Adolescence Language and Literacy - Report Example

Adolescence language and literacy Name: Course: Tutor: Date: Adolescence language and literacy Adolescence is defined as a medial stage of physical and psychological human growth usually occurring in between teenage and adulthood. In some cases, adolescence is closely related with teenage stage, although it is mental and civilizing. This stage can begin early or late to some people. For example, adolescence in the past was closely connected to teenage stage since it started at early teenage stage. On the other hand, literacy is defined as the ability to read and write a given language. This ability can be acquired in school or out of school. However, literacy plays an important function in school and out of school to adolescents (Strom, 2009, p. 335). To begin with, In-school language and literacy plays an immense role in the schools. It educates students and keeps them enlightened. We find that, upon using the computer to get information, the student gets more information other than school teachings. The student will get more information a little deeper than the way the information could have been delivered in school. Much of the information got via the network, for example, is not synthesized to the learner’s level hence, will be able to get much compared to the oral teaching in the classroom, which may be limited just to meet the need of the learner at the moment (Madsen, 1996, p. 109). Literacy also helps the adolescent with different variety of lifestyles to choose having being in school and out of school. For example, in school, most of the students do come from different backgrounds. For example, Bakersfield school in California equips their students with different procedures and approaches of different fields of problem solving. Afterwards in life, they do use the same procedures to determine their lifestyles since they have the knowledge from school. Adolescents who went to school better view these and they are out now after their studies. These will enable them become better parents too. In addition to the same, it does encourage them to participate in community service - which means to involve in any activity without expecting a pay for it. This is not usual for students out of school. In this way, literacy equips the adolescents with a variety of lifestyles to choose and make inferences from (Madsen, 1996, p. 209). Conversely, it improves the adolescents’ communication abilities. Some website offer basic learning abilities, which polish the learners’ language. For example, a learner may be going through some YouTube videos with conversations; the learner will be able to follow the conversation and intern improves his or her communication abilities if he or she was poor. On the other hand, one may get bad conversation, which may spoil the adolescents’ language. For example, when they watch a video clip full of abuses. The learner will borrow the same and put them to practicality. In this way, out of school literacy will affect the learner’s communication both constructive and destructive depending on the context of the learner. In addition, out of school literacy like the “YouTube” contents are very addictive to the youths who have not yet set their destiny in life. They tend to spend much time watching other things, which may not be of importance to their studies. In this way, they will waste their time to issues, which may not be relevant to their studies. They may get some poor study habits, which will hinder them from achievement of their goals (Carter, 2002, p. 22). Learners, on the other hand, find the information interesting and entertaining. The information is put in a different way that seems interesting to learners. This will make the learner spend much time getting the concepts. Thus, being out of school, the learner manages his or her time and listens to the best-performed classes online. For example, he or she will have a variety of video clips to choose from, which one to watch and which one to leave. However, the learner may be free to save the information and use them later at his or her own free time since the information is readily available to him or her at any time (Stewart, 1998, p. 36). In some special cases, the learner out of school will develop some mechanism to be in hand with those in school. They will tend to be self-propellant in the essence that they will be guiding themselves on what to do and what not to do. In this way, the adolescent will be self independent when it comes to arranging on how he or she will spend his time. The learner has no one to guide him or her on what to do every other time. This makes the adolescence conversant about his studies and his time management skills (Gay & Sims, 2007, p. 98). Out of school literacy also makes it possible for the learners to study at his or her own speed. Having some information from the Internet, the leaner can play the information at his own pace unlike the literacy at school where all the students are put to the same pace. This will enable the learner to understand well since he or she works at his own pace and there is no competition for scarce resources like in school where sharing is advocated. In school, some learners are brilliant while some are average; the teacher or the instructor will tend to use an average speed, which may not accommodate the whole class’s speed hence, the student out of school is competitive (Strom, 2009, P.22). In many occasions, out of school literacy is cheap. We find that in school literacy will involve the leaner to move from home and back after the learning. This involves using bus fare, which makes the learning expensive. However, for out school literacy, this is not the case, since the leaner is likely to get the materials that he or she needs from any point as long as he or she is accessed to a computer terminal. This is easy and cheap for the learner since he or she will not encounter the tuition fees in school. Hence, these two ways places out of school literacy better off than in school literacy (Gay & Sims, 2007, p. 109). Moreover, the learner will have a varied input of learning materials of different kinds. The learner can easily download materials from many available materials provider to nurture his learning. Furthermore, the leaner is free to get varied input of materials other than the ones obtained in school. This will help the learner to overcome his or her difficulties and develop some ease