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Essay on role of english teacher
Teaching in a bilingual classroom
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This ethnographic observation took place on September 22, 2017 at ELS Center in West Haven. ELS is an English school for students who learn English as a second language. In twelve class levels, students can choose one of three different programs; English for Business, General English, and Academic English. Each level last for four weeks. I observed thirty minutes of a class that started at 11:00 am. The class was a mixed-level class that has ten students from level 103, 104, 105, and 106. The students are all adults from different countries and speak different languages. Their gender is equally divided five males and five females. Five students from Saudi Arabia, two from Colombia, two from Brazil, one from Spain. The mother tongue of the …show more content…
I thought it is going to be like any other class I have attended as a student; however, I was fully paying attention to every single move the teacher made in the class trying to figure out what technique he used. Since it was a mixed-level class that has beginner levels and intermediate levels, the students have different levels of English proficiency. Therefore, the teacher was speaking very clearly and slowly with lots of repetitions to give the students equal chance to understand. The teacher started with a quick review for the previous lesson by giving the students three sentences to change them from active voice to passive voice. While, the students were working individually, the teach walked around the class to help them and answer their questions. After he made sure that they all have no question about the previous lesson, he moved to the main new lesson which was about causative verbs. I liked the way he used to introduce the lesson which is telling them something about himself to explain the meaning of causative verbs. He told them that “Alright, I want to tell you something about myself. so.., when I was in college, I did not enjoy writing essays. When I had an essay to write, my friends would know that I had an essay to write because I looked miserable” (line
“Standard English was imposed on children of immigrant parents, then the children were separated from native English speakers, then the children were labeled “inferior” and “ignorant” (Hughes 70) because they could not speak Standard English. In addition to feeling inferior about their second language skills, these students also felt inadequate in regard to speaking their own mother tongues” (qtd in Kanae)
In Aria: A Memoir of a Bilingual Childhood, the author Richard Rodriguez argues that since there is a lack of bilingual education taught in American schools, many students face a loss of intimacy to their native language, leaving them identifiable-less. He makes this claim by expressing that although native language can cause divisions in communication, it is the basis structure to a person.
Lisa Delpit’s book, “The Skin We Speak”, talked about language and culture, and how it relates to the classroom. How we speak gives people hits as to where we are from and what culture we are a part of. Unfortunately there are also negative stereotypes that come with certain language variations. There is an “unfounded belief that the language of low income groups in rural or urban industrial areas is somehow structurally “impoverished” or “simpler” than Standard English” (Delpit 71). The United States is made of people from various cultures and speak many different variations of languages. As teachers we must be aware of some of the prejudices we may have about language and culture.
The essay starts off by talking about a common belief shared by many parents now about how students miss out on “a great deal by not being taught their family’s language”(Rodriguez 525). But the author states that this isn’t always true especially considering the children who are socially disadvantaged in any way, they more than likely consider their native tongue or the language used at home to be just that a private language that should only be used around or with the family, he also highlights how odd it was that his childhood classmates
Most people who grow up with a foreign language spoken in there house grow up with an advantage in society. This advantage can only occur once the individual learning that foreign language also learns the dominant language spoken in that country. Once both of these languages are learned and mastered, the individual has now placed them se...
While reading this article, one of the most shocking sections was when the students were talking to Monzó and sharing their outlook on their place and their language’s place in society. These students, even at this early age, are feeling how devalued their first language has been. They feel like they have to speak the right* English, only use English in public places, never their first language, and that they must assimilate to the American culture as much as possible. This reminded me of a chapter in Lippi Green (2012)’s text. Within this chapter, Lippi-Green (2012) discusses how in the United States Spanish speakers are not only expected to learn English, but they are expected to learn and utilize the right* English determined by the majority and assimilate entirely to American culture.
