| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "CULTURE LANGUAGE EDUCATION": |
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Culture, Language and Education, 2008.
This paper explores the roles of culture and language in education.
1,255 words (approx. 5.0 pages), 10 sources, APA, $ 42.95
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Abstract
The paper explains that culture is a learned system of beliefs that are personalized and that affect every aspect of a student's life. The paper further explains that culture is expressed through language, which is often particular to the societal group and requires a complete understanding of cultural values to comprehend. The paper shows how these two factors work hand-in-hand to shape the individual's learning and so concludes that both factors must be supported in the classroom.
From the Paper
"Culture impacts every child that enters the school system because culture impacts how the child thinks, learns and becomes socialized in the educational community. Because the influences of culture on children begin from the time of birth, the information that affects the child's development is significant and so is the potential for conflict to arise within the classroom. This is because the student has learned to value his or her cultural ideas, which often become completely separate from the social norms expected in schools. Therefore, how culture is embraced or denied in the classroom has the potential to have long term affects on the manner in which the student continues a relationship with learning."
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Language Arts Education, 2007.
This paper discusses the development of a philosophy of language arts education for grades 7-12.
2,800 words (approx. 11.2 pages), 12 sources, APA, $ 83.95
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Abstract
This paper owes to different formal and individual explorations of language arts approaches and methods including work towards a language arts portfolio, an exercise helping to recognize the vast range of materials available to Canadian teachers, at large, in relation to their adopted philosophies of teaching. The writer maintains that a guiding study that has promoted much thought on the overall goals of language arts instruction has been Think Literacy Success, a Government of Ontario report on approaches to promoting literacy at the Grades 7 to 12 levels which emphasizes gaps in abilities and opportunities, student groups especially at risk, and the overall role of language arts in seeing that students are prepared to communicate well in society. The writer notes that it seems important to think through the environment in which one will teach with central Canada offering unique challenges of diversity less pronounced in regions beyond the main cities. In the same spirit, The writer discusses that teachers serving isolated impoverished or otherwise limited communities of less heterogeneity need to find approaches to an overall ideal of instilling interest and skill.
Outline:
Introduction
Portfolio Tasks
Reflection on Professional Development
Mechanics of Portfolio and Teaching Development
Bottom Up Model of Reading
Professional Development Goals
Future Activities
Concluding Remarks
From the Paper
"Various course and seminar offerings now exist that are geared to language arts teachers. In addition, there is an ever-growing literature of research on the subjects of literacy, factors impeding literacy and language development, curriculum design and teaching pedagogy. However, one needs to aim to for practical experience which should be diverse. For example, attending classes for second language learners in a Board of Education setting is different from tutoring adult learners in basic literacy having been involved in the criminal justice system. When watching very experienced language arts teachers at work one sees the results of perhaps many years given to students of different kinds, in perhaps several school systems, and more than one country. Teachers can appreciate to varying degrees what colleagues educated elsewhere can impart, especially those having served abroad and perhaps in educational systems requiring English-medium instruction for students of diverse first languages. Education does seem a profession in which the teacher is forever meeting individuals from whom learning is possible. The same can be said of students, and what is suddenly discovered in some in terms of a hidden ability, another language spoken, or the ability to illustrate written work."
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Language In Multicultural Education, 1999.
Examines issues of language education in the context of cultural diversity, bilingualism, models (mainstream, composite and language shelter).
1,350 words (approx. 5.4 pages), 6 sources, $ 47.95
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From the Paper
"LANGUAGE ARTS IN MULTICULTURAL EDUCATION
A wide variety of factors combine to cause difficulties for schools serving multicultural communities. Therefore, the range of competencies, both professional and personnel, required of personnel serving in such schools is also wide. Student attitudes in such schools often reflect conflicting values toward education, and educational personnel must be prepared to deal with these values, in order to preclude the development of barriers between the students and the schools (Grant, 1992). If students feel that they have little opportunity, regardless of education, to make significant achievements in society, they are not likely to place a high priority on academics. Educational personnel must also be prepared to deal with a variety of degrees of parental support for the educational process in schools ..."
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Culture and Language Acquisition, 2008.
This paper examines how language acquisition can be improved by incorporating cultural acquisition into the curriculum.
