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English as a Second Language
English as a Second Language
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Introduction
English as second language communication skills is designed for students who are at intermediate or have advanced level of proficiency; enables students improve their use of English in everyday communications moreover, as well as in professional settings. This language is in some way taught all over the world which mostly is under different circumstances. For teaching English, it depends with the learners’ native language which may consequently differ from English. For example a speaker native of Chinese mostly encounters a lot of difficulties compared to native speaker of German, reason being that German is actually more closely related to English compared to Chinese. Learners who study or learn English as their second language do face a lot of problems especially when it comes from effects of tracking and as well ability to grouping. For this reason most students are placed into abilities which has low groups which is based their performance that is standardised tests. Basically teacher teaching students who study English as their second their second language faces a lot of challenges as well.
However, they have to employ good practises and strategies in teaching this kind of students for them to understand. The statistics have those students who learn English as their second language perform poorly in their academic for some quite time; this is attributed by the student’s ability of understanding question based in English. Effective practice mostly varies widely depending on the context of the teaching. Students should adopt typical strategies which include listening to influent English, building receptive vocabulary through repetition and schema building, the use of gestures to show comprehension, and choral reading. There are different theories used in teaching English as second language. . The first theory was based on ways of second language formulation had stared with Francois Gouin. The theory was pre-behaviourism. This theory is categorised into different method; the series method, direct method. The direct method is used in sequential use and memorizing thousands of verb and vocabulary words, and all the while, and as well avoiding him native language. This method was deemed successful but at some time faded away. This method basically sorts in teaching the second language mostly by recreating conditions. For instance the teacher who is the role model does an activity-writing on the board-and simultaneously he/she verbalizes it that process of writing on the board. In addition when time goes by the student is able to sharpen his/her linguistic ability or skills. The other method under this theory is direct method. This was a real way of language teaching. It was developed by the reaction which is against ones monotony and ineffectiveness of translation of grammar in classes. This method was borrowed and applied Gounin’s findings. The students are taught to ape the way children mostly learn their first language. This is attributed by directly and needs no explanation of points in grammar as well using only the target language. Moreover the language was inductively used. The main objectives were speaking and as well as listening comprehension. The learner, learns to write by writing what is being dictated by the teacher in those languages being targeted language. Typically direct method was used by students taking turns in reading aloud. The teachers then set test for understandings by asking questions in that particular language and students would have to respond in appropriate way in that language.
The other theory of English as second language is the behaviourism. This theory is based on learning the results from a change of a behaviour which is overt. This one is applied by acquiring of language by learning through emitting an utterance which is reinforced by response by another. Suppose the effect of the imitated behaviour is negative then the behaviour should not be repeated and the response is positive then the vice-verse should be done. The theory is highly based on work drilling that aims in formation of good language characters, and therefore it uses extensive conversation practises in the targeted language. While the students enter the classroom, they receive different linguistics stimuli and therefore, respond to them. For this language to be more effective, then individual’s structures should be represented one at time and eventually practised via repletion drills. Moreover the explanation of grammar should be minimal or could be even non-existent, for this reason the learner will learn structures of grammar through inductive analogy.
The last theory was natural approach theory. This one was developed by Came Krashen which stipulates that the language should communicate the meaning and messages, which can be achieved by learning the lexicon the language which is targeted. This is based on an individual learning the language until he/she begins to speak naturally. This theory in classroom is teacher-centred; there is no use of text book hence the teacher makes the students experience enjoys and unchallenging. The teacher plays a major the role in the classroom for the students to learn the English as the second language. The teacher speaks the targeted language while the students listen but with keeping the no-pressure approach, in this case the learners are allowed to use their native language. In this theory the students gain language without effort.
