Psycholinguistics And Second Language Acquisition

Psycholinguistics And Second Language Acquisition In general, Lennebergs critical period hypothesis proposed that certain linguistic events must happen to the child during the Critical Period for development to proceed normally and language is acquired most efficiently during this period. Traditionally, the Critical Period Hypothesis is used to explain why second acquisition is so difficult for older children and adults. In this essay, the role of critical period in second language acquisition will be examined by using authoritative experiments, as well as my own experience. To begin with, the way in which Critical Period accounts for second language acquisition should be clearly clarified. Johnson and Newport (1989) refine the formulation of the Critical Period Hypothesis and explain how it interprets second language acquisition. They distinguished two further hypotheses: Exercise Hypothesis and Maturational State Hypothesis. Both of them assume that humans have a superior capacity for learning language early in life. These two hypotheses predict that children will be better than adults in acquiring the first language but only the latter one predicts that children will be superior at second language learning. Indeed, the Exercise Hypothesis even suggests that adults might be better than children because of their better learning skills possibly. Research has addressed the issue that whether there is an age-related effect on second language acquisition. First, there is a research states a point of view contrary to popular opinion. Most people think that children are better in acquiring both first and second language. However, Snow (1983) proposed that adults were actually no worse in acquiring second language and may be even better. Although it is difficult for a fair comparison because children have more time to learn language adults, Snow and Hoefnagel-Hohle (1978) conducted a research by comparing English children and adults in the first year of living in Holland learning Dutch. The young children (3-4 years old) scored lowest of all groups. Experimental and anecdotal evidence suggested that adults have a persistent foreign accent and phonological development might be the one area for which there is a critical period. Even if there are limitations of this study, it is possible that adults can acquire second language more e fficient than children. Certainly, there is some evidence for a critical period for second language acquisition. Johnson and Newport (1989) found evidence for a Critical Period for second language acquisition. They looked at native Korean and Chinese immigrants (3-39 years old) to the USA and found a large advantage for younger over older learners in making judgements about whether a sentence was grammatically correct. They found that their participants correlated strongly and significantly in the early arrivals (age 3-15) but not in the older arrivals (age 17-39). Johnson and Newport took this to suggest that à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"language learning ability slowly declines as the human matures and plateaus at a low level after pubertyà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . This study is an important evidence of the presence of the Critical Period in second language acquisition. In fact, there is another study which examined the effects of maturation on pronunciation by using immigrants with various ages of arriva l as subjects can also show that the Critical Period really exists in SLA. Thompson (1991) collected data from 39 Russian-born subjects (4-42 years old) who had immigrated to the US. The result pointed to a strong link between a subjectà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s age of first exposure to English and the nativeness of his or her accent. From these two researches, it can show that the Critical Period really exists in second language acquisition. Apart from the authoritative experiments mentioned above, my personal experience of learning Putonghua can also support the Critical Period in second language acquisition. When I learnt Putonghua in primary school, my knowledge of Putonghua, especially the pronunciation, was acquired easily and quickly by imitating the pronunciation of my teacher immediately. However, I did not learn Putonghua in secondary school and learnt it again from last year. In other words, all the knowledge of Putonghua has lost and I needed to learn it from the beginning. Actually, I found it is more difficult for me to learn Putonghua when getting older with the influence of my first language Cantonese. Since the vocabularies and pronunciations of these languages are similar, I easily pronounced incorrectly or used some wrong vocabularies like Cantonese. Compared with the learning experience in primary school, I need to use much more time acquire Putonghua as second language more accurately and develop my l anguage proficiency at adult stage. To conclude, there is still some debate on whether there is a critical period for acquiring language. However, there is a general agreement that childhood immersion in a second language environment leads to widespread success in achieving native-like proficiency in that language. Likewise, the exposure to a second language in adulthood is marked by a failure to attain native-like competence. Therefore, the importance of age effects on second language acquisition is hardly controversial by a number of supportive studies on this hypothesis. (818 words) Reference Harley, T.A. (1995). The Psychology of Language: From Data to Theory. East Sussex, UK: Erlbaum. Johnson, J.S. Newport, E.L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive psychology, 21, 60-99. Lenneberg, E. (1967). Biological foundations of language. New York: Wiley. Snow, C.E. (1983). Age differences in second language acquisition: Research findings and folk psychology. In K. Bailey, M. Long, S. Peck (Eds.), Second language acquisition studies (pp. 141-150). Rowley, MA: Newbury House. Snow, C.E., Hoefnagel-Hohle, M. (1978). The critical period for language acquisition: Evidence from second language learning. Child Development, 49, 1114-1128. Thompson, I. (1991). Foreign accents revisited: The English pronunciation of Russian immigrants. Language Learning, 41, 177-204.

Analysis of Financial Performance of Pz Cussons 2012

ANALYSIS OF THE FINANCIAL PERFORMANCE OF PZ CUSSONS PLC AND RESEARCH MATRIX Background Information of the Company PZ Cussons Plc. is a UK based consumer products group. The principal activities of the group are the manufacture and distribution of soaps, detergents, toiletries, beauty products, pharmaceuticals, edible oils, fats, electrical goods and nutritional products.The company’s products can therefore be categorised into personal care, home care, baby care, beauty products, food and nutrition and electrical goods. They have supply chain and distribution networks in Africa, Asia and Europe. Their mission is to enhance the lives of customers with quality, value and innovation. Their vision is to be a growing and dynamic company who are passionate about their leading brands and drive innovation in everything they do.The company has four major strategies which are operating in selected categories where their brands have a strategic advantage and offering growth opportunities which are profitable; operating in selected geographies either through their own infrastructure or through partnership; operating a flexible and evolving supply chain designed to service their categories and working with people who share their unique CAN DO values. The company’s major competitors are Mcbride Plc. , Kao UK Ltd, Creightons Plc. , and Swallowfield Plc. Marketline, 2012). Interpretation of Financial Statements Using Ratio Analysis Profitability Ratios These ratios measure the ability of a company to generate earnings in relation to its sales, assets and equity (Ready Ratios, 2012). 2012 2011 Return on Capital Employed 49. 6 = 8. 16% 107. 3 =16. 43% (PBIT/Total Assets-Current liabilities) 930. 5 – 322. 4 938. 5 – 285. 6 Return on Equity (ROE) 34. 4 = 7. 1% 70. 4 = 14. 85% (Profit after tax/Shareholders’ funds) 458. 3 474 Operating Profit Margin 49. 6 = 5. 77% 107. 3 = 13. 1% (PBIT/Sales) 858. 9 820. 7 Gross Profit Margin 309. 2 = 40% 325. 2 = 39. 6% (Gross Profit/Sales) 858. 820. 7 Overheads/Sales 134 + 125. 4 = 30% 135 + 83. 3 = 26. 6% 858. 9 820. 7 Sales Growth 858. 9- 820. 7 = 4. 65% (Yr 2 Sales- Yr 1 Sales/ Yr 1 Sales) 820. 7 The ROE is low 7. 51%, down from 14. 85% in 2011 which shows that a much lower profit has been made on the shareholders’ investments.This is largely due to the decrease in profits for the year. The reduction in profit has also impacted on the ROCE which is down to 8. 16% from 16. 43% in 2011. There is a marginal increase in the gross margin. This is as a result of an increase in the cost of sales which could have been affected by the rise in costs of raw materials as pointed out in the Chairman’s statement and offset by a small 4. 65% increase in sales. The operating profit to sales has reduced drastically, as a result of a high increase in overheads and the revenue increase.The increase in overheads was due to exceptional items related to administrative expenses. From the annual report, it can be seen that there was a supply chain optimisation project initiated to tackle rising material costs, wage inflation in emerging markets and to reduce overheads of manufacturing activities. This project is an exceptional item included in the operating profit. Other exceptional items included are the acquisition of Fudge by the company and an impairment of the Australian home care brand due to worsening trade conditions.It could be said these are one-off items which impacted on overheads and resulted in a reduced operating profit for the year but the group will need to improve its margins and control overheads to enhance its profitability. Liquidity Ratios These ratios measure the ability of a company to meet its short term obligations as they fall due (Ready Ratios, 2012). 