English Language Arts in City High Schools - Essay Example

English Language Arts in City High Schools

Teaching literature in urban setting focuses on various aspects such as various socio-economics status and / or students from diverse cultural backgrounds. This has proved to be challenge, given that the turnover rate for new teachers in urban settings is quite high, with many even leaving the teaching profession. Some sources opine that many teachers are often not fully prepared for the teaching experience in urban schools owing to the diverse nature of such a setting

The English language arts have also greatly transitioned in a variety of ways over the last few years. Writing instructions that are process-oriented have gained momentum, guiding the wisdom of a large number of language arts instructors. Multicultural literature can be seen gaining importance in many programs, with alternate class room-based activities. These are further compounded by high degree of social polarization that is typically witnessed in urban settlements such as cities that are characterized by high numbers of highly educated individuals who enjoy high incomes, and live in high end neighborhoods while the on the other hand there are also students who come from low income families who reside in the poor neighborhoods. With art being a reflection of the society, it is essential that in teaching English language art, teachers acknowledge these differences, in there instruction. Cultural and social economic backgrounds have a great influence in the type of art that would appeal to different students. This shows the need for teachers to develop cultural competence for use in instructing students.

English language arts emphasize on communication, how ideas are received and expressed. They also are concerned with the thinking that is invested in composition, on how organized the thought and speech are in delivering creative ideas. Therefore, language arts should incorporate both content and skills. The value of English language in arts curriculum is essential since it incorporates the content and skills which form the foundations for learning. An effective language arts program therefore is a well-planned, implemented and supported program. The personnel and community who deliver and who create an environment for the language to be learnt have a great influence on how successful the program will be. This can be attributed to the development of the teaching-learning program to have an adequate coverage of important topics, have the content designed in such a way that it meets the needs of the students, should incorporate appropriate and effective methods of teaching as well as condition that enhance superior delivery and maximum intake by students. To do this, the teachers should ensure that the students have a common background of knowledge of English to facilitate communication that can be understood by the people it is meant for.

For the students in the city having a common language basis is important given the number of diverse people to whom a common language connects them to in terms of career development, social classification and or academics. The teaching of English imparts a great sense of the desirable skills which are in part important for young people to succeed today. A good English arts program should create opportunities for the development of individual skills and abilities through offering diverse subjects that may include things like speech development arts, journalism, drama, senior writing, a writing laboratory and advanced literature; things that the urban students can perceive as tools to help them express the view of the world better and to a wider audience. Such opportunities should also be guided by competency, in that the students with perceivable superior reading abilities should be guided towards reading classes, subject to their interests.

English language arts should also be taught to urban students to enable them realize that language arts can also be fun, have a capacity for employability and can be used as effective leisure time activity. These are instrumental in destructing their minds from the destructive vices with which urban settlements can be reasonably associated with such places, such as crime, drug abuse and a negative attitude towards education. Students can be shown that they can read and practice language as an out-of-class learning activity while having fun at it in ways such as short plays. They can be shown that mastering language arts such as speech and expression can lead to a career in journalism through which they can use to advocate for the people, especially for those who come from the lower socio-economic backgrounds that are filled with injustices. These skills should be imparted in ways that consider their grade level and maturity.

Language arts should also be taught through strategies that impart in urban students sense of the ability reveal and enhance their sense of identity that is unique among them, and that is beyond the social clustering that they are otherwise taught that differentiate them as either rich or poor, successful or unsuccessful. Such identities are reflected through the culture of the community, its characters and or the foundations of its sense of belonging. The sense of place is not a static ideology, rather it transitions over time, whilst giving a reflection of the social values that are felt and practiced within the community. From this perspective the character of a given community can be perceived as narrative or story of that particular place. A creative vision of the urban community can therefore be helped to evolve whilst embracing the new ides that are balanced with the inherent conflicting nature of the times past, present and past.

The lessons learnt in English language arts by the urban students also enable the students to appreciate more the art and language that was used in the fabrication of the cultural resources and art that the community enjoys. This is further facilitated by presence of and collaboration of the teachers and schools with the community stakeholders such as artists and other representatives. Given the students high liking of trends, some of are offset by art, forums can be set up by artists that can serve as teachable moments through inspiration and motivation. These helps the students understand the world from a better perspective that is filled with qualities such as being full of opportunities to be exploited, and full of love for humanity as one people despite our many differences in race and ideologies. This is instrumental in reshaping the community.

The teaching of language arts is also useful in the creation of a local framework for implementation. The focus of language art on artistry and cultural inventories, processes of community visioning, urban designs and cultural programing are vital elements in all-sound strategies planners use to explore the context of the various communities, in embracing and nurturing diversity in the various communities, the uniqueness and other aspects that are used in celebrating the culture of the community. As a result, the students get to learn how some things were done in a particular way. This includes things like historical monuments, memorials, decorative features as well as other functional elements. Students can also learn that their input in public art can be an immense contribution to urban designs as well as the remodeling and/ or revitalization of civil infrastructure; in improving public space, opining on environmental as well as social conditions, and also in the arousal of civic dialogue in times of crises.

