Although patterns of non-standard dialect seem to become a problem in the way we are told is “correct” English. It is known that children are learning these patterns either at home or from other children. Parents do not seem to mind that their children are not speaking in what is considered to be Standard English, as long as they are able to communicate with them everything should be okay, right? One of the patterns is that of “Black English”. Does this pattern cause problems in the learning process that Standard English is taught in schools today?
It is not fair to conclude that because a student exhibits difficulties with one area of learning that he or she will exhibit the same difficulty in other areas, in fact a student who displays difficult writing or reading may in fact excel in other academic areas such as mathematics. Other scholars such as Bernhardt argue that multiple measures is important as student achievement results can be explained by other factors (Bernhardt, 2002). Bernhardt believes that there are four components which should be discussed when referring to multiple measures; student learning, demographics, perceptions and school processes (Bernhardt, 2002). Bernhardt believed that not only will multiple measures enhance student learning, but also it will provide teachers and schools with the information necessary to improve overall learning. McMillan
These problems cause major drawbacks to America, such as inability to compete intellectually as well as technically at a global level. American Education Problems American education problems are as a result of the education systems employed in the American educational curriculum.”Schools are teaching the wrong things these days. Students are being taught Shakespeare and all those really old 16th century plays (Chou 1).” Learning institutions instruct students on ancient topics, books that were taught as back as the 16th century. The problem is that such information is of minimal benefit to the students due to the changing and progressively advancing globe. In place of instructing learners on old and outdated information, instructors should insist on verbal and writing techniques.
Ebonics Pros and Cons Leonard J. Marquez United States University Ebonics Pros and Cons When the Oakland School District made a decision to always Ebonics to be included in the school curriculum what was at stake was not fully understood. On one hand a group of children who spoke differently because of cultural differences than their proper English speaking counterpart began to accept their form of speech as a legitimate way to speak. But what is considered proper English? Do we have a standard that English should be spoken in a certain way regardless of area and culture? Or should the American language reflect a only a particular range and one that should be taught in schools.
The difference in the two is that although Amy’s mother did have a hard time speaking the language clearer that the average English speaker she was able to have a language with her family that was English but they had a certain bond with it. Richard Rodriguez on the other hand was told he had to speak English even with his parents but his parents were no more an English speaker than he; so, once he began to understand the language better and speak it with his parents, his parents were the ones
First of all, NNEST share the same background with the students, both of them English isn’t their first language. Knowing that English isn’t the teachers first language will break that barrier between the students and the teacher. Psychologically the teacher will not intimidate the student by creating any type of superiority, which will help in enhancing the education process. Secondly, NNEST can foresee better than a NEST. NNEST can relate to the problems that their students face because the teacher might have faced them in learning English as a second language, while a NEST can’t relate to their problems since English
Using the Constructionist and Inquiry Based Learning Models in Teaching the Letter P to Arab Learners Mohammad A. Bawazir (@ 01326422) IST 5003 Prof. Mathew Berland 10/28/2012 Abstract English teachers have always considered teaching the letter P to Arab learners an obstacle. The reason is that there is no p sound in the Arabic alphabet which makes it sound very strange when students pronounce it for the first time. Since students differ in the way they learn, teachers must use a variety of approaches to take into account individual differences. This research paper will compare and contrast the Constructionism and Inquiry-based Learning as two different models regarding the theory and how they are applied when they are used for teaching the letter P to Arab learners. The letter P has been always a source of confusion for Arab learners when they learn the English alphabet.
Nonnative English Speaking Teachers in Teaching English As Second Language I. Introduction: Everyone knows the importance of English language, and how it continued to grow till it reached into a stage where it's known to be a lingua franca; the language of communication for speakers of different first languages. People seek different ways to learn English. Some learned English as a children, others learned it as adults. Some learned it in academic environments, others learned it through an informal immersion with peoples in English spoken countries.
Overtime there have been various theoretical models with contrasting ideas of the teaching of reading from the top down model, interactive-compensatory and bottom up approach. I experienced aspects of these approaches during my school placement. The Top down model (Smith,1971; Goodman, 1970) assumes that the process starts with whole texts and words are sounded out only when necessary. This is also known as the whole language approach, using the context to predict the upcoming words in a sentence. It believes that children should focus on the meaning of what they read rather than sounding out the individual words repeatedly.
This structural teaching approach stresses the internal structure of language, making a separation between form and meaning as well as function. Students adopting this learning method may be good at dealing with the tests focusing on grammar and structure, while they may often fail to communicate with English speakers effectively in real life, and misunderstanding between communicators usually arise. English Learners must realize that thoughts and values about nature and humanities from different countries and different societies are quite different, Therefore Helping students to developing awareness of cultural differences reflected in languages is one of the most important objective of English teaching. Although some English teachers have added cultural background knowledge training into the whole process of English teaching, English education in China still have a long way before English learners can speak properly and accurately according to culture background when communicating with others. Therefore, this paper aims to present the important role cultural difference plays in English teaching and the potential method to improve English teaching of different culture.