2012 2011 Current Ratio 393. 3 = 1. 22 417. 4 = 1. 46 (Current Assets/Current Liabilities) 322. 285. 6 Current Ratio excluding current debt 393. 3 = 1. 70 417. 4 = 1. 65 322. 4 – 90. 8 285. 6- 32. 5 Acid Test/ Quick Ratio 393. 3 – 173. 6 = 0. 68 417. 4 – 151. 7 = 0. 93 (CA – Inventories/ CL) 322. 4 285. 6 Acid test excluding current debt 393. 3 – 173. 6 = 0. 95 417. 4 – 151. = 1. 05 322. 4 – 90. 8 285. 6 – 32. 5 The current ratio has fallen from 1. 46 to 1. 22 likewise the acid test ratio which has fallen from 0. 93 to 0. 68. There is an increased inventory level which may justify the statement in the financial review that â€Å"there were high working capital levels especially in Nigeria†. Another aspect to consider is the cash balance which was significantly lower by 34. 6 % to the previous year. It is useful to consider the business context. From the same eview, it could be noted that some capital expenditure took place which affected the cash level, the major one being the acquisition of Fudge which was mentioned above and an investment in a joint venture. Another key cash outlay was their contribution to the closed UK salary scheme during the de-risking exercise. The ratios are also impacted by the inclusion of borrowings in current liabilities which means the debt is repayable in the current year. If the ratios are recalculated by excluding the current debt, the current ratio would be more acceptable 1. 70, a marginal increase from 2011.The acid test ratio excluding the borrowings is 0. 95, a marginal decrease from 1. 05. This is because for the acid test, current liabilities (excluding debt) have increased more than current assets (excluding inventory). Given the explanations stated, these ratios are probably good results but a trend analysis may shed more light on the ratios. Activity/ Efficiency Ratios These ratios analyse how well the company’s assets and liabilities are utilised (Collier, 2012). 2012 2011 Debtors Collection Period 114. = 49 days 122. 5 = 54 days (Trade Receivables/Sales) (858. 9/365) (820. 7/365) Payment Period 104 = 69 days 117. 8 = 87 days (Trade Payables /Cost of Sales) (549. 7/365) (495. 5/365) Asset Turnover 858. 9 = 92. 3 % 820. 7 = 87. 4% (Sales/Total Assets) 930. 5 938. 5Inventory Turnover 549. 7 = 3. 16 x 495. 5 = 3. 26 x (Cost of Sales/Inventories) 173. 6 151. 7 365/3. 16 = 116 days 365/3. 26 = 112 days It may appear that the company is doing a good job at managing its receivables and payables with a decrease in both the collection and payment periods but knowledge of the credit limit and terms might have helped in analysing the situation as well as comparison with the industry average.Asset turnover has risen from 87. 4% to 92. 3% indicating that the company has been able to generate more sales with their asset base. This is as a result of an increase in sales revenue and a lower level of current assets, especially the decrease in cash level. Inventory turnover has declined from 112 days of inventory holding to 116 days. Both ratios are quite high which implies that inventory is been kept in the stores for a long time betwe en its purchase and its sale. The company would need to be able to manage its inventories more efficiently.Gearing Ratios It measures the level of debt/borrowings in relation to shareholders’ equity (Collier, 2012). 2012 2011 Gearing 0 = 0 15 = 3% (Long term debt/equity + debt) 458. 3 + 0 474 + 15 Gearing (including current debt) 0 + 90. 8 = 16. 54% 15 + 32. 5 = 9. 87% 458. 3 + 0 + 90. 474 + 15 + 32. 5 Interest Cover 49. 6 = 13. 78 x 107. 3 = 41. 26 x (PBIT/Interest Payable) 3. 6 2. 6 The gearing is 0 for 2012 indicating that the debt is repayable within the current year. By including the current debt, the gearing ratio shows an increase from 9. 87% in 2011 to 16. 54% in 2012. This is a more realistic debt level as the Statement of Cash Flows in the annual report reveals a ? 9. 4m borrowing in 2012. The interest cover has declined from 41. 26 times to 13. 78 in 2012. This is due to the decrease in operating profits but nevertheless the interest cover is still healthy. Shar eholder Return Ratios These ratios measure the return to shareholders on their investment in the business (Collier, 2012). 2012 2011 Dividend per share (DPS) 6. 717p 6. 06p Market value per Share ? 3. 23 ? 3. 4 (Both disclosed in the annual report) Dividend payout ratio 28. 8 = 83. 72% 26 = 36. 93% (Dividends paid/Profit after tax) 34. 4 70. 4 Dividend yield ? 0. 06717 = 2. 08% ? 0. 0606 = 1. 66% (DPS/Market value per share) ? 3. 23 ? 3. 64 Earnings per share (EPS) (Disclosed in income statement) 8. 03p 16. 48pPrice/earnings ratio ? 3. 23 = 40. 22 x ? 3. 64 = 22. 09 x (Market value per share/EPS) ? 0. 0803 ? 0. 1648 The earnings per share have greatly reduced from 16. 48 to 8. 03 due to the decrease in profits, as there has been no change in shareholder capital. The dividend paid has increased slightly, despite the fact that profits were low and this consumed a high portion of the after-tax profits as shown by the dividend payout ratio. This would suggest the company has a high shar eholder value.The dividend yield is an effective interest rate which fluctuates in relation to the share price. The yield has increased slightly due to the marginal increase in dividends paid and the reduction in the market value of the shares. The price/earnings ratio has seen a dramatic increase from 22. 09 to 40. 22 which is largely due to the decrease in the EPS. It however reflects that investors may have a high expectation for future growth. Ratio analysis is more useful when the ratios are interpreted as a trend over time or by comparison to industry averages, to competitor ratios or to predetermined targets.As such, two years is too short to draw meaningful conclusions about the performance of the group (Collier, 2012). Below is a five year summary from which the trend can be understood more clearly. PZ Cussons Five-Year Summary of Performance |In ? m |2012 |2011 |2010 |2009 |2008 | |Sales Revenue |858. 9 |820. 7 |771. 6 |838. 1 |660. 9 | |Operating Profit |49. 6 |107. |101. 4 |86. 2 |76. 4 | |Operating Margin |5. 77% |13. 1% |13. 14% |10. 28% |11. 56% | |Sales growth (year on year) |4. 65% |6. 36% |-7. 93% |26. 8% |- | |Current Ratio |1. 22 |1. 46 |1. 84 |1. 94 |2. 25 | |Gearing |0 |3% |6. 19% |10. 3% |14. 66% | |Earnings per share |8. 03p |16. 48p |14. 89p |11. 64p |11. 04p | |Dividends per share |6. 717p |6. 61p |5. 90p |5. 27p |4. 70p | Note: The EPS and DPS were disclosed in the financial statement. Whilst the operating margin and sales growth are based on the information in the table which were also gotten from the company’s financials, the calculation of current and gearing ratios are below: 010 2009 2008 Current ratio 403. 7/219. 1 354. 9/182. 6 327. 4/145. 4 Gearing 30/(458. 8 + 30) 44. 9/(389. 9+ 44. 9) 59. 9/(348. 7 + 59. 9) The figures show an increase in sales over the years with a sharp decrease from year 2009 to 2010, though a good operating margin was generated. This could imply that a low cost base was being maintained.There has been a steady improvement in profits with a substantial reduction in 2012 though there was a lower margin in 2009 which would suggest that profits as a return on sales was quite low. The EPS has increased year on year with a drastic decrease in 2012 due to lower profits. The DPS has increased marginally year on year which reflects a high shareholder value. The current ratio has declined over the years. It could be that there have been high inventory levels. It is vital to note that a working capital ratio that is too high may imply that the company is not utilizing its assets effectively as could have been the case in 2008.The company should seek to manage its working capital more efficiently. The gearing ratio has been on the decrease to a point of no long term debt in 2012. This may appear to be a good thing but it is worth noting that long term borrowings are needed to fund current assets. Research Matrix The matrix below shows a summary of the journal articles read in relation to this work. It identifies some themes found in the literature. The themes are ranked on a scale of importance with 1 being less important and 5 being extremely important to the analysis of my work. Authors of Journal Articles |Scale of Importance | | |1 |2 |3 |4 |5 | |Roman (2011) ; Sundkvist, Hedman| | |Profitability | | | |and Almstrom (2012) | | | | | | |Muradoglu, Bakke and Kvernes | | | |Gearing | | |(2005) | | | | | | |Cette, Durant and Vilette (2011)| | | | |Profitability : ROCE | |Koonce and Lipe (2010) | | | |Earnings | | |Bierman and Hass (2009) | |Earnings Growth | | | | |Banos-Caballero, Garcia-Teruel | | |Working Capital | | | |and Martinez-Solano (2012) | | | | | | |De Wet and Du Toit (2007) | | | | |Profitability : ROE | |Lifland (2011) | | | |Working Capital | | |Dossi and Patelli (2010) |Non-financial | | | | | | |Measures | | | | | Explanation and Analysis of Research Matrix According to Sundkvist, Hedman and Almstrom (2012), the profitability of a company is dri ven by controllable factors which are the internal resources of the firm such as raw materials and uncontrollable factors such as government regulations.One way of increasing profitability is to reduce costs. In doing this, the costs have to be broken down and cost drivers identified (Roman, 2011; Sundkvist, Hedman and Almstrom, 2012). This theme is important as cost reduction is a crucial way to maintain profitability. In the case of PZ Cussons, the supply chain optimisation project was initialised to cut down on