The History and Place of English in the US Education System - Research Paper Example

and Historical Analysis of English Language from 1821-1916 The eighteenth and nineteenth century were highly characterized by the lack of a uniform policy of school language in the United States of America. The decisions concerning the languages of instruction were always made locally. There was no official language selected and in general, the national government never intervened with the choices of languages by people since the free language choice was perceived as enhancement of the democratic space. The immigrant groups like Dutch, French and Germans settled in various parts of the nation. However, in these racial enclaves, we find that the conducting of church services was done in the community’s native language and church-affiliated and private schools used the native languages of the children as the major teaching medium (James 126). Additionally, some of the schools did not teach English language as a first language but as a second language; whereas some others used the English language as a second medium of teaching. For the purposes of appealing to the minority communities or groups, bilingual programs were also started by some public schools. The manner in which the language minority groups and languages were treated in a liberal way went on until the First World War. The focus of high school English in American schools is on basic literary, the appropriate language use for public and personal reasons, as well as the development of a gratitude for and appreciation for different kinds of literature. Every year in the English curriculum, we find that the purpose of the study plan is meant to focus on building on the skills learned previously whereas expanding the exposure of the student to the literature’s realm. The National Council of Teachers has in fact described twelve standards that must be taught in the causes of English Language Arts (Ravitch 172). However, all the standards must be tackled every year in a manner that helps in the growth of students in their abilities in English language. Similar study units can therefore be established for several years of English teaching, raising the requirements and complexities for the students every year. However, with this in consideration, below is a sample of example of the courses that an ideal English curriculum study plan in the American high schools may consist of every year of the learning course (Scarvia 47). Year 1 English one This is the introductory for the English in high school. Here students are taught the basics of the process of writing which include the constructions of thesis statements together with the writing of essays. The process also includes the study of vocabulary and grammar (Parkerson & Parkerson 122). In literature terms, students mainly closely look at the style of every author, plot and theme. Eventually students are taught about and practice public speaking and practice research skills. Year 2 English two English two continues with the building on the fundamental principles that the students learn about in English one. The focus of students here is on the expansion of their informal and forma forms of the written expression. The students work through every step of the process of writing starting from the pre-writing to the final drafts (Parkerson & Parkerson 126). They continue with their learning about grammar and expansion of their vocabulary knowledge. In terms of literature, we find that they continue focusing on enhancing their comprehension and understanding whereas recognizing plot and theme. In addition, they also review the use of literary devices by each and every author. They are expected relay information orally and then learn more concerning the techniques of correct research. Year 3 English three With this section, the students major particularly on the American literature. In most instances, this course can be integrated with the history of America successfully. They continue working on their informal and formal forms of the written expression. They are expected to effectively complete literary analyses of different literature forms (Julie & Gandara 90). Moreover, they are expected to successfully and efficiently complete and hand in a research paper in this section as well as a number of oral presentations. The AP English Language and Composition This normally replaces English three. We are told that according to the College Board, the section is purposely designed to assist students in becoming proficient readers of written prose in different rhetorical contexts as well as to become proficient writers who are in a position of composing different purposes (Julie & Gandara 93). Both their reading and writing should make the students be acquainted with the interactions among the purposes of a writer, subjects, and expectations of the audience and how the language resources together with generic conventions contribute to the efficiency in writing. Year 4 English four This section concludes the experience of the secondary school language arts of the students. The focus here is on this year’ World Literature. They are expected to by the year’s end to be in a position of analyzing and comprehending different forms of literature, which include poetry, fiction, nonfiction and essays. This section strongly focuses on the formal writer expressions via literary analyses and essays. Furthermore, the students are supposed to be able to compete successfully a research paper together with several oral presentations (American Academy of Political and Social