Educational English language arts have a wider impact on improving the outcomes in other subjects. This can be attributed to the fact that the introduction of arts subjects and student engagement in these activities significantly boosted their achievement, reduced their problems regarding discipline and as well increased their odds for going further and graduating from college. This can be hypothesized as an attribute of learning being enhanced through the association of things. Including more mediums in learning implies increased opportunities being availed for students to connect with and strengthen their grasp of the things learnt. For instance, choosing between watching a presentation that is all in text on a particular topic, and one that include images and diagrams, most people will tend to choose the latter, lowing to the fact that it is more engaging, thereby making content to be easier to grasp.

Educational art can also be linked to fostering positive psychological development in children. For instance, the engagement of students in a 15-week dance and music instruction class was seen to significantly reduce their stress levels. This is most applicable to urban students, for whom most of their schools are comprised of children from lower socio-economic backgrounds that comes with its own challenges. Involvement in art programs also increases the self-esteem of participants gradually, since they learn of better ways to articulate themselves depending on the topic of discussion. Their commitment to these activities, music, theatre arts and book-reading among others, also tends to increase the students’ skills in executive functioning, which is inclusive of attributes such as good time management, concentration, planning and also their decision-making.

Therefore, it can be seen that student engagement in language arts through teaching influences has various benefits to students both in and out of class. It is therefore imperative that English language arts be taught in urban schools to improve the students’ outlook of the community, their perception of identity, their understanding of some societal narratives of the identity of the community, to improve their performance in their engagement that is influenced by acquired concentration and dedication, reduce stress, help them increase their opportunities for acquiring the lives that they desire academically and/ or in terms of careers, enhance their pro-social tendencies and skills that help them give back to the community and/ or make a difference , and also helps them in their decision making. Therefore, I argue for the teaching of English language arts in city high schools owing to the fact that the students are a reflection of the society and if English language arts make the students better people, then they can be effective tools for use in the quest to transform the society.

For the students in the city having a common language basis is important given the number of diverse people to whom a common language connects them to in terms of career development, social classification and or academics. The teaching of English imparts a great sense of the desirable skills which are in part important for young people to succeed today. A good English arts program should create opportunities for the development of individual skills and abilities through offering diverse subjects that may include things like speech development arts, journalism, drama, senior writing, a writing laboratory and advanced literature; things that the urban students can perceive as tools to help them express the view of the world better and to a wider audience. Such opportunities should also be guided by competency, in that the students with perceivable superior reading abilities should be guided towards reading classes, subject to their interests.

English language arts should also be taught to urban students to enable them realize that language arts can also be fun, have a capacity for employability and can be used as effective leisure time activity. These are instrumental in destructing their minds from the destructive vices with which urban settlements can be reasonably associated with such places, such as crime, drug abuse and a negative attitude towards education. Students can be shown that they can read and practice language as an out-of-class learning activity while having fun at it in ways such as short plays. They can be shown that mastering language arts such as speech and expression can lead to a career in journalism through which they can use to advocate for the people, especially for those who come from the lower socio-economic backgrounds that are filled with injustices. These skills should be imparted in ways that consider their grade level and maturity.

Language arts should also be taught through strategies that impart in urban students sense of the ability reveal and enhance their sense of identity that is unique among them, and that is beyond the social clustering that they are otherwise taught that differentiate them as either rich or poor, successful or unsuccessful. Such identities are reflected through the culture of the community, its characters and or the foundations of its sense of belonging. The sense of place is not a static ideology, rather it transitions over time, whilst giving a reflection of the social values that are felt and practiced within the community. From this perspective the character of a given community can be perceived as narrative or story of that particular place. A creative vision of the urban community can therefore be helped to evolve whilst embracing the new ides that are balanced with the inherent conflicting nature of the times past, present and past.

The lessons learnt in English language arts by the urban students also enable the students to appreciate more the art and language that was used in the fabrication of the cultural resources and art that the community enjoys. This is further facilitated by presence of and collaboration of the teachers and schools with the community stakeholders such as artists and other representatives. Given the students high liking of trends, some of are offset by art, forums can be set up by artists that can serve as teachable moments through inspiration and motivation. These helps the students understand the world from a better perspective that is filled with qualities such as being full of opportunities to be exploited, and full of love for humanity as one people despite our many differences in race and ideologies. This is instrumental in reshaping the community.

The teaching of language arts is also useful in the creation of a local framework for implementation. Read More