Basically I teach Physics and there are various strategies I would employ while teaching students who learn English as the second language. Since my class has increasingly become more linguistically diverse. The first strategy will be through the natural approach method. In the natural approach the students first develop communication skills which are basic in English. This approach would be effective if there is no pressure put on students to learn it all in physics and as well making the messages understandable while teaching and be meaningful to the leaner via a variety of techniques. For this strategy to apply in my classroom, I will use visuals that reinforce spoken or written words. This will be through drawing of the diagrams on the board for the student to get visual context which he/she will easily analyse. The use of visual will not only entail drawing but also use of objects relevant to the topic taught in my subject. The use of visual strategy will enable the student memorize what he/she has being taught in class despite English being the second language.
The other strategy which I will employ in my class is adjusting of my speech that is speaking slowly, enunciate, using longer natural pauses, repeat words or phrases, including shorter sentences, fewer pronouns and simple syntax as well. Physics needs high understanding therefore, I will have elaborate words by slowly speaking to students for them to get the concept. Repetition is a basic need in this strategy as it makes the students to understand more what they have being taught in class. Continuous repetition of the physic terminology will keep the students who learn English as there second language in a better position.
The third strategy is the use of fewer idioms and clarifies the meaning of words or phrases in context. Physics subject entails a lot of technical terms which need clarification. For the students learning English as their first language have to be clarified this words and phrases. Idioms may have hidden meaning as used in the context and will upon the teacher to make clarification and show the meaning of the idioms to the students. This strategy would be backed up by stressing high-frequency intonations vocabularies words. Through this the students will know the meaning of the words and as well understand their pronunciations of those words.
Another strategy to be employed is by engaging the students in the practical. Physics mostly entails the field of practical which later is applied in the career course. For the students who learn English as their first language would easily get what is taught in the classroom without much straining. I will how to do the practical while relating what is the textbook for easier understanding. Practical is doing activities physically with the help of theory part which used in that topic. Students taking English as they second language will get to know what they are handling despite the fact they had no idea in the theory part of it.
The last strategy is through the stress participatory during learning. A good students always ask the teachers questions for clarifications of hare and there. Specifically, for the students learning English as their first language, would understand what is taught in my subject since he/she will get clarification from the teacher. I do encourage group discussion since one would gain a lot from their fellow students, the other students will show them on how to pronounce certain words which will be to their advantage.
Conclusion
It is evident that teaching students who are learning English as their second language is a difficult task. With the theories in place one has employ the in the teaching practice and as well formulate strategies which will enable them eradicate this challenge. Teacher especially who don’t teach English as subject faces a lot of difficulties which they have come up with tactics to face it.
References
DUEÑAS GONZALES, R. (2001). History, theory and policy. Urbana, Ill, National Council of Teachers of English [u.a.].
MAXOM, M. (2013). Teaching english as a foreign language for dummies. Hoboken, N.J., John Wiley & Sons. http://rbdigital.oneclickdigital.com.
HIST Chapter 30 Reflection
When reading this chapter, I discovered much new knowledge that I had not encountered before. As such, the basis for this writing became discussing topics that I may have had a cursory knowledge of in more depth and in a new light. I tried to rethink and reanalyze the history contained therein through the new eyes I was granted by this new knowledge, and, overall, I think I did a pretty decent job of accomplishing that goal in this piece of writing. That statement also relates to why I chose this piece for reflection. I think that, in this analysis of Chapter 30 of the text, I bring the analytical acumen I learned from reading Loewen’s book into my own analysis of events. The Women liberation movement mentioned in this chapter is something that should be mentioned more in academic circles. The role that Patsy Mink played in the struggle for women to be heard is significantly underestimated. Among other things, Mink was the first Asian American woman elected to Congress and that she helped to pen the Education Amendments Act of 1972, which in Title IX prohibited discrimination in education on the basis of sex (Openstax 30.1). This is a lifetime achievement that should be mentioned more. As a champion of education, I believe that such women deserve more recognition and mention that they are currently accorded.
I discuss how my previous history courses have failed, yes, but I also discuss how my views on the history I discuss changed in light of this new information that I have learned. I think that idea is also central to what I learned in composing the piece. I gained an understanding in writing this response of the fact that, even if I have studied a topic multiple times, there is often new information that I will find in revisiting it. New information may not necessarily be completely new facts and data but also a new way of thinking. For example, while I have previously read about empowered women, I have not fully acknowledged how their efforts helped other people like I have done in reading chapter 30. This new light and revelation is a piece of information that I will carry for ever.
