Fluency in a Foreign Language Essay Example for Free

Fluency in a Foreign Language Essay Thesis: Fluency in a foreign language should be required for all students before graduation from high school. Introduction: In a world of advancing technology and higher education, it is imperative that students take the time to develop unique talents and skills in order to gain a competitive edge over the average individual. I. Fluency in a foreign language builds character. A. The time and commitment required from students to learn an entire new alphabet and vocabulary builds diligence. B. The achievement realized by students as they begin to understand and converse in a second language produces confidence. II. Fluency in a foreign language builds life skills. A. The ability to converse fluently in another language with an entirely new realm of people builds communication skills. B. The readiness to alternate between languages with family and friends builds flexibility skills. III. Fluency in a foreign language creates unique opportunities. A. Fluency in a foreign language gives unique traveling opportunities. B. Fluency in a foreign language creates unique job opportunities Fluency in A Foreign Language Should Be Required For All Students Before Graduation From High School In a world of advancing technology and higher education, it is crucial that students take time to develop unique talents and skills which will give them a competitive edge over the average individual. Though many doubt the ability of fluency in a foreign language to advance students in society, businesses, educational systems, governmental offices, and health care departments are all eager to hire students with skills in foreign languages. As globalization becomes more prevalent, foreign language skills are quickly becoming a vital factor in preparation for the future. Fluency in a foreign language should be required for all students before graduation from high school. First of all, fluency in a foreign language builds character. The time and commitment required from students to learn an entire new alphabet and vocabulary builds diligence. According to Walter Pauk, a prominent professor of education at Cornell University, developing an open mind to new phrases and grammar structures along with finding the time required to practice them are two difficulties commonly encountered when studying a foreign language (Pauk 2). Young mindsets are impressionable, and habits are installed early on as students begin to discover and incorporate grammatical structures particular to their mother tongues. In order to break these habits, students in foreign language study must constantly open their minds to accept new rules that are introduced. While relearning and sounding out basic vowels, students must also adjust to sentence patterns that have been completely inverted. Students learn to work efficiently with limited time allowances available between their busy schedules of daily life, striving to move beyond formerly learned language habits. Distractions are pushed aside as students repeat new sentence patterns, rewrite new alphabets, and reread literature that seems to make no sense. The Department of Education from the University of Pennsylvania reports, â€Å"The nature of language immersion teaches students how to stick to difficult tasks. This diligence translates to better performance on exams, because students will be more likely to persist on challenging problems† (in White 2). Regardless of how difficult a task appears to be, students who have mastered another language view the situation simply as one giant project to be conquered bit by bit. Constant and sincere effort spent learning a foreign language produces a firm determination in students to persevere and achieve their set goals. While the important character trait of diligence is being formed through foreign language study, the achievement realized by students as they begin to understand and converse in a second language is also producing a separate character trait of confidence. Introductory lessons in a foreign language start out as seemingly impossible to master, yet in due time begin to make sense. Excitement escalates as the brain starts functioning in another language and continues beyond the first few lessons alone. Dincay, a professor at Istanbul Arel University, notes, â€Å"the feeling of accomplishment that comes with [students’] first steps toward a second language can spur them on to a deeper and broader passion for learning in general† (Dincay 1). Students who reach an expertise level in foreign language carry that same capability acquired first through language studies over into other realms of life, producing competent results beyond areas concerning language alone. In her article, â€Å"Benefits of Being Bilingual,† Marcos writes, â€Å"Studies suggest that persons with full proficiency in more than one language (bilinguals) outperform similar monolingual persons on both verbal and nonverbal tests of intelligence† (Marcos 1). Proficiency in a foreign language develops a needed sense of accomplishment in students, enabling them to move on and conquer other tasks and responsibilities with rare poise and fortitude. They realize that unlike monolinguals, their lives are not confined to one culture alone, but can easily extend to impact an incredible realm of people throughout their lives. Fluency in a foreign language builds character traits such as diligence and confidence, both needed in daily life yet hard to produce. Secondly, fluency in a foreign language builds life skills. The ability to converse fluently in another language with an entirely new realm of people builds communication skills. Students unfamiliar with another country’s language will find it more difficult to understand and accept the specific guidelines associated with the language; however, as Ting-Toomey, professor of Human Communication studies at California State University, writes in her book, â€Å"To the native speakers, the rules of their language make perfect sense and are naturally more logical than those of any other languages† (Ting-Toomey 86). Fluency in a foreign language carries students far past the simple phrases of â€Å"Hello,† â€Å"How are you,† and â€Å"I love you,† and allows them, like the natives, to converse comfortably through a completely foreign vocabulary and grammatical set-up. Once students comprehend and begin to intelligently utilize a foreign language, they are able to understand and relate to the society and culture in a way that many never will. Ted Ward, Dean of International Studies and Missions for a time at Trinity Evangelical Divinity School, writes in his book that â€Å"a highly competent level of [foreign] language skill allows [students] to conceive ideas and communicate them in a way that is synchronous with those of the people of the host culture† (Ward 154). Whereas monolinguals are often confined to the society of others who speak their language, students fluent in a foreign tongue are free to get involved in a second world. Benefits produced from the time and effort spent in mastering another language include filling out visa forms, reading public newspapers, and