Link Between Language And Culture

Recently, as the schools in the United States become more diverse in cultures, the needs for new English learners to learn the basic of English and grow in fluency has expanded. Nevertheless, a major of English learners receive insufficient education and have low achievement at school. Therefore, the approach of the schools for English learners might not be sufficient for them to unchain themselves from the boundary of differences in language and culture. As a result, the article “What It Takes for English Learners to Succeed” from Jana Echevarria, Nancy Frey, and Doug Fisher provides a guideline for teachers to help their English learners by using the four practices of “Access, Climate, Expectation, and Language Instruction.” The four practices can be divided into two categories. Access, climate, and expectations focus on educational settings, while language instruction focuses on teaching contents.

though Cheng-Rui studied in a Master’s program in the US, this English environment experience failed to develop his English academic writing competence due to the absence of training in English academic writing and the opportunity to write long proses in English. In terms of their prior academic learning experience before studying in a doctoral program in the US, all of them were involved in research when studying in a Master’s program. Zhi-Kai and Tian-You further had experience in writing a Master’s thesis. Nonetheless, Zhi-Kai wrote it in Chinese whereas Tian-You wrote it in English but did not obtain feedback from his advisor with regard to English. Their former English and academic learning backgrounds, thus, negatively influenced them to acculturate to the English academic environment and their discipline-specific communities. They, for example, encountered challenges of writing conference proposals, class assignments, and their dissertation in English. This finding corresponds to the result of Sawire’s (2005) and Xu’s (1991) research. As Zhang and Mi (2010) pinpoint that international students’ “prior learning experience and the status of English in their home countries often result in different problems or problems in different areas”.

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.

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

Advanced Top Notch textbook is an integrated four-skill textbook for adults who want to use English to communicate effectively in daily life. It is also Easy and enjoyable to teach and that it combines proven communicative methodology with a practical outcomes-based approach. That said, it includes a clear part for teaching vocabulary, a small section for grammatical point, and functional conversations centering around dialogues in every unit accompanied by systematic practice of all speaking skill. However, it places special emphasis on helping students become confident and competent speakers of English. Speaking activities at the end of every lesson, tied to clearly label measurable outcomes, enable students to see the results of their learning

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.

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.

This letter is intended to serve a recommendation for Ms. Zhang Yuqing. I have known her since 2014 when she took Comprehensive English. I conducted the course to her class for two semesters.

Language is an art form through which shapes our understanding of ourselves and our world. (BOSTES, 2012). It is through language; where human beings are able express their inner thoughts and emotions. Language is defined as the verbal behaviour; gestures, body movement (Pierce & Eplin, 1999). The NSW K-10 English Syllabus emphasises that language is central to the intellectual, social, and emotional development of all students and that the model of language development is through a sociolinguistic approach. Sociolinguistics is referred to as the study of language and its relationship with culture and society (Kennedy, 2014). Sociolinguistics is an approach through which correlates with the NSW K-10 English Syllabus, as learning English, is recursive and develops through ever-widening contexts (BOSTES, 2012). It is through English, where students develop their critical and imaginative faculties to broaden their capacity for cultural understanding. (BOSTES, 2012). Through the syllabus (the rationale, aims, objectives, outcomes, stage statements and content), is the notion of how students will develop an appreciation of language as well as the skills in composing, understanding values and attitudes. Thus, the study of English, as expressed in the syllabus, allows students to learn across the curriculum as well as develop an understanding about and dress contemporary issues they face (BOSTES, 2012).

This program is designed for the unit of HSC English Standard which aims to develop students understanding, competency and appreciation of the English language. In studying this unit, students will be provided with the opportunity to explore various textual forms so as to become reflective, insightful and effective communicators in an ever-changing society. It is becoming apparent that our classes are now more culturally diverse, thus our teaching practices should reflect those changes. The demographics of this English class is made of up 24 male students of mixed academic abilities from multicultural backgrounds. It is single-sex public system school, located in Western Sydney. This has influenced the selection of texts, supplementary content

In this paper, it will be looking at the culture and education practices of Finland, Canada, and China. Education varies from country to country as well as does one's culture, lifestyle of the people who live there. In doing so will review their culture and the role of their education policies that are used to motivate schools and teachers to improve student learning along with how their culture plays into learning. Furthermore, children should be taught with respect to their culture. However, we can also learn from one another. In addition, we have similar and different educational practices from one another. Such as when it comes to the Finnish, Canadians, to the Chinese as, we all learn in different environments because of our

Xie Zhijun considers that there two aspects in China English: better acceptability and weak acceptability. China English with better acceptability is closer to standard English and China English with weak acceptability is closer to Chinglish. Chinglish can be transformed into China English. "The difference between China English and Chinglish only lies in if it is in favor of communication and acceptable to English speakers.”(谢之君，1994：64)

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.

In“The Importance of Culture in Language Learning”written by Bill Zart(n.d.)says “trying to avoid the culture of a language is actually rather hard to do if you study a language to a thorough level and interact with its speakers. Each language carries with it all of the history and culture of the area that it arises from. ” Truly, in language learning, the culture exists in everywhere either in history or political or even local customs. In the same way, to assimilate in another culture, language is also a good tool to achieve that. Just think, if one cannot even communicate with local people or read the words on their books, then he or she can barely say they can get into this culture deeply. Successful assimilation to another culture requires people not only to learn their own language, but experience local culture and customs, and even define own personal identity.

Damen (2003) points out that culture learning is a process that should be ongoing in the language classroom, and teachers should let students understand similarities and differences between the target culture and the culture of the student. Relating is important for intercultural competency, that students could relate a culture to another for awareness and respect similarities and differences between cultures. From lesson observations at ACS Cobham, teachers paid attention to designing classroom activities with much flexibility in teaching, and particularly to promoting different cultures. Texts in the English as an Additional Language (EAL) classroom included The Arrival by an Austrian Writer and Robin Hood for research regarding Medieval England. From the choice of texts, teachers displayed attention to intercultural education: texts were multicultural and activities designed for lessons promoted understanding of foreign cultures. Moreover, the teacher mentioned designing a family history research project for students. Support for students exploring their family history and learning about the family history of other classmates leads to not only intercultural awareness, but also appreciation of the student’s own heritage. Teaching materials in the English classroom at SRIS included movies, films and books, but texts, such as Romeo and Juliet and Wuthering Heights, were mostly related to the English culture. Besides, materials were focused on learning