Science 33). AP English Literature and Composition This usually replaces English four. According to College Board again, the purpose of this course is to engage the students in the critical analysis and careful reading of the creative literature. More so, through the selected reading’s close reading, the students are able to enhance their understanding of the manner in which various authors use language in offering both the pleasure and meaning for their readers (American Academy of Political and Social Science 29). While they read, they should take into consideration the structure, themes and style of the work, as well as smaller-scale elements like the usage of tone, symbolism, figurative language and imagery. Nonetheless, the high school English curriculum of the United States is closely associated with the particular literature that has been approved by the school district. Instructors always follow a system of collections that is provided by the textbook companies. Majority of text books that are used in high schools consist of at least a single short story written by Faulkner (American Academy of Political and Social Science 35). The stories that are most always included in the texts are ‘The Bear,’ ‘Spotted Horses,’ ‘A Rose for Emily’ and ‘The Barn Burning.’ The curriculum of English in majority of high schools usually includes a list of supplemental reading which includes the suggested literary selections that are chosen by the instructors as a department. However, these selections are plays or novels that are not incorporated in the literature text that I being used for study in the classroom. There might be some titles that are recommended by the department and it is compulsory that they must be used, but in most cases they are normally selections that are chosen by the instructors since they believe they are imperative to teach and also due to the fact that they enjoy teaching and reading them (American Academy of Political and Social Science 24). Public schools in the United States have actually played a significant role in the promotion of English monoligualism in the country and have also contributed greatly to the rapid erosion of language. From a point of view of the government, it is believed that a common language creates a similarity of values and attitude which can eventually have substantial unifying features, whereas diverse languages appear to draw lines between different parties and also make it difficult for directions to come from the center (Meunier 44). Notwithstanding the fact that the United States of America was founded and then continued growing as a country of immigrants that was characterized by ethnic and linguistic diversity, the English language was more and more imposed as the general language of the nation and the values of Anglo Saxon were adopted as the general values (Meunier 46). However, as part of the larger agenda of nation-building, the establishment of a similarity of values and attitudes implied the repression of diversity in beliefs, values and languages and forcing the language minorities to use English language and incorporate into the mainstream. Besides rapidly losing their original languages, the students of language minorities demonstrated low success in the classes of English-only. In comparison with the national standards, they were far behind in all of the subject areas. Moreover, the difficulties of children in the learning of English language were often confused with the linguistic and cognitive delays; most of them were put in special classrooms of learning, tracked out of the academic tracks and then consigned permanently to the groups of low ability groups. An inexplicably high percentage of the students of language minority were maintained in grade, and then dropped out or even were forced out of school without diploma (Dorn 85). The complete reliance on the English language as the medium of teaching continued for long. The language policies of English only were further enhanced by the National Act. This identified the fluency of English, and then literary skills of English as a requirement of naturalization. English is a language that has a long history as it has developed over the years, going through various reforms to where it is currently. Currently, it is the generally accepted medium of teaching in the United States and also the first language and taught in all schools in the country. Works cited American Academy of Political and Social Science. Newbury Park, CA: Sage, Vol. 508, 2000, 66-81. Dorn, Sherman. Creating the Dropout: An Institutional and Social History of School Failure. Praeger, 1996. Print. Inge. Conversations with William Faulkner. Jackson: University Press of Mississippi. Print. James D. Anderson. The Education of Blacks in the South, 1860–1935 (University of North Carolina Press, 1988. Julie Maxwell-Jolly & Patricia Gandara. A Quest for Quality: Providing Qualified Teachers for California's English Learners. Cambridge, MA: Harvard Education Publishing Group. Print. Meunier, Fanny. Phraseology in foreign language learning and teaching. Amsterdam and Philadelphia: John Benjamins Publishing Company, 2008. Press. Parkerson, Donald H. and Parkerson, Jo Ann. Transitions in American Education: A Social History of Teaching. Routledge, 2001. Print. Ravitch, Diane. Left Back: A Century of Failed School Reforms. Simon & Schuster, 2000. Print. Ravitch, Diane. Left Back: A Century of Failed School Reforms. Simon & Schuster, 2000. Print. Scarvia Anderson. Between the Grimms and 'The Group. Princeton, NJ: Educational Testing Service. 1988. Print. Read More