The Socio-Cultural Repercussions of English as a Second Language Instruction - Essay Example

Running head: Second Language The socio-cultural repercussions of English as a Second Language instruction Introduction “Language learning activitiesare representative of the diverse social and cultural background knowledge and experience of learners. Language learning activities provide learners the opportunities to assess and negotiate knowledge, concepts and ideas in the light of their own socio-cultural backgrounds” (Ajayi, p.8) Second language learning is encouraged in many countries in order to improve communication skills and to exploit the global employment potentials. English is an international language widely used in almost all the countries for the communication purposes. Most of the business activities are international at present because of the Globalization and Liberalization policies implemented by majority of the countries. An international language is essential for the business world in order to establish proper communication between the organization and the diverse customers. Because of the above facts, most of the countries where English is a foreign language, adopted English as a second language in their educational curriculum. “More than 200 million children in China are studying English, a compulsory subject for all Chinese primary school students” (Teaching Language for National Security and American Competitiveness) “The need for a common international language with the expansion of a global communication network has made the English the language of choice” (TESOL& Dang, p.9 ) Statement of the Problem Even the native speakers of English, like the Americans, the British or the Australians use or speak English differently. The accent and vocabulary of English is different in these countries. Many factors like the social and cultural differences contributed heavily to these differences even though the essence remains the same. The non-native English speakers who learn English as a second language are coming from different social and cultural backgrounds. These differences have a significant effect on their English language learning abilities. It is not possible for the Chinese to learn and speak English same way like the Indians though both India and China are non-native speakers of English. Theory Communities or cultures which have similarities or relation with the English culture may learn the English quickly compared to others. For example, French language has lot of similarities with English and the French people can learn English quickly compared to others. People who are staying nearer to the English speaking countries can also learn the English language quickly compared to others. Economy also can play a vital role in the English language learning as rich people can utilize more resources for their learning needs compared to others. Rationale English language has a unique identity compared to other languages because of its international acceptance. Learning English as a second language is not an easy task. Complex vocabularies, grammar usage, compositions of the sentences and the accent, all are important for the proper learning of English. All these difficulties will result in improper usage of English language by the non native English speakers. Proper learning strategies are required to teach English as a second language. The non-native speakers of English who tries to learn English should not face many difficulties in their learning process. Thesis Statement Many factors like the social, cultural and economic backgrounds of the learner can affect their learning of English as second language. Though many curriculum strategies are prevailing at present in order to study English as a foreign language, the selection of the right ESL (English as Second Language) instruction method based on the social and cultural aspects of the learner is essential for the proper learning of English Literature Review Introduction “Brain science has discovered that functional plasticity of the human brain is driven by language, and it is beginning to find out that knowing a foreign language can actually change the brains anatomy by adding gray matter” (Foreign Languages: An Essential Core Experience ) Gray matter is an important part of central nervous system which helps the sensory activities. Adding more gray matter to the brain of a person means aiding the person more in his sensory activities. When the sensory activities function more, the person’s overall intelligence and analytical abilities will increase rapidly. Thus second language learning indirectly helps a person in developing a sound personality and character. “Children in foreign language programs have tended to demonstrate greater cognitive development, creativity, and divergent thinking than monolingual children. Several studies show that people who are competent in more than one language outscore those who are speakers of only one language on tests of verbal and nonverbal intelligence” (Foreign Languages: An Essential Core Experience) Though, there is no second opinion about the usefulness of second language learning, the problem is how to address the learning needs of the non-native English speakers. Is it fair enough to teach English language in a mixed class which consist of both native and non-native speakers of English? Did different classes and methodologies need for different people from different cultures to teach English effectively? Analysis of the above questions will help us to identify the social and cultural aspects of problems in learning English as a foreign language or second language. Social repercussions of English as a second language instruction Most of the institutions which offer ESL instructions use mixed classrooms to teach English. May be the authorities think that the mixed classrooms, with both native and non-native speakers will improve the language proficiency of the non-native speakers. The above hypothesis is correct up to certain extent since the non-native speakers can improve their vocabulary and grammar with the help of the native speakers. But at the same time, mixed classrooms often create problems also. In some mixed classrooms, learners are given new identities and classifications such as advanced learners, intermediate learners, beginning learners and so on, which all signal to the school communities that they are students who lack linguistic