1,263 words (approx. 5.1 pages), 10 sources, APA, $ 42.95
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Abstract
The paper evaluates the literature on the subject of culture acquisition in the language classroom and its importance. The paper shows how a sociocultural perspective is crucial to the success of language acquisition efforts since learning styles have a cultural component. The paper concludes that encouraging cultural acquisition must stand as an important component in the language classroom.
From the Paper
"Culture plays an important part in any educational setting, though its effects are particularly noticeable in the language classroom. Traditionally language acquisition is simply considered to be a matter of memorizing vocabulary and learning new grammatical structures. But language is much more complex than this, and true proficiency in a language requires a more sophisticated understanding of the underpinnings of the language being taught. In particular, research has repeatedly confirmed that language and culture and intricately linked with one another (Giambo et al., 2006). In order to become proficient in a new language, instructors must take into account cultural considerations when teaching to students of various cultural backgrounds."
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Foreign Language Education, 2004.
A discussion of the importance of learning a foreign language.
2,607 words (approx. 10.4 pages), 6 sources, MLA, $ 78.95
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Abstract
This paper takes a look at the negative consequences to Americans and American society suffered as a result of minimal foreign language skills. The paper compares the minimal emphasis that the American educational system places on learning a foreign language to the much stronger emphasis placed on learning a foreign language in virtually all other countries and then explains why the American educational system would be wise to implement better foreign language programs and promote the acquisition of a foreign language.
From the Paper
"The world has about 6,000 different languages, give or take a few. Linguists predict that at least half of those may have disappeared by the year 2050, which means languages are becoming extinct at twice the rate of endangered animals and four times the rate of endangered birds. Predictions are that a dozen languages may dominate the world of the future at best. (Ostler, 2002) For Americans, that's probably a good thing, since we are seemingly genetically engineered to maintain an appalling ignorance of other languages, and have narrowed down the choices we offer our young people to approximately one, Spanish, viewed by many to be the easiest foreign language to learn. It has been described in various places as having an 'impoverished vocabulary,' which means less work for Dick and Jane. The American education system so far is doing nothing to reverse the endangered languages trend, and much to promote it. In fact, there has been a criminal drop-off in foreign language study in American high schools."
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Effects of Culture on Language, 2002.
A discussion of language and speech as presymbolic in nature.
1,800 words (approx. 7.2 pages), 10 sources, $ 63.95
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Abstract
Discusses language and speech as presymbolic in nature. Uses and functions of language. Relationship of patterns of linguistic behaviors to specific cultures. System of ideas & language patterns. Code of speaking. Language variations in the U.S. Various theories of language and communication. Communication strategies of subgroups. Annotated Bibliography.
From the Paper
"Culture and Spoken Discourse
All cultural and all linguistic behaviors are patterned, manifesting these patterns through distinctions made in a medium (Hoijer, 1954). S.I. Hayakawa (1972) has commented that verbal discourse and communication are instrumental in character and that the informative connotations of words and phrases are their socially agreed-upon "impersonal meanings." Language is, in the view of Hayakawa (1972), positioned firmly within the context of culture and is representative of that culture, its beliefs and value systems, its norms, and forms of expression. Informative uses of language are intimately fused with older and deeper functions of language and often represent a force for social cohesion. This report will consider the effects of culture on spoken discourse, arguing, as does Hayakawa (1978), that what we..."
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Language and Culture, 2008.
This paper compares two articles on the cultural significance of language; "Decolonizing the Mind" by N'gugi wa Thiong'o and the "Intellectual Savage" by Jamake Highwater.
1,088 words (approx. 4.4 pages), 0 sources, $ 37.95
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Abstract
The paper examines two articles, "Decolonizing the Mind" by N'gugi wa Thiong'o and the "Intellectual Savage" by Jamake Highwater. The paper explains how the articles discuss how language becomes the means through which a cultural reality is transmitted, thus controlling language is one means by which colonial usurpers can control self-imagery and self-awareness. The paper is of the opinion that both articles do a commendable job of highlighting the inter-relationship between language and culture.
From the Paper
"In her article, "Decolonizing the Mind," N'gugi wa Thiong'o writes about her childhood speaking Gikuyu in her native Africa. In particular, she devotes time to recollecting how, as a small child, she listened to tales about how the weak hare could outwit the beasts of prey - the lion, the leopard, and the hyena - and stay alive in a hostile world. Not to be overlooked, she comments at length upon the different types of human beings who emerged in anthropocentric tales and how some were cruel, selfish and opposed to all that might foster a stronger community, and how others were kind, giving and individualistic; in assessing the narrative, it is evident that Ngugi wa Thiong'o is comparing the beasts of prey with colonizers eager to take over her native land. More than that, those stories impressed upon her the power of language - its cadence, rhythm, inflection, its suggestive power - and how language could bind a community together. Later though, this harmony would be broken when Englishmen took over the school system and made it a serious penalty for any child to be speaking the native Gikuyu language instead of the alien, oppressive English of the colonizers."