ordering from local restaurant menus with ease. Teaching, debating, and participating in discussions with words and phrases making the most sense to native speakers are yet other privileges opened up to students with foreign language skills. Along with better communication, the readiness to alternate between languages with family and friends builds flexibility skills. Bhattacharjee, author of the article â€Å"Why Bilinguals Are Smarter,† states, â€Å"In a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other† (Bhattacharjee 1). Students must constantly determine which language their listeners will understand and recall the correct words and grammatical format to use with that particular language. Though it might seem terribly overwhelming at first, Bhattacharjee concludes that â€Å"this interference . . . isn’t so much a handicap as a blessing in disguise [,] . . . [forcing] the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles† (Bhattacharjee 1-2). Students fluent in a foreign language respond immediately to one picture, sentence, or idea with two answers from two different languages. Sometimes one particular language carries a better explanation or definition than another, and for the student fluent in a second language, the opportunity is open to decide which language better suits certain situations. Definitions go beyond one explanation alone, and society life is extended to two worlds rather than one. Students can be taught, or teach others from two vastly different spheres of humanity and not be overwhelmed. Third and finally, fluency in a foreign language creates unique opportunities. Fluency in a foreign language gives unique traveling opportunities. While discussing various advantages given to foreign language students, Dincay shares that although thousands of people gain from their travels across the globe each and every year, it is the bilingual students, particularly, which receive the much broader traveling experience. While everyday tourists remain simply outsiders peering through a glass into another country’s unique culture, those familiar with and fluent in the native tongue are able to step beyond that glass barrier and enjoy their visits with full easy and liberty (Dincay 2). Whether visiting historical landmarks, using public transportation systems, or shopping in local markets, students fluent in the foreign language of the country are not restricted to taking pictures, relying on others’ directions, or following suggested prices. They may raise questions over history, follow posted transportation signs, and bargain for better values. Fluency in a foreign tongue gives traveling students an opportunity to stand out with something special that most tourists cannot claim. In his book Why Johnny Should Learn Foreign Languages, Huebener states, â€Å"The American businessman who can speak the foreign tongue fluently and who can make intelligent comments on the art and literature of the country will gain not only the business but also the respect of the person he is dealing with† (Huebener 46). Tremendous time and energy are required to reach fluency in a language, and communicate incredible care and consideration to the country’s citizens as the student is seeking to enter their world and communicate with them on a much more intimate level than sign language alone. Many societies take great pride in their native language and culture and when another individual has developed a firm knowledge and unders tanding of it, the natives, in turn, form a strong appreciation and respect for these students that many outsiders have not taken the time to earn. Fluency in a foreign language does not only create unique traveling opportunities, but also gives unique job opportunities. As the world advances in higher education and technology, men across the globe are seeking to make resources available to all. As one director in the Center for Applied Linguistics shares, â€Å"The need for individuals who can speak and understand languages other than English is acute . . . from business and social services to national security and diplomacy† (Malone et al. 1). A stronger focus on internationalism is emerging, making interaction with people from different linguistic backgrounds inevitable. Washington State University advertises a brochure that considers careers such as â€Å"government, business, law, medicine and health care, teaching, technology, the military, communications, industry, social service, and marketing† to be promising fields for students fluent in a second language, namely because â€Å"an employer [sees them] as a bridge to new clients or customers† (â€Å"Knowing Other Languages Brings Opportunities† 2). Students fluent in a foreign language can easily connect businesses with customers from a wide array of linguistic backgrounds and handle international business without hiring outsiders to translate. Proficiency in a second language is a skill envied and sought after by several employers as they seek to hire a staff to serve and elevate their organization to its maximal potential. Fluency in a foreign language should be required for all students before graduation from high school. The advantages produced from foreign language fluency are incredible and the opportunities limitless. Students are set up for successful futures in modern society as they leave high school and transition into the career world as young adults, able to communicate freely and work confidently in global communities around the world. The foundation laid is vital for young people going out to begin their adult lives in today’s world. Bibliography Bhattacharjee, Yudhijit. Why Bilinguals Are Smarter. The New York Times. The New York Times, 17 Mar. 2012. Web. 15 Oct. 2012. Budig, Gene A. Foreign Language Study Vital to U.S. Students. Lawrence Journal World (8 May 2010): SR12. LJWorld.com. Web. 9 Oct. 2012. Dincay, Turgay. Advantages of Learning a Foreign Language at an Early Age. Todays Zaman. Todays Zaman, 25 Nov. 2011. Web. 9 Oct. 2012. Hawkins, Eric W. â€Å"Foreign Language Study and Language Awareness.† 1999: 124-42. Web. 2 Nov. 2012. Huebener, Theodore. Why Johnny Should Learn Foreign Languages. Philadelphia: Chilton Company, 1961. Print. â€Å"Knowing Other Languages Brings Opportunities.† New York: Washington State University, n.d. Foreign Languages and Cultures. Washington States University. Web. 4 Nov. 2012. Malone, Margaret E., et al. Attaining High Levels of Proficiency: Challenges for Foreign Language Education in the United States. CAL.org. Center For Applied Linguistics, 2005. Web. 2 Oct. 2012. Marcos, Kathleen M. Benefits of Being Bilingual. CAL.org. Center For Applied Linguistics, n.d. Web. 09 Oct. 2012. Pauk, Walter. Studying Foreign Languages. UWEC.edu. University of Wisconsin-Eau Claire, 13 Jan. 2012. Web . 7 Oct. 2012. Ting-Toomey, Stella. Communicating Across Cultures. New York: Guilford, 1999. Questia. Questia. Web. 2 Nov. 2012. Ward, Ted W. Living Overseas: A Book of Preparations. New York: Free Press, 1984. Print. White, Mercedes. Language Immersion Classrooms: Programs Are Popular, Diligence Translates to Performance. Deseret News. Deseret News.com, 29 Jan. 2012. Web. 1 Nov. 2012.