manufacturing overheads. Muradoglu, Bakke and Kvernes (2005), argue that gearing ratio is vital in apprasing bankruptcy risk and investors like a low gearing ratio as there is a lower risk that they lose money on their investments. This theme is very important as a very high gearing increases the financial risk of a company.Cette, Durant and Villetelle (2011) stress the limitation of ROCE in that when a firm’s future outlook is good and this in turns leads to an inc rease in assets and there is no change in profit, then the ratio goes down implying the firm is less profitable irrespective of better prospects. This is extremely important as it highlights issues that should be taken into account when interpreting this ratio. Koonce and Lipe (2010) argue that the earnings trend of a company affects the investors’ acumen about the future prospects of that company as such a positive earnings trend enhances the price-earnings ratio. This theme is very important as it helps in our understanding of the price-earnings ratio. According to Bierman and Hass (2009), EPS growth can be ascertained by the use of share/stock repurchase and the variations in the rates used in profit retention. He argues for the use of earnings growth models.This theme is of little important to my analysis as there was no share repurchase in the current year of PZ Cussons and growth models were not used in my work. Based on the research carried out by Banos-Caballero, Garc ia-Teruel and Martinez-Solano (2012), they claim that a high investment in working capital has the ability to improve the performance of a firm in profit-terms up to an optimal point at which higher working capital levels would have a negative effect on performance and this point is reached when the cost of holding working capital exceed the benefits. This theme is important as it seeks to explain working capital management. De Wet and Du Toit (2007) emphasise the pitfalls of return on equity measure.As such the earnings figure can be subject to manipulation legally due to changes in accounting policy. This is extremely important as it cautions us in our interpretation of the ROE. Lifland (2011) argues that effective working capital management is characterised by an increase in asset turnover and a decrease in receivables and inventories. He also highlights the fact that companies may have to seek external finance to meet working capital requirements. This is very important as it se eks to give insight on the interpretation of working capital ratios In determining financial performance, it is also useful to consider non-financial measures such as employee and customer satisfaction as well as measuring business processes.Though these are supplementary measures, they cannot be substituted for financial measures (Dossi and Patelli, 2010). It is good to draw attention to this but it is of less importance to my work as I only consider the financial ratios. It is crucial to bear in mind that there are limitations inherent in the use of ratio analysis, some of which were pointed above. Another factor is that they are based on historical records. The values could be affected by inflation so it is useful to modify the profits to reflect holding gains and losses which result from variation in the value of assets and liabilities (Cette, Durant and Villetelle, 2011). Despite all this, ratios remain a significant tool in analysing financial statements (Collier, 2012).Based on my analysis, PZ Cussons seems to performing quite well; the business environment and the challenges in the different divisions might account for the lower performance this year. However, it is vital to note that this analysis was based on annual reports which are produced in part for public relations. As such companies seek to promote their interests therein. To fully understand the company performance, an evaluation of the industry information and competitor performance would be required. References: Banos-Caballero, S. , Garcia-Teruel, P. and Martinez-Solano, P. (2012) â€Å"How does working capital management affect the profitability of Spanish SMEs? † Small Business Economics, vol. 39, no. 2, pp. 517-529. Bierman Jr , Harold and Hass, J.E. (2009) â€Å"Explaining Earnings Per Share Growth†, Journal of Portfolio Management, vol. 35, no. 4, pp. 166-169. Cette, G. , Durant, D. and Villetelle, J. (2011) â€Å"Asset Price Changes and Macroeconomic Measurement of Pro fitability†, Review of Income & Wealth, vol. 57, no. 2, pp. 364-378. Collier, P. M. (2012) Accounting for Managers Interpreting Accounting Information for Decision Making 4th edn. Sussex: John Wiley & Sons. De Wet, J. H. V. H. and Du Toit, E. (2007) â€Å"Return on equity: A popular, but flawed measure of corporate financial performance†, South African Journal of Business Management, vol. 38, no. 1, pp. 59-69. Dossi, A. and Patelli, L. 2010) â€Å"You Learn From What You Measure: Financial and Non-financial Performance Measures in Multinational Companies†, Long range planning, vol. 43, no. 4, pp. 498-526. Koonce, L. and Lipe, M. G. (2010) â€Å"Earnings Trend and Performance Relative to Benchmarks: How Consistency Influences Their Joint Use†, Journal of Accounting Research, vol. 48, no. 4, pp. 859-884. Lifland, S. A. (2011) â€Å"The Corporate Soap-Opera â€Å"As the Cash Turns†: Management of Working Capital and Potential External Financing Needsà ¢â‚¬ , Review of Business, vol. 32, no. 1, pp. 35-46. Marketline (2012) ‘Company Profile PZ Cussons Plc’. Marketline Report [Online]. Available at www. marketline. com (Accessed: 7 November 2012). Muradoglu, G. , Bakke, M. nd Kvernes, G. L. (2005) â€Å"An investment strategy based on gearing ratio†, Applied Economics Letters, vol. 12, no. 13, pp. 801-804. PZ Cussons (2012) Annual Reports and Accounts. Available at http://www. pzcussons. com/pzc/ir/reports (Accessed: 6 November 2012). Ready Ratios (2012) Reference. Available at http://www. readyratios. com/reference (Accessed : 5 December 2012). Roman, F. J. (2011) A Case Study on Cost Estimation and Profitability Analysis at Continental Airlines, American Accounting Association. Sundkvist, R. , Hedman, R. and Almstrom, P. (2012) â€Å"A model for linking shop floor improvements to manufacturing cost and profitability†, International

Effects of Divorce on Children - 2549 Words

The effects of divorce This paper is going to be about the various effects of divorce. I will look at three different ways that divorce effects the children. I will first look at the ways that divorce affects a students academic achievement. I will then look at the effects that divorce has on relationships with both parents and other people and lastly I will examine the emotional effects of divorce. The effects of divorce on children can change almost all aspects of a persons life including where they live, with whom they live with, their standard of living, their emotional happiness, their assets and liabilities, time spent with parent and other family, and so much more. A number of children have plenty of trouble in schools but it’s†¦show more content†¦My mother doesn’t let my sister disrespect her or appear to not have control of the house. My sister doesn’t feel that she can do whatever she wants just because my dad isn’t around. 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Dbq on Slavery - 765 Words

DOCUMENT BASED QUESTION DIRECTIONS: Compose a thesis controlled essay answering the following question based on YOUR analysis of the documents provided below. Take into account both the sources of the documents and the point of view of the authors. DO NOT SIMPLY WRITE A SUMMARY OF EACH INDIVIDUAL DOCUMENT. THE QUESTION: What was the scope and the attitude of people toward the institution of slavery in the world from the beginning of civilization to the dawn of modern times? Note to the wise: Look at the content of the documents, the place at which the document originated, and the time at which the document was written. Also consider who wrote the document and how that individual feels about the institution of slavery. Document 1†¦show more content†¦They represented luxury and displayed their master s power and wealth. Government slaves worked as servants, clerks, accountants, and minor officials. Others works as gamekeepers, ranch hands, and in heavy labor.| Document 5 Zhou Daguan, government messenger to Cambodia, sent by the Chinese Emperor Kublai Khan 1296| Savages are brought to do the work of servants. When they are young and strong, they cost a hundred pieces of cloth; when old and weak, they sell for thirty to forty pieces of cloth. Wealthy families may have more than a hundred slaves, even those people of modest means have ten to twenty slaves. Only the very poor have none at all, and they themselves work as hard as a slave.| Document 6 Ibn Battuta, Muslim traveler, teacher and pilgrim. From a chapter in his book, written at the oasis of Takedda locates south of the Sahara Desert in north central Africa, 1353| These people from Takedda have no occupation but trade. They travel from their homes in central Africa to Egypt each year and there they buy for importing some of everything which is there for sale. The people of Takedda are comfortable and well off and are proud of the number of male and female slaves which they own.