

Home practices are activities of the students home that play an important role in
language learning and promote the literacy development. Actives can include reading writing
and just overall exposure to literacy in the home. A student home literacy environment were
include the physical environment, the text and print that are present, the social environment
where parents and relatives interact with text one another. I can also include the parents
characteristics belief and socialization practices.