Change as a Continuous Phenomenon - Essay Example

INTRODUCTION Human being are subject to change, mostly these changes come as influence from their immediate environment during process of interactions. Change is a continuous phenomenon that is bound to take place as far as there is time variation. There is nothing as constant as change. Change in social setting which result in the difference in way of social lives and the exhibition of social phenomenon is constant, especially as the society continues to experiences civilization and changes in technology and telecommunication and ways of living. So is the change in the learning process of an individual who wants to master the command of English language. An individual who is not a native English, having undergone training in the language would have imbibed some learning changes that would to some extend enable him/her master the language. However, the gap between a native English person and that individual that has learnt as a second language may still be recognizable. The challenges are enormous for a student that is learning in a higher institution where English language is mainly used. This may go on to affect their ability to get good grades especially in areas of researches, adequately expressing him/her during formal gatherings, partaking in active class activities. When children begin at infant age to learn a language, they grow up to become master of such language, whether there are native or not of such language. For instance, a Brazilian parent that is based in the United States bearing a child there and started interacting with the child in English language and he goes out to interact with his peers in the same language. As this child grows up, he will be a master of the language and can communicate effectively like other of his peers that are native of English language. Objectives of the study This report seek to use literacy strategies through an intensive literature review to resolve the challenges students who are not native English face during their learning processes and activities in higher institution of learning, especially as college studying has a higher level of research and study. The study also analyzed the need for being bilingual these days; with English not necessarily being either of the two languages. Consequently, this will help in the strategizing the importance of English as a language to be literate in as well as solutions on how to improve academic writing, research skills and develop higher thinking concentration and ability to express oneself.  Due to a global village in the twenty-first century, many students from Asia and Africa are schooling in Europe and in the United States. These students are non-native students and thus, learning English is a second language. Sometimes, these students may not have a complete grip over the command of English language and this would go a logway in affecting their academic performance and participation in class activities. RATIONALE In the first assignment we had argued how literacy is not confined to only ‘English language’ but due to the globalization, internet technology and other international trading activities it has become very important. The author was very fluent in Arabic with bachelors majoring in Arabic literature and experience of teaching high school students as well as working in a newspaper. Soon after joining the workforce and the innumerable cultures from the foreign workers he interacted with he realized the importance being fluent in English and gaining education overseas. Subsequently he joined an English learning bridging course and then later joined the masters in Training and Development to improve his teaching skills. However, since English is his second language he suffers in academic writing required at university level as well the confidence required for public speaking in English. He usually has to get his work re-read by a native speaker so as to streamline his work. The biggest issue is perhaps how to express oneself in another language coherently. College studying has a higher level of research and study and hence through the proposed assignment we shall seek literacy strategies to resolve this issue through an intensive literature review and survey conducted by reviewing other students of other nationalities and how they cope up with studying English as a second language and studying in university. We analyzed the need for being bilingual these days; with English not necessarily being either of the two languages.  This has helped us analyze strategies for improving English literacy and prepare for college level academic writing. The pen is often said to be more powerful than a sword and hence one should be able express himself. LITERATURE REVIEW Researchers have shown that the number of people speaking English as a second language has out numbered those who speak it as their mother tongue. According to Llurda (2004, pg 314) as a result of the increased in number of those speaking English as second language “they have assume the notion that English is no more exclusively owned by native speaking English people”. The global dimension English language is taking is accompanied by the use of literature in English and the international usage of the language as medium for global official dealings. Brutt-Griffler (2002), cited in Llurda (2004, pg 315) took another dimension in looking at where the wide spread in the use of English language. She sees the widespread of English as attributable to the process of macroacquisition that many communities have adopted all over the world. She took a broad view character in explaining her argument, while rejecting her stand as being passive attraction of colonial language, but a vibrant means for