| Document 7 Francesco di Marco Datini, Italian merchant from the city of Prato from a letter written to a business associate, about 1375| By the end of the 14th century there was hardly a well to do household in Tuscany (a province in northern Italy) withoutShow MoreRelatedDbq on Slavery793 Words   |  4 Pages in many places African Americans gained their freedom from slavery and in others, the institution of slavery expanded. Eventually, slavery became abundant in places where it was most necessary and died out in the places where it was of little use. In response, most free African Americans and enslaved African Americans took action against their maltreatment by petitions and willingness to fight. The first trend of declining slavery was visible from the first declared emancipation of slaves byRead MoreSlavery Dbq835 Words   |  4 Pagesto settle, the issue of slavery was ever present. Nobody was quite sure of how to handle slavery. While some people fought to have slavery abolished, others completely opposed the idea of no longer having slaves. It was during this time period that many slaves managed to gain their freedom; however slavery as an institution continued to expand. Even though the many states passed laws outlawing the practice of slavery, the slave trade in the states that still allowed slavery grew immensely. DuringRead MoreAbolition Of Slavery DBQ Essay1226 Words   |  5 Pagesï » ¿Abolition of Slavery DBQ Essay Slavery in the United States first started in 1619, when African slaves were transported to Jamestown, a settlement in the colony in Virginia. These slaves were brought to the United States primarily to help with the making of crops, especially tobacco. The practice of slavery remained present throughout the seventeenth and eighteenth centuries in other colonies of the United States, which helped build and strengthen the American economy as a whole. In 1793, theRead MoreDbq: American and Muslim Slaveries1164 Words   |  5 PagesDocument-based Question: American and Muslim Slaveries Slavery is as old as the world s first civilizations. Two important slave movements were the one across the Sahara Desert and another along the East African coasts of the Indian Ocean, both of which terminated in slave markets in the Muslim world. The subject of slavery is viewed in contrast by different parts of the world. Narrowing to the topic of slavery in the Americas and the Muslim states, it is apparent that the two regions containRead Morewhat were the different views towards slavery DBQ1258 Words   |  6 Pagesattitudes of my understanding the document. These documents are all based on the institution of slavery and the attitudes about slavery. I put these eight documents into two groups and those are for slavery and neutral attitude thought about slavery. These eight documents are all sorted by attitude and are going to be from the beginning of time to modern day. The first group is the thought that slavery was a good thing. The first document in this group is document number one. This document statesRead MoreAlison Brady. Period 5. December 4, 2012. Dbq #1. Slavery1637 Words   |  7 PagesAlison Brady Period 5 December 4, 2012 DBQ #1 Slavery was the main cause of the breakup of the Union and influenced other factors, such as territorial expansion, industrialization and economic tensions, and political alignments. Combined, all of these conflicts, with slavery at the root, led to the conflicts in the nation that started the Civil War. The issue of slavery caused conflict regarding new territories, economic stratification, and political turmoil. All of these tensions served to divideRead MoreFederal Government of the United States and Territorial Expansion1101 Words   |  5 Pages2010 DBQ: (Form A) 1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? (Form B) 1. The issue of territorial expansion sparked considerable debate in the period 1800–1855. Analyze this debate and evaluate the influence of both supporters and opponents of territorial expansion in shaping federal government policy. 2009 DBQ: (Form A) From 1775 to 1830, many African AmericansRead MoreAp Exam Essays1660 Words   |  7 Pagesthrough the 1660s? 2. Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775–1783. 3. Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming of the Civil War. Confine your answer to the period 1845–1861. 4. Analyze the roles that women played in Progressive Era reforms from the 1880s through 1920. Focus your essay on TWO of the followingRead MoreDBQ Questions781 Words   |  4 Pagesï » ¿DBQ QUESTIONS Writing the DBQ Civil War Assess the following quote: â€Å"Ultimately, the Civil War reduced sectional antagonism and made the United States truly ‘one nation.’† ____________________________________________________________________________________________________________________________________________________________ The Constitution Using information from the evidence below as well as your knowledge of the period, discuss the development of the United States Constitution as aRead MoreApush Dbqs Essay2248 Words   |  9 Pages2011 DBQ: (Form A) 1. Analyze the international and domestic challenges the United States faced between 1968 and 1974, and evaluate how President Richard Nixon’s administration responded to them. (Form B) 1. Explain the ways that participation in political campaigns and elections in the United States changed between 1815 and 1840, and analyze forces and events that led to these changes. 2010 DBQ: (Form A) 1. In what ways did ideas and values held by Puritans influence the political

Social Networking And Its Effect On Relationships Essay

Social networking sites are a relatively new innovation but have rapidly become integral in the daily lives of the majority of people, not just in the United States, but in most developed countries in the world. The most used of all of social networking sites is Facebook, but sites such as Twitter, Snapchat, Instagram, and WhatsApp are also widely used. Social networking sites make connections to others all over the world both easy convenient. Social Networking and Romantic Relationships Due to the prevalence of social networking sites in daily life, it is necessary to seek out information on the effect that these sites are having on romantic relationships. Social media can have a positive impact on relationships. They facilitate communication, an exceptionally important part of any relationship. Social networking sites can also be used for relationship maintenance. However, they can also harm romantic relationships. Users can ignore their partners, use social networking sites to spy on their partner’s online activities, or even to seek out another partner while still romantically involved. Examination of several scientific research studies shows that while there some benefits for using social networking sites while in a romantic relationship, there are far more harmful practices. Positive Uses of Social Networking Sites Maintenance in Long Distance Relationships Long distance relationships require more maintenance behaviors than geographically closeShow MoreRelatedEffects Of Social Networking Sites On Relationships1528 Words   |  7 Pages Effects of Social Networking Sites on Relationships Several studies have found that using social networking sites excessively, including partner surveillance and monitoring, posting ambiguous information, and compulsive internet use, can be detrimental to romantic relationships (Ridgway Clayton, 2016). Social networking sites such as Twitter, Instagram, and Facebook, negatively influence our relationships. It is important to know the common conflicts and how to avoid them. It is alsoRead MoreSocial Networking and Effects on Society1326 Words   |  6 PagesSocial Networking and Effects on Society Wouldn’t you say that online social networking has changed the way society interacts with friends, family and perfect strangers. When someone exposes themselves to these sites, they open the door to allow these people into their lives. Some of them you would have passed on the street and not even thought of befriending. These people you have chosen to interact with, whether they are in your city, another state, another country or just someone you met onlineRead MoreThe Impact of Social Media on Youth and Adults1646 Words   |  7 Pages Overview of topic and issues discussed Social networks like Facebook, Myspace and Twitter allow individuals to connect with anyone from coworkers to former classmates. The accessibility of these connections allow for individuals to feel easily connected to a larger community, but they have downsides. From false senses of connection, to data pervasiveness ,social networking is something that effects all groups within our culture to the point where we will have to decide if it is benefical orRead MoreThe Effects Of Social Networking On Society1317 Words   |  6 PagesThe Effects of Social Networking Intro Over half of the world uses the internet. 2.2 billion people actively use any kind of social networking. There were 176 million new users of social media just last year (Regan 1). With the influence of so many people a pressing question: Is the impact of social media harmful or beneficial in its effects? Social networking is one of the biggest reports of online traffic. So, if so many people are using these networking sites, what are the effects on us? The â€Å"first†Read MorePositive And Negative Effects Of Social Networking1431 Words   |  6 Pagesâ€Å"Like all revolutions, the social networking revolution is accompanied by concerns and questions about whether the changes have wrought something better or something worse.