competence and therefore susceptible to subordination and "taking a less active and less powerful role in oral practices. Thus such students are denied full participation in social and learning activities because of the system of ranking and categorization. For example, a report by Hayasaki (2004) in Los Angeles Times, December 3, clearly illustrates how Hispanic-Americans in Southern California high school construct power hierarchy and privilege by using competence in English and their better economic and social status to position themselves as campus elites and position the other Hispanic immigrants English learners, classified as limited English proficient, as outsiders and thus disenfranchised them from participating in school activities. For instance, the immigrant English learners are teased for speaking English with an accent and pejoratively referred to as "paisas" (from paisano)--the term for countrymen. (Ajayi, p.3 &p.4) The above classification of the students with respect to their English language proficiency will force them to behave differently in their social activities. For example, a beginning learner may be afraid to speak English as he/she knows that his/her English proficiency is limited. Moreover, such inferiority feeling can damage his/her self confidence also. Thus, even bright students who lack English language proficiency may become dull in a mixed classroom. Such students may not actively participate in learning activities which require oral communications. Even the students, who have only the English language knowledge and no other brilliance, may treat the beginning learners (who have limited English knowledge, but brilliant abilities in all the other activities) as imbeciles or morons. “Immigrant children mainstreamed into regular classrooms from transitional bilingual programs may be presented before their teachers and classmates not as equal but different representatives of another language and culture, but rather as imperfect or inferior members of the domestic culture (McKay, p.46) Classification of students based on their English language proficiency alone may result in inadequate judgments and improper categorizations. The competence of a student is not depending on his language fluency alone. Apart from language proficiency, academic brilliance, social and behavioral skills also are some of the other parameters which determine the competence of a student. A student with better knowledge about a topic may not express his knowledge properly if he lacks English language proficiency. Such students will not even try to express their knowledge amidst the English speaking students because of their fear of teasing or harassing. “If families of students, who are ELL (English Language Learners), wish to enrol their child in their neighbourhood school, and this school is not a designated ESL centre, school authorities inform the family that if their child attends their home schools, they will not receive ESL services” (Frattura, & Capper p.152) There are special schools which offer ESL services to the non-native speakers. But these schools may not be located everywhere which forces the parents of the non-native English speaking students to admit their children in normal schools. Thus these students may be forced to continue their education in extremely difficult conditions. They will not be able to grasp the subjects properly and their classmates may behave indifferently also. Moreover, the teachers also may be tempted to consider these non-native speakers with low academic expectations. They will never give much care to the academic needs of these children. Thus these children may become dull after the completion of their studies in such schools even if they were bright before enrolling into that school. Cultural repercussions of English as a second language instruction “English as a second language (ESL) students often mention that when they write English as a second language they translate or attempt to translate first language words, phrases and organization in to English” (Connor, p.3) It is difficult to translate a sentence from another language into English, just by translating each word and phrase and keeping the same structure. The composition of English sentences is very much different from that of other languages. Most of the languages of different cultures have specific words to express a particular thing or situation which for which the exact English word may not be available. For example, Indians usually use the word “Namasthe” to wish others. There is no particular word in English to represent the exact meaning of “Namasthe”. Language learners are motivated to learn the target language to acquire cultural capital; e.g. the acquisition of academic language which enables learners to participate actively in classroom activities (Ajayi, p.6) It is difficult for a non-native English speaker to mingle properly with the English speaking colleagues. Effective communication is essential for the transfer of cultural identities which are essential in the current globalized world. A Chinese person who is staying in America, should have the knowledge of English in order to learn more about the cultural traits of the Americans which are entirely different from that of the Chinese people. Americans and the British are more dominating types by nature compared to others because of their cultural peculiarities. The introduction of non-native speakers into the regular English schools will create severe psychological problems to the non-native English speaking students. These cultural differences may result in deliberate torturing of non-native speakers by the locals as we are witnessing at present in Australia. ESL instruction method, best suited to the learning needs of non-native English speakers When language learners are thrust into the target language without sufficient mastery of the first language, such students "develop relatively low levels of academic proficiency in both languages (Ajayi, p.10) So, the selection of suitable ESL instruction method is important for proper learning. Before putting the non-native English speakers to ESL institutions, the parents must make sure that these people have at least sufficient knowledge in their own native language. This is important since ESL curriculum is designed with special emphasis on the native languages of the ESL students. A qualified ESL program is sensitive to second