This essay is an ethnographic study of Whole Foods Market which is located in Kensington, London. Whole Foods Market is a niche supermarket that sells high quality organic and natural products at high prices. In this essay, I will provide a brief orientation of ethics with regards to the concepts of Corporate Social Responsibility - macroethics and Business Ethics - microethics and the theoretical frameworks of consequentialism, deontology and virtue ethics. I will be using deontology framework in ethics devised by Immanuel Kant to assess if the marketing strategy and the products sold at Whole Foods Market support their principle of ‘organic and natural’.
Language Matters. Third ed. Southlake: Fountain Head, 2010. 148-58. Print.
A large number of people in the Hispanic community whether Hispanics are not able to get the English literacy skills that they need not because they want to keep born in Latin America or the United States, speak Spanish primarily. This is basically because in present day time, Hispanics are more likely to pass Spanish to their kids now than they have done in the past. (Ortiz, P.149) This is seen as a social problem, especially because of the fact that there is an increasing demand that English should only be taught in public school and it should also be spoken within the Spanish community. Even though Hispanics do speak a lot of Spanish most of the time, they still do learn English also, especially the young. But, because of the large flow of immigrants, the use of Spanish is used more often because they are constantly encountering immigrants who speak no English. (Ortiz, P. 150) Before hand there has been said to have been lower achievements when Hispanics make frequent use of the Spanish la...
Another difficulty cultures deal with is language and the way people speak. In some cases, people struggle to belong by making changes in the way they speak the English language just to be assimilated. They attempt to use words and letters, as well as body language that fit in the norm; all in an attempt to denounce their original intonation and style of pronunciation. One ...
Another struggle for identity with Latinos is their struggle with the Spanish and English languages. While some Latinos may speak Spanish in their homes, the language may not be conversationally used in their schools. Some Lat...
As writers, many students write to the expectations of their professors and not to their fullest potential. Throughout English 101 I had been writing only to please my professor or to fill the basic requirement to pass English. I always felt that my writing ability was never enough for my professors throughout the previous years. They always wanted clear and concise essays, which for some reason was unreachable by me. However, starting college and taking English 101 helped me with my weaknesses and changed my technique of writing essays. My experience in English 101 taught me to write to my fullest potential and to write what I felt; rather then writing what was required.
Johnson and Newport used 46 native Chinese or Korean second language learners of English who were students and faculty members at an American university. The subjects were presented together because of their native languages dissimilarity to English and lack of difference in the results of two groups. The subjects' ages differentiate between 3 and 39, when they first arrived in the US and they had lived in the target language culture for between the age of 3 and 26. According to their age of arrival in the US, t...
As I look back on my English 101 experience, I have come to the conclusion that I have learned many new things that have improved my abilities as a writer. I have learned some new techniques that have improved my ways of approaching an essay. I learned all about the rhetorical appeals and how to apply them in my writing and how to look for them in a essay written by a author. I have also learned how to argue both sides of a argument, and how to look for reliable sources and to properly quote and site the author of the essay. I feel as if I have become a better writer and my improved writing skills are shown within each essay.
Everyone went through different experiences in his/her life, some are good and others are not, some are easy and some are tough. Whatever that kind of experience it would remain in our memories for either; short, long or very long time, it depends on how much change occurred to us. The more effect the more it will attend our memory. I remember my first time watching an American movie with Arabic subtitles, I was listening carefully and trying to identify the words meaning with the help of the Arabic translation. I kept repeating the same method over and over with every English movie until I started middle school student. It was my first time studying English in an educational setting. I started to study English by memorizing grammatical verb tenses. Most classes were taught in Arabic except my English classes that were three times weekly. I remember I was taught much vocabulary in the form of lists of isolated words and long elaborate explanations of the intricacies of grammar were given. Grammar provided the rules for putting words together, and instruction often focuses on the form and inflection of words. Reading of difficult classical texts was begun early and little attention was paid to the content texts, which were treated as exercises in grammatical analysis. Often the only drills were exercises in translation of disconnected sentences from English into Arabic