Introduction Goode et al., (2004) defined culture as the integrated imitation of human’s behavior and the capability of passing it to the subsequent generation, which comprises of aspects such as religion, food, social traditions, music, language and arts. In accordance to the definition given, it can be presumed that language plays a significant role in portraying the culture as a whole. This can be proven as Baker (2001), states that loss of language results in the loss of cultural identity. Shockingly
links between globalization and the way we teach and learn languages. It starts with the question of why some people are more successful than others in learning .. non-native languages, and why some education systems or countries are more successful than others in languages of instruction book includes chapters by different authors on the subject of language learning there are chapters on the role of incentives ; the way their languages, cultures and identities are interconnected; the ideas that neuroscience
Writing Workshop - Group 2 American and British Culture in ELT: A Blessing or a Curse? The status of English as today?s most widely-used language has regularly been a topic of wonderment and alarm to observers. Although the global dominance of English carries with it great possibilities, development, and increased knowledge, there are also prominent concerns about the negative impacts such a powerful language has on local cultures. For English Language Teaching practitioners, much of the discussion
(McKay 2016). Therefore, English language is now considered as an international language, and it is often taught as a foreign language accompanied by teaching both American and British Cultural studies. Teaching English as a Foreign Language (TEFL), in simple words, means the teaching of English language in a non-English-speaking region. Education in American and British cultures deals mainly with the different aspects of both cultures. Teaching English as a Foreign Language besides education in American
worldwide spoken language. It becomes part of daily life of many people for many reasons: enjoyment, academic, economic, and other purposes. It is spoken throughout the world either as a first or second language, not only with English speakers, but with people of different first languages. Crystal (1994) describes its status as ‘global language’ where it started to have ‘a special role that is recognized in every country in the world’. The prominent characteristic of a global language is that it is
and students. These reasons for differences may be the culture, gender, age, personality, ethnicity etc. We find our classrooms are populated with gifted students, students with culturally diverse, and students with learning disabilities. The diversity variables focus on my analysis are the age group, culture, gender and language. Identifying how different students learn and their learning patterns is a way in which teachers can meet the learning needs of diverse students (Bank et al.,2009). I am currently
challenges for CLD students acquiring a new language. Some key challenges involve not only the cognitive dimensions, but also the sociocultural and linguistic dimensions. The bilingual teachers must understand these challenges of their students face in order to meet the unique and individual needs of the language learners. The cognitive challenges consist of the interrelationships between the cognitive and sociocultural dimensions. Acquisition of a second language interrupts a child’s cognitive development
Technology and Second Language Learning Li Li Lin Alliant International University May 15, 2009 E-mail: lilylin1524@hotmail.com 2 Introduction Current technology provides new opportunities to increase the effectiveness of language learning and teaching. Incorporating well-organized and effective technology into second language learning and teaching for improving students’ language proficiency has been refined by researchers and educators for many decades. Based on the rapidly changing evolution of
Culture shock through language, in my opinion, is the most difficult to overcome and even more-so without a translator. I believe this to be true because to learn the language of a culture is ultimately learning everything about that culture. Through language, you inevitably learn all aspects of that people’s culture through the words and sounds they use; their beliefs, objects, feelings, experiences, names, labels, rites and roles. Language is an extremely important aspect of a culture, and understanding
methods since every student learns differently. “The process of L2 learning is very much an individual experience, determined in part by the complex interaction of an individual personality, targeted aspects of the L2, and particular learning events” (Macdonald, Yule, and Powers 90). Therefore, I need a flexible approach to teaching that allows me to adjust methods as needed. Every person who enters a classroom impacts the learning that takes place. I play a large part in what happens in my classroom