Using Drama to Teach Literacy

Using Drama to Teach Literacy Abstract: The term ‘oracy’ meaning: ‘the ability to speak fluently and articulately and to understand and respond to what other people say’. was first used by Wilkinson in 1965 (Definition, Microsoft Encarta World English Dictionary). Since that time the fact that it is central to all aspects of the learning process and activities in which children engage in school has been increasingly recognised. The development of talking and listening skills is central to the reading process and to participation in all curricular areas. This term my focus was teaching oracy and literacy to year 4 children in an interactive and communicative environment created through the use of drama. By the end of the series of lessons I wanted children in year 4 to be able to identify social, moral and cultural issues in stories. Drama was employed as a tool to create roles showing how behaviour could be interpreted from different points of view. I shall present a discussion of the rationale behind the activities I have chosen, the ways in which the children engaged with them and the success of this approach to the teaching of oracy. I shall support my work with research evidence in the areas of talking and listening, the wider area of literacy, and research pertaining to effective teaching and learning generally. I will discuss what I found when I assessed the progress made by the children and the implication this has for my future role as a teacher by linking my work with the Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. Introduction: The acquisition of language, a complex process, is essential for effective communication throughout life. Creating opportunities for the development of oracy in the classroom is essential if children are to develop the ability to communicate. With research showing that children are increasingly spending time in solitary activities related to computers (MacGilchrist et al., 2006, p.12), thereby reducing opportunities for talking in the home, it is essential for schools to act as facilitators in the development of talking and listening. The National Literacy Strategy defines literacy thus: ‘Literacy unites the important skills of reading and writing. It also involves speaking and listening which, although they are not separately identified in the framework, are an essential part of it. Good oral work enhances pupils’ understanding of language in both oral and written forms and of the way language can be used to communicate. It is also an important part of the process through which pupils read and compose texts.’ (National Literacy Strategy: Framework for Teaching, p.3). The lack of reference to talking and listening as a separate area has been addressed in later recommendations with an acknowledgement that ‘language is an integral part of most learning and oral language in particular has a key role in classroom teaching and learning’ (DfES, 2003, p.3). The document is highly prescriptive in the means through which contexts for talk should be established. This paper will present work carried out with a year 4 class in respect of oracy taught through drama. I will evaluate the opportunities given to children for developing oracy and the ways in which children responded to the tasks. The role of talking and listening: For the past fifty years researchers have been making a clear case for the importance of talk in the learning process. The psychologists Vygotsky and Bruner have demonstrated the fundamental importance to cognitive processes and learning of speaking and listening (Lambirth, 2006, p.59). Talk is both a medium for teaching and learning and one of the materials from which a child constructs meaning (Edwards Mercer, 1987, p.20). I wanted the talking and listening activities to act as a medium for teaching and learning through the children’s interaction. My aim was that they would be teaching and learning from each other through their discussion group work. Their construction of meaning would come about as a result of their understanding of the text and the dilemmas faced by David (see appendix 2). Opportunities for developing talking and listening: Developing talking and listening skills is a complex process which must be carefully managed in the classroom. In all curricular areas oral skills should be constantly being developed through a range of activities and, like other areas of the curriculum, should be differentiated to allow for a range of abilities within the class (see appendix 2). Different subjects offer opportunities for different kinds of talk (DfES, 2003, p.4). It is therefore a very important feature of effective teaching to give children as many opportunities as possible to engage in a variety of types of talk. Children make sense of the world as they learn the communication skills to interact with others in their culture (Lambirth, 2006, p.62). Light and Glachan have shown that children working together and sharing their ideas orally can develop solutions to problems that they could not manage to solve independently (Light Glachan, 1985). Carnell and Lodge suggest that more school learning should be based on talk and dialogue between pupils as ‘it has the power to engage learners in learning conversations, keeps them open to new ideas and requires both honesty and trust (Carnell Lodge, 2002, p.15). Planning the activities: When planning the activities I sought to involve the following aspects: Modelling appropriate speaking and listening; Encouraging sensitive interaction; Ensuring goals are set with clear criteria for success; Planning opportunities for children to investigate, apply and reflect on language in use. (DfES, 2003, p.19) (see planning appendices 1 2). I chose to provide opportunities for talk in the context of drama, giving the children opportunities to engage with one another. Research has shown that children learn more effectively when given opportunities to share ideas. Grugeon points out that this is a skill, like others, and must be taught. ‘Children who are expected to work together in groups need to be taught how to talk to one another. They need talk skills which enable them to get the best out of their own thinking and that of all other members of the group (Grugeon et al., 2001, p.95). For this reason I modelled the activities for the children so that they would have a clear understanding of what they were required to do and how best to go about the tasks in hand (see appendix 2). Some of the children were tentative in respect of their engagement at the beginning of the exercise but the group work gave them opportunities to develop their confidence and self esteem. Developing appropriate talking and listening: It is important to be aware of the difference between incidental talk, in which children engage in the course of an activity, but is not directly related to the learning intentions, and talk which is a main focus of the activity. In my drama activities, I wanted children to be focused on their talk through appropriate activities which would engage them and hold their interest. When planning the activities I was aware of the need to engage pupils on the basis of their prior knowledge ‘To prompt learning , you’ve got to begin with the process of going from inside to outside. The first influence on new learning is not what teachers do pedagogically but the learning that is already inside their heads (Gagnon, 2001, p.51). It was with this in mind that I decided on David’s dilemma. I felt that the children would have sufficient previous knowledge of the ideas presented to be able to identify with the characters and the dilemmas faced by them (see appendix 2). Establishing Rules: In all conversations there are rules, for example, only one person talking at a time. Cordon suggests that ‘ children receive little