Improving Quality of Teaching and Learning, Questioning and Explaining Free Essay Example, 2000 words

Effective questioning can help the teachers instill curiosity and a thirst to learn in students (Pagliaro, 2011). By asking questions and letting their students formulate and develop their answers, the teachers can help the students to develop their critical thinking and analytical skills. On the other hand, questioning also helps the teachers to assess the thought process and learning abilities of their students (Walsh and Sattes, 2011). This, in turn, helps the teachers in formulating effective strategies to encourage and motivate the specific students. Delivering a lecture in the class as guided by the lesson plan needs to be accompanied by the teacher s inputs and explanations. Explaining is a crucial part of the teaching activity as it is through explaining teachers are able to elucidate the lessons and keep the discussion within the boundaries of the subject (Trevor, 1998). Explaining involves teachers communications skills, knowledge and delivery style, which can lead to a be tter understanding of the subject by the students (Wolfe, 2006). In addition, additional resources like charts, graphs, graphics, videos and other audio-visual aids can help the teachers in explaining better (Overall, 2001) Assessment is the evaluation of the student s progress over a period of time and is undertaken in order to understand his or her specific needs and problem areas (Ahrenfelt and Watkin, 2006). We will write a custom essay sample on Improving Quality of Teaching and Learning, Questioning and Explaining or any topic specifically for you Only $17.96 $11.86/page

Analysis Of Sir Ken Robinson s The Controversial No...

In â€Å"How to Escape Education’s Death Valley,† Sir Ken Robinson challenges his audience to entirely reassess our current educational system. Sir Robinson is an expert in the field of creative education, a renowned author, and a knight, a title he earned for his great work in educational research. Sir Robinson’s passionate and dynamic talk is well-crafted and filled with many humorous stories that easily captivate his audience and persuade it that our educational system is in crisis. His concern is that we are educating students to become good workers rather than critical thinkers (â€Å"Ken Robinson†). The message is intriguing and on point since Congress is currently considering the elimination of the controversial No Child Left Behind Act of 2001 (Richardson). This particular TED talk stresses that the current education goes against three principles of humans: we are unique; we are curious; we are creative. Through a combination of reputation, humor , and well-documented facts, Sir Ken Robinson highlights the problems with today’s educational system and offers reasonable solutions. Sir Robinson grabs the audience’s attention by using humor. He points out cultural stereotypes and disproves them: the British are not reserved because they aggressively invade other countries; Americans understand irony because they named an education bill No Child Left Behind that leaves millions behind (0:36 – 1:05). Although he is joking about the situation, he makes it clear that it is a veryShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore

The Role and the Policy of Teaching EFL in Saudi Arabia

Question: Discuss About the Role and the Policy of Teaching EFL in Saudi Arabia ? Answer: The role and the policy of teaching EFL in Saudi Arabia English is one of the dominating languages in the world. Many nations have adopted English as a foreign language (EFL) because it is the primary communication language that can ease trading and other activities. It is true that foreigners are capable of socially intermingling with the natives if there is a single form of language that is in place because people come from different backgrounds. In connection to that, Saudi Arabia is one of the Muslim-dominated nation, and Arabic is the commonly used language. For a long time Saudi Arabia has been dependent on oils, and for that reason, the country has been witnessing positive growth regarding infrastructural development and social cohesion. Other sectors remain underutilized due to lack of experts mainly contributed by lack of a single language that can unite both the Saudis and the foreigners. For that reason, introducing and strengthening the use of English as a foreign language (EFL) has become a key concern for bettering the lives of Saudis within and outside the nation. Therefore in-depth analysis of roles and policies of teaching EFL in Saudi Arabia is critical to the understanding and achievement of vision 2030. Initially, the Saudis were nomads who moved along with their herds in search of food and water. This kingdom is known to have emerged as a small nation that has currently grown to a prominent nation. As the demands for monetary value grew, the country started expanding and economically growing due to possession of valuable oil sources. At that time there were bounds on the spread of formal education because the nation is Muslim dominated. Al-Saadat and Al-Braik (2004) illustrates that in the 1920s, the state noted the growing inefficiency due to the adoption Arabia language and steps towards implementing state-controlled education were vital. During that period, King Abdul Aziz was the dominant man who championed the reforms of the Ministry of Education. In 1925, a special branch Directorate of Education' was formed and its existence can be acknowledged up to date. According to Cooper (1989), the establishment of formalized schools was witnessed in 1939.During that time Saudi Arabia depended on Egypt and Syria for strengthening academic backgrounds due to lack of finances and national scholars. In 1936 establishment of scholarship preparation Schools (SPS) was attained in Makkah which marked the commencement of modern