using the data collected in real interactions, Gore has pointed out how power relations come to play in classroom context. Such as in the case of ‘surveillance’, Gore’s analysis prevails teacher’s power of watching over student in classroom to maintain classroom discipline even when the teacher is busy writing something on the board and losing sight of what students are actually doing “Without turning the teacher says, “Zac, you know I can always tell your voice” (Gore, 1995:169).
Vietnam reform and English education in current context
Undergoing three major successful educational reforms, which took place in 1945, 1950 and 1975, the current stage of Vietnam education system still in the progress to fulfil its shortcomings with respect to
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Along with the development of English around the world, English in Vietnam “has been geared to a new direction” (Nguyen&Le 2011: 292). After an economic renovation, “ĐỔI MỚI”, a significant shift from a centralised planned economy to a market-oriented economy has promoted the indispensible role of English in later years. From its starting point as an imported language out of colonialisation, English has developed its multi-dimensional dispersal in Vietnamese society and eventually became one of the most dominant foreign languages in today’s …show more content…
As part of Vietnam’s socio-economic development and owing to the ‘Open Door’ policy issued by the former General Secretary Nguyen Van Linh since 1986, English has been widely chosen as a foreign language to study in Vietnam (Le, 2011). Consequently, English has become the most favourable and desirable foreign language in Vietnam and is made a compulsory school subject at all levels (Nguyen, 2009, Do, 2006). However, English is taught as a foreign language in Vietnam meaning that outside the classroom setting, without the encouragement from the teacher and the requirement of classroom constrains, English is not spoken widely in the society. Additionally, like many other subjects in Vietnam’s local or nation-wide curriculum, the traditional teaching methods are found pervasively and teaching English subject follows the same teaching tradition. Research in teaching English in Vietnam classroom has informed the difficulties to alter traditional teaching methods to a more effective and highly interaction approach (Le, 2011, Thanh, 2011). This conflict between the old and the new is predicted to be involving the power relations between teachers and student which is embedded in the particular period of Vietnamese classroom discourse where many factors, including culture, institutional norms, ideology and belief, interrelate and gradually shape the discourse in the new
Throughout the span of the past few weeks I have traversed the globe, visiting several countries and regions, only to realize that although new methods develop, language as a way of expressing ones self has remained the most effective. Despite this fact, language still has its pitfalls. Neil Postman, in his essay “Defending Against the Indefensible,'; outlines seven concepts that can be used to aid a student in better understanding the language as a means of communication. He describes how modern teaching methods leave a student vulnerable to the “prejudices of their elders';, further stating that a good teacher must always be skeptical. He urges teachers of all subjects to break free from traditional teachings as well as “linguistical tyranny';
Trey was referred by his teachers at school, due to concerns with expressive language and articulation. In addition, it was reported that Trey struggles to articulate his thoughts.
Daisy Buchanan in The Great Gatsby is a character introduced as “passive, security-minded and pragmatic” who lacks the gall to leave her husband for Jay Gatsby. Although she does not own Gatsby, Daisy appears to possess ownership of him as it is argued in, Psychological Politics of the American Dream, that women are treated as commodities traded among men, however this fails to account for the fact that Daisy is equally as manipulative as Tom specifically towards Gatsby. Once the truth about Gatsby is revealed, Daisy beings “drawing further and further into herself” as the illusion of a new, wealthy life with Gatsby is shattered.
A good amount of people when thinking of Vietnamese English, one word come to mind to summarize the dialect is “Broken English”. While it is true that Vietnamese who learned and tried to speak English do use the “broken English” not because they are lazy and don’t want to learn how to speak properly, but because they are using Vietnamese grammar structure that they know their whole life and applying in it to English. That is a much easier thing to do rather than learning a whole new grammar structure. Since the stereotype of how Vietnamese people speaks, it carries on throughout media and are mostly use by comedians. There are lots of real stories on Vietnamese or Asian people overall being treated unfairly because of the
I sit in solemn silence, wondering if I should even bother with this essay. I am not the ideal Vietnamese child; I am nothing special.Since I was born, English has been my primary language. It is the language I think in, the only language I can express my true emotions. I am an American-born Vietnamese child, proud of my heritage, yet forever attempting to grasp it. I merely know this: my morals and values, instilled in me by Vietnamese tradition make me who I am today. That is why I write, not to win, but to express my pride in my Vietnamese roots. I am Vietnamese. Sometimes, it is hard for me to believe. My grasp of the language is childish at best, and at times, I feel inadequate.