help in understanding and appreciating the ground rules for group discussion’ (Cordon, 2000, p.86) an issue that I felt it was important to address through the establishment of guidance for the children. This is vital to the process so that all children have equal opportunities to participate in the talking and listening activities. Aims: My aims in the drama activities were: To encourage purposeful talk, the skills associated with which the children could later transfer to other areas of their learning. To develop children’s ability to work in a group. To enable children to develop the confidence and competence to present their work to a group of their peers. To develop children’s skills in forming opinions, responding to other children’s opinions and oral presentation skills. Drama as a tool for developing talking and listening: I chose to approach the teaching of speaking and listening through drama as it affords many opportunities for children to develop their speaking and listening skills. Drama helps children to understand their world more deeply and allows them an opportunity to find ways to explore and share that understanding (Wyse, 2001, p.213). Research about learning has shown that children learn most effectively when learning is meaningful to them. Learning happens in the process of coming to new understandings in relation to existing knowledge (MacGilchrist et al., 2006, p.52). For this reason I gave children the opportunity to create their own scenarios in acting out David’s dilemma. In the group activities I wanted the talk to be open-ended so that the children could question, disagree with, extend and qualify each other’s utterances (DfES, 2003, p.7). After their group activities children had the opportunity to share their ideas with the class, giving them important experiences in presenting their opinions and listening to the views of others. Children were actively engaged in tasks which gave validity to all of their ideas and opinions. When given opportunities, children are keen to engage with issues on text and challenge the conventions of the story (Baumfield Mroz, 2004, p.55). I wanted children to have experience of challenging the ideas they were faced with by developing their own responses to scenarios and the behaviour of characters. Links with reading: The development of effective talking and listening skills is vital to the reading process. Before their oral work, children were finding main ideas in the text to support their viewpoints (see appendix 1). Only after the children had established the supporting information they wished to use, were they in a position to verbalise their ideas. Reading and talking were also linked through the requirement that the children orally summarise the salient points in a written argument. Through a discussion of the ways in which authors are able to develop their ideas children can develop ways in which to present their own ideas to an audience. Effective questioning was essential to this part of the process to provide a framework for the development of the children’s ideas in the correct context. As children have more experience and gain more confidence in this type of activity they are able to act as effective peer questioners, a very useful aspect of pupil self-assessment. Through this process children can measure the success of their own learning. Baumfield and Mroz advocate the development of a community of inquiry to develop pupils’ critical analysis of text (Baumfield Mroz, 2004, p.58). Developing opportunities for talk: In the classroom a variety of types of talk occur throughout the day. The ways in which children interact with each other is very different to the way in which they interact with the teacher who does 70% of the talking in the course of a day (Baumfield Mroz, 2004, p.49). This clearly means that children are not being given sufficient opportunities to develop talking and listening skills critical to success in all other areas. To enhance the role of talk in shaping and developing learning requires a reduction in the teachers role as classroom controller and a shift towards an enabler of talk for thinking (Myhill, 2006, p.19). After the initial modelling and discussion, it was important for me to let the groups work, as far as possible, along the problem path independently. It was my intention to give children a variety of opportunities to engage in different types of talk. They had opportunities to talk in small groups when working on their scenarios and afterwards had opportunities to present their work to the whole class. Talking in groups: Working in groups has been shown to develop a sense of belonging in children, something which I regard as very important in the classroom. Osterman has pointed out that, ‘There is substantial evidence showing or suggesting that the sense of belonging influences achievement through its effects on engagement (Osterman, 2000, p.341). She goes on to say that children with a well developed sense of belonging in school tend to have more positive attitudes to school and each other. As shown in appendix 3 some of the children were lacking in confidence in the initial stages of the activities, something which I would seek to develop in children through more exposure to this type of activity. Resnick has pointed out that while the majority of learning in schools is individualistic in its nature, this is contrary to other aspects of life such as work and leisure activities which are much more social in the nature (Resnick, 1987). It is essential, therefore, that children develop the skills needed for group work so that they have ability to engage in participatory aspects of education. When planning the group activities for the children I was conscious of making sure that each child had a part to play in the development and presentation of each activity. Francis has pointed out that the majority of talking and listening activities involve the teacher doing most of that talking with the children interjecting at suitable gaps in the teacher discourse (Francis, 2002, p.29), something which I wanted to avoid by giving the children ownership of the activities. This would ensure that all children were engaged in the process and less likely to be passive. At the same time children had to be able to quietly listen to the views of others, thereby developing strategies for turn-taking. All the children engaged in the process very well. Assessment: Assessment for learning is a very important aspect of the teaching and learning process and from the point of view of my own professional development the ability to effectively assess pupil learning is a very important competence to have. As Dann has pointed out, ‘if assessment genuinely seeks to give some indication of pupils’ level of learning, pupils will need to understand and contribute to the process’ (Dann, 2002, p.2). In assessing the effectiveness of the activities it is important to assess the appropriateness of the children’s talk for the task. The children participated in the assessment process through their involvement in the plenary sessions. This was coupled with my observations of children’s success on the task (see appendix 3). All of the children achieved the objectives and reported that they enjoyed the activities. Children’s talk is a very good indicator of their understanding of a task. The fact that all the children exper ienced success with the tasks and were able to carry them out using appropriate language was demonstrative of their understanding of the characters and dilemmas with which they were faced. Talking and listening is very valuable to assess understanding particularly with children who have special educational needs and may have difficulty with written tasks. Myers has presented research carried out in primary schools which suggests that children