in his or her learning (Strom, 2009, P.36). Adolescents out of school also have immediately attached to their role models from the Internet or physically by spending some with them. This way, the out of school literacy creates motivational grounds to the adolescent towards the attainment of their goals. In this context, adolescents will learn that, they not only have to achieve in life through education, but by their talents and interests. Using this criteria, the will have developed their interests in many activities as a process of discovering their talents. From this point of view, they have an added advantage over those in school who spend most of their time in studies since they are capable of building their talents and interests on their own (Gay & Sims, 2007, p. 150). Out of school literacy also equips the adolescents with more skills or experiences. This is evidenced when most of the adolescents follow their parents in their respective work places (via the Internet). They tend to become inquisitive of what kind of business their parents usually do at place of work and they are given some section to contribute. In this manner, the adolescent will get to find more experience in the realistic issues of life. This will enable the adolescent get experience, which in many cases are re useful for job searching. They qualities are closely attached to adolescences discovering the type of job they can do best. This explains why out of school literacy children do have high dropout rate compared to those in schools. They meet many challenges via the Internet and may, at times, discourage the learner (Rodeman & Echaore, 1997, p. 15). Other than getting experience in the in various fields in the Internet, they also have job security. Out of school literacy will tend to secure adolescents’ jobs (stability in job). This is because they will have time to attend to do their schooling as well as their jobs. In addition to the same, they are able to retain their work responsibilities as they learn. This is not the usual case when it comes to those adolescents in school. They lack the experience and do not secure their job because they lack practicality in their course. On the other hand, out of school adolescents learn to highlight their personal life skills since they are out of school. In this case, the out of school literacy offers comparative advantage over the ones in school (Rodeman & Echaore, 1997, p. 19). However, with so much information revealed to the out of school adolescents they may decide to drop out of school. They may fail to adapt to school regulations and rules on assessments of examinations sine they spend much of their time doing some other things. For example, a student who fails continuously is likely to drop school; this is because of losing interest in some subjects. Hence, they will tend to have alternatives and develop different believe that may be they have not been gifted in education. As much as going to school is of importance, it has weaknesses. This explains why language out of school is of advantage (Gay & Sims, 2007, p. 147). On the other hand, out of school literacy is of importance for students especially the adolescent because of peer influence in whatever they do encounter in life. With the out of school literacy, the students do not get their peers to interact with; they do not borrow poor behaviors for their fellows; they may lack advice and engage in some dirty or filthy behaviors just because they have been their fellows doing them. It is true that adolescents have not yet made their decision in life and this will make them keep trying new ideas from their friends. This is not the usual way with the students out of school who will always just have their parents to guide them all though, they may lack the physical literacy amongst themselves hence, they are not influenced by their peers (Talbot & Venrrinder, 2009, p. 189). On the other hand, out of school literacy if need to be controlled and subjected to meet the goals of education that may be miss leading to learners especially the adolescences. Hence, it calls for new employment of new strategies to meet the academic issues. This can be done by putting restrictions to some non-academics site to learners. In this case one will be required to , ensuring there is some rules before someone visits a site, develop leaning into a more interesting way for the learners and developing awarding to learners. May be cheap and efficient to the essence that one may not have to travel to school and back; off course there must be some time spend during travelling to school and at times one may be late for school, this time wasted due to travel is not experienced by those student out of school (Gay & Sims, 2007, p. 187). In terms of expenditures, the school may be far from their place of residence. This will consequently make the student to spend much money as bus or commuter train fare to school. However, students out of school will get all the materials they require at hand via computer though the Internet. This means it is more convenient compared to going to school on a daily basis (Strom, 2009, p. 56). However, out of school literacy may also have another demerit in the essence that the student may feel inaccessible from the rest of the students (classmates) and their teachers or the instructors. This is likely to cause a negative influence in motivation where they will have lost their interest. This is likely to lower their performance when it comes to evaluations of their course studies. In addition to the same, student out of school at time experience some poor Internet signals reception at home or at work. Due to this, they are likely to lower their accessibility or even risk getting their learning materials in time. In such occasions, the adolescent goings to schools (in school) are better than those out of school (Strom, 2009, p. 63). In addition to out of school literacy, some subjects are performed better when out of school. For example, sciences need one to go to the laboratory, which cannot be found out of school. Hence, students in school the better of since they get to do the laboratory practical’s in groups, this implies that in school literacy is like to better performance of a student in school. On the other hand, some subjects like the social sciences can easily be done out of school. Despite this advantage, in school literacy, it is still important since one may easily notice and correct his or