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The Impact of Language and Culture on Learning, 2008.
This paper examines the ramifications of language and culture on education.
1,024 words (approx. 4.1 pages), 9 sources, APA, $ 36.95
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Abstract
The paper discusses the various strategies that school systems have employed to better integrate native languages and cultures into their curriculum. The paper emphasizes the need for educational systems to develop an integrated learning system which addresses the learning needs and styles of all students rather than just the majority culture.
From the Paper
"The importance of understanding the impact that a student's native language and culture has on his or her ability to learn is critical in the success of the educational program the student is in. Zehler touches upon the importance and complexity of language and culture on educational success when she states that English language learners (ELL) have specific needs: "...they need to build their oral English skills. They also need to acquire reading and writing skills in English. And they must...maintain a learning continuum in the content areas (e.g., mathematics, science, and social studies)"(1994). Thus, educational programs and, indeed, systems must account for not simply for the ELL student's target language acquisition but the ELL student's entire curriculum base."
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Language, Culture and Identity, 2002.
A look at the issues of language, culture and identity in the writings of Maxine Hong Kingston, Richard Rodriguez and Alfred Kazin.
2,010 words (approx. 8.0 pages), 0 sources, $ 63.95
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Abstract
This paper shows how, through the three autobiographical works, "Talk," by Maxine Hong Kingston, "Hunger of Memory," by Richard Rodriguez and "Brownsville School Days," by Alfred Kazin, a reader can plainly comprehend the difficulties associated with immigration and language learning and how those difficulties interact with a developing child's mind. It discusses how, though the cultures and languages of all three of these authors are vastly different and the severity of internal and external reactions they have to the circumstances, their emotional and intellectual responses to their challenges are strikingly similar.
From the Paper
"The simple voices of these three children of different cultures become complex words and ideas issued forth through the phenomena of growing up as an outsider and immigrant and most importantly a non-native English speaker. In these three works it is plainly evident that the difficulty of immersion language training is strikingly similar, no matter the culture. Language culture and identity are the focus that can be demonstrated through the commonalities in experience of the intellectual degradation of their native culture, their parents and most plainly the degradation of self that is sourced in a limited ability to communicate in English."
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Language and Culture, 2005.
This paper discusses the impact of the multilevel group classroom and the materials used to teach English and the problems of deculturation after adopting English as a main language in the Singapore culture.
3,745 words (approx. 15.0 pages), 15 sources, APA, $ 103.95
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Abstract
This paper explains that, through language, people formulate and express their thoughts, suggesting that learning a second language is a complex task, not simply a matter of learning a system of rules for linking sounds and meanings. The author believes that bilingual children in Singapore should be encouraged to speak their first language and should be assisted to learn English as their second language because the government and society put constant pressure on children to master English to survive economically. The paper relates that materials used in teaching multilevel and age group children must be authentic developmentally and age-appropriate and be related to their prior experience in learning English as a second language.
Table of Contents
Introduction
Multilevel and Multi Age Group
Recommendations for ESL Teachers
Deculturation
Recommendations for ESL Teachers
Conclusion
From the Paper
"When teaching TESOL along with the first language, teachers should keep in mind some important factors. They should carry out effective practices such as simplifying the language used, incorporating a variety of learning styles as different children learn differently though their aim is to learn English. Teachers should prepared to give some extra time to process the answer and the questions being asked. Educators should remember not to correct grammar constantly as these children are learning English as a second language compared to their first. Children will get frustrated and be hesitant to speak if they are constantly being corrected. Instead, model the correct English structure to the child. For example, if a child incorrectly says, "He no giving to me the paper." The teacher could model the correct structure, while clarifying meaning: "He didn't give you the paper?" "
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Power, Language, Culture and 'Me', 2003.
Paper concerning the construction of identity in the postmodern world through power, language constructs and cultural forces.