who participate in group work enjoy the experience of working with others and find it very helpful in the learning process (Myers, 2001, cited in MacGilchrist et al., 2006, p.159). My evaluation of the drama activities leads me to agree with this, particularly in light of the comment made by one of the children ‘I wish we could always do drama with English’(see appendix 3). Children’s language, like most of their learning, responds to encouragement (Fontana, 1994, p.78). This is an important idea to bear in mind when giving the children feedback and it is important to praise their efforts at contributing. I would hope that this would encourage the children who were initially reluctant participants in their efforts in the future. What I have Learnt: I have developed a greater degree of understanding of the role of talking and listening in the curriculum as well as an understanding of how children progress in this area and what they should be expected to achieve. I hope to build on this in my future development and feel that I have made progress in terms of the standards laid out by the Training and Development Agency. Appendix 1: Literacy planning: Appendix 2: Lesson Observation Sheets: Appendix 3: Evaluation: Evaluation: Week 2 All groups were very engaged and enjoyed the task. They said that they wished they could always do drama with English. Possible action to be taken: More use of drama when teaching English. Assessments Child’s Name Objective achieved? Comments: Action: Andrei More able √ Very animated – leader of group Speaking ad listening skills Leo Middle Group √ Co-operative Robert Middle Group √ Tentative at first – more engaged with script Confidence building Oona Middle group √ Good directional skills Use of props (desk) Good team player Danielle More able √ Works well in her team. Alexandra SEN √ Tentative – very aware of being stared at. Confidence building References: Baumfield, V. Mroz, M. (2004) Investigating Pupils’ questions in the primary classroom in E.C. Wragg (Ed.)(2004) The RoutledgeFalmer Reader in Teaching and Learning. London:RoutledgeFalmer. Burns, C. Myhill, D. (2004) Interactive or inactive? A consideration of the nature of interaction in whole class teaching. Cambridge Journal of Education, 34, 1, 35-49. Carnell, E. Lodge, C. (2002) Supporting Effective Learning. London: Paul Chapman Publishing. Cooper, P. McIntyre, D. (1996) Effective Teaching and Learning. Buckingham:Open University Press. Cordon, R. (2000) Literacy and Learning Through Talk: Strategies for the Primary Classroom. Buckingham: Open University Press. Dann, R. (2002) Promoting Assessment as Learning. London: RoutledgeFalmer. Department for Education and Employment (1998) The National Literacy Strategy: Framework for Teaching. London: DfEE. Department for Education and Employment (2003) Speaking, Listening and Learning Handbook. London: DfEE. Department for Education and Skills (2003) Speaking, Listening, Learning: Working with children in key stages 1 and 2. London: DfES. Edwards,D. Mercer, N. (1987) Common Knowledge. London: Metheun. Francis, P. (2002) Get on with your talk. Secondary English Magazine, 5, 4, 28-30. Gagnon, G.W. (2001) Designing for Learning. London: Paul Chapman Publishing. Grugeon, E., Hubbard, L., Smith, C. Dawes, L. (2001)(2nd edition) Teaching Speaking and Listening in the Primary School. London: David Fulton. Lambirth, A. (2006) Challenging the laws of talk: ground rules, social reproduction and the curriculum. The Curriculum Journal, 17, 1, 59-71. Light, P. Glachan, M. (1985) Facilitation of individual problem-solving through peer group interaction. Journal of Educational Psychology, 5, 3-4. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Myhill, D. (2006) Talk, talk, talk: teaching and learning in whole class discourse. Research Papers in Education, 21, 1, 19-41. Osterman, K. (2000) Students’ need for belonging in the school community. Review of Educational Research, 70, 3, 323-367. Resnick, L.B. (1987) Learning in school and out. Educational Researcher, 16, 9, 13-40. Training and Development Agency (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: Training and Development Agency for Schools. Thompson, P. (2006) Towards a sociocognitive model of progression in spoken English, Cambridge Journal of Education, 36, 2, 207-220. Vygotsky, L. (1972) Thought and Language. Cambridge, MA: MIT. Wyse, D. Jones, R. (2001) Teaching English Language and Literacy. London: RoutledgeFalmer.

Review Caught Between The Dog And The Fireplug Politics Essay

Review Caught Between The Dog And The Fireplug Politics Essay Ashworth in discussing working with politicians stated that the most important job of a legislator is to craft bills and pass them into law. He further stated that they are so many bad bills introduced throughout the nation each year by politicians. This happens both in congress and at the state legislative level. To prevent bad bills from becoming law, the founding fathers in their wisdom drafted the constitution to ensure that before any legislators idea become law, such an idea must garner enough support from other legislators, pass both houses, before signed into law by the governor or president. The president or governor has a veto right. He can refuse to sign a bill into law. To override a veto, the two branches of congress or state legislator must gather extraordinary support. It takes two third majority votes by members of congress or state legislative body to override a governor or presidential veto. Ashworth went further to point out that because it takes a lot of support f rom other legislators to pass a bill into law, politicians in strategic positions device various means to prevent certain bills from seeing the light of the day, especially when they oppose such a bill. The various subcommittees are one of such strategic powerful legislative body. Ashworth describes how he so often gets derided by members of a legislative subcommittee who disagree with his testimony. He describes how powerless he often feels in the face of legislators who seem to have all the powers and can vote on decisions that can directly impact his life. In one instance, a legislator voted to have his salary cut, because he testified against the legislators bill. After reading Ashworths letter about politicians, I immediately started rethinking my own personal decision to study public policy, especially if I find myself occupying the same portfolio as Ashworth. But in retrospect, I retorted to myself. In every profession, there are positives and negatives. We have to view Ashworths letter critically. Ashworth lamented when he wrote that if politicians are determined to embarrass you, they may show little or no regard to facts, figures or circumstances. In response to that I will say this. Unless the bill being discussed has an overwhelming support from members on both sides of the aisle. I believe that legislators on Mr. Ashworth side of the issue will stand up to defend him, speak up for him in order to make their case. They wont seat still and observe a testimony that supports their cause lampooned and lambasted. If certain groups of legislators are accusing Mr. Ashworth of being wasteful, and they resort to intimidation and falsification o f figures to make their point, one wonders where politicians on the other side of the issue were during this testimony. In this letter, Ashworth dwelt so much on the opposition. Of course the opposition will be fiery in order to make its case. I am hopeful that politicians who stood for programs Ashworth was implementing will counter with force to ensure that such a program does not cease to exist. Ashworth never stated that his program was closed. I am sure the power of his testimony alone did not save the programs he implemented for the many years he served in public service. He did