language learners’ needs, experiences, native languages, and cultural backgrounds. Appropriate ESL instruction: a) Emphasizes communication and meaning; b) integrates the four areas for functional contexts of learning and communication development: understanding, speaking, reading and writing; c) recognizes students prior linguistic, conceptual and cultural experiences to build proficiency in English; d) respects the values and traditions of students’ cultural heritage and e) provides for continuation of conceptual development for functional contexts of learning and communication (Carrasquillo, p.5) The ESL curriculum must be designed considering the cultural, regional, social and linguistic backgrounds of the people. Moreover this program must respect the cultural aspects of the student. It should be persuasive in nature so that the students must be motivated and interested in such ESL programs. Summary Language is the main medium of communication and a common language is necessary for communication purpose especially in the current world of Globalization and Liberalization. English is an international language which is used widely all over the world for communication purposes. Learning of English as a second language is essential for the non-native English language speakers. But the learning of English is not easy for the non-native English speakers because of the cultural and social differences between countries. Second language learning can help a person to improve his personality immensely which is proved by the brain science beyond doubt. Learning of second language will improve the creation of gray matter in the brain which can improve the intelligence and numerical ability of a person. ESL instruction programs must be formulated based on the cultural and social aspects of the persons who seek admissions in such programs. Conclusions Second language learning is important for the cognitive development. It can change the brains anatomy by adding gray matter which is essential for the development of intelligence and numerical ability. Social and cultural factors can affect the learning of English by the non-native English speakers. It is difficult for the non-native English speakers to learn properly in regular English schools because of the inferiority complex they may develop among the other English speaking students. They need special schools and special curriculum strategies suitable for their learning needs. They cannot express their knowledge and skills properly if they lack the knowledge of English language. Implications The social implications of evaluating the writing of English-as-a-Second-Language (ESL) students can be discussed in the context of the Hegemony Theory, which suggests that students should receive different kinds of education depending on social class (Joan) Because of the cultural differences; every learning task in an ESL program must have multiple learning activities attached with it. Each student should be allowed to select the particular learning activity which is coming closer to his grasping abilities. Culture plays a vital role in the learning process. An average American student uses computers and internet more effectively compared to an average African student. This is because of the fact that American culture is more accustomed to modern technologies compared to others and hence the learning activity suitable for an African student may not be suitable for the American student. Some children who are ELLs undergo the phenomenon of language loss. As they learn English, they lose skills and fluency in L1 if their L1 is not reinforced and maintained. This is called subtractive bilingualism, and it can be cognitively and linguistically very detrimental to childrens learning and to their family lives (Acquiring English as a Second Language) Lots of Indians are staying in America who doesn’t have much idea about their native language. The constant use of English prevents them from reinforcing their knowledge in their native language. The Indians in America are not much interested in speaking their native language even at their homes which prevent the children from learning their native language. References 1. Ajayi, Lasisi J. 2005, A sociocultural perspective: language arts framework, vocabulary activities and English language learners in a second grade mixed classroom, Retrieved on July 20, 2009 from http://findarticles.com/p/articles/mi_m0FCG/is_3_32/ai_n15882746/pg_3/?tag=content;col1 2. Teaching Language for National Security and American Competitiveness, 2006, Retrieved on July 20, 2009 from http://www.ed.gov/teachers/how/academic/foreign-language/teaching-language.html 3. Foreign Languages: An Essential Core Experience, (n.d) Retrieved on July 20, 2009 from http://www.utm.edu/departments/french/flsat.html 4. Connor Ulla M. Contrastive Rhetoric: Cross-Cultural Aspects of Second Language Writing, Publisher: Cambridge University Press (January 26, 1996), http://www.amazon.com/Contrastive-Rhetoric-Cross-Cultural-Cambridge-Linguistics/dp/0521441455/ref=sr_1_2?ie=UTF8&s=books&qid=1248070792&sr=1-2# 5. TESOL B.A.,& Dang,Pinky Y. , Highway To E.S.L.: A User-Friendly Guide to Teaching English As A Second Language, Publisher: iUniverse, Inc. (May 18, 2005), http://www.amazon.com/Highway-E-S-L-User-Friendly-Teaching-Language/dp/0595342213/ref=sr_1_7?ie=UTF8&s=books&qid=1248070792&sr=1-7# 6. Carrasquillo An, Teaching English as a Second Language: A Resource Guide, Publisher: Routledge; 1 edition (March 1, 1994) http://www.amazon.com/Teaching-English-Second-Language-Reference/dp/0815308213/ref=sr_1_11?ie=UTF8&s=books&qid=1248071819&sr=1-11# 7. Frattura Elise Marie & Capper Colleen A. Leading for social justice, Transforming Schools for learners, Retrieved on July 20, 2009 from http://books.google.com/books?id=o77aPsMEdWcC&pg=PA152&dq=Social++repercussions+of+English+as+a+second+language 8. McKay Sandra, Agendas for second language literacy, Retrieved on July 20, 2009 from http://books.google.com/books?id=dqtkZ829tooC&pg=PA38&dq=Social++repercussions+of+English+as+a+second+language 9. Acquiring English as a Second Language, 2009, Retrieved on July 20, 2009 from http://www.asha.org/public/speech/development/easl.htm 10. Lesikin, Joan, The Social Consequences of Evaluating ESL Writing, Retrieved on July 20, 2009 from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED308700&ERICExtSearch_SearchType_0=no&accno=ED308700 Read More