He argues, “for an authentic code switching that involves valuing oneself and one 's culture while appreciating and understanding the codes of other cultures. It involves fluidly navigating multiple spaces and, in the process, creating new codes that embrace a more hybridized identity” (Emdin 178). To gain a hybrid identity, students obviously must obtain knowledge of other cultures. A great place for this would be in a class of immigrants from all over different parts of the world. All of the students taking the Basic English course with Mrs. Hamma are learning how to understand and appreciate others cultures.
However, there are some obvious reasons why pronunciation is not often taught in the classroom. The reasons include lack of class time or general uncertainty of teachers’ own pronunciation skills. Students find difficulty in learning and differentiating between British English (RP) and American English (GA). They find themselves unfamiliar with or indifferent to the kind of English they would like to acquire. When introduced to both kinds of English, students perceive British English as formal and conservative.
Meredith Broussard explains how standardized testing does not prove a child’s general knowledge nor creative in-depth thinking by stating, “Standardized tests are not based on general knowledge... they are based on specific knowledge contained in specific sets of books: the textbooks created by the test makers” (Broussard). Miner also states that standardized testing, “... leads to a dumbed-down curriculum that values rote memorization over in-depth thinking, exacerbates inequities for low-income students and students of color, and undermines true accountability among schools, parents, and community” (Miner). The assessment of a child should encourage a child to want to learn for the sake of learning. Alternative assessments could address a child’s development and learning process. These evaluations can determine why children are more likely to read behind grade level, instead of highlighting their inabilities.
What they do not know is the work that this bilingual student had to accomplish in order to become knowledgeable in the English language. Bilingual teacher preparation comes to be judged because bilingual students are not reaching the academic progress hoped. According to Walqui & Van Lier (2010), there is no perfect person neither in English or Spanish who could be perfect in both languages. This idea refers to the ability to think, read, write, and speak without issue in both languages. An individual always requires the use of their first language to make a connection and then to process the second language.
Only focusing on math, reading, and writing will not help students in their future lives, yes they are helpful things to have a knowledge of, but they are not the only things students need to have knowledge of in order to succeed. Also Teaching students to be good test takers does not help them to be prepared for adult life. ("Standardized Tests - ProCon.org." ProConorg Headlines. N.p., n.d.
Research Questions From the literature review, it was established that there were several factors affecting language learning and acquisition. More specifically, it was revealed that factors such as exposure at an early age, motivation, attitudes, incentives and educational system can influence language acquisition. However, most of the research were conducted in the west and were focused on students as subjects to the study and foreigners working in the country where they need to learn the language to lengthen their range of employment opportunity. As the AEC is fast approaching, it was rationalized that it is beneficial to know the English language readiness of the Thai people, especially those directly working with English speaking ASEAN
Due to a test kids are lacking simply skills that are a necessity in life. Learning is not a one-size-fits-all principle. Kids and our schools shouldn't have their whole futures riding on how well children can fill in little circles, to be scored by machines. Others claim that Standardized testing is a good way to measure students learning. They want to make sure that high school graduates are have acquired the knowledge and skills they need for further education and adult life.
However, for practicing English, more than half of them do not perform well (Rohaizat, 2009). It is assumed that it is challenging for students because most of them have their own language of their race. Furthermore, due to nativisation of phonology and mixing with local languages, many authorities started to highlight on the falling standards of English language competency among Malaysians. Thus, the English language
For instance, National University explains, “Organization is another reason why handwriting is not graded.” This shows organization would not be able to be controlled in student’s handwriting. This is important because it shows organization would be graded on student’s writing. The opposing thesis is not valid because they think that young kids should have the proper Grammar, Spelling, and the organization. I disagree with them because they think that kids should have the proper handwriting which includes Spelling, Organization, and Grammar, but kids are barely learning. I am right because handwriting does not really matter because it does not have to be perfect it just has to be readable, this is why I disagree with the opposing
In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16). If teachers take some time to understand the cultural identity of the students and develop a good relationship, this could make students feel accepted, worthy and possible show more interest in learning. Students are willing to learn English but being able to freely express themselves and their creativity is of concern. Ortiz recommended that schools “find meaningful ways to incorporate the richness of students’ cultural background in the curriculum” (17). During my high school year, there was a period where students were really under performing in English.