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Globalization and our education
Education in the midst of globalization essay
Globalization and our education
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Background:
In the last century, there has been major shifts in attitudes towards language teaching and learning. Language was previously viewed as a system that can be acquired through focusing on grammar, that view influenced some teaching methods such as Grammar Translation Method, Audiolingual Method and Situational Language Teaching (Nunan 2001). Scholars started to question the validity of such methods, because they have noticed that although students had a good knowledge of the language rules, they were unable to use the language to communicate (Larsen-Freeman 2001). In other words, students should learn linguistics skills as well as communicative skills (Richards and Rodgers 2001). Littlewood (2002:1) commented, "the structural view
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• Teacher's role is to present a topic and let the students express their ideas, he is advised to tolerate student's errors when the focus is on fluency, later on error's can be presented and corrected when accuracy is discussed.
• Native language is rarely used, only if the teacher wants to explain difficult tasks or assigned homework. Students, on the other hand, are responsible for their learning, through pairs and group work communication will be developed.
• Student's communication will be successful if they can speak or write coherently and cohesively.
• Fluency and accuracy are both important goals in language learning.
• Communication involves the integration of different language skills.
• Learning is a process of creative construction and involves trial and error.
• Culture is recognized as instrumental in shaping speakers’ communicative competence, in both their first and subsequent languages.
• No single methodology or fixed set of techniques is prescribed.
CLT has caused major shifts in language teaching (Richards
Take a look around in any instruction manual, what do you notice besides the instructions? The fact that it is printed in at least two different languages, sometimes even more. The United States is often referred to as the melting pot of many cultures. Therefore, the people speak many different languages. The use of these languages is a way of communicating amongst these cultures. As a result, it is becoming necessary to learn more than one language in order to properly communicate. The communication barrier can be eased through the learning of a second language by English speaking Americans. This method is referred to as second language acquisition. Second language acquisition (SLA) is the acquiring of a language that is not the native language
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.
Richards, J. C., Platt, J., & Plat, H. (2000). Longman Dictionary of Language Teaching and Applied linguistics. Beijing: Foreign Language Teaching and Research Press.
Clearly, language teaching methodology is in a poor situation. In 1983, however, Krashen published the results of an unprecedented body of research and paved the way for a revolution in our field. His five-point hypothesis focused on the difference between the acquisition of and the learning of a second language. Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings. Most experts agree, however, that his ideas are the most meritorious of the theories in circulation now, and schools that refuse to incorporate them are doing their students a disservice.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
The increasing impact of globalization has, in recent years, caused a significant shift in the goals of foreign language education from communicative competence to a requirement for intercultural communicative competence (Byram, 1997). He defined intercultural competence as the ability to establish and maintain relations with members of other culture but not necessarily linked to foreign language proficiency while intercultural communicative competence implies that the learner can do this in a foreign language (Helm & Guth, 2010). However, in a traditional language classroom, the focus of language teaching is to develop reading, writing, speaking, and listening skills. If the focus on language teaching is to improve this set of
This study examines the teaching and learning of a foreign language at the middle school level. Effective teachers are constantly seeking ways to make improvements on their instructional practices, their assessment techniques, and their engagements of students in the subject matters. Therefore knowledge of best practices encourages teachers to implement teaching methods that are more authentic, experimental and challenging (Zemelman, Daniels, & Hide, 2012).
On balance, the language in its written form is the center of attention and the pivotal responsibility of the learners is to comprehend the structure and rules of the language whose parts are dissected and analyzed. Coupled with intellectual effort and deductive reasoning, the form is of greater importance than communication. Likewise, teaching and learning are technical and inextricably linked with a syllabus.In the same way, error correction is steadfast in leaving little room for the quality of being spontaneous. In closing, the teacher is an authority figure, but the participation of the student is predominantly passive despite this.For one thing, the student will learn how to make interrogative and negative sentences, memorize irregular verbs, study modal verbs, learn how to form the perfect tense, etc., but hardly ever understands the use of these structures in conversation. In the case of language learning, one may be able to recite the fact when specifically asked, but is unlikely to use this knowledge in conversation. Importantly, Krashen insists that language acquisition does not require extensive use of conscious grammatical rules and does not require
13 years on this Earth. 4,745 days. 678 weeks. 6832800 minutes. Within that time, I have spent 6 hours in school for 180 days every year since I was 5--7,560 hours in school. From the time my homework was coloring the pages of an art book, to today, where my homework is solving 30 pages of linear equations, Language Arts has been relevant. In this learning institution we call school, approximately 1 hour and 45 minutes is spent teaching students like me reading and writing. That is 2,520 hours out of my total 113,880 on the face of our solar system spent on this single subject. Language Arts will always be a key element in my life. This subject that we praise is teaching us speech, reading, and writing. And of course,
...006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Throughout history, many schools of thought have examined humans’ ability to understand and utilize language. Ancient philosophers, like Plato, used their observations to pose notions of language acquisition and early Indian scholars began the first debates between nativists and behaviorists (Stanford Encyclopedia). These early thinkers only touched upon this human process, as our modern day tests have shown that there are specific stages to acquiring language, varying ideas on whether language is innate or learned, and a definitive, but rarely studied, window for any human to acquire language.
Moving through the history of approaches and techniques in foreign language teaching clearly indicates that the focus and goal shifted gradually from “reading” to “speaking”. According to Richard & Rodgers (2003), the same method utilize in teaching Latin were applied in teaching English, meaning the goal was not learning to speak the foreign language but to translate sentences into it or from it and speaking was limited to reading the translated sentences out loud. This was the beginning of Grammar Translation Method where little or no attention is paid to speaking and grammatical accuracy was the
Language. It is a method of communication by the human beings. Language is being done by either speaking or writing consisting of the use of words in a structured and conventional system. Language is very important; it is essential to everything we do in our daily life. We use language to express our feeling to people around you, what we need, what we want and the question we would want to ask and understand. The most widely spoken language on the world is based in the most populated country on the earth that is China, beating the second most spoken language, English, by two is to one ratio, and Mandarin Chinese is the most popular language in the world. There are about 1,213,000,000 people who speak mandarin today. While there is only 508 million people speaking English. When both culture meet and mix, there would be a chance of new language developed. Language is undeniably very important, so have you ever wonder where it came from? How we started learning language? No one exactly knows how many languages there are being spoken in the world, one of the reason why is because the tro...
Language is a greater medium of communication. Learning a language cannot be imposed on the learners who have inhibitions and no experience. This seems to be an instruction in the second language teaching and not a way in imparting education and a method in teaching a communicative language. It is understood that language cannot be instructed in the Second Language classroom. It has to be reviewed to make them effective and learner friendly.
Language is not only at the centre of the intellectual universe but also human life. It is one of the most important ways of expressing our negative or positive feelings for people, it is vital to achieving many of our goals and our careers, it is a source of artistic satisfaction of simple pleasure. People use language for many various purposes like planning our lives and remembering our past, exchange experiences thoughts, ideas, and emotions, and we identify ourselves with people who speak the same language. Some people in the community are able to do this in more than one language. Knowing another language can often boost your career, getting better job, a chance of getting education, the ability to take a fuller part in the life of one’s own country or the opportunity to emigrate to another, the best way to broaden one’s literary and cultural horizons ,the expression of one’s political rights or religious views. It affects people’s careers and possible futures, their lives and every identities. In a world where probably more people speak two languages than speak one, language learning and language teaching are vital to the everyday lives of millions.