not have a vote, all he did was testify and showcase how beneficial the programs he implemented will be to the citizenry. The ultimate decision rested with the politicians who had the vote. One will logically conclude that the politicians that voted to continue to fund his program must have spoken in defense of their votes during such hearings. But he benignly mentioned such utterances in his letter. H e dwelt so much on the views of the opposition. He failed to understand that the opposing view in politics is not always there to forestall growth, but rather to prevent excess and abuse. However, it is important to acknowledge some of the issues raised in Ashworths letter. Sometimes the relationship between bureaucrats and politicians can be rocky and full of unnecessary retaliation. I was particularly irked by the actions of the legislator who resorted to reducing Ashworths salary as a payback for his testimony against his bill. I wonder why one legislator will have so much power to make a decision that is unfair to a public servant, who did not break any laws or flouted any policies. I will definitely question where the other legislators where, especially proponents of Ashworths programs when the decision to reduce his salary in the line item budget was made. If I had the opportunity to question Mr. Ashworth, I will put the following questions to him: Did he Mr. Ashworth take up the issue of his salary reduction with the appropriate authorities including key members in the senate who oversaw the reduction? I will also want to know what type of response he got back from them. 2. Explain the metaphor in the title and briefly explain how this is central to understanding how to work with the press, unpleasant people, leaders, governing boards, and bureaucracies. The Metaphor Caught between the dog and the fireplug means that in the midst of the demands and inevitable inefficiencies associated with public policymaking and program implementation, a savvy public servant can shape policy, have fun and a successful career. That metaphor can be better described in the words of the philosopher, theologian Thomas Aquinas who once said: virtues in medio stat virtue stands in the middle. A policy maker should be able to find a reasonable middle ground in dealing with the media, governing boards, leaders and unpleasant people. To be an effective policy maker, one cannot be on the extreme. One has to find balance, but firm in making the right decisions, which may sometimes be unpopular. The press Ashworth begins by stating that the media has an integral role to play in a democracy vis a vis policy making and program implementation. He further advised that it is the duty of the media to keep the public informed as to what is going on in the polity. If any government decides to keep all of its action a secret from the media, the ability of the people to control that government will cease to exist. But however, he advised that there should be a limit and timing as to what can be disseminated to the media. If the media has prior knowledge of governmental negotiation and reported such freely, such a report can hamper or even cripple a government project. An effective negotiation is one conducted behind closed door, after which the contents of such negotiation is then given to media. This will help protect the integrity of negotiation. A policy maker will be doing themselves a disservice if they choose not to inform the press of the outcome of a negotiation. It is important to unde rstand as Ashworth states, that the media has a job to fulfill, and it is the job of the policy maker to make sure that the press gets all the information they want at the right time. This is if the policy maker has the answers to the question. The policy maker should be very candid with the media. If he cannot give the answers to the questions posed, he should state thus. Ashworth advised that it makes for better relation with the press if they know that the policy maker in question is always candid. A policy maker may take the semblance of an extremist or even a dictator if he knowingly chooses to keep pertinent information that is for public consumption from the press. There has to be abalance. The information has to be given at the right time, and not withheld out rightly. The metaphor used in the title of the book is also very evident in what Ashworth calls humility. Ashworth asserts that as a policy maker, a little humility helps. For one to be an effective policy maker and program manager, one has to be open to criticism. Thus, a fair and accurate criticism from the media should not be seen as an attack, but rather as a time to rethink and re address the issues one is being criticized for. No one is perfect. Ashworth also mentions that another strategy used in courting the media is to be responsible with ones criticisms of the media. If a policy maker finds out that a story was in accurately written by a reporter, it is always prudent to approach the writer first, before his or her bosses. By so doing, the reporter will be more accurate, and even check in with the said policy maker for accuracy in the future. Unpleasant People Ashworth in his letter to his niece about unpleasant people states that in public service one does not have the luxury to state exactly how one feels in the face of difficult and sometimes abusive circumstance. As a public servant one has to always find that balance not to come across as insulting or known to talk down on people. One has to be careful not to be branded an elitist. This brings to mind the metaphorical title of the book being reviewed. Ashworth states that an acceptable behavior is one set from the top to the bottom. Thus, a policy maker who is at the helm of a governmental agency sets the standard of behavior which invariably rubs off on his subordinates. Ashworth stated that rather than attack an unreasonable person who is propagating an implausible idea, it is sometimes wise to take a step back and let the situation unravel itself. He gave a shocking example of an entrepreneur who was trying to float a university at a low level of quality and performance. At a heari ng designed to ensure that the state does not close the university, even the entrepreneurs lawyer was startled as to the level of his clients unpreparedness. The entrepreneurs lawyer knew that his client did not have a case against the government. One can resolve unreasonable circumstances in public service by allowing those circumstances to expose themselves. Leaders In dealing with those placed above you, one has to speculate or even find out what ones leaders or bosses want. It is important to bear in mind that those in key leadership positions have their own wants and desires they will like to see accomplished. Most of them represent constituencies, and they search for ways to look good and gather support and votes among their constituents. According to Ashworth, a wise policy maker will try to craft policies that leaders can use and look good among their constituents. Of course the policy in question has to be legal and can be operable within acceptable practices. It is by so doing that one can motivate these leaders to support the ideas or policy issues he or she is looking to accomplish. In a lay mans parlance it can be called scratch my back, and I scratch yours. Ashworth also discuss what he describes as subordinate leadership. Leading from the background or leading anonymously. Subordinate leadership can be used as a tool to make ones se lf appear valuable in the sight of leaders. Thus, coming up with introspective ideas that will attract universal opprobrium is always commendable. First, it will make the leader look strong, insightful and attractive. This is exactly what happened with the Texas minority integration policy. One will assume that a policy