† (Szumski and Karson  ¶ 4) The social networking revolution has come a long way in its accessibility and effectiveness and has become a great resource for many people. But with its benefits come more serious downfalls that need to be acknowledged and dealt with. While social networking can be used as a clear, accessible sourceRead MoreDiscuss the Influence That Social Networking Plays in Society Today? How, and to What Extent, Has It Re-Defined Social Relationships and Is This Generationally Specific?1144 Words   |  5 PagesDiscuss the influence that Social Networking plays in society today? How, and to what extent, has it re-defined social relationships and is this generationally specific? Social Networking plays an important role in society today; it will be argued that social networking has redefined social relationships and that this effect is generationally specific (Salman,2009) Social Networking sites such as Facebook have had a profound effect on personal relationships. The twenty first century is an imprisonedRead MoreImpact of Social Media on Relationships Essay1050 Words   |  5 Pages Social networking can connect strangers across the world. As the evolution of communication continues, technology progresses and social networking grows. Social networks like Instagram, Twitter, and Facebook have grown to have billions of users. In fact in today’s society, it is necessary or nearly expected to use one if not all of these technological communication networks. The increasing use of social networking has had both a negative and positive effect on communication in relationshipsRead MorePositive And Negative Impacts Of Social Media Essay1082 Words   |  5 Pagesas there are positive effects of social media, there are also negative effects as well. False connections are often made on SNS. Ninety percent of students have Facebook which is constructed to be socially shared with any user. It may seem obvious that users of social networking cannot stray far from reality from his or her online identity, although the users can depict what he or she wishes to display (Moreno et al. 452). There are many young teenagers on social networking websites posting trueRead MoreSocial Networking Services Success Essay examples1026 Words   |  5 PagesVarious social networking services have achieved enormous success at the first decade of the 21st century. Up to 2010, more than 500 million users globally have been regularly using Facebook (Kirkpatrick, 2010, 2). For this purpose in this essay, social networking site is defined as an online platform where socially related users can communicate and share information with each other, such as Facebook, Twitter, Myspace and Renren. It has long been a question that whether these services brought moreRead MoreEffects Of Online Social Networking On Society966 Words   |  4 Pagesour environment. Through the development of social networking, it has easily kept us updated on what is going on around the world and in other people’s lives. Instead of face-to-face communication, the younger generation perceives social media to be a place to share emotional connections and stay connected with their significant other. The aim of this research is to investigate the effects of online social networking constructing romantic relationships. With the many different ways to interact with

The Role of Local Culture and Context in English Language Teaching Free Essays

string(145) " states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries\." The Role of Local Culture and Context in English Language Teaching -Mabindra Regmi The Relation between Language and Culture The structuralists portrayed language as an entity that could be segmented and through learning these segments, the totality would also be learnt. This method has been tested, challenged and in many cases discarded in the world of linguistics. The conception, propagation and inevitable discontinuation of ever new methods has prompted Sowden to express â€Å"there has indeed been methodological fatigue, leading many to the pragmatic conclusion that informed eclecticism offers the best approach for the future. We will write a custom essay sample on The Role of Local Culture and Context in English Language Teaching or any similar topic only for you Order Now (Sowden, 2007, p. 304). Perhaps, eclecticism is the right trend while implementing ELT methods. One of the factors that should be considered, however, is that there seems to be a deep connection between language and culture unlike the belief of the structuralists. The concept of language teaching now is that of concentration in what the learners learn or want to learn rather that what is to be taught. As the classrooms get more learner-centered, it can be assumed that the attitude and the initiatives from the learners’ side will be more prominent. Since a person is shaped by ones culture and local setting, we can assume that the importance of cultural context in language teaching will grow as learning becomes more learner centered. It is in conjunction with this shift of emphasis away from teaching and towards learning, that there has appeared a growing awareness of the role played by culture in the classroom. (Sowden C, 2007, p. 304) It is not only the learners that come with their own culture in the classroom, the teachers also bring their own culture. This is particularly true if the language teacher is not from the locality. Sowden warns the teacher â€Å"to be aware not only of the cultures of their students and their environment, but also of the cultures that they themselves bring to the classroom† (Sowden, 2007, p. 305). Thus, it can be seen, however inconclusive, that culture of both the teacher and learner plays an important role in the language learning environment and they have to be addressed for effective learning to take place. This intricate mutual relationship between language and culture may be the key to unlock the language teaching methodologies of the future. Whenever we talk about anguage and its use, it is important to figure out the relation between language and culture. There are few things we need to ask ourselves in this regard. Can language exist independent of culture? Is learning a new language (English) definitive of learning the culture of native speakers of English? Who are the native speakers of English? Will the culture of the native speakers be appropriate in the set ting of the language learner? Can language exist independent of culture? A language cannot exist in vacuum. It has to express some objective function when utterances are made or some text is written. When we do make use of language, the production made is generally about what we know or what we have experienced. What we know and experience mostly confines within the local setting that we have grown up and where we are residing. Thus, local context becomes inseparable from the use of language. Is learning a new language (English) definitive of learning the culture of native speakers of English? When we learn a new language, we need to adopt the culture of the target language to a certain extent because the cultural aspect comes amalgamated with the target language. But what about the learners? The learners have their own set of cultural experiences and objectives of using a language. They have their own cultural amalgamation which has to be addressed during target language learning process to make it meaningful and relevant to the learners. We can assume that integration of local culture and context is inevitable while learning a target language. Who are the native speakers of English? The distinction that makes a native speaker is generally very vague and often misleading. It might be important to look into the terminology if we are to explain what English is. A dictionary definition might say that native is belonging to a certain geographic location. In the case of English we must consider the fact that it is spoken in many parts of the world and more and more people are adopting it as the first language of communication. In this setting we must consider the appropriateness of calling certain speakers native and others not. Furthermore, even within the native speakers we find many varieties as in the British English, American English, Australian English, or South African English. If the English language is to be made a ruly global one, one must leave the notion of ‘native speakers’ behind. Will the culture of the native speakers be appropriate in the setting of the language learner? The culture and context of the learner and the native user of English may differ very contrastively. The traditional native speakers of English have their own cultural and contextual setting and it creeps into the language that they use. It should not be surprising thus, that the English used in non-native setting has the purpose of academia without much cultural interference. But can English have the same purpose if it were to only transfer the cultural and contextual nature of the target language? In order to make English learning a holistic experience, it is important that culture and local context are integrated so the learner has a more comprehensive grasp of the language. Different Views Regarding the Role of Culture in Language Class Different people have expressed their opinions regarding the role of culture in language class. Phyak, P has collected four such opinions from various personnel in his article integrating local culture in the EFL context of Nepal: An ignored agenda? The first view expressed by Byram and Flemming (Byram, 1997; Byram and Fleming, 1998) states that the target language culture should be taught in ELT in order to help learners to acculturate into the culture of English countries. You read "The Role of Local Culture and Context in English Language Teaching" in category "Essay examples" The second view expressed by Karchu, Nelson and Canagaraja (Kachru, 1986; Kachru and Nelson, 1996; Canagarajah, 1999) opines that there is no need of teaching target culture especially in the contexts where different institutionalised varieties of English are in practice. Similarly, the third view by Kramsch and Sullivan (Kramsch and Sullivan, 1996) states plainly that ‘local culture’ in TEFL should be taught. Finally, the fourth view by Alptekin, Jenkins and Seidlhofer (Alptekin, 2005; Jenkins, 2005; Seidlhofer, 2001) says that since English is a lingua franca, it should be taught in a culture-free context. In the same article Phyak gives a fifth opinion regarding the use of culture in language class by assimilating the highlights