Reflective for the Question Only

Question One
English is a language that has been commonly identified with particular countries in Europe. However, later on it spread to other continents through colonization and globalization. The different avenues that enhanced its spread have made English become an international medium
for communication across the various groups. The widespread of English language globally has led to the development of courses and units in learning institutions for proficiency in the language. The manuscript within is a discussion on various aspects that come with The English language (Guilherme, 2007).
It is quite a difficult phenomenon to define a global communication tool. This is because language is a structure with different elements from one culture to another. The identification of English as a tool for global communication came by the power held by the countries that speak it. In my opinion, it is not proper for The English language to be considered as a tool for global communication. The objection of English as a world language comes with the perceptions and attitudes developed by the original speakers towards nations that study English as a second language (Guilherme, 2007).
It is then essential for a national language to be developed. The developed language has to provide room for all the gestures and tones for the different languages spoken by the various groups. The misunderstandings that come with English regarding language structure clearly disqualify it as an object for global communications. Nations and groups need to be proud of their language and consider it the best for global communication. It is through appreciation and acceptance of a home culture that countries can develop a standard tool for global communication. Furthermore, language is not the only tool for local and global communication as non-verbal communication plays an essential role in communication processes (Guilherme, 2007).
Question Two
The development of global citizenship began with several global protest activities. Global citizenship has a lot of legal and democratic aspects that need to be met. Moreover, there are specific rights and obligations to be obtained by both states and individuals seeking for this kind of citizenship. The process of citizenship began back in the time of enlightenment through French Revolution to the capitalist times. The identification of people with the global community has a lot of ideologies that cannot be met with people coming from countries considered to be inferior (Davies, Evans, & Reid, 2005).
Despite consideration of the legal and democratic aspects of making one a global citizen issues of fairness need to be addressed. Attention needs to be focused on review in a way to provide equal opportunities for people from all groups or states to join the global community. Therefore, the discrimination nature of inferior communities needs to be revised. Additionally, the different elements of social, economic, political and religious structures need to be looked into to avoid social conflicts that may birth in the newly developing community (Davies, Evans, & Reid, 2005).
Global community or citizenship also calls for the need to consider continually developing technology that is slowly gradually shifting the structure of the world. The significance of checking into technology is essential to maintain the connection among and among people in the global community. Moreover, properly managed technology will make it easy for people to be recruited into the group as well as help in preventing unqualified members from illegally joining the group. Though, technology is an essential element; care needs to be taken as it can be manipulated to expose the group to dangers of non-qualified members (Davies, Evans, & Reid, 2005).
Question Three
The structure of learning has been identified to have students of all kinds. Like in La Trobe University, both home and international learners have been reported to secure admission though at different rates. Research has shown that international students have a negative experience with learning in the alien nations as compared to home students. Factors that enhance such bad experience include language barrier, racial discrimination, difference and teaching structures and unequal discrimination of resources. The variation in the kind of treatment received by the home and international students has made it hard for the two learners to build friendship among themselves (Williams, & Johnson, 2011).
Additionally, friendship construction between international and home students has been made difficult by the difference in language. The gestures and tones used by international scholars in speech vary from that of the home students. The difference makes it hard for the learners to communicate and come to a consensus towards a stable relationship. Moreover, discrimination between the scholars has been internalized in their conscious making it a challenging aspect for the team of students to interact with one another.  It is then essential for mechanisms to be put in place a stable foundation of friendship for international and home learners (Williams, & Johnson, 2011).
The friendship between international and home students has been constantly challenged by variation in social and cultural structures that define the lifestyles of the scholars. The difference in norms, values, beliefs and customs prevents the learners from connecting to one another due to lack of appreciation and understanding the varied cultures. It is then essential for the students to accept the difference in social and cultural structures with one another. Therefore, making it ease for friendship to be built between the international and home scholars (Williams, & Johnson, 2011).













References
Davies, I., Evans, M., & Reid, A. (2005). Globalising citizenship education? A critique of ‘global education’and ‘citizenship education’. British Journal of Educational Studies, 53(1), 66-89.
Guilherme, M. (2007). English as a global language and education for cosmopolitan citizenship. Language and Intercultural Communication, 7(1), 72-90.
Williams, C. T., & Johnson, L. R. (2011). Why can’t we be friends?: Multicultural attitudes and friendships with international students. International Journal of Intercultural Relations, 35(1), 41-48.