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Advantages of bilingualism in a classroom
Motivation and their implication
Advantages of bilingualism in a classroom
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Beyond having defined motivation as an intrinsic factor in language acquisition, Gardner’s Educational Model moves us to consider four relevant factors that contribute to an individual’s competence to adopt a second language.
Gardner states that the environment surrounding the learner “affects, influences and determines” the individual’s beliefs and about his/her culture as well as a foreign one. While this is not new as it was first stated and revolutionized by John Dewey in his social constructivist approach to learning where the learner arrives to his “truth” through influences amongst the people and environment around him as this shapes the background and culture throughout the learning process, we can site how this becomes a revelation within our country.
Honduras has a long history of collaboration and bilateral relations with the United States of America. The strategic alliances and commercial trade has become relevant to the point where American culture is ever present in our day to day lives. Curiously enough on a International poll 75% of Hondurans viewed the American people positively in 2002 and 81% viewed the country as favorable, the highest among the region including a 2013 survey. The empathy towards this country has an impact on the lifestyle and standards of living, including education as we are now faced with schools adopting immersion programs to becoming bilingual. (Spanish and English) According to the Honduran Ministry of Education, there are 824 registered schools as “Bilingual” Schools across our country. While the accurateness of bilingual is not verified by the Ministry, the Association of Bilingual Schools in Honduras considers an admissible curriculum that one which has at least 70% of weekly instr...
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...nly when the focus became relevant and appealing through exchanges, did the motivation increase, thus exemplary proof of Pink’s Mastery component.
Pink’s Purpose element is described by Benson’s [1991] third group labeled as “personal”. Among this group were individuals who “found pleasure at being able to read and found enjoyment of entertainment in English” these people can be compared to those who can find benefit in the satisfaction of their goal or task and whose purpose is what will ultimately steer them.
An individual’s affective filter as well as their motivation can determine whether or not they will be successful at adopting a second language proficiently. While teachers cannot completely control our students intrinsic motivators, we can develop programs and model lessons that cater to their interests all the while we elicit mastery in autonomous tasks.
Lynn Peril writes a fascinating study of pink color and its historical connection to ideas and beliefs of femininity. Peril translates and defines Pink Think as collection of specific ideas, beliefs, and approaches of how and when is feminine behavior considered as proper. Throughout her book, Peril is pointing out various fundamental approaches and attitudes that are considered to be crucial for women achievements and accomplishments. Peril's Pink Think also advocates how greatest concern of femininity is related to women physical appearance (fashion and beauty) and their marriage (motherhood and housekeeper). Furthermore, Peril is demonstrating an evolution of femininity, and constant and intense impact of its norms and rules on women lives.
Lynn Peril further mentions about the period of prosperous development of pink think during the 1940s to 1960s. In those years, pink think was considered as the obvious...
For instance , when Joy asked her classmates why they were copying eachother, she said “For me drawing is dreaming on paper. ‘ (5) to describe that drawing on paper is her favorite way to express all of her thoughts on paper . In addition , Joy made note of how much it bothered her classmates that she colored differently , she said “I saw the eyes of
In the above cited article (Norton, 1997) we can find the case of Mai, an interview which is particularly revealing in terms of motivation. Mai is an immigrant girl living in English speaking country. She explained that after attended to a 6 months-ESL intensive course, after achieving successfully some expected goals, she continued with an ordinary course. Mai had to do a big effort after working long hours to attend to this course. So, it could be said that her motivation was considerably high. However, she expressed an enormous frustration because despite all the sacrifices she was meant to do, she ended up learning “nothing at all”. Her reflection, as the reflection of many L2 students,
Eliot, Lise. Pink Brain, Blue Brain. New York: Houghton Mifflin Harcourt Publishing Company, 2009. Print.