her mistakes from other people’s mistakes. However, upon literacy in school students will learn to accommodate people’s individual differences. In this way, students in school have an added advantage of working well with other people in a complex environment (Stewart, 1998, p. 46). Despite out of school literacy being ready to be accessed from any point, it may be relative high to maintain the hardware (the computers and the devices used to access information). In some rare cases the computes may be faulty and hence hinder a student from interaction, in this way the communication will have been interfered with and the learn will be disadvantaged. Occurrences of these type in many case will make one to undergo some extra cost of maintain the hardware and intern increase the cost of communication. Therefore, in means that at some accepted level of efficiency. In school literacy may be profitable compared to that of out of school language (Strom, 2009, p. 78). Moreover, if the fact that literacy out of school may lead one to lose of respect to themselves and the elderly. In many occasions the communication of the adolescences via internet may not look into age differences, the adolescence may get to access a variety of materials via the internet, which may mislead them. For example, adolescence may decide to watch pornographic materials during his studies because some sites have not been blocked for the learners. To add on the same, they may involve in dirty chats with people who have lost hope in life and such interference may sidetrack them from caring their studies. However, out of school language may be of benefit only to people who have a firm stand in their decision (Stewart, 1998, p.26). In conjunction to poor character building, which is associated with the out of school literacy, the parents will always assume and tend to ignore to offer advice to their children. The parents usually think that their children are always on the right; this is not the case in the real sense the children will only do the right in the present of their parents. However, when the parents leave for work, in the course of the day when the parents are not there, they tend to do other activities, which do not benefit their studies. They will lose direction and have low performance. However, out of school literacy, communication may spoil the child since he or she is left at his own liberty. Adolescence will miss use the liberty and tend to do the wrong via the internet (Strom, 2009, P.76). However, adolescents who go to school do perform well when it comes to specific subject areas. For example, research reveals that school acts as an instrument where adolescents are motivated in different subject areas. Students who go to school are likely to be motivated by their fellow students and at some extend by teachers. They are capable of attending to their weak areas before they are subjected to evaluation. In addition to the same, a research program argues examinations done in school are likely to have high turnout compared to those done at home via Internet terminal since in school student are motivated by the rewards. These rewards does motivate adolescents who go to school not to drop, these are not evidenced with adolescents that are out of school (Wentzel, 2009. P. 465). Adolescents going to school are likely to overcome culture or gender differences as well. Students in school are likely to fall in conflicts upon which they value things from their own perspectives or as per their cultures. These will involve the adolescent to come to an agreement and respect their cultural differences. Despite this, knowing their differences, enables them learn solve conflicts. For example, at school set up we find some student given responsibilities like being head of students. In this way, there has been education advisory program (EAP) which works to ensure there is peace in schools and offers advices to students. The students of the other hand develop conflict-solving techniques. They are also likely to learn much apart from the normal classroom studies (Stewart, 1998, p. 80). In school interaction, students are not likely to face psychological disorders since both boys and girls insulate themselves. They are able develop friendship among themselves and are able to overcome depressions as well since they keep on encouraging each other, they also spend much time interacting. In this way, they relieve stress due to educational strains. Unlike adolescents that do schooling from home or via Internet terminals are not likely to overcome any sort of depression. In many occasions, we find boys without girlfriends lack comfort when challenged with a problem, and girls, on the other hand have difficulties in recovering from stress. Thus, in school interaction or intersection provides good health for adolescents, due to this impact in school interaction in of more merit than out of school interaction (Carter, 2002, p. 41). In conclusion, out of school literacy is of great importance to the learners if it is well manage to meet the needs of learners’ academics. This can be employed by ensuring there is some security question to be answered before you visit a cite, ensuring that education is put in a more interesting way in the Internet. Some motivational values added to education performed out of school and ensuring that site restriction enhanced, which are not meant for the adolescent group. By so doing, literacy education meets the needs of many adolescents and ensures that they attain their goals in life. References Carter, P. (2002). Boys and Girls Learn Differently!: A guide to Teachers and Parents. New York NY: John Wiley and Son Publishers. Gay, M. & Sims, D. (2007). Building Tomorrow’s Talent: A practitioners Guide to Talent Management and Succession Planning. New York: Author House publishers. Lobb, N. (2003). Learning Strategies for School, Home and Work. New York: Walch Publishers. Madsen, J. (1996). Private Schools and Public Schools Partnerships: Sharing Lessons about Decentralization. New York NY: Falmer Press. Roderman, W. & Echaore, S. (1997). Get that job! Your work experience inventory. New York, NY: Contemporary Books Publishers. Stewart, S. (1998). Conflict resolutions: a foundation guide. New York NY: Waterside press. Strom, P. & Strom, R. (2009). Adolescent and the Internet Age. New York: IAP Publishers. Wentzel, K. (2009). Handbook of Motivation at School. New York NY: Taylor and Francis Publishers Read More