maker, who has such attractive ideas, will continue to enjoy job security if not some form of promotion, which unfortunately comes with more responsibility. Governing Boards Ashworths advice on how to deal with persons appointed to governing boards is the plain truth and is his advice is ad rem with everyday reality. Like everything else in life, it is always important to respect as well as gain ones trust before you can convince them to support your idea or policy. Building trust and respecting members of a governing board means that they will almost always return the favor. Respect they say is reciprocal. Ashworth rightly pointed out that because of the respect he had among board members, they seldom disrespected him or his staff. On occasions when one a board member stepped out of line to insult him, other members stepped in to defend him. They stepped in to defend him because he had built a reputation of respect, candor, straightforwardness and discipline. Ashworth also hinted on how to deal with board members he labeled as turkeys. These are misfits. They tend to believe that they know more than anyone else including fellow board members. These are members who alienate other members. His advice on turkeys is to be polite. Let the counseling and admonition come from fellow board members and not you the policy maker. I cant disagree any further. Dealing with bureaucracies In dealing with bureaucracy Ashworth advised that policy makers should use every tact with their wit to avoid any type of foot dragging that come with bureaucratic positions. Often times in bureaucratic positions one is confronted with preserving the status quo. Ashworth states that if the status quo results in bottle necks and unnecessary foot dragging, then the status quo has to be set aside to get your policy implemented in an orderly time and manner. The less bureaucratic an agency is, the more interesting the work place will be. 3. This books impact on your view of public administration as a career. Would you recommend the book to others? Why or why not? The book is an expose of what public life is all about. Ashworth uses practical on the job experiences to illustrate the ups and downs of working in the public sector. Some aspects of his letters were pessimistic and scary. His letters about working with politicians and difficult people were the most disturbing to me. I did honestly ponder if employment in the public sector was worth the sacrifice given what he had gone through. I was particularly shocked that at the unethical behavior of the politician who went out of his way to cut the salary of a public servant who opposed his bill. But like I stated earlier, every profession has its ups and downs. It is up to the individual to make the best out of the situation. Some of the advice offered here can go a long way to sooth the pains, calm nerves and provide solutions on how to deal with specific subject matters. One can also take consolation in the fact that one is called to provide good service. It is important to note that if we b elieve that our government is not meeting our needs, we have the obligation to go into government and help rectify the anomaly. We cannot sit on the fence and expect the problem to fix itself. Despite the hurdles and difficulties of working in public service, there is also a reward. The reward that you are providing good service, that you are helping to change someones life. It is logical to state that public service from Ashworths perspective is not for the faint hearted no matter how you look at it. I can unequivocally add that it is indeed a calling, given the meager remuneration. Yes. I will most definitely recommend this book to anyone seeking to serve in the public sector. It is always good to know firsthand what one is getting into. The book can also serve as a handbook in the face of difficult and precarious situation. Will situations similar to what Ashworth detailed in his letters arise? Yes they will definitely arise. If they do, Caught Between the Dog and the Fireplug can serve as a veritable tool to help wiggle one out of difficult situations. Citations Ashworth, K., Caught Between the Dog and the Fireplug. Georgetown University Press. (2007)

The Duel Essay -- essays research papers

In reviewing John Lukacs, The Duel, I noticed that the author has other intentions in mind besides the facts. Lukacs gives a very precise account of the actualy events during those eighty days but in my opinion he wants the reader to grab the bigger concepts. One of these concepts is that Lukacs wants the reader to honestly consider just how close the Allies came to losing the war. Another of these notions is the idea that the main difference between Churchill and Hitler concerned nationalism versus patriotism and a third idea is just how greatly history can be effected by the courageous decisions of a few people.Lukacs makes strong mention of how close Hitler came to victory. Hitler got everything he wanted for so long, without even having to resort to force. Lukacs describes Hitler as ''being an amateur at generalship, but he posessed the great professional talent applicable to all human affairs: an understanding of human nature and the understanding of the weaknesses of his opponents. That was enough to carry him very far''(3). Lukacs wants to make that a point in all of his readers' minds; that Hitler could manipulate people so he could get what he wanted without resorting to violence. Of course, the threat of violence was always present but Hitler was smart enough that he could scare his enemies enough that they would not want to engage in combat. Once actually forced to fight, Hitler still dominated and he could have very possibly won the war if not for that one fatal mistake he made by hesitating in his plans against the English. I think it is important that Lukacs makes sure to get this message across because some people choose to ignore this truth due to the devastating outcomes that would have resulted if Hitler succeeded. The major point presented by Lukacs concerning the difference between Hitler and Churchill has to do with nationalim versus patriotism. Lukacs describes Hitler as a nationalist and Churchill as a patriot. He describes Hitler as a man of ideas and Churchill as a of man principles, because Churchill's ideas changed throughout the war while Hitler tended to think that his ideas were principles. In a footnote there lies a a brilliant explanation of this idea. Dr. Johnson states ''Nationalism is the last refuge of a scoundrel. Patriotism is defensive, while nationalism is aggressive. Patriotism is not a substitute for a relig... ...till evident in this directive when it says if necessary. Hitler delivered his speech for a last attempt at peace on July 19, but it did not work. One of his main goals for the speech was to disconnect the people of England from Churchill but this failed because of the manner in which he spoke about Churchill. The next day, Hitler said that the English response meant that the German attack would commenec on Britain in a few days. Looking back at how these events unfolded, everyone should be glad that Hitler made such a mistake. I, for one couldn't believe that Hitler made this mistake. Throughout reading this entire book Hitler usually makes swift, decisive actions that get results and that is why Lukacs stresses this string of events in the book.Overall, this book is wonderfully written on a very interesting topic. The reader is put in the middle of a war of nerves and will between two men, one of which we have grown up to learn to hate. This only makes us even more emotional about the topic at hand. For a history book, it was surprisingly understandable and hard to put down. It enlightened me to the complex problems that existed in the most memorable three months this century.