Many people against second language learning argue that learning a second language is meaningless because it is never used after learning it and is soon forgotten. The problem is the country’s secondary language education methods. Rather than teaching at a young age, which they should, they make it mandatory at the high school level. Making children learn a second language at a young age is a better method because the earliest years of childhood are a critical period and at a later time, the brain’s ability to learn a new language is greatly diminished (Richards). Another problem is that most often, there isn’t enough repetition of what is learned in order for it to “sink in” to the memory of students. If taught at a young age and maintained throughout that students’ academic career, not...
Bilingual education involves teaching material in two languages. In America, this includes ESL (teaching English as a second language) for students whose native language is not English. Bilingual education simply helps those students who would otherwise be helpless in actually learning the material in their English-only classes. It also helps English-speaking Americans learn another language, like Spanish. This is useful to them because America’s demographics are indeed becoming more diverse and thus, better language skills should be employed. Implementing bilingual education in the school curriculum is due to the passing of legislation at the government level. As of now, English immersion programs exist because of the Bilingual Education Act (a.k.a Title VII), which was passed along with the Civil Rights Act in 1964. (Cerda; Hernandez, 2006) At that time, it was expected to change ethnoc...
...h so much of their grade students will panic but by using Pinks method of having autonomy professors are giving these students the tools they need to take this stressful situation and make it a much better experience.
...epetition of the color pink to describe things, brings a sort of humanistic quality into the work. It makes one see that all though the characters in the story are living in cyberspace, they do have human qualities.
The L2 Motivational Self System represents a major reformation of previous motivational thinking by its explicit utilization of psychological theories of the self. The actual model has grown out of the combined effect of two significant theoretical developments, one taking place in the L2 field, the other in mainstream psychology. Indeed, L2 motivation researchers have always believed that a foreign language is more than a mere communication code that can be learnt similarly to other academic subjects, and have therefore typically adopted paradigms that linked the L2 to the individual’s personal core, forming an important part of one’s identity. Thus, proposing a system that explicitly focuses on aspects of the individual’s self is compatible with the whole-person perspective of past theories (Dörnyei, 2009). (Study 8, p. 1) The L2 motivational self system is based on the idea that learners’ drive to reduce the perceived discrepancy between one’s here-and-now (actual) self and their future L2 selves provides the necessary motivation for language learning behaviors (Mostafa & Papi, 2014). (Study 11, p. 4) This model of motivation contains two self-related components: Ideal L2 self and Ought-to L2 self. In this model, Ideal L2 self is one’s ideal self-image expressing the wish to become a competent L2 speaker. The Ought-to L2 self contains ‘attributes that one believes one ought to possess (i.e. various duties, obligations, or responsibilities) in order to avoid possible negative outcomes’ associated with not being able to speak the L2 in question (Kormos, Kiddle & Czice, 2011). (Study 3, p 3)This study is the most updated one regarding the field of motivation and it’s widely used nowadays; although, you can’t forget all previous
This paper first, argues why first language acquisition is fundamentally different from second language acquisition in light of the fact that acquiring first language is innate. Thereafter, this paper discuses fundamental distinction between first language acquisition and second language acquisition in terms of age, cognitive development and previous experience.
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
For many English language learners (ELLs) in today’s schools, learning can be overwhelming and difficult. The sole process of learning another language is a challenging undertaking and it can take a student anywhere from four to seven years to become proficient in another language (Carhill, Suarex-Orozco, and Paez , 2008). When you consider some of the additional factors, such as cultural distinctions, history of individual and family education, academic and social language barriers, peer and teacher social limitations, and individual learning differences, it becomes clear why many ELLs are struggling to keep up in the classroom (Wright, 2010).
The company aims to add colour, energy and edgy fun to the lives of people. Products are designed in a way to feel the energy of colours.
Second Language learning is necessitated by the different situations of different people. For instance, it can be for social or academic purposes. Learners are affected by many factors in the second language acquisition process such as level of cognitive development, socio-economic and cultural background, age, motivation or ability and intelligence (Gomleksiz, 2001; Wisniewski, 2007). This paper will however concentrate on how intelligence or aptitude and motivation affect the learning of a second language.