day high school academics and teaching of English in Saudi Arabia (Ur Rahman Alhaisoni, 2013). In spite of financial constraints to support scholarship programs, enrolment of elementary education recorded a progressive growth in the 1950s. The program was fully supported by the government, and after a short period, the school model had adopted the steps of Lebanon and Syria which were in line with the British form of learning whose basis was the English language. Alshumaimeri (2012) noted that the system of teaching that is taught today in Saudi Arabia was enacted in 1953.This came as a result of Saudi Arabia experiencing critical royalties from the sale of oils. Later, the country started witnessing oil influx which forced it to send teachers ab road on scholarship programs to bring back skills that were crucial to the country growth. At that time illiteracy rate was high and few people could read and speak English. The government also noted the concerns brought about by the scholars and decided to address them by offering the allowances and incentives to the sponsored students locally and internationally, therefore, encouraging them to seriously undertake education to better their lives and the lives of other people (Bashehab Buddhapriya, 2013). In the late 1940s, the government of Saudi Arabia found that to be independent it was critical to shift from the British-based Egyptian model to a more religious conservative forum, an issue that is evident in school principles and textbooks. It is from such motives that enabled the government of Saudi Arabia to witness the conception of Mecca, the first higher education institution. This college valued language to the extent of implementing rules that saw the language taught two hours per week for a period fours as per the expectations of the school. As mentioned earlier that English is a language that cultivates cohesion, this concept was experienced during that time. Due to the simplicity of communicating in English, the United States was observed to have been involved in the affairs of the kingdom of Saudi Arabia by showing great interests in the oil trade. This rendered English language teaching relevant to promote social and economic development in Saudi Arabia. In 1970, the ministry of education in collaboration with the government implemented English language teaching syllabus that could be introduced at the secondary level (Rahman Alhaisoni, 2013). This was an eye-opener for students to develop critical thinking and enhance personal English skills that would be a yardstick to university admission. The students were encouraged to adhere to English learning to understand its values on social and economic perspectives. Later textbooks and other related materials were published in line with Saudi Arabian culture. The view of English language and its importance was introduced to address the need to enhance grammar, normative orthography and preparation of speakers and writers by implementing dictionary use. In this opinion, English language teaching was adhered to by putting the focus on the forms of language which later turned to be Corpus planning concept,' an integral part of communication success that was appreciated by other people. The oral traditions bring to light the attitudes people have when learning new languages. Al-Hazmi (2003) highlights that the only means by which English language conception would take were by comprehending the norms of the speakers who are known to be politically powerful. Also, he noticed that although language use would be promoted by the politically dominant groups, it was not enough to yield much influence to a large number of citizens. This paved the way for the introduction of written materials that people would refer to and understand the all the direc tives of English that would stick into their minds through repeated reference to the provided materials. Furthermore, AL-Abdulkareem (1993) discovered that to influence many people to embrace various English language codes; there was a need to make implementation attempt and make it formal to people. This would get grips by allowing the ruling governments to formulate principles that would permit the use of one acceptable form of language to integrate various tribes under one roof. The elaboration and codification of corpus planning' were given much attention to enhancing implementation of English language use and conformation to the modern world. Al-Rasheed (2013) noted the existence of a gap that was increasing as a result of embracement of own local languages at international level. Al-Nafjan (2012) posits that there could be challenges facing particular nations regarding trade due to the misunderstanding that was brought by the language difference. The views as mentioned earlier brought pressure to the government of Saudi Arabia to decide on the macro policies that would fit the dwellers as well as determine the official and desirable language codes to meet the needs of a particular nation and the whole world. The quest to update the Arabic to the English language was seen as the government responsibility to influence and change the society for better coping with other nonmembers at ease. In other words, Establishment of English as the foreign language (EFL ) in various non-English speaking nations was highly appreciated and acceptable. According to Al-Nasser, (2015), Saudi Arabian kingdom is known to have taken strides crucial to the revival of the nations economic goals and objectives. The government is widely known for its oil production which has seen it concentrates a lot of revenue from the enterprise. Although Saudi Arabia is developing to a great nation, much emphasis has been put to emulate English Language use to enhance public participation and other private stakeholders who play a significant role in the expansion of the country economy. Al-Rasheed (2013) postulates