Since time immemorial, the number of immigrants entering the United States of America has grown tremendously. Some are native English speakers while others speak Spanish, French, Germans, among other languages…
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Considering America is an English-speaking nation, the language of teaching, writing and giving any education instruction is preferably English. Immigrant Parents advocate for their children to learn the English language because it is the language of opportunities in America, where they reside (Goode Web). They argue that teaching the students in their native languages will jeopardize the student’s chances in the job market where the English language is dominant. This notion is however, facing criticism with some parties arguing that students should reserve the right to their own patterns and varieties of language while writing their academic work. Therefore, there have been arguments and counter arguments for and against the policy statement adopted by the National Council of Teachers of English in 1974, Students Right to Their Own Language. This paper briefly discusses pros and cons of National Council of Teachers of English policy on language and then supports the statement. The use of one’s language in communication is a complicated phenomenon. The way we speak and the way we write our academic works is largely different. In recent times, uniformity manifests between the two although much success is in the offing in accommodating communication in diverse dialects as proposed in the statement. The use of the written English faces criticism from the inclusive American minorities who have proposed a shift from this norm. A dialect is a language used by a defined group of people. The diversity in dialects is because of different age or educational groups that people belong (CCCC 5). As such, most speakers profess more than one dialect, which pose a great challenge to America’s education sector. Since a dialect closely relates to a culture, accepting a new dialect is like accepting a new culture and the reverse is true. Thus, switching a dialect is a complicated issue. A rejection of any dialect in favor of the American dialect is an act of discrimination and exertion of dominance over less prevalent dialects. Indeed, the success of any speaker cannot be defined by dialect. Undeniably, the right to student’s native dialects deserves respect. Additionally, as individuals tend to maturity, they incline to their language patterns, which are difficult to change (CCCC 7). In fact, the idea of forcing an adolescent to learn the Standard English dialect is a hard assignment that might work against them while competing with students who are naturally fluent in the English language. For the purposes of fairness, the students should use their own dialect in academic work. Similarly, no dialect is good to dismiss others in general use. Therefore, the plural student society will require multiple languages to address the education curriculum needs. Another challenge that resides in the Edited American English (EAE) is the ability to write. The EAE requires a lot of precision in writing, spelling, punctuations, and interpretation. It warrants competence to learn how to speak and write a different dialect fluently. Hence, students should use the dialect they are fluent in speaking, writting, and interpreting in their academic work. Additionally, the dialect that students use in reading does not affect the interpreted meaning of any piece of an academic work since reading involves decoding the meaning and not decoding the utterances (CCCC 9). Hence, the adoption by National Council of Teachers of English in 1974, on the Students Right to Their Own Language, was relevant (NCTE Web). To achieve
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are also home of significant numbers of language minorities (Tomasevski, 1996, p117). The provision of linguistic rights of the minority groups is an enduring and important issue because it is among the human important human right of the minorities to have a form of speech in use that they could also understand and speak.
The act clearly describes the legal rights of the students with disabilities through its principles and procedures and clearly demonstrated the intentions of the government to safeguard the rights of students with disabilities through providing legislative shield (http://idea.ed.gov/).
This report can be viewed as one side of a discourse with Holland, focusing on the main themes in this area of study. The report will start by characterizing speciesism, including a claim that many individuals are in support of rejecting it, irrespective of the fact that they never fail to sanction what is apparently the obvious effects of rejecting the issue.
2) An individualized education plan. Public school children who receive special education and related services should have an Individualized Education Program (IEP). Each IEP should be designed for one student and should be an absolutely individualized document.
that requires the participating states to ensure that a free, appropriate public education is available to children with disabilities living in the state (La Venture, 2003).
2) An individualized education plan. Public school children who receive special education and related
Spanish sign language is common in all the countries where Spanish language is spoken with some slight differences. As it is observed that there a number of cultures and language variants within a single country, similarly there are variants of the sign
As the discussion declares despite the consistent, albeit futile, efforts of educational systems, especially in urban setting, we are unable to provide high quality of education to an increasing number of English Learners. We are mistaken when we assume that what works well for the majority of students will work with the English Language Learners.
Most students are of the view that education about human rights is very important since it helps the undergraduates in particular to gain more knowledge about pertinent issues that are related to the declaration human rights. As
s people from facing discrimination because of their race, color, or national origin in activities and programs that are financed or run by the Federal government. (Moraes 21) In the United States of America, the population consists of people of a different race, color, and
Where social justice prevails, people are neither discriminated against nor prejudiced in regards to their gender, sex, age, religious beliefs, political views, disabilities, social class or other distinctive backgrounds. All
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