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The importance of learning foreign languages
Why learning languages is important
Importance of language education
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English is an important language that is should be mastered by people around the world. It is used as a common language or lingua franca which is a language used for communication between people whose first language differ (Holmes, 1992). Increasingly, English is used for many printed information in our daily life. A great deal of the world’s scientific, commercial, economic, and technological information is written and published in English. That is the reason why students of elementary school up to university learn English as second language (ESL) or foreign language (EFL) nowadays.
In the context of ESL/EFL learning process, a class has a really important role. That is the main place where the learners are given many kind of target language
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Sometimes, students do not understand the target language which is used by the teacher. When it is happen, the teacher tries to negotiate the meaning of their utterance but sometimes it does not work. One more problem occurs when we know that every single student has a different linguistic competence. The implication of this problem is teachers have to be really careful in choosing TT that they use in the class. The problems above make the teachers have to explore their proficiency in explaining, asking, or giving instruction to the students.
Some difficulties in using TT make the teachers apt to use some language variations. One of the ways that frequently used is the use of code switching. Code-switching in a school classroom usually refers to bilingual or multilingual setting, and at its most general, entails switching by the teacher and/or learners between the language of learning and teaching (LOLT) and the learners’ main language. Code switching is a practice that enables learners to harness their main language as a learning resource. ( Mamokgethi Setati and Jill Adler in Liaqat Iqbal,
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Basically, the use of code switching in ESL/EFL classroom is still debatable. According to Liu Jingxia (2010), advocates of intralingual teaching strategy, such as Ellis (1984), Wong-Fillmore (1985), Chaudron (1988), Lightbown (2001), believe that teachers should aim at creating a pure foreign language environment since they are the sole linguistic models for the students and that code switching will result in negative transfer in SL/FL learning. On the contrary, researchers in support of crosslingual (code switching) teaching strategy including Tikunoff and Vazquez-Faria (1982), Levine (2003), Chen Liping (2004), etc., argue that L1 (the first language) can promote the learning of TL (target langauge) and L1 deserves a place in SL/FL classroom. Code switching is a good strategy of efficiency in SL/FL teaching.
Facing the conflicting opinions above, the writer try to explore the use of code switching in teaching English to get the clear empirical evidence about how it is used in eleventh grade students of SMA N 1
As a result of many negative stereotypes associated with certain variations of English many students have adapted codeswitching. When this concept came up in the book it made me think about my own language. I realized that I code switch quite often between what is seen as Standard English and African American English or Ebonics. Usually with family or other friends that speak Ebonics I use that Ebonics to communicate, but when I am in school, in a
Everyone has various styles of speaking and various ranges of vocabulary that they utilize depending upon with whom they speak. This concept, known as code switching, portrays an integral part of our lives in today’s society. The fact that different groups of people speak in different ways necessitates the use of code switching. One would not speak to a group of high school students in the manner that one would speak to a scholar, or speak to a prison inmate in the same regard that one would speak with the President of the United States. Speaking in standard American English and then in African American Vernacular English (AAVE), or Ebonics, portrays the most prominent use of code switching in today’s society, especially among American youths. Today, people utilize code switching to associate better amongst a group of people. In William Wells Brown’s Clotel, code switching plays an important role in the escape of two slaves, outwitting a train employee, and simply showing the difference between a slave’s behavior with other slaves and the slave’s behavior in the presence of his owner.
In Verhsawn Ashanti Young’s article titled, “Nah, We Straight: An argument Against Code Switching,” he makes his objectives clear as he argues against people Right to their own language. The author questions the advantage of standard American English as opposed to other types of English. He refers to those aspect as code switching, which he believes can lead to racist thinking. Code switching, according to Young, calls out for one way of speaking to be omitted in favor of others, based on one's rhetorical situations. The author points out that students are required to translate from Afro-American English or Spanglish to standard English and not the other way around, which is concerning. Youngs method to get around this segregation is the usage
However, she points the fact that for many students, code-switching is a necessity born of unjust socio-economic conditions. That is to say that there are some students and citizens that don’t have a choice to code-switch or not if they wish to rise in the socio-economic class. Although the ability to encourage students to code-switch in their educational realms seems to be the remedy for the achievement gap, it can be dangerous. If the students engages in compartmentalization of their cultures, it shields their behavior and is easily swayed by the demands of the job market, even if the beliefs and customs of the job markets do not line up with the values of the home (Morton
There so many differences between code meshing and code switching. As Vershawn Ashanti Young theorized the topic between the two. Code switching means the practice of moving back and forth between two languages or between two dialects of the same language Code meshing is a strategy for blending many varieties of language with privileged standard language.