The Importance Of The Human Genome Project Essay -- Science Genetics B

The Importance Of The Human Genome Project This is the outstanding achievement not only of our lifetime, but of human history. I say this, because the Human Genome Project has the potential to impact the life of every person on this planet. It is a giant resource that will change mankind, much like the printing press did. The famous words of Dr. James Watson resonated as a victory bell, signaling the successful completion of what many deemed the boldest undertaking in the history of biology: The Human Genome Project (2003). On the fiftieth anniversary of the day that forever changed science the day Watson and his colleague Francis Crick unraveled the secret of life, the structure of deoxyribonucleic acid the world was presented with another shocking discovery: the complete sequence of the human genome. Almost immediately, uproar swept throughout the science community and the world-at-large, as many believed that the solution to our problems had finally arrived the true secret of life the panacea that would dissipate the ominous clouds of disease and suffering. Yet, as often happens when a promising new idea is presented on tenuous grounds, the revelers had only heard a fraction of the entire story; their grand hopes were born primarily of imagination. But when all the celebratory confetti had cleared, there stood defiantly amidst all the hoopla voices of reason. Molecular anthropologist Jonathan Marks voice was one of these. In an excerpt from his literary work What It Means to be 98% Chimpanzee: Apes, People, and Their Genes, Marks undermines the importance of the Human Genome Project and our genes, advocating instead a more rational and moderate view of them. By exposing three of the Project s flaws, he hopes to convince... ...ealize that our genes are but one aspect of our history, that there are many other histories that are even more important it is a delusion to think that genomics in isolation will ever tell us what it means to be human (2001, paragraph 11). Indeed, everything is not solely in our genes. Works Cited Beckwith, J. (2002). Geneticists in society, society in genetics. In J. Alper (Ed.), The double-edged helix (pp. 39-57). Baltimore: The Johns Hopkins University Press. Lewontin, R.C. (1991). Causes and their effects. Biology as ideology: the doctrine of DNA (pp. 41-57). New York: HarperPerennial. Marks, J. (2002). The meaning of human variation. What it means to be 98% chimpanzee: apes, people, and their genes (pp. 88-95). Berkeley: University of California Press. Paabo, S. (2001). The human genome and our view of ourselves. Science Magazine 291, 1219-1220.

Things impact on the effectiveness of the communication process Essay

1.Needs & Expectations Needs and expectations help people predict the action of ourselves and other people under different environment. If an employee does not complete a work on time, the manager must be disappointed. Also, if the manager does not communicate clearly with an employee when the manager give the employee his expectations, then the person will have some problems on meeting his needs. However, if the manager communicates clearly expectations, then the employee can do works productively and minimize problems. 2.Technology Most people now use e-mail to communicate with each other. E-mail is really a useful and convenient communication method in the world. However, it also can bring some troubles. If X send an e-mail to Y but there are many mistakes in grammar and spelling, this e-mail must leave a bad impression on Y. As we lack of fact-to-face communication, the impression of someone is from using electronic communication mode such as e-mail, but sometimes this mode will influence the effective of communication progress. 3.Cultural Differences Culture differences in language, customs, behaviors and so on. Sometimes, culture may set a barrier to communication between individuals. People with different cultural backgrounds may think their culture is the best. This thought may affect the communication between individuals from different cultural backgrounds and set barrier to our stable and harmonious society. 4.Attitude Bad attitude will affect the effective of communication with another person. The bad attitude can lead to mistrust or nervous or fears which will set barriers to communication. These feelings will make people lack of interest in the topic that they are talking now. Good attitude can make communication effectively. For making a good communication, people need to use â€Å"I†¦Ã¢â‚¬ ¦Ã¢â‚¬  and find the point of other people.

Business Law, Articles

Incidents that could mean an existence of partnership: **share in profits and losses, equal rights to management, every partner binds the other partners, all partners are liable or debts except partners with limited liabilities, partners have a relation, dissolution does not terminate the partnership but continues until the partnership is completed again. 3. 7. Partnership distinguished from co- ownership Co-ownership – ownership Of an undivided thing or right belongs to different persons Difference of co-ownership and partnership as to†¦Creation – co-ownership is created by law, it may exist even without a contract, while a partnership is created by contract. Juridical personality -? co- ownership has a separate juridical parties while partnership has none. Repose: co-ownership – common enjoyment of something or a right, partnership: profit Duration: co-ownership – 10 years, partnership: no limitation Disposal of interest (share in profit) – p artnership: cannot dispose interest without consent of all partners, co-ownership: may freely do so Power to act with third persons – partner could bind the partnership, co- owner could not bind the co-ownership.Only one judgment against co- owners does not bind the other co-owners. Effect of death: co-ownership does not necessarily dissolve co-ownership, partnership: dissolves (A & B greed to share 1000 pesos to buy a land that would be divided equally between them: co-ownership, because there is no agreement that it would be used for business purposes. ) 3. 8. Partnership distinguished from conjugal partnership of gains Conjugal partnership gains – formed by marriage wherein husband and wife place in a common fund the income from their separate properties Difference of business partnership and conjugal partnership as to†¦Parties – business: voluntary agreement Of two or more, conjugal: husband and wife agrees Laws which govern – business: governed y stipulation (agreement) of parties, conjugal: by law Juridical personality – business: has separate juridical personality, conjugal: none Commencement (beginning) – partnership: from execution of contract (unless stipulated), conjugal: from celebration of marriage, stipulation is void Purpose – business: profit, conjugal: regulate properties of husband and wife Distribution of profits: business: according to agreement or in proportion to the capital shared, conjugal: divided equally Management – business: equally, unless one is appointed as manager, conjugal: husband's decisions prevail Disposition of hares – business: may be disposed without the consent of the others, conjugal: cannot be disposed during marriage, even with consent 3. 9. Partnership distinguished from voluntary associations.