New perspectives influence a deeper understanding of events and the causal conditions that led to them. I also gained an understanding that, just because I disagree with a person’s actions, that doesn’t mean that I cannot learn from them—my analysis of Nixon is a prime example of this. Other roles played by the president at his time have affected how current presidents behave while in office. I now appreciate such information more.
english and literature. Realism is a 19th century
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English and Literature
Realism
Realism is a 19th century genre that emerged from France through artistic representations. Realism depicts a style in which writers use exhaustive realistic and factual accounts of events. The style focuses on representing actions and also social circumstances as they are without any fantasy. In this style of literature, the work emphasizes the use of truthfulness and actuality while restoring life in literature. In the United States, the term appeared into literature after the repercussions of the Civil War as writers offered accurate demonstration and exploration of the events (Fer 35).
The Guest by Albert Camus shows realism that represents actual events. The story is set in Algeria that is under the French rule and authority. Daru is a Frenchman born in Algeria and works as a schoolmaster in the plateau or upland areas of the country. His old acquaintance Balducci who works for the French government brings him an Arab prisoner. Balducci gives orders to Daru to take the Arab prisoner to the police station nearby while he gets backs to his duties. Daru as a French citizen is expected to cooperate with the government, but as an Algerian-born resident he feels connection to the natives, he offers the Arab prisoner a chance to escape and avoid prison life (Yehoshua 41).
The Guest depicts the actual story that occurred in Algeria when it was colonized by France. The Algerians as the Arabs in the story started a revolution to fight for freedom from the French rule. Camus shows the conflict and tension that existed between the Algerian natives and the French authorities. The narrative also shows the harsh conditions of war and the ruin it can bring to a country. This includes the scarcity of food, shelter, educational material and above all hatred between social groups. Camus’ story illustrates how the Algerian War caused ruin and hardship for many people as tension rose between the Arabs and the French Algerians (Yehoshua 41).
Cranes by Hwang Sun-won illustrates an example of realism through the tangles of friendships. The story focuses on Tok-chae and Song-sam who were childhood friends in the past. However, Tok-chae has been taken prisoner and Song-sam is tasked with the duty of sending him to prison. Through their conversation, the story shows their plight in a war torn country. Cranes signifies realism because Sun-won recounts the actual events of the Korean War. The Korean civil war caused disintegration of families and deteriorating of friendships like Tok-Chae and Song-sam. In this way, the author shows the tragedies of war where many people such as Song-sam had to leave their children behind to hide. Tok-Chae on the other hand chose to fight in the civil war to protect his business and family. In essence, the story features realism because even in times of war people make choices that affect others. The Korean civil war caused pain and bitterness for many people as they were in conflict with fellow brothers and sisters. The story concludes with forgiveness between Tok-Chae and Song-sam and this shows that friendship or families overcome ideological differences even in the real world (Lee 91).
Surrealism
Surrealism is a style that emerged in the 20th century during the period of the World War I. The initial citing of this style occurred in Paris in the 1920s through the Dada movement that produced work that defied reason. In essence, surrealism is an expression of literature based on manifestation of imagination as it appears in dreams. The system focuses on expressions that are free of the conscious regulator of reason and does not need conviction. Surrealist creators prefer the associations and insinuations of words, but not their literal meaning. In this style artists can express their dreams and the sub-consciousness without regard to reason or moral obligation (Fer 67).
The metamorphosis by Franz Kafka shows an example of surrealism in its context. The story of metamorphosis narrates the life of Gregor Samsa who woke up one morning to discover he had changed formed. Gregor a salesman by profession found out that his body had changed into a vermin or a giant insect. Surrealism appears in the story because the plot goes beyond reality and takes an illogical state. The plot takes a dream-like path as Gregor wakes up from a restless night to realize that his entire body has changed. The “reality” and dreamlike or disregard of logic appears in the plot as a normal person turns into a giant insect. Gregor takes on insect like behaviors that defy reason since he was human, but suddenly he acts like an insect. The idea of a person transforming into a repulsive giant bug is bizarre and unworldly. The story appears like a dream and something that defies reason for the normal human expectations (Kafka).