Vietnamese culture puts a strong emphasis on being part of the We. Your individualism is below the need of the many. This is how families survived traditionally. Children are duty-bound to take care of their families. They have to study in whatever field their parents wish to see us study. When I went to school at University of Dayton, more than half of the Vietnamese student population majored in computer science and electrical engineering. Many told me they didn't want to. It was competitive and difficult. A few wanted to be artists or architects and so on, but their parents were poor or were still in Vietnam. They needed to find a solid footing in America in order to help out the rest of the family.
Teachers in the communities were not ready for many of Vietnam children, who knew little or no English, to start getting education in their schools. Most immigrant children did not know any of the Education topics in the US. Teachers would have to put in more effort to teach the Vietnam children the topics US students are learning. Materials were also needed in order to be ready for class. Since the Vietnamese children and their family just got to the US with nothing with them, their parents did not have the money to get them the sufficient materials they needed for school. Teachers that thought some of the Vietnamese children would have a difficult time with the ones that did not have the materials for class. Education had to be slowly learned by the immigrant children and needed patience in order to
As I look back on my English 101 experience, I have come to the conclusion that I have learned many new things that have improved my abilities as a writer. I have learned some new techniques that have improved my ways of approaching an essay. I learned all about the rhetorical appeals and how to apply them in my writing and how to look for them in a essay written by a author. I have also learned how to argue both sides of a argument, and how to look for reliable sources and to properly quote and site the author of the essay. I feel as if I have become a better writer and my improved writing skills are shown within each essay.
The issue of immigration has been a hot topic in the United States for much of its history. Recently the point of conflict has risen over the issue of bilingual education in public schools. Many people have become opposed to this form of learning and propose a speedy immersion program. Others cling steadfastly to the norm of bilingual education proclaiming that immigrant children would be lost if thrown into mainstream classrooms. Still, some have found middle ground through what have been termed dual immersion programs. Although it is somewhat difficult and complicated to sort through the different perspectives it is necessary; what is decided on this issue will effect the education of thousands of children for years to come.
As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.
It is the better way to teach children. They can learn the knowledge not only from the book and the teacher, but also from the question they ask during the class time (Taskin 53). Also, students get used to present in front of people and become more confident. When people go to college or go to work, they have several speeches and presentations. If they are not prepared from school, they will be failed. In conclusion, there are differences between American and Vietnamese classroom. One has freedom while another one prohibits to speak during class time, so it leads to positive results with freedom and negative results with prohibition.
Mollin, S., 2006. “English as a Lingua Franca: A New Variety in the New Expanding Circle?”, The Nordic Journal of English Studies 5(2), pp. 41-57. Available from
Do you remember the teacher who had a significant impaction on your English literacy development? I do. I started to learn English as a second language when I was a child. At that time, I just learned some nursery rhymes and daily conversation. During that time, I really liked learning English because learning English was so much fun. Later, as I grew up, I found learning English is not fun anymore because I have to remember lots of words, their meanings and spellings, which is tedious. Besides that, I have to remember the grammar rules, which is so painful to me. However my feeling about English was changed as I moved to high school. I meet Mr. Wang there and he reignite my passion in writing.
Ausubel’s Meaningful Learning Theory has greatly influenced my teaching style. I have learned that when teaching ESL students one of the main things that helps students is being able to build off of past knowledge. According to Brown (2000), “David Ausubel contended that learning takes place in the human organism through a meaningful process of relating new events or items to already existing cognitive concepts” (p. 83). Finding something that can relate a student 's past knowledge to their present knowledge can be very helpful for someone trying to learn something completely new, like English. Learning is a process and it is necessary for students to be able to connect the past and present in order for information to stick.
For instance, the social powers model plays a significant role in building effective relationships that can promote the success of students and teachers. However, I agree that there needs to be a balance of each social power in order to have a positive effect on students; this is especially true for coercion and manipulation in the classroom. “These two social powers should be combined with a classroom management style that helps students see teachers as problem solvers (expertness) and as having personal characteristics that make the student want to perform well (likability)” (Alderman & Green, 2011, p. 43). As the text suggests, positive interaction among teachers and students is one of the most crucial elements of classroom management because it helps students become more engaged in the learning process, reduces misbehavior and promotes compliance. Thus, it’s critical to utilize the social powers model to build teacher-student communication and enhance relationships with students, for instance, making them feel secure and needed, learning their strengths and weaknesses, and figuring out what motivates them to want to