of the above opinions where he advises the teachers to use both target and native cultures with priority to local culture (Phyak, P). Whatever the views of applied linguists all over the world, we cannot disregard two core realities. The first is that while learning a second language, the influence of the culture of that language is inevitable. The second fact is that the learner of second language comes equipped with the culture of the first language. If no association is made between the culture of the first language and the learning of the second one, the learning will not be as effective. Therefore, inclusion of local culture and context should be more prominent in the initial phases and gradually gear more towards the target culture so that the integration is seamless in the end and language skill transition is more comprehensive. English as an International Language Hegemony of English language is a global phenomenon and the onset of modern technology, the computer; and as the choice language of the academia will further strengthen it. Eventually, the spread of English will probably be the root cause for disappearance of majority of world languages. Having said that, one must accommodate the fact that the use of English in international communication is increasing, and thus, it is gaining momentum as being an international language. The rise of English as an international language has created many concerns among the laymen, experts, anglophiles and chauvinists alike. The concerns can be divided into two factions. The first leads us towards convergence of all world languages into one giant English language. Because of the advent of printing, and more recently, media; languages, specifically English; are being standardized so that there is uniformity in the manner we write and speak. Many believe this to be a positive step towards world unification. There may be advantages to uniformity, but the question is; does it outweigh the disadvantages that it might bring in the form of ‘language death’ as expressed by David Crystal or loss of identity? The other faction is made up of personnel who are asking this very question. The prominence of English might be an indicator of decline of other languages. When a language is lost, it is not only the means of communication that is lost with it. There are contextual and cultural associations with languages, and in addition; it also forms the corpora of accumulated knowledge of a community. All this will also be lost with the dying language. Moreover, there is a strong affinity of the language with the identity of a person or a community. Although English may provide with alternate identity, as shall be discussed later in this paper, the primary form of identity shall be lost, especially if the learning of English is subtractive in terms of the first language. Discrepancies aside, internationalization of English is inevitable. The question now remains is how we are going to bring about policies for other languages that are in existence. In order to understand why English is fast becoming a global language, we must try and analyze why is it important for us to learn English. There are many reasons why an individual would want to learn English. i. English may be a factor for obtaining better employment opportunities. ii. English is the medium of communication for business, recreation and competitive tournaments. iii. English is almost mandatory for learners pursuing higher academic achievements and publishing of one’s findings. iv. The knowledge of English may provide higher social standing or identity in many cases. We can see that English language empowers a person both in terms of social and material power. Thus we can see the attraction towards learning English. The choices that the language communities have is either to have subtractive learning of English and forget one’s own linguistic heritage, as is happening mostly in developing countries like Nepal; or to make the learning process additive by retaining one’s own language intact. It can be assumed that the later alternative is more acceptable. The reason for the long windedness of the explanation above brings us back to the core discussion of this paper: local context and culture in teaching or learning English. Now as we have made a huge circle from the inevitable internationalization of English to the better alternate of additive learning of English; it is time to ponder over how we are going to teach English language. English Language, Local Culture and Social Identity If we want to have mastery over English language, then I believe we must find a way to make the language practical to its learners. Just reading the literature of the language or using the language in stereotype British or American cultural setting will not hold much significance to the learner of English as a foreign language. What needs to be done is to bring about association between the language being learnt and the experience of the learners. This will provide platform for practicality of the language being learnt. In order to understand why local context and local culture must be integrated into teaching of English language, we must also be familiar with how culture and local context plays a role in language learning. Culture and Language Reflect each other The common notion regarding the purpose of language learning has been related to communication. Because of the researches done in sociolinguistics and discourse, we should consider the fact that language is not only ‘understanding’ what the other person is expressing but it is also necessary that we understand the text at a discourse level where cultural and individual background conveys deeper meaning to the language items used. Language is not only communicating with words but we have deep rooted cultural and contextual schemata and frames which are reflected in the language that we use. Thus it is important to analyze the meaning of discourse at cultural and contextual level. The reason that we should consider the Frame and Schema theories of discourse analysis when talking about the language is that if we are not able to express or comprehend the schema created through cultural setting, only understanding the text in communication will not be able to justify the meaning that should have been understood. Only through associating and integrating the language that we are trying to learn (English) into social and cultural setting shall we be able to exploit the nuances of the expression made in a language. Englebert believes that there is a cultural variation between the learner and the language and that the â€Å"teacher hosting foreign students must come to terms with the fact that those students are immersed in a culture with which they are not familiar, and that they bring with them not only their limited knowledge of the language, but a myriad of assumptions based on generations of cultural indoctrination†. (Englebert, 2004). These assumptions based on â€Å"cultural indoctrination† are at the core of schema of the learner. Not only the culture of the target language but even the prescribed packaged methodology might create confusion in teaching English as a foreign language. In her study among the Asian students studying in New Zealand, Li found that â€Å"the interactive teaching methods adopted by New Zealand teachers are culturally incompatible with Asian students’ learning conceptualizations. The findings suggest that some teachers’ adoption of the communicative or interactive teaching approach led to Asian students’ negative learning experience in New Zealand† (Li, 2004). This shows that the cultural background and the mindset of the learner should be considered while teaching English. Subsequently, it also indicates the integration of local context and culture of the learner for smoother and more effective teaching learning experience. If the learner of English is only familiar with her own experience based on her own cultural and local setting, trying to incorporate a different language with a different setting will make it literally ‘foreign’. The ‘foreignness’ can be significantly eliminated if local context and culture of the learner is being used in the target language. Thus integrating the cultural and contextual setting in language learning will be important. English Language and Social Identity Bonny Norton has explained that in the current social situation, English language helps create a more powerful identity for the individuals because of the advantages associated with the proficiency of English Language (Norton, 2007). She further explains that construction of identity through learning English are complex and dynamic. The five examples that she has taken in her article all give different perspectives people have for English language based on their cultural and contextual backgrounds. If individuals from different social and ethnical backgrounds have different concepts about how English should be taught and learnt, then we can assume that it is the experience of the learner that is influencing such perspectives. An individual is the product of the local culture and context, so we cannot ignore the importance of inclusion of local context and culture in English pedagogy. Norton recommends that we should not overlook the focus on individual account while teaching English. She further explains that the researches on language teaching and identity is fragmented and it has to be made more organized, and if English belongs to the people who speak it, expansion of English in this Global era is better (Norton, 2007). Inclusion of Local Context and Culture in ELT in Nepal Along with the gathering momentum of inclusion of local culture and context in language teaching across the world, an initiative has been started in Nepal where linguists and social activists