spreading the language. Brutt-Gtriffler’s view takes a different path away from what another scholar, Phillipson (1992) opines. Phillipson posited that the colonial expedition of the British Empire is to blame for the spread of the language (ibid). The adoption of English language as a global language and official language for transacting business in many parts of the world, the effect of this change is having its toll on how education is been conducted in many countries, especially those countries that English is not their native language. According to Cook (1999), cited in Llurda (2004, pg 317) “Proposals are currently being made to move beyond the native speaker as the model in language teaching…native speakers are only a part of the much larger group of speakers of the language”. As it is difficult for a child above 15 years who learns a second language to speak accurately with the same accent of his new language so are student studying in English language as a second language would find it difficult to cope with the language in their studies. Non-native speakers in English have difficulty in pronouncing some vowels; this has been linked to their age in accordance to the number of years they have been exposed to the language. According to a study conducted by Flege (1992), cited in Flege et al (1997) it found out that “native Spanish people who arrived in America in their infant age pronounce English vowels very accurate than those Spaniards who arrived in US in their adulthood”. The article of Norton (2001), argues that due to complexity reason there is a continual rise in the non-participation of non-native English speaking students in English language classroom activities. For instance, Canagarajah (1993), cited by Norton (2001), in Sri Lanka the non-participation of students in a English class as a second language dropped to about 50%, while an aversion to the language was been formed as a result of comments , drawings in textbooks. In theoritising the non-participation of non native English speakers in class, Lave & Wenger (1991) cited in Norton (2001), argue that there are linkages between learning and the social situation in the learning occurs. This relationship between the two factors goes to form what they term as ‘situated learning’. According to Lave & Wenger (1991), ibid, “ through the process of legitimate peripheral participation new students interact with their old counterparts in a communal environment, and they then increase their experience in the practices of what the environment proffers, and gradually imbibe the complete participation in such community”. They conclude that the uniqueness of the structural arrangement in a social community may act as constraint or aid the rapid movement toward full participation by students within their class community. The role of non-native English teachers has also been a topical issue that is forming an increasing debate in the linguistic world. Most non-native English teachers are bilinguals and thus have advantage of using both languages in inculcating their students on the teachings of the language. These teachers would be known to introduce both local and international perspectives that are familiar in the teaching of the English language that has fast become the world’s lingual franca. In this view Kramsch, cited in Llurda (2004, pg 314) argues that “non-native teachers are endowed with the advantage of bilingualism, based on their experience of recoiling from one language to another to effectively deliver the understanding of the English language in place of learning”. In a study conducted by Barton& Barton (2005, pg 13) It is concluded that English language deficiency for student who are non-native or those with English language as their second language has led to their low performance in subject such as mathematics. According to their findings, propositions and word structure contributed mainly as problems faced by students in all level. In another dimension, it is argued that some non-native speakers or some speakers with second language may pass and become indistinguishable from their native speakers. According to Cook (1999, pg 191) cited in Piller (2002, pg 185) “whether or not one accepts that some second language users can pass for native speakers, these passers form an extremely small percentage of second language users”. METHOD For the purpose of solving our Literacy issues at hand; a Saudi student coping up with academic writing for university level with English as a second language can be solved as discussed below through.  Through literature review where we read upon the works of authors thereby comparing and contrasting relevant theories and findings. The literature can help analyze whether it is English which should be globally taught as the second language. The qualitative research method is adopted here. Conclusions for research questions for the study would be reached through comparison of past works of scholars and sound argument drawn in whether to accept or reject the drawn research questions. Research Questions The following questions were drawn and analyzed in this research study: 1) How would learning be conducted to enable non- native English student cope with English language in classroom activities? 