IDENTITY, LITERACY AND ENGLISH LANGUAGE TEACHING
The document tells us about how literature develops influence and practice
in community.
This
research should give you the opportunity to address 3 contexts and help explore
conceptions between:
Literacy, Identity
and English- language teaching.
It is of
real importance to talk about motivations and fidelity to the object of the
learning language, which is: talk, read and write
The document
mentions, about what tried to integrate, now conceptions cultural identity and
human agency, by developing a construction called investment.
The students
must invest in a second language, obtained a high range of resource they will
increase the value of their cultural capital.
In addition,
the text provides the existence of a relationship between identity and
investment.
In addition, talking about types of English lessons, the fundamental form of instruction in class is the lesson. Each lesson has its own function. It helps the students with acquiring habits and abilities, with the capacity of understanding, speaking, reading and writing English.
Communication of the new material is the main task in such a lesson. The teacher has to develop the students' ability to speak the language and the presentation ought to be done in English. The way to communicate new knowledge should be done in simple sentences. I believe that the study of a foreign language also contributes to the understanding of the culture of a country so studying literature, customs, and traditions of the people who speak that language can attain cultural background.
Further lessons of reinforcing knowledge and of developing skills and abilities must be fixed on previously acquired knowledge. The students are required to practice through drilling grammatical rules learned previously and also to practice thinking and speaking in English, so all students are required to know how to say in an easy way a certain statement and oral repetitions like these are of great help.
RESEARCH LITERACY FOR LANGUAGE TEACHER
We collected data on these issues through questionnaires, interviews, observations, and e-mail exchanges. The following findings inform our understanding of the relationship between identity, literacy, and English-language teaching
The students held the view that literacy is not only about reading and
writing.
“Literacy plays a vital role in the progress of a country
“without education our beloved country Pakistan cannot develop.
we were interested to find that the students’ conceptions of literacy
were consistent with many current theories of literacy in the scholarly literature.
students were invested in the belief that English is an international language and the language of science, technology, and the media. As one said, “The English language is an international language spoken all over the world and it is the language of science. Therefore, to promote their education and awareness with modern technologies, it is important to teach them English.
English language and perceived it as an important tool for social, economic, and political advancement, both in Pakistan and the international community
The girls expressed that their participation in this project also served to improve their school English.
expressed the following point in relation to learning English
In Pakistan, and perhaps in other parts of the world, equate literacy with rationality and intellectual ability while also embracing English as the international language of science, media, and technology.
Stein (2008) noted that in a world where adolescent sexuality is culturally marked by silence, and young girls are vulnerable to sexual assault by boys and older men, a range of semiotic modes should be drawn on to express fear, violation, pain, and loss. The implications for English-language pedagogy are profound.
With regard to gendered identities, and those that provided an enhanced range of possibilities for the future.
the girls could reflect on the conditions that constrained the range of identities available girls the opportunity to explore a range of identities, many hitherto unexplored.
The task of
methodology is to enhance the process of teaching English by empowering and
facilitating teachers to work proficiently. Teaching involves a continuous
analysis of one’s own work, the experiences of other teachers and the search
for new means to improve teaching. When teaching a foreign language a teacher
must think about the specific qualities offered to students of a certain mother
tongue.
1. What to
teach? That means the amount of knowledge, skills, and habits that students have
to obtain within the process of learning the language.
2. What are the aims of teaching? When a
teacher is sure of the aim of teaching, he/she will have the easiness of
reaching the intended goal.
3. How to
teach? In this case, one can call to mind the principles upon which teaching of
English is based, the means, methods, fashion, and tactics used in teaching in
order to achieve the required final completion.
For
successful teaching, teachers are required several initiatives. The teacher
has:
･To awaken and develop the
potentiality and ability of students for studying.
･To help students develop habits
through frequent repetition.
･To inspire, to kindle the interest
of the student in studying.
･ Also, the teacher should know how
to go from easy stages to more difficult ones.
If we want to improve our understanding of English Language Teaching, we need to research
deeper into our history of teaching languages in our country. I consider that students must have knowledge
about the origins, evolution, and transcendence of languages such as English and
French, which arrived in our country in colonial times and conditioned the
development of our Spanish Literature.
Throughout the years was the English language used by people at work. As commented by Mg. Juan Francisco Vásquez,
we know The National Bilingualism Program
(2004-2009), was launched by the Ministry of National Education as a long term a strategy that would allow the diagnosis of the language levels of students as
well as the teachers” The mission´s the program was addressed to improve conditions of teaching, learning and
communication besides the ability to express oneself in a foreign language.