are advocating for inclusion of local context and culture, namely, ethnic languages in mainstream education. Alongside with this initiative there are many linguists and teachers of English language who are advocating for inclusion of local context and culture in English Language Teaching. The problem that the Nepali society is facing is how to bring about the implementation of such content and context in English language. Looking at the coursebooks and educational materials, it is evident that the English teaching is heavily influenced by the culture of target language users. Although some content and stories seem that they have local context, but the exercises that follow again reflect to the target language culture. On the other hand, the teachers are also imparted trainings and education aligning with the target language culture. In this ambience, it will be difficult to implement inclusive local content and culture while teaching of English. In order to overcome this impasse, some measures can be taken so that there is a momentum towards progressive implementation of the discussed issue. First, the language policy makers and the educators of the country need to come together to make a master plan on how to develop materials, train teachers and set objectives on inclusion of local culture and context in ELT. Only when a concrete set of objectives and a clear vision of the implementational procedures have been codified, the initiative can move forward. Second, there has to be a mass drive for collection of local content in the form of stories, poems, articles and the like which also reflects local culture. The content corpus has to be exhaustive so that all the major aspects that need to be covered are covered. Agencies like Nepal English Language Teachers’ Association, NELTA, can be instrumental in taking the necessary initiatives. It is wise to include people from different academic, professional, age group, ethnic, gender, and geographical backgrounds to make the corpus comprehensive and complete. Third, the gathered content has to be carefully cataloged, edited and selected for practical use. There may be many ways by which the content can be used. The content can be an integrated one where a little of everything is included, or it might also be ethnic or locality specific where different communities make use of different relevant parts of the corpus. The fourth, which might also be the most important, is to enable the teacher of English to believe that local content and context is not only necessary but is the most effective way of teaching or learning a language. The teacher should also have autonomy to develop content from her own locality adjusting to the need of the learners there. Perhaps the most difficult part of this endeavor will be to discard the prevalent target culture based content in favor of local culture based one. But once the importance is felt and the initiative commenced, language learning process will take a meaningful and applicable turn. The learners then will not be learning English in vacuum but they can associate their own life experiences to the language being learnt. Finally, a monitoring and evaluation mechanism should be developed in order to judge how successful the implementation of the initiative has been. The monitoring and evaluating body can also make necessary changes in the whole process as the problems arise. Association and Comprehension through Local Context in ELT If there is association between the local context and culture, and English Language teaching; the learners might benefit in many different ways. As Lengkanawati states â€Å"we can conclude that the choice and the intensity of using language learning strategies is influenced by many factors, one of which is the students’ cultural background† (Lengkanawati, 2004), the association of local culture and English language teaching might help the learner build better learning strategies. It will lead the learner to grasp deeper meaning of the target language and use it efficiently and productively. Moreover, the differences that lie within the variations of English will make the learner appreciate that context and culture are essential for language learning. All this will lead to a global culture where one retains her native culture while learning that of the target language and thus of the whole world. We have discussed previously about the nature of association between language and culture. In addition, we also discussed about the emergence of English as an international language and the advantages of learning it. Then we went on to how local context and culture can be integrated into teaching English in Nepal. Now, we shall focus on advantages there might be in integrating local context and culture while teaching English in three different stages. The association of local context and culture can be done in three levels: using local context and culture while learning English, Using the context and culture of the target language, and integrating the two cultures to create multicultural or global comprehension. 1. Using the local cultural and contextual setting while learning English. Using local context and culture will enable the learners to grasp the deeper meaning of English because they can associate the cultural and contextual meaning that they are familiar with. In Barfield and Uzarski’s findings, â€Å"the classroom observation showed that students in pair and group works were more interactive when they had to discuss on their local cultures than when they had to discuss on different stories or texts which they were not familiar with. † Contextualization will further enable the learner to be proficient in the language at a faster pace. The learner will understand how a different language is not very different from one’s own. This methodology needs to be applied on the learners at least at the beginning. The learners must be given ample opportunities to interact in the target language. This is only possible if the content that is being used is related to local context or culture. If target language culture is given as a topic of interaction, the learners may have nothing to contribute and will be less willing to proceed further. 2. Using the culture and context of the target language The users of the target language are varied. There is no single context or culture that defines a language like English. Therefore, it will be difficult to identify the target culture when we talk of English. This also indicates that even within the same language there is influence of local context and culture. This will make the learner understand that the language is not entirely free from the culture and context of a community. For example, we can take metro English that the Londoners’ use. It is very different from the traditional Standard or BBC English that we learn in Nepal or the other parts of the world. Sometimes there is a discrepancy in lexical meanings and pronunciation too. A pavement for the British might be sidewalk for the Americans. A mate is a friend in Australia and spouse in England. The fact that even among the native speakers of English in different countries the linguistic items have different meanings will enable the learners to realize that culture or local context is the key factor in using and understanding a language. It will also give an insight that language is culture and context specific and not medium specific. To clarify this statement we can safely assume that the people coming from same cultural and contextual setting will share more meanings than people from cross-culture sharing the same language. This demarcation will be of vital importance because the learner will be able to comprehend that to understand a person is not only understanding the language but understanding the local context and culture as well. It will further inspire the learners of English to be familiar with different cultural settings of the people that use the language. This kind of interpretation of language should be carried out at intermediate and advanced levels where the learners have been made familiar of the inclusion of their own cultural and local contexts while learning English. 3. The emergence of a Global culture When more and more people start becoming familiar with the local culture and context of more and more places, then a common, integrated culture will emerge. This is the Global phenomenon that has been extensively discussed in every sphere of modern human civilization. This global concept of the language and cross-cultural integration should be the ultimate outcome of language learning. When we are able to identify issues of global importance and contribute to it in a local way, then we will be adherent to the post-modernist maxim of â€Å"think globally, act locally†. This is a concept that might be difficult to understand for many learners. There is also a paradox of going local to harbor a global outlook. This in turn complicates the nature of language that we use in the modern world. The learners of languages, and specifically of dominant language like English, should consider the integration of local context and language. Considering the complexity of the process and inputs, learners of the tertiary level of English should be taught at this comprehensive level. Assimilation of Various Cultures for Global Interpretation Barfield and Uzarski have a very interesting notion regarding language integration when they opine that even if an indigenous language is lost, which is happening at an alarming rate all over the world, through integration it can be preserved within another language like English. Interestingly, despite the loss or future loss of an indigenous language, the â€Å"roots† of that indigenous culture can be preserved through the learning of another language, such as