2) Would non-native English students improve their learning through their preferred personal English tutors appointed for them? 3) Do lectures recorded in mp3 format that can be recoiled, more effective than live classroom sessions in aiding non-native English students in their learning? FINDINGS This research study did not use primary data in analyzing quantitative or statistical analysis. The use of qualitative research method enables the researcher to read through works of similar study of relevance, where adequate argument and data were drawn from in reaching a decision for the three drawn research questions for this study. Hence, the following were among the findings for this study: i. Non-native English speaker in an English school will improve on their classroom performance when they are not isolated; here teachers are expected to carry them along with other members of the class. The rigid use of old method of teaching should be modified so as to make the non-native speakers understand and enjoy the class. ii. Similarly to (i) above, Also, once these non-native students have formed negative perceptions to the method of study, they won’t enjoy their classroom activities and thus, this will affect their educational performance. It then boils down on the teachers and school authorities to encourage them into forming positive perceptions about their studies. iii. Students who may have the opportunity to choose the tutors they like may be lucky to get effective professional relationship that would engender their education studies especially if those tutors they choose are very vast in their areas of studies. iv. In addition to (iii) above, the perception of some on the existing gap between teachers and their non-native speaking students, where some see them as not been friendly and too busy to assist them may mar the professional relationship from bearing positive results in the student-teachers relationship. v. The use of technology devise such as mp3, ipod and recording tapes would be very useful for students that are non-native speakers. This will enable them to replay what is lectured in class and they would understand those parts of a lecture they missed due to their inability to really flow along with the speed of lecture delivery. ANALYSIS OF DATA The research questions are tested here via qualitative method where descriptions and argument based on other scholars’ works is used in drawing conclusion. RESEARCH QUESTION 1: How would learning be conducted to enable non- native English student cope with English language in classroom activities? The importance of result expectation has been identified by many scholars as a factor that contributes to how well a student performs. In this view, Walker (2001), quoted in Li (2003) argues “students’ level of satisfaction in language learning is related to their perception of the quality and fulfillment of the students’ expectations”. For instance in a pilot study conducted to assess the performance of Asian students in New Zealand is intended to be used as a guide to enable teachers form better ways of teaching in order to give non-native students adequate room to improve on their performances. The influx of foreign students into country like New Zealand has made the dearth of infrastructure for conducting standard education for students especially those non-native speakers of English language. The watered-down of education standard as a result of the aforementioned has led to a development, according to Li (2003, pg 1) where the survey among some Asian student shows some teachers isolate some of them and this has brought about dissatisfaction in their education output. Some parents from the Asia continent are even complaining and preventing their wards from going to New Zealand for study. According to mallard (2002) et al, cited in Li (2003, pg 1) “many language school have begin to experience plummeted quality of education, as the New Zealand’s education industry is facing a huge difficulty in maintaining a high reputation for providing quality education, this is also linked to the watered down of education from Asia countries like china, whose citizens now flood countries like New Zealand to better their lots. To make students of non-native speakers of English perform adequately, teachers should aid them in building a positive view about their studies, and encourage them to enjoy their studies. The findings from a research study conducted by Li (2003, pg 6) shows that while some Asian students have positive views concerning the methods of their teachers’ teaching and studies generally in New Zealand, some of them do not enjoy what they studies and thus form a negative perception that has not encouraged their educational performance. They reason why the latter group have formed negative perception on the method of teaching is that they are not familiar with how the teaching pattern is conducted in this foreign school. Some teachers have contributed to worsen the situation, where they have not recognized the need to carry these students of non-native origins in their classrooms activities. Thus, their isolation makes them form negative perceptions that have gone a long way in affecting their performance because of the aversion they have formed with the schooling system; especially the method of teaching. Teachers seem to follow the same routine teaching pattern despite the introduction of students that are non-native English speakers. This method becomes unacceptable to these set of students. Thus, it is concluded that non-native English speaker in an English school will improve on their classroom performance when they are not isolated; here teachers are expected to carry them along with other members of the class. The rigid use of old method of teaching should be modified so as to make the non-native speakers understand and enjoy the class. Also, once these non-native students have formed negative perceptions to the method of study, they won’t enjoy their classroom activities and thus, this will affect their educational performance. It then boils down on the teachers and school authorities to encourage them into forming positive perceptions about their studies. RESEARCH QUESTION 2: Would non-native English students improve their learning