that the education system has been facing challenges of adopting the science, technology, engineering and mathematics (STEM). For sure, the kingdom's most important goal is to ensure production of competent critical thinkers as well as entrepreneurial skills that can fit in the advancing global world. The government developed a strategy for implementing the free education that encouraged everyone to get the opportunity to study. The approach took care of meals and allowance to the needy people hence boosting their ambitions to learn. Research done by Commins (2008) shows that those students who withstood the studies to university level were provided with free accommodation and benefits that could maintain them up to the end. In 2014, English curriculum was introduced by the ministry of education. This dictated the teaching of English subject in the grade six schools which acted as the basis for the introduction of English at the elementary schools. According to Alamri (2008), the teaching of English as a foreign language (EFL) saw Saudi Arabia achieve higher economic strides by incorporating strategies and skills that would enable the nation to meet its objectives and long-term goals. In 2013, English language curriculum was developed to take care of all levels of academics to at least enable the nation to achieve vision 2030.All those programs by the ministry of education have allowed the country to witness increment of English language teachers who stands at about 35000 in number. To assess the present viability of English language training in Saudi Arabia, surveys conducted in 2016 posit that there have been fruitful changes in the embracement of English language. There have been about eighty-five percent of the teachers providing English skills to the students as well as monitoring their progress (Alkharashi Nickerson, 2012). Supporting the idea that teaching English has immensely impacted on the economy of the Saudis; reports show that about seventy percent of the students enjoy learning English concepts more so due to the availability of online platform by the teachers, therefore, making the subject simple to understand. Conversely, it is not wise to conclude that the government should relax and declare the strategy for spreading English curriculum complete. This is because of Saudi Arabia, being a Muslim dominated country, has to keep on investing a lot in the cultivation of English language for faster acquisition of the tongue by the citizens. The resul ts of the survey undertaken reveal that from all the students tested, only forty percent of them are capable of attaining the expected grades as far as English studies are concerned (Alquraini, 2010). This is contributed by the fact that most students do not complete homework given by their teachers. Moreover, only twenty-six percent of the students are capable of accessing online materials implying the need for government to bridge the gap and ensure every student has the electronic device at the disposal for online learning. Denman and Hilal (2011) found out that few English classes are set per week proving the subject deficient. In brief, the government of Saudi Arabia has a long way to go before English Is declared a dominant language in the region. Presently, the English language teaching (ELT) has boosted the countries performance to greater heights. Due to the introduction of scholarship programs, the scholars have gained knowledge and skills that are acquired through an integration of English (Alrashidi Phan, 2015). This has enabled the nation to reap excellent benefits from the expertise who have sacrificed their efforts to give back to the society. Due to the spread of English training (ET) in Saudi Arabia, communication has been enhanced thus attracting many foreign professionals who have significantly contributed to the extraction and exploration of the country's resources. There has been a reported case of increasing number of tourists due to language conformity in the region (Bashehab Buddhapriya, 2013). Communication has considerably improved as a result of the implementation of English programs in Saudi Arabia. For instance, business people are capable of marketing their products and ideas through e-commerce. Sever al Saudi is capable of participating in the international development debates that have largely impacted on the nations prosperity (Clatanoff, Parlin, Jordan, Kestenbaum Seznec, 2006). Briefly, Self-expression has been boosted through enhancement of English language teaching (ELT) curriculum. In short, the Arabians can be recognized as part and parcel of the worlds contributors of unity through embracement of English language which is the principal language in the world. The future of the Kingdom of Saudi Arabia on vision 2030 and national transformation plan 2020 must be considered. According to past research, there have been a good number of students who never get access to the internet thereby contributing to low absorption of English language in Saudi Arabia (Ahmad, 2014). In connection to that, the government is working hard to ensuring that national development agendas take into account the need to avail electronic devices to the student.This will enable them to acquire relevant skills and knowledge regarding English language codes thereby rendering vision 2030 credible. The survey also reveals that a significant number of teachers agree to have used Arabic while teaching due to the several issues. Firstly about forty percent of the students do not understand the teachings when English is used; others are motivated when English is taught in Arabic (Ahmad, 2014). Furthermore, teachers have claimed that they cannot conduct everything in English c reating a gap that needs to be filled. The recruitment criteria for English teacher are demanding. The survey has identified that English language test (STEP) provided by Qiyas