English. (Barfield and Uzarski, 2009) This is one notion that can be construed as positive aspect of assimilation of local culture into a Global one. Even though we might have strong opinions regarding local languages and cultures that we have inherited, and feel strongly towards dominance and ultimate displacement that a language like English will do to other local languages, the only way to actually save a part of the culture and local form of language might be through English. In order to achieve this, it would be important to integrate local context and culture in teaching languages like English. On the other hand, because English is fast becoming the lingua franca of the world, there should also be a global ownership of the language. If we consider only one of the cultures of the native speakers then the globalization of the language will not be possible. In order to truly make a language like English a global one, and for all the cultures to feel that they are also a part of this global phenomenon, integration of local culture and context is important. So, at the end, every individual language community can feel the ownership of global English through integration and assimilation. Contrastively, the cultural and local contexts of societies that use English language are varied and it would be impossible to integrate everything about all the cultures. To make it comprehensible in the global arena, we should find out commonalities that exist in all the cultures and localities across the world and try to establish a common contextual and cultural condition for the language to evolve into a Global Language. Such understanding and cohesion will provide â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms† (Barfield and Uzarski, 2009). Conclusion This article has assumed certain developments in English language based on current global trends. It has assumed that English is fast becoming a global language and it will become more so in the future. It has also assumed that the local languages will decline and decay in the face of English as their adversary. Considering these base assumptions, the article has provided insight into understanding the importance of English language and equal importance of using local context and culture while teaching English. In conclusion, we can reaffirm the essence of the whole discussion in the following manner: first, we need to understand that we use English as a method of communication and this language is fast becoming a global anguage. Because we use it in our communication, the language cannot be excluded from the local context and culture because they are what we are likely to be communicating about. There may be differences in opinions regarding how or if local context and culture should be used in teaching English, but it is essential that we integrate local context and culture. Se cond, use of local context and culture in teaching English will depend on the nature of the local setting. Same system may not be applicable in all communities. Therefore, how the integration is to be done should be tailored to suit the needs of a particular community or a country. In case of Nepal, this can initiate with development of content corpus based on multilingual communities existing in the country and making a broad plan on what and how to integrate the content thus collected and selected. Third, the use of local context and culture can be done following a procedural format where local context and culture can be given more priority in the earlier stages of learning English language. Slowly, learning of the culture and context of the target language is to be achieved for more comprehensive understanding. When integration is done among various communities and language groups, then English will emerge as a true global language with global ownership. Finally, we should also consider the possibility that many present languages of the world might one day die. And the only possibility of its context and culture to be passed on may be through integration into a dominant language like English. All these expositions make the use of local context and culture in English Language Teaching a necessity. How to cite The Role of Local Culture and Context in English Language Teaching, Essay examples

Impact on Women and African-Americans free essay sample

These changes included more rights and jobs to many different men and women in America that would help change America into what it is today. At the time of World War I, Many whites were recruited in the military and sent to Europe. The result was a demand for workers in all types of jobs. Many African-Americans facing a plight in the south because of drought, loss of jobs, and racial discrimination immigrated to northern cities like New York, St.Louis, and Chicago. Between 1910 and 1930, over hundreds of thousands of African Americans moved. In northern cities African Americans could work at steel mills, munitions plants, stockyards, and the new automobile assembly line opened by Henry Ford specifically for African Americans. The African Americans that had moved to the city lived in poor slums, also known as ghettos. The African Americans usually lived in one-room kitchenettes. Many African-Americans took the opportunity to start new business such as hairdressing. With many African Americans succeeding in â€Å"areas of finance that whites considered too risky† . The whites discriminated against African Americans because African-Americans competed with whites for jobs because they work for less and are sometimes used as strikebreakers, or people who would be hired when workers in a union went on strike. Instead of Migrating to the north many Africans joined the effort to help the war. There were 2 sides that had different opinions about the war. On one side was W. E. B. Du Bois who believed that â€Å"African-American support for the war would lend strength to calls for racial justice. On the other side there was William Monroe Trotter, who believed that African-Americans should not support the American government who was racist towards the African-American community. Eventually 367,710 African-Americans were drafted into the war and were separated into black only regiments. Before the war many women worked as housewives and only worked in the textile industry. During the war, many men who went off to war got replaced by women in their workplace. Women now worked as sellers, elevator operator, chauffeurs, street car conductor, railroad worker, and even farm workers. Many women started working as telephone receptionists and telegraph workers, because many jobs believed that women were more apt than men to do that kind of work. The government also had the need for women to get government jobs. Government jobs open at the time were clerks, stenographers, and telegraphers. Because of World War I, many women were in demand in the job market and soon women enrolled in courses of higher education. Women started learning more about mathematics because women were dominating over the many industries at the time. Newspapers even started articles designed for women. With higher education some women even advanced in the medical field and law field to become doctors, lawyers, and bankers. When women started working in factories, they faced hardships in working conditions. There were dangerous fumes and explosive dangers. There was always the risk of accidental explosions. It was even harder for mothers because there were not any child care policies offered by many companies. Women soon began making unions, such as the National Women’s Trade Union League, where women met and found ways to help raise women wage and have better work conditions. Some women were among the soldiers in the battlefields. Many women who worked on the frontlines were nurses, and the usual requirements were 16 years of age and plain looking. Women who were nurses learned basic medical procedures and helped wounded soldiers with treatment and sometimes helped bath and organized time off for soldiers. Women also cooked in the frontlines as well as driving ambulances. The women effort in war also spread to the weapons industry. Many women worked with ammunition while men were gone. Women that worked with ammunition had to face dangerous working conditions in factories with explosives. Women worked well with machines and were soon renowned for their skills in operating and being fast learners. Women worked on spreading peace. Many women volunteered in the Red Cross and their facilities. The women in the Red Cross aided the war efforts by working as nurses, by rolling bandages, knitted, socks and worked hospitals for the military. Women also pushed for peace movements. A famous woman, Jane Addams was one of the founders of the Women’s Peace Party and was still actively participating even after the United States entered into the war. The impact of women on the war finally led to the 1919 pass of the Nineteenth amendment that was made to help the women’s suffrage cause, it said that states could not deny any citizen the right to vote because of their sex. In the 1920s most immigrants came from southern and Eastern Europe. Most of these immigrants did not speak any English and were therefore discriminated against. Anti-immigrant feelings arose because many of the Americans believed these new immigrants would not be loyal to their country. Soon organizations like the Committee of Public information (CPI) emerged. The CPI set up Loyalty leagues in other countries to promote more care for America among immigrants. We see that WWI helped open the doors for many opportunities to people of all sex and race. Women gained new rights and were more respected in the economy. African-Americans found more jobs, and immigrants learned about the Americas and its greatness even before arriving in America.