However, these national policies that were imposed
in our educational institutions from the Common European Framework, were kept
as a brilliant project, printed on paper and applied in the application of
teaching and learning English
language to the whole student population, without taking into account their social
characteristics, geographic space and
different ways of seeing and conceiving their reality; which required that
English had been seen as a living, dynamic and tolerant language with other
foreigners languages, that allowed step by step to get involved in preestablished cultures, as well as the
fact that an individual needs roots, freedom of thought and expression which
must not be ignored. Afterward, we can´t
forget that human being is integral, where a variety of cultural values and
different foreign languages converge in order to be part of a world in constant
flux with ever more stringent demands.
"The History of Teaching Languages in Colombia"
Devolving English Literature
"The objective is to reveal Scottish literature as a separate and independent constituent of the body of writing subsumed under the imperial label British literature which has effaced an authentic literary tradition" Crawford, R. (1994). Devolving English Literature. The Scriblerian and the Kit-Cats, 26(2), 222.
This history is polemical in the English literature from XVIII that is institutional origins until the present.
Imagen 1
This study presents part of the devolution in the of the job that was the introduction of the study of the needs of the reading tradition from knew read an written in English.
English didactics
References
Crawford, R. (1994). Devolving English Literature. The Scriblerian and the Kit-Cats, 26(2), 222. Recuperado de https://search.proquest.com/openview/51f4456dfd388bbd037ca3889f4459e0/1?pq-origsite=gscholar&cbl=1818121
Imagen 1 Recuperado de: https://google.com.co/search?q=English+didactics+and+literacy&sxsrf=ACYBGNQWW5ED79LPWzHBEs8PPBJDJWOwVg:1570595839797&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiNkve4rY7lAhVSwVkKHdhfAGIQ_AUIEigB&biw=1707&bih=821&dpr=0.8#imgdii=PH1VOw51I9BF4M:&imgrc=iakj-8WCcogcWM:
Imagen 2 Recuperado de: https://www.google.com.co/search?q=English+didactics+and+literacy&sxsrf=ACYBGNQWW5ED79LPWzHBEs8PPBJDJWOwVg:1570595839797&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiNkve4rY7lAhVSwVkKHdhfAGIQ_AUIEigB&biw=1707&bih=821&dpr=0.8#imgrc=iakj-8WCcogcWM:
Cindy montaño (2015) Didactics of English Recuperado de
https://www.youtube.com/watch?v=VOAfxaHp-3s&feature=youtu.be
If we want to improve our understanding about English Language Teaching, we need to research deeper into our history of teaching languages in our country. I consider that students must have knowledge about the origins, evolution and transcendence of languages such as English and French, which arrived to our country in colonial times and conditioned the development of our Spanish Literature. Throughout the years was English language used by people at work. As commented by Mg. Juan Francisco Vásquez, we know The National Bilinguism Program (2004-2009), was launched by the Ministery of National Education as a long term strategy that would allow the diagnosis of the language levels of students as well as the teachers” The mission´s program was addressed to improve conditions of teaching, learning and communication besides the ability to express oneself in a foreign language.
ResponderEliminarHowever, these national policies that were imposed in our educational institutions from the Common European Framework, were kept as a brilliant project, printed on paper and applied in the application of teaching and learning the English language to whole student population, without taking into account their social characteristics, geographic space and different ways of seeing and conceiving their reality; which required that English had been seen as a living, dynamic and tolerant language with other foreigners languages, that allowed step by step to get involved in preestablished cultures, as well as the fact that an individual needs roots, freedom of thought and expression which must not be ignored. Afterwards we can´t forget that human being is integral, where a variety of cultural values and different foreign languages converge in order to be part of a world in constant flux with ever more stringent demands.
https://vimeo.com/45133027
I consider that is necessary to make a general understanding about the history of the English
ResponderEliminarlanguage and its relationship with other languages, the richness of its vocabulary as well as the
political, social and cultural influences that it has had throughout its evolution process from an
Old English until arrive to be a Modern English and to bear upon how it has positioned itself as
one of the most spoken and used languages in all labor, cultural, scientific and academic fields
among others. Although English is classified as a Germanic language, more than half of the
English language is derived from Latin as well as many words have also been taken from French
and some from other Romance languages such as Portuguese, Italian and Spanish. Therefore it is
considered the main tool language of communication between very diverse cultures that share
few or no features in common. In order to understand the dynamic nature of this language it is
necessary to know the origin and development about word derivations, how prefixes and
suffixes, have been added to roots to form new words. Insofar as the Spanish-speaking student
of the English language finds certain differences between his mother tongue and English, it will
be less arbitrary and more understandable, which have made of this language what it is.