In the first place, there are many problems which are originated from learners and in this part of this essay; these problems are going to be explained. In Turkey, perception of learning a foreign language is affected different factors such as ideas; purposes, culture etc. according to Dogancay-Aktuna and Kızıltepe (2005) these factors include that “attitudes of Turkish students towards the British and Americans, motivational intensity, interest in foreign languages in general, attitudes towards learning English, instrumental and integrative orientation, English class anxiety, family encouragement, and feelings towards the English teacher and the English course.”(p. 259). English teaching and learning are cared by Turkish people. Karahan (2007) deals with English teaching in Turkey and explain “Many Turkish learners start learning English at high school; some others as early as primary school or even pre-school, yet the problem is that most are far from attaining the desired level of proficiency either in comprehensive or productive skills or in both.”(p. 74). One of these problems is that learners in Turkey see learning language as if it is a needless activity. The work of Karahan (2007) shows that English learners do not recognize English language position and advantages in their daily life and they postpone learning English till adulthood by the time they are forced by professional requirements. In addition to this problem, English learners not only cannot encourage each other both also they criticise each other pitilessly -especially while they are speaking- with unsuitable ways which make learning difficult. Turning to Karahan (2007), one finds that it is peculiar that students cannot connive their mistake while speaking Engl... ... middle of paper ... ...cy and ıts planning. Isık (2008) observes that this committee is under the influence of the party in power and this situation shows that it is troublesome to balance foreign language policies in Turkey. Because of these causes, in Turkey, any proper foreign language teaching policies have been shaped in pursuance of needs and facts yet. In addition to this problem, policy makers have a big responsibility in Turkey. Research by Sarıcoban (2012) suggests that curricula, textbooks, teaching methods and approaches which are designated by foreign language policy makers influence the achievement of foreign language education of Turkey and according to Sarıcoban (2012, p. 2647), “Although, resources and efforts have been expanded on the provision of English at the level of primary and higher education, policy objectives are not in concert with instructional practices.”
Ravitch, Diane. The Language Police: How Pressure Groups Restrict What Students Learn. N.Y.: Alfred A. Knopf, 2003.
Expert opinions used in McGray’s article are used to offer different perspective of other professionals and experts who weigh in on the discussion. Even though the audience knows McGray’s credibility, more evidence is needed on why the lack of foreign education is a big deal in America. McGray uses the authors of the 1975 Helsinki Accords, which promoted the study of foreign languages, to further illustrate his point quoting, “‘The United States requires far more reliable capacities to communicate with allies, analyze behavior of potential adversaries’”(). The quote beautifully demonstrates how even officials 40 years ago were concerned about the education system not incorporating foreign education in the curriculum. McGray utilizes the quote to show how even in 1975 people were concerned about the lack of foreign education, signifying that this has always been a problem and must be changed. McGray also adds in this expert opinion to offer how learning another language would benefit the future. It would allow workers to better communicate in their careers and analyze possible opportunities in another country. McGray argues, through expert opinions, that there are actually benefits to learning multiple languages. McGray presents these professional’s idea in his article to help strengthen his point and offer multiple ideas on the issue. Professional opinions are
During the Cold War, foreign language education policy became a larger national concern, yet the establishment of foreign language education abutted a long-standing “English Only” attitude in the U.S. The two are linked, as the decrease in students studying foreign languages can be directly tied to the xenophobia during World War II that, in some cases, outlawed the teaching of foreign languages. William Riley Parker directly links the two, citing that the decrease in students studying foreign language was a result of the phobia of Germans that swept the nation during the 1940s. Thus to fully understand the literature on foreign language policy, the various skeins of history: foreign la...
Wiley, Terrence G. "Language Planning, Language Policy, and the English-Only Movement." Language in the USA: Themes for the Twenty-first Century. Ed. Edward Finegan and John R. Rickford. Cambridge: Cambridge UP, 2004. 319-38. Print.
Author Mauro F. Guillen builds an argument to persuade his audience that foreign language study must continue to be an integral part of higher education in the United States based on making a logical appeal through placing himself in a position of knowledge, we are more willing to listen to what he has to say. Guillen preys on our emotions and our sense of right and wrong to inspire us to side with him. The author's tone and relatability make him a reliable source in our minds, and that is one of his most powerful persuasive tactics.