Kafka turns the story into an interesting read as Gregor tries to manoeuvre his new state and environment. However, the whole scenario of transformation turns out illogical, absurd and even menacingly strange for the reader. Surrealism also means the combining things in the same frame, through features that in the usual circumstances would not be found together and this produces the illogical effects. For instance, Gregor transforms into a giant bug and continues to live in the usual setting of an apartment. The element of illogical and out of this world experience in a weird environment surrounds the plot (Kafka).
Magical Realism
Magical realism emerged in 20th century as introduced by Franz Roh a German critic who recognized it as a category of art. The terms became popular in the 1940s and 1950s as artists and writers such as Roh who saw it as description of uncanny realism. The concept of magical realism features two conflicting viewpoints, one that is founded on the essence of reality and the other on the recognition of the supernatural part. In this way, magical realism varies from pure fantasy because it involves plots that revolve in the normal, modern world with reliable portrayals of the human society. The idea in this genre of literature is the acceptance of magical features as part of the natural in an ordinary real society. It appreciates the puzzle of the unity of the opposites such as challenging the opposites in death and life. In reality, it is the combination of the real and the fantasy world (Bowers 21).
The Handsomest Drowned Man in the World by Gabriel Garcia Marquez represents an example of magical realism. The story is set in a small coastal community with only a few people inhabiting the area. The state of the village changes when a dead body washes ashore and the villagers do not recognize him. Magical realism appears immediately as the villagers indicate that the dead body is unimaginably handsome, taller and stronger than any individual than they have ever encountered. However, even with the man appearing “magical” and out of this world, the villagers still carry him home to prepare for his burial. In essence, this bores the element of a supernatural being treated like a normal person by the villagers. The essence of a body that is unique and mystic than they have ever witnessed, that catches the attention of the people so that they treat him as normal in their community brings out magical realism. This means a fantasy world is existing in the real world in a natural way (Kirszner and Mandell 458).
Additionally, they give the corpse a name “Esteban” giving him a special place in their lives. As Esteban the corpse acts as a divine being that offers salvation for the villagers. The characteristics of the corpse seem unique and different from anything they have ever seen, but they still accept him effortlessly. The villagers depict great faith as they instantly accept the corpse instead of questioning its origin or even fear for their lives, but instead they embrace him and treat him as special (Kirszner and Mandell 458).
The style of surrealism and magical realism exhibit some common characteristics that make them identifiable. The two genres of literature emerged in the 20th century when the art of writing began to be developed and categorized earnestly. The two styles exhume elements of reality and fantasy in the normal world. In fact, despite the fact that surrealism features things that defy reason, magical realism also appears unreal and unbeveled in the natural world. In this way, surrealism and magical realism connect the world of supernatural and the natural world in a unique way (Bowers).
Works Cited
Bowers, Maggie. Magic(al) Realism. London, UK: Routledge, 2013. Print.
Fer, Briony. Realism, Rationalism, Surrealism: Art Between the Wars. HYPERLINK “http://en.wikipedia.org/wiki/New_Haven,_Connecticut” o “New Haven, Connecticut” New Haven, Connecticut: Yale University Press, 1993. Print.
Kafka, Franz. The metamorphosis. New York: CSF Publishing, 2011. Print.
Kirszner, Laurie and Mandell, Stephen. Fiction: Reading, Reacting, Writing. Miami, Florida: Paulinas, 1993. Print.
Lee, Peter. Modern Korean Literature: An Anthology. Kolowalu Street, Honolulu: University of Hawaii Press, 1990. Print.
Yehoshua, Abraham. The Terrible Power of a Minor Guilt: Literary Essays. Syracuse, New York: Syracuse University Press, 2000. Print.