Many linguists define CS as “the use of two different languages or language within a single conversation or written text” (Benson, 2001). We are using the term in a much broader sense to highlight how a speaker may express themselves in conversation. For the purpose of our research we will describe the phenomenon of code-switching (CS) as “the practice of shifting languages you use or the way you express yourself in conversation” (NPR, 2013). CS expands across many cultures as there is code-switching between languages, dialects, race, gender, ethnicity, and sexual orientation. There are many factors that motivate a speaker to switch from one language, dialect, style, or register to another. Depending on the situation, a speaker may CS consciously
Education has a significant effect on African American variations of code-switching, and whether they are able to code-switch at all. African American who are uneducated will have a difficult time with code-switching. Uneducated African Americans have limited mobility within the society (Seymour & Seymour, 1979). This hinders them from being able to affectively switch between Ebonics and Standard English. On the other hand, those who have higher levels of education are able to code-switch effortlessly. There are instances where an African American can become so emerged in the Standard American lifestyle and reach a point where they can no longer subside to the level of
When people in todays society code-switch, we enhance our character and overall roundness to ourselves. There are instances where people code-switch to communicate with others in a different language, or we change our tone with certain groups of people. Speaking multiple languages in a household, can lead to a lot of code-switching because you can have that one relative who can’t speak english, so you become a “translator” to help them with daily tasks. Even though code-switching can happen with different languages, the most common code-switching is used when speaking to different groups of people. Talking to an adult would have a different type of tone, rather than speaking to one of your friends. Code-switching is used to help strengthen
America is home for thousands of cultures and languages. Most people can speak at least two different languages either because of the environment and family or simply by taking another world language class in school. One of the advantages with knowing more than one language is that code-switching becomes a part of you and it happens naturally. In “‘ I Don’t ‘Code-Switch’ to Hide my Identity. I ‘Code-Switch’ to celebrate It,”’ Vaidehi Mujumdar states that code-switching is enriching and exciting based on her personal experience. In “learning How to Code-Switching: Humbling, But Necessary,” Eric Deggans claims that code-switching is valuable and necessary in everyday lifestyle and it is lot more than just being about cultural differences. If one were to put Deggans and
The speaker's perception of the audience, the topic of conversation, the setting of the conversation and the types of social relationship are all considered before someone speaks. In this essay I have discussed the processes of codeswitching and style shifting. I have looked at different reasons for the occurrences of these processes and the motivations behind them. I have also discussed the grammatical constraints applied to the processes.
In the twentieth century, the avoidance of the using L1 in classrooms dominated teachers’ minds; as well it was implemented in many policies and guidelines of language teaching (Cook, 2001). Thornbury (2010) listed a set of arguments against using L1 in L2 classrooms mainly for that the translation of L2 into another language will play negative effects on students’ learning process. He pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning. Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings. Some argue that the use of translation to convey the meaning of the TL is more efficient and more memorable. However, Thornbury (2010) sees the opposite. He stated that the simple and direct way of translation will make L2 knowledge less memorable since the process lacks mental efforts in working out meanings.
In that moment I experienced code-mixing while I was explaining my topic. The class started, I spoke and while I was explaining my point of view my brain started to think in English, subsequently, I was not able to speak a complete sentence in Spanish. Literally, I mixed English and Spanish to create every sentence I said. My brain could not remember how to say words as “environment”, “aware”, “concerned” and some other words that event though I know them in Spanish, they were not in my mind at that time. And another case, but this time about code-switching, happened to me just three days ago when I went to a convention of languages where people who to practice the different languages they know. The reason I went was to try Portuguese but there were not people in the table that language. Under those circumstances, I sat down with the people who was speaking in English, next to the ones practicing French. Two hours later, a person who knew English and Portuguese arrived and sat down next to me. When I was speaking to him in Portuguese, a person that was speaking French turned his head and started to speak with us in the language we were using. This caused finding myself speaking in three different language groups; I was speaking with the English group, speaking Portuguese with other two persons, and Spanish too with some French. There I was speaking three languages at the
In conclusion, code-switching is a fascinating sociolinguistic phenomenon that occurs when speakers switch from one dialect to another within a single conversation. It is a complex process that requires language users to adapt to changing needs in conversation. While it can be conscious or unconscious, it is not a sign of linguistic deficiency, but rather a sign of linguistic richness. It is important for individuals to ascertain what is appropriate in a given context and how well listeners can adjust to the conventions in spoken discourse or writing.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W.Ritchie and T.Bhatia (eds.) Handbook of Second Language Acquisition (San Diego, CA: Academic Press), 413-68.