It has become common knowledge that the United States is falling behind the rest of the world. Economically, Industrially, and educationally, the rest of the world pushes forward and welcomes change while the United States clings to what it has known for decades. One of the largest gaps between the US and the rest of the world is its policy about second languages, and it puts the US at a disadvantage. Those who oppose change believe the US can better itself without making secondary language learning mandatory; they argue that it will cost more money, “turn students off” to learning a second language entirely, and that the benefits are not worth the costs. Unless a change is made in the United States’ language education, the country will continue to fall behind. Making learning a second language mandatory not only helps students, but the country as a whole by “raising the bar” and improving the country’s competitiveness with the rest of the world.
Being bilingual always made my life differ as if I lived two lives, speaking Spanish at home and English everywhere outside of home. On the daily basis at my house, my family speaks Spanish. When we communicate we speak very fast, at times we can not even understand one another. After this occurs we all burst out in laughter super loud, no boundaries are enforced in our lexicon. The enforcement changes when entering a different discourse community.
Second language acquisition has also become a significant factor in the country because multilingualism is linked to “economic interchange, national security, and community development” (p. 586) in the current globalized world (Cummins, 2005a). Many heritage language students are enrolled in English as Second Language (ESL) program or mainstream education without linguistic support. These students live parallel linguistic and cultural lives divided between home and school which may create stress or inner conflict (Reyes and Vallone, 2007). Ironically, many heritage language students willingly enroll in foreign language classes in middle school, high school, and or college in order to further develop...
The overall aim of the New English Course Requirement at the basic education stage is to develop the children's general language ability. The development of the general language ability is based on the overall development of the children's language skills, language knowledge, emotion and attitude, learning strategies and culture awareness. Among them, language knowledge and language skills are the foundation; culture awareness is of help in using language appropriately; emotion and attitude are the important factors influencing children's learning and development; and learning strategies can help to enhance learning efficiency and develop learners' autonomy.
Wade, P. and Marshall, H., with O’Donnell, S. (2009) Primary Modern Foreign Languages Longitudinal Survey of Implementation of National Entitlement to Language Learning at Key Stage 2. RR 127. London: DCSF Publications.
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...
Kurdistan has long been the target of racism and Arabization policy which raised many problems to the people that hindered acquiring education in their mother tongue and “destroyed the basis for development of the Kurdish language or for any of its dialects.” (Michael Eppel 256) Therefore, the Kurdish language remained undeveloped and was on the verge of decay. The liberation of Kurdistan in 1991 and the whole Iraq in 2003 has opened up new horizons, influenced Kurdistan’s economy and the balance of power to a great extent. Kurdistan became one of the key players in the region and a vital partner in rebuilding the new Iraq. In this domain, rapidly developing Kurdistan felt a huge pressure to learn English to keep pace with the globalizing world. ???? introduction ????
In most institutions of learning today, the classes are made up of students from different ethnic backgrounds. These have different traditions and also speak different languages. In a typical classroom, the majority of the students will speak the same language. The teacher must then employ strategies which will accommodate all the students in the class. This will ensure that every learner gets the best quality of education. This will enable them to be better prepared for career and expressing themselves. In this paper, strategies to assist learners of the English language in their literal development for third grade learners. In the paper, three strategies that can be used by the teacher will be discussed. New strategies and research that will help the English language learners to gain in depth mastery of the language will also be discussed. Due to the widespread learning of the English language in most schools, addressing issues of the language learners is of vital importance. Teachers should have the understanding that cultures are what give someone identity and therefore no student should leave their culture for another. Instead, there should be the blending of different cultures so that students can appreciate and learn from each other.
Experiencing those days where people would laugh at other for the broken English; the grammar and pronunciation are the toughest parts of the language. People with English as a second language always stumble upon difficulties; however, the determination of learning a new language do not decrease easily as the motivation is still surrounding one’s mind. Today, English has become an international communication; even the teaching and learning of the language has already spread throughout the world. English is known as one of the most common use language and has been offering classes everywhere for years especially around Asia; additionally, the world common language has now become the number one language uses in every fields of career that is being offer everywhere. Non-American students should be required to take English class as a second language in school
In our country, learning a language is seen as impossible. This thought results in problems in classes for teachers because most of the students restrain themselves from learning English. It means that we, as teachers, must know how languages are learned and which factors affect learning a language. Learning a second language is parallel with first language acquisition from various aspects. There is a marked difference between learning and acquisition. Children acquire language through a subconscious process during their childhood when they aren’t aware of grammar. This is for the first language of the children; we can say it is for the native language. There is a natural communication in this process in contrast to learning. Learning a language is a conscious process, it consists of rules and principles. The students have conscious knowledge and s/he need to talk about that knowledge, that means it is not communicative. It can be said that while acquisition is a natural process, learning is an artificial process.