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The role of cultural diversity in schooling
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Abstract on cultural diversity in education
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Lost in America
In the article “Lost in America”, Douglas McGray focuses heavily on the problem of isolationism in the U.S education system in order to prove that changes in the education of young Americans must be taken. McGray’s purpose is to persuade his audience to integrate multicultural education into the American academic system and curriculum. So, that future Americans will no longer be isolated from the world’s many cultures and America will not fall behind other nations. This article is directed at the people having control and authority over the education of the young generation, including instructors, academic curriculum planners, and legislators.
Thesis Statement
In his article, Douglas McGray effectively employs the rhetorical choices juxtaposition, illustration, and metaphor in order to persuade teachers, curriculum planners, and legislators to implement multicultural studies in the American educational curriculum preventing the US from lagging behind the competition.
Do You
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The author hopes that his audience will agree that these changes are advantageous and will become more open-minded on the idea of a diversified English. McNeil directs his article to classroom instructors, linguistic researchers and administrators devoted to the advancement of the teaching and learning of languages, particularly English.
Thesis Statement
Robert McNeil's effectively uses expert opinions, personal anecdote and metaphors to inform how and why American English is evolving and proves to instructors, linguists and researchers that these changes are beneficial allowing a more diversified English language to emerge.
Why Good English is Good For
Throughout the course of this novel, Ishmael Beah keeps the readers on the edge of their seat by incorporating interchanging tones. At the beginning of the novel, the tone can be depicted as naïve, for Beah was unaware to what was actually occurring with the rebels. Eventually, the tone shifts to being very cynical and dark when he depicts the fighting he has endured both physically and mentally. However, the most game changing tone is towards the end of the novel in chapters nineteen and twenty. His tone can be understood as independent or prevailing. It can be portrayed as independent because Beah learns how to survive on his own and to take care of himself. At the same time, it is perceived as prevailing and uplifting because Beah was able to demonstrate that there is hope. Later in the novel, Beah travels to
In the article “Do You Speak American?,” Robert MacNeil is trying to reach the american public, especially those who do not have a complete understanding of the ongoing changes that are happening to the English that is spoken throughout the United States. He uses a multitude of examples to prove this very fact. For one he wants to inform the people that one reason for this change is that average people now have more influence in the way language is spoken.Which to him is a good thing. He enjoys the new evolution that American English has undertaken. He believes that it is a step in the right direction. Another, example he uses are the changes different regions and/or group of people have made on the English language. He uses the different accents and dialect to show the growth and improvement that occurred. Even though, some linguist view these changes as wrong, MacNeil views them as necessary and as something that is unique to the United States. In essence, a necessary growth that only makes the United States grow into a better country. Thus, making it more diverse.
In “Do You Speak American?” by Robert MacNeil, MacNeil uses outside sources, personal anecdotes, and familiar diction in attempts to prove that the transformation of American English is a positive outcome and should be accepted.
Chapter one’s main idea was to provide a basic definition of multicultural education and provide the reader with insight on how the multicultural education movement has developed and progressed throughout the years.
In Robert MacNeil’s article “Do You Speak American?” MacNeil discusses how the United States English started to become more diverse through the ongoing changes in the way English is being spoken throughout the States.MacNeil includes different demographics, groups of people and dialects to depict the progress that has come about over the years. With this in mind, he wants people to view this change as a step in the right direction.He aims to persuade people who are against this shift, so they can grow to tolerate and view this growth in a more positive manner. Since this article was published after his show on PBS in USA magazine he aims to convince people who have an above average knowledge of the English language to view change as a progressive
Convertino, C., Levinson, B. A., & González, N. (2013). Culture, teaching, and learning. In J. A. Banks & C. M. McGee Banks (Eds.). Multicultural Education: Issues and Perspectives (pp. 25-41). Hoboken, NJ: John Wiley and Sons.
The United States is recognized globally as a melting pot. People come from all over the world to create successful futures for themselves and their children. Schools in the present day United States are diverse due to the large diversity of the country itself, and it is important to reflect this diversity in the curriculum. Unfortunately, some schools refuse to accept the vast variances among cultures as something worth teaching. Therefore, it is important to correct this narrow minded thinking and open our students up to the fact that they share the world with plenty of other unique human beings.
Schools throughout America have seen an increase in the cultural diversity of their student population. Census results from the 1990’s indicate that more children from other countries have immigrated into the United States than ever before. Results seem to indicate that the current move and increase in cultural diversity will soon lead to more than 50 percent of the student population being culturally diverse according to Mid-continental Research for Educational Learning. This increase in diverse population should certainly prompt us to develop educational practices that address these students’ needs.
Spring, J. (1995). The Intersection of Cultures: Multicultural Education in the United States. New York, NY: McGraw-Hill, Inc.
Considering the views of students is especially relevant to understanding the difficulties evident in multicultural classrooms. Such students encounter challenges and setbacks adjusting socially and academically to the American atmosphere. The key to solving this problem is not to merely seek the advice and suggestions of teachers and staff, but rather the students themselves. This is crucial as there rests the “danger of unconsciously imposing our own cultural behaviors and expectations on these students, who do not have a working knowledge of our cultural expectations and behaviors” (Turner).
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
As we proceed further into the 21st century, multiculturalism becomes more relevant to obtaining a truly global society. Dr. James A. Banks defines the meaning of multicultural education and its potential impact on society when it is truly integrated into American classrooms. In his lecture, Democracy, Diversity and Social Justice: Education in a Global Age, Banks (2006) defines the five dimensions of multicultural education that serve as a guide to school reform when trying to implement multicultural education (Banks 2010). The goal of multicultural education is to encourage students to value their own cultures and the diverse cultures of those around them without politicizing their differences but rather, as Banks passionately explains in his lecture, “to actualize the ideals stated in the Constitution” (2006) forming “civil, moral, and just communities.”
But there is no right form or universality of the English language. By reason of its historic cultural background and its dissemination, it arises as an individual language. In the following, this essay argues in how far American English represents a multilingual variety and takes a deeper look into the linguistic history of American English and its idiosyncrasies.
As I already mentioned above, there are many subcategories of the English language. In order to know English Linguistics, we have to be aware of regional and social and variability. When I attended the classes of The study of language I became aware of the tremendous differences of American, Australian and British English. It is evidence how territorial boundaries affect language development. Long time ago, American, Australian and British English were the same, but today, we are able to see a clear distinction between them. People from different places speak differently, but even within the same community, people might speak differently according to their ethnicity and social or educational background. This presents numerous variations within
...oned above, the Internet is not a mere technological revolution but also socio-historical revolutions. The characteristics of the Internet activity lies in interactivity among users with the use of language, mainly English, which brought the world community closer together than ever. Now for a considerable time English has been spoken by overwhelmingly more non-native-speakers, and some of English they use are distinctive varieties of non-Standard English. At this point, it is difficult to forecast the grammatical changes that non-standard English could cause to Standard English in the future, the influence of non-native-speakers to English seems inevitable in spite of persistent resistance of native-speakers against deep structural changes.