1,999 words (approx. 8.0 pages), 10 sources, MLA, $ 63.95
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Abstract
This paper explores the notion of identity through various viewpoints in contemporary modernity. This paper explores the way language, power and culture shapes the concept of the I by examining Foucaldian concepts, lingual construction and cultural studies.
From the Paper
"With the impending future of global culture, the way in which the concept of the "I" is constructed through an inter-connective culture becomes more obvious, since it affects the process through which the world consistently enriches itself through individual interaction with contemporary society. The concept of 'I' as an identity, fuelled by a wide range of philosophical, lingual and cultural discourses, can be seen as an interactive system inseparable with subjectivity, or, as Giddens proposes, a narrative which is able to build up a consistency of biographical continuity (1991; 75). In these terms is possible to view identity as a personal collective project, influenced by the light of circumstance, self-reflexivity and interaction. These elements, inherently produced through the social facets of power, language and culture, form the basis to the perception of 'me' as both socially as well as privately constructed. To comprehend this nature of identity as a construction of these facets, then, it is crucial to analyze the way in which power, language and culture interact and serve as the sociological truism in which the 'I' is understood, through social roles, discourses and disciplines exploring the perception of the self as a cultural product."
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Language, Culture and Communications, 2002.
This paper analyzes the problems associated with cross-cultural communications
2,400 words (approx. 9.6 pages), 8 sources, $ 89.95
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Abstract
Although many professionals and business entities appear to have developed a knack for cross-cultural communication, the truth is that successful communication is the result of a well thought-out strategy without which significant trouble may occur resulting in loss of revenue and credibility of organizations and their products.
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Native American Culture in Education, 2002.
A literature review of articles dealing with the educational performance of Native Americans and the need to preserve their culture within the educational framework.
2,783 words (approx. 11.1 pages), 19 sources, MLA, $ 83.95
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Abstract
By analyzing and discussing several articles on the subject, the paper explores the issue of education among Native Americans and shows up the flaws within the American educational system. For example, in "Teaching Indigenous Languages" by John Reyhner, the paper shows how the author examines the topic of making English the primary language of instruction in Native American communities in order to integrate them into the American system. The paper discusses the risks of this move to indigenous culture. Other essays discussed include, "Effective Instructional Conversation In Native American Classrooms," (Roland Tharp and Lois Yamauchi).
From the Paper
"Sociolinguistics is an important consideration. When a teacher creates a mandate (while teaching), the response time of the student is termed as wait time. With reference to Native American students who process a concept "wholly," this wait time is longer. Students perform better with longer wait times. In contrast, western classrooms have a "switchboard" style of teaching where the teacher appoints students who will answer questions and how the inter-student communication occurs-much like a switchboard operator who connects speakers. The authors opine from studies that Indian students do not ordinarily react to non-verbal nuances. They spoke with small sentences and sparingly and softly. They had stronger communication as groups. They interrupted more and looked at other students when the teacher was teaching. This would be perceived as non-responsive or rude to traditional teachers. (S. White and Tharp, 1988)"
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Hispanic Culture and Education, 2003.
Discusses the effects of Hispanic culture on California public education.
1,150 words (approx. 4.6 pages), 9 sources, APA, $ 39.95
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Abstract
This paper discusses the effects of Hispanic culture on Southern California public education and ways a classroom teacher can accommodate language. It argues that although official bilingual programs are a thing of the past, educators must focus on this growing minority group.
From the Paper
"According to the U S Bureau of the Census there are million persons of Hispanic or Spanish origin in the U S representing about ..."
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Culture and Education, 2004.
A discussion of the impact of cultural differences on test responses and the legitimacy of culture-free tests.
2,960 words (approx. 11.8 pages), 11 sources, MLA, $ 87.95
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Abstract
This paper looks at how different sections of society deal with testing and exams in school systems. The paper suggests that examinations that are supposedly culture-free adversely effect certain sections in the education system. Cultural differences, which are shown to effect test results, include language, belief, gender roles, and family.
Contents
Cultural Differences
Culture Free Tests
From the Paper
"Research has confirmed that cultural differences do affect test responses, in a vast number of ways. Specific cultural factors have been identified as influential sources of cultural differences in tests, including language, prior experiences and test content. It has also been concluded that Culture Free Tests cannot be designed, as tests that are equivalent across all cultures are an unfeasible notion. To create tests that are non-discriminatory, that is, Culture Free, a separate test would have to be designed for each individual."
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