Culture and language goes hand in hand and it is the individual’s ability to grasp the different discourse of a different language which sometimes makes itself dominant and the known language little less important. The home culture having a native language when faced with a growing culture of a different language, makes itself more difficult for the growing learner to adapt to the dominant language of the two and which is beneficial for future discourse and interactions of value and dignity.
Hu(2003) has advocated that in the economic development drive in China, there is a disparity in the level of English that is being taught in urban areas and the rural areas. The rural regions still lack the proper teaching methods and the teachers are less involved in exchanging the discourse in the Chinese and English language. This indicates that in urban areas, where the Chinese learning English language are encouraged to discourse in English at home and the same while at college, learns and understands faster than those in the rural regions. The mixing of the two language is more ideal for learning a new language as it forms a social front and not an isolated culture which remains opposite psychologically. It is necessary to discourse in both languages at home and at college and identify the synonym words, learn faster, and take part in meaningful interaction. As a result of not mixing the two languages and not discussing the two at home and at college, the rural students are less likely to be confident in speaking and reading English when compared to the urban students.
Language is a cultural aspect and with the intermingling of different cultures comes a natural desire of proving a dominancy. The ideal solution is discourse in both languages at home and at college for the student to learn the language faster and not feel isolated and intellectually threatened by the visible majority of one language.