for aspiring teachers is no more different from another test such as IELTS and TOEFL, a situation that has made teachers spread Arabic in the kingdom of Saudi Arabia. Consequently, the teachers identified the need for English proficiency training that would strengthen their use of vocabularies, grammar and speaking skills. The other area of concern was the technological need which was closely linked with the academic textbooks. The ministry of education together with the national government of Saudi Arabia is on the forefront to ensure all those grievances are met by vision 2030 as far as English endearment is concerned Al-Nafjan (2012). Also, the government is working together with parents and enhancing them to act as a source of motivation to their children in acquiring and acknowledging the English languag e. Conclusively, the role and policy of teaching English as a foreign language (EFL) in Saudi Arabia on Vision 2030 has apparently been analyzed. It is evident that Saudi Arabia has come from far with regards to English language inception. Due to the fruitful nature of the English language teaching (ELT) program, achievement of vision 2030 is valid. References Ahmad, A. M. (2014). Kumaravadivelu's framework as a basis for improving English language teaching in Saudi Arabia: Opportunities and challenges.English Language Teaching,7(4), 96. AL-Abdulkareem, S. (1993). Educational development in Saudi Arabia (Historical project). Retrieved from www.faculty.ksu.edu.sa/ Alamri, A. A. M. (2008).An evaluation of the sixth grade English language textbook for Saudi boys' schools(Doctoral dissertation, King Saud University). Retrieved from https://faculty.ksu.edu.sa/amri/Documents/MA%20thesis.pdf Al-Hazmi, S. (2003). EFL teacher preparation programs in Saudi Arabia: Trends and challenges. TESOL Quarterly, 37(2), pp. 341-344. Alkharashi, M. A., Nickerson, I. (2012). THE OIL ECONOMY OF SAUDI ARABIA. And Economic Education, 15(1), 1. Al-Nafjan, E. (2012, April 23). Teaching Intolerance. Foreign Policy. Retrieved from https://www.foreignpolicy.com/articles/2012/04/23/teaching_intolerance Al-Nasser, A.S. (2015). Problems of English language acquisition in Saudi Arabia: an exploratory-cum-remedial study, Theory, and Practice in Language Studies, 5(8), pp. 1612-1619. Alquraini, T. (2010). Special Education in Saudi Arabia: Challenges, Perspectives, Future Possibilities. International Journal of Special Education, 25(3), 139-147. Al-Rasheed, M. (2013). Most masculine state: gender, politics, and religion in Saudi Arabia. Cambridge: Cambridge University Press. Alrashidi, O., Phan, H. (2015). Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview. English Language Teaching, 8(5). doi:10.5539/elt.v8n5p33 Al-Saadat, A. E. Al-Braik, M. S. (2004). Assessing the roles of teachers and supervisors of English as a foreign language in the reform of English language curriculum in Saudi Arabia. Scientific Journal of Alshumaimeri, Y. (2012). Education in Saudi Arabia. Retrieved from www.faculty.ksu.edu.sa Bashehab, O. S., Buddhapriya, S. (2013). Status of a knowledge-based economy in the Kingdom of Saudi Arabia: An analysis. Journal of Social and Development Sciences, 4(6), 268. Clatanoff, W., Parlin, C. C., Jordan, R., Kestenbaum, C., Seznec, J.-F. (2006). Saudi Arabia's accession to the WTO: is a" revolution" brewing? Middle East Policy, 13(1), 1. Commins, D. D. (2008). The Wahhabi Mission and Saudi Arabia. London: I.B.Tauris Co. Ltd. Cooper, R. L. (1989). Language planning and social change: Cambridge University Press. Denman, B. D., Hilal, K. T. (2011). From barriers to bridges: An investigation on Saudi student mobility (20062009). International Review of Education, 57(3-4), 299-318. Ur Rahman, M. M., Alhaisoni, E. (2013). Teaching English in Saudi Arabia: prospects and challenges.Academic Research International,4(1), 11

Language as a Symbol of Group Membership Asserting the Right to Be Unique

Table of Contents Black English: The Voices That Come from Within â€Å"You Speak My Language!† Conclusion Works Cited People have always been experiencing the problems of understanding even in their own language. The language issues will probably never be solved, even if the mankind will finally come to speaking one and the same language. Advertising We will write a custom essay sample on Language as a Symbol of Group Membership: Asserting the Right to Be Unique specifically for you for only $16.05 $11/page Learn More In spite of the evident similarity between the American English and the Black English, people still experience certain problems in understanding the Black American dialect. Although this version of American English is widespread enough to be considered a dialect of its own, there are certain doubts if this version of American English can be considered a viable language. In his gripping and incredibly insightful book, Keith Gily ard considers the Black American dialect, coming to the conclusion that what used to be a shape of the English language has finally come to be a self-sufficient language with the rules and the peculiarities of its own. After all, as the author claims, it is clear that as long as people speak a dialect, one has to admit its existence and its necessity (Gilyard). With help of logically structured arguments and historical facts about the Black American English, the author drives the reader to the idea that the Black American English is as important and viable as the rest of the world languages, which means that the Black American English is not to be underestimated. Black English: The Voices That Come from Within Unfortunately, the acknowledgement of Black English has been quite a problem since the time the vernacular language emerged. Despite the numerous researches conducted on the topic, it still presents quite a doubtful issue for linguists. Though there was a research admitting that the vernacular English does