through their preferred personal English tutors appointed for them? Some international students, especially the non-native speakers from Asia, Africa and other non speaking English countries one time or the other have faced isolation and loneliness as a result of finding themselves in a different cultural environment and rules. “In such situation misunderstandings are prevail and the negotiation of relationships can be particularly challenging” (Edwards & Ran 2006, pg 4). Some educational institutions have offered to provide emotional guidance counseling, which most times are not effective due to the uncoordinated pattern they are executed, to foreign students, especially those who feel they are isolated or not enjoying their study pattern. The alignments of non-native students with native teachers and allies have in some cases produced positive results. However, there is a gap here, as some native teachers may not be very vast in providing tutelage to those students who are favorably disposed to them. “The fact someone is a native speaker does not mean they have access to the specialist vocabulary discourse associated with a given subject” (ibid). In other words, students who may want to choose a tutor they have penchant for may end up sometime associating with one that is not too vast in their area of study. Furthermore, some students’ perception is that their teachers is too busy and wont have the spare time to care for their personal request or friendship gestures outside the lecture room. Thus, they may not form good relationship with tutors that may be of assistance to them with their school work. For instance, according to Edwards & Ran (2006, pg 5) “Chinese members of the focus groups confirmed that the perception of lecturers as too busy and uncaring is widespread in the UK”. Similarly, Aspland cited in Edwards & Ran (2006) in evaluating student-teachers relationship for non-native speakers proffers that “western university teachers tend to see their role in terms of a type of personal collegiality, but professional independence and initiative”. On the other hand, “Chinese students expect a hierarchic distance but a professional closeness with their teachers” (ibid). Some teachers are known to have faced personal challenges and frustration in relating to assist non-native speaking students; some with bilingual language are positioned better to assist this category of students (Epstein & Xu, 2004). In conclusion, students who may have the opportunity to choose the tutors they like may be lucky to get effective professional relationship that would engender their education studies especially if those tutors they choose are very vast in their areas of studies. Also, the perception of some on the existing gap between teachers and their non-native speaking students, where some see them as not been friendly and too busy to assist them may mar the professional relationship from bearing positive results in the student-teachers relationship. RESEARCH QUESTION 3: Do lectures recorded in mp3 format that can be recoiled, more effective than live classroom sessions in aiding non-native English students in their learning? Since non-native speakers are not to vast with the English language, the recording of lectures in storable disc or mp3 would usually be of help here. They can rewind and listen to classroom lectures again and again. This will enable them understand many parts of a lecture they were not able to understand in the lecture room. For instance, it is a known fact that the European native English speakers are faster in speaking than most Africa speakers where English language is their second language. Thus, when a native English teacher with fast speech is lecturing in class, then with the aid of a recorder or storage devise a non-native would be aided in listening to vital parts of the lectures that was not really audible to him during the live classroom lecture. Through, an mp3 devise or a speech-recorder a non-native student can listen over and over and thus imitates his/her teacher developing their speech and grips on the language. “In second language teaching, behaviorism has influenced the audio-lingual method, which states that learning languages can only be achieved through habit formation, and the practice of drills until the new habit has been learnt” (Gabaron 2009). It wasn’t until the 1970s that inputs from speech recorders become available for recording and taking notes. “By 1984 the growing availability of tape recorders had led to the introduction of recorded materials to aid revisions and assessments in learning” (Editorial Notes, 2008). The use of technology devise such as mp3, ipod and recording tapes would be very useful for students that are non-native speakers. This will enable them to replay what is lectured in class and they would understand those parts of a lecture they missed due to their inability to really flow along with the speed of lecture delivery. Conclusion Students that are non-native speakers would really not enjoy learning in an environment where they are isolated and made to feel lonely. The emotional challenge for them adjusting into the new environment of learning will require encouragement. Thus, it is required that teachers made their teaching method flexible enough to carry the non-native speakers along with other members of the class. Furthermore, further training of staff and teachers in coordinating the difference of cultures from where these categories of student are coming from with what they meet on ground in their foreign schools of study, this will go a long way in improving their performance and making them develop a positive perception of their studies. Hence they will be able to participate effectively in class activities. Read More