Link Between Language And Culture

If teachers have prior knowledge of the subparts of the English language, as well as knowledge of the diverse cultures he/she is instructing can help the teacher create and blend a comprehensive and student-inclusive lesson plan and curriculum. Prior knowledge influences how the teacher and students interact with the learning materials as both individuals and a group. (Kujawa and Huske, 1995) Prior knowledge assists in segue of appropriate instruction and retention, because it is a foundation from which to build from and facilitates the idea of making sense of the educational experience.

Because of the development of foreign trade, English becomes a popular language in Taiwan. April told me that English is one of the compulsory course in the curriculum during her student days in Taiwan. However, different from the happy time she spent

English has become more and more significant. In China, a big part of higher learning, is a

The students have a difficult time understanding cultural behaviorisms, especially when they cannot have it explained to them on a personal level. Learning language involves cognitive and academic development, and their first languages must be involved when learning a new one. Finding the appropriate level of challenging material for students who are trying to understand new concepts in a foreign language is also very difficult, since they must incorporate both the child’s first language, and the new one. (Ludhra 2008).

Over the last few decades, the relationship between language and cultural identity have become a preferred topic in learning the important of language in maintaining cultural identity. The question that keep popping up concerns, the role of language in maintaining cultural identity. For instance, how and why language is important in maintaining cultural identity? does both language and culture reflect on individual identity? Probably the most important tool of socialization that exists in all humans and cultures is language. In this paper, I will examine the role of language in maintaining cultural identity, and what impact does language and culture have on individual’s identity.

If a survey was carried out among teachers of English for Academic Purposes (EAP) and Teachers of English as a Second Language (TESOL), a finding would be that a major concern for teachers is the inability to find appropriate material or the perfect text for their lesson. This is the basis for the article by Swale. Swale in his investigation puts forward two different options to overcome this problem. At this stage the author notes that no matter what approach is taken, the teacher needs to double as an editor or in some cases a material developer/writer.

Raymond Williams (Hutchison, 2011) said “culture is one of the two or three most complicated words in the English language” (p. 247). When I thought of culture, I used to picture food, festivities, clothes and country. Just like the nurse, I thought that if learned about one culture, I understood everybody in that culture. But as I started expanding my knowledge the meaning of culture started becoming harder to define. Different subjects seemed to have different definitions of what culture is. The idea expanded until it was not just a check list but “a set of common understandings, manifest in act and artifact. It is in two places at once: inside somebody’s head as understandings and in the external environment as act and artifact” (Hutchison, 2011, p. 246). The definition above explains why social workers need to learn cultural humility. It clarifies that because culture is both behavior and act, it is interpreted differently by different people. In other words, two people can be from the same exact place and still have different cultures.

Zhang did well in the class of Comprehensive English. I taught her from the very beginning of her college life. In my class, Ms. Zhang always sat in the middle of the first row in the classroom. She listened attentively, participated actively and handed in very good written assignment. She also had shown her good knowledge of English. She adapted herself more quickly to the English immersion class than other students, and soon had no difficulty in keeping up with the pace of class. In the second semester of her freshman year, she was able to give site

490) Leaning about this specific program answers a side question to our groups topic question, which is: what tools are available to incorporate culturally diverse literacies? This reading and discussion has given me specific examples of what effective things I can do to link diverse literacies to standard english. It has also reaffirmed my position that other languages and cultural literacies need to be treated with equal value and respect to the one in which they are leaning in, because they are not just learning for school, they are learning for life, in which a knowledge of working standard english is important, but so is cultural and personal identity. This article specifically relates to an important concept not only in this course but in the program of building off of what one already knows as opposed to starting with the base assumption that they know nothing or that everything they know is

Effective learning environment requires teachers to be knowledgeable and accepting of culture. How else can teachers be sensitive to other cultures other than by first being aware of their

In this globalization era, the value of English as an international language is significantly escalating in different aspects. Its significance is considered in classroom to prepare students in their future line of endeavor. Despite the innumerable benefits that English language can give, it has still a wide variety of components that are needed to be considered and examined in

Textbooks provide teachers and learners with materials and act like a guiding map for the teaching process and lesson planning. Moreover, being usually designed by experts in the field, they tend to be conversant with current theoretical approaches and methodologies However, textbooks may not achieve all the goals that it is set for it if not localized to the context and culture of their users.

Jia (2015) contributed to the history by stating there was a lack of intercultural programs that were connected to English as a Foreign Language program in China. Jia argued for more multicultural programs, which could have helped students to become more self-aware, and would have aided students to comprehend ethnocentrism and racial stereotypes while reducing prejudice. The principal goal in Jia’s research was to collect data at a national level regarding culture and at a foreign level regarding intercultural programs. Students then would be able to identify and associate these cultures by presenting their differences and similarities; the main goal at the behavioral level was to contemplate about the national culture and individual intercultural interactions. Jia posited the lack of multicultural programs at an international level with an English as a Second Language program was not just a problem associated in the United States, but went beyond the confines of

Most questions of whether and how language shapes thought start with the simple observation that languages differ from one another. And a lot! Just look at the way people talk, they might say. Certainly, speakers of different languages must attend to strikingly different aspects of the world just so they can use their language properly.

Globalization has also contributed to an increasing interest in English-language education worldwide. In response to the emergence of English as a world-linking, global language, an increasing number of schools have stepped up English–language requirements, even at undergraduate levels. The argument is that a universal teaching language is necessary as a natural consequence of globalization.