have the right to exist as a language of its own, as Gilyard claims (27), the debates building around the issue are growing increasingly long.Advertising Looking for essay on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Despite the controversy and the complicacy of the problem raised, it is evident that Keith does have a point in his attempts to convince the reader in the necessity to acknowledge Black English. What makes the greatest impression in Gilyard’s chain of interferences is the idea that as long as there are people who speak certain dialect, the latter exists whatever linguists might think. Thus, considering the idea that the Black English cannot exist as a self-sufficient version of the American English, Gilyard comes to the conclusion that such viewpoint denies the cultural specifics of the people who use the vernacular version of the American English: Such writers as Geneva Sm itherman (1977), Jim Haskins and Hugh Butts (1973), and J. L. Fillard (1973) have condemned the public school system’s traditional nonrecognition and nonacceptance of the separate and legitimate language variety, popularly labeled as Black English, spoken by the majority of inner-city black youth. In their view, this implicit and explicit rejection of language communicates rejection of both Black children and the culture that has produced them. (Gilyard 9) Therefore, the key idea which Giluyard is trying to convey is that as long as the language spoken by a group of people or a community is associated with certain culture and presupposes the existence of certain. One of the most important issues which Gilyard emphasizes is that language is an integral part of people’s identity, both personal and cultural which means that without the language of their own, this culture will dissolve in the ocean of the dominating tastes. In this case, language is the matter that glues people together, helping them to keep their traditions and national peculiarities. â€Å"You Speak My Language!† In terms of the interconnection between the language and the national identity, Gilyard expresses a theory of paramount importance which determines the value of the vernacular English as the self-sufficient language. Advertising We will write a custom essay sample on Language as a Symbol of Group Membership: Asserting the Right to Be Unique specifically for you for only $16.05 $11/page Learn More Emphasizing that language is a symbol of group membership and the identity of an individual, the author clarifies the interrelation between a man and the society, which is quite logical, yet it seems that the theory is not as impeccable as it should be. On the one hand, the chain of ideas creates an impression of a natural and logical argument. Indeed, claiming that the common language is the first criterion according to which people flock in ethnic groups; yet there are certain doubts that this is one of the key issues which predetermine the idea of personal identity. However, it must be admitted that the author drives strong arguments to support his viewpoint: First, to make light of how bound up language is with identity represents a definite shortsightedness. That much should be clear by now. Second, one should know that despite attempts to â€Å"correct† children’s grammar, children themselves for the most part choose which language varieties they will speak. (Gilyard 114) Thus, it still has to be admitted that the person who does not speak the language of the group will never get an access to the membership in the given group. Yet it should be kept in mind that the language is merely a component of the substance that makes the identity of a person. Therefore, it cannot be considered that the absence of common language predetermines complete exclusion from certain group. Taking a more broad-minded ap proach, one will find out that cultural and national identity is a sum of numerous factors, among which there is also the language factor. Accordingly, with the rest of the elements of the national identity present, one has the right to be accepted into the given national or cultural group even without knowing the language. Still it is necessary to mention that in the situation above the language assimilation will finally take place, and the individual will either accept the language of the group, or grate the vernacular language similar to the one spoken in the group. Anyway, the process of cultural assimilation will finally take its toll even on the person with different language background.Advertising Looking for essay on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since the language makes one of the components of the identity of a person, there is no doubt that the Black English is to be accepted in schools as the language which has the right to exist. Therefore, teachers have to allow children to use their language to convey their ideas better and to produce original ideas. Without their mother tongue, the students might feel frustrated and upset, which will hinder their school progress and have negative impact on their personal development. Conclusion There is no doubt that as long as there are people speaking certain language, no one can wipe the latter off the face of the Earth and off the hearts of the people. On the contrary, encouraging people to express their ideas in their native tongue will help them understand that their culture is appreciated and respected. Only with help of mutual respect and the acknowledgement of each language, people will be able to keep every single cultural tradition in peace and harmony. Works Cited Gilya rd, Keith R. Voices of the Self: A Study of Language Competence. Detroit, MI: Wayne State University Press, 1991. Print. This essay on Language as a Symbol of Group Membership: Asserting the Right to Be Unique was written and submitted by user D0naldBlake to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.