| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "LANGUAGE CULTURE": |
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The Impact of Language and Culture on Learning, 2008.
This paper examines the ramifications of language and culture on education.
1,024 words (approx. 4.1 pages), 9 sources, APA, £ 25.95
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Abstract
The paper discusses the various strategies that school systems have employed to better integrate native languages and cultures into their curriculum. The paper emphasizes the need for educational systems to develop an integrated learning system which addresses the learning needs and styles of all students rather than just the majority culture.
From the Paper
"The importance of understanding the impact that a student's native language and culture has on his or her ability to learn is critical in the success of the educational program the student is in. Zehler touches upon the importance and complexity of language and culture on educational success when she states that English language learners (ELL) have specific needs: "...they need to build their oral English skills. They also need to acquire reading and writing skills in English. And they must...maintain a learning continuum in the content areas (e.g., mathematics, science, and social studies)"(1994). Thus, educational programs and, indeed, systems must account for not simply for the ELL student's target language acquisition but the ELL student's entire curriculum base."
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Power, Language, Culture and 'Me?, 2003.
Paper concerning the construction of identity in the postmodern world through power, language constructs and cultural forces.
1,999 words (approx. 8.0 pages), 10 sources, MLA, £ 43.95
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Abstract
This paper explores the notion of identity through various viewpoints in contemporary modernity. This paper explores the way language, power and culture shapes the concept of the I by examining Foucaldian concepts, lingual construction and cultural studies.
From the Paper
"With the impending future of global culture, the way in which the concept of the ?I? is constructed through an inter-connective culture becomes more obvious, since it affects the process through which the world consistently enriches itself through individual interaction with contemporary society. The concept of ?I? as an identity, fuelled by a wide range of philosophical, lingual and cultural discourses, can be seen as an interactive system inseparable with subjectivity, or, as Giddens proposes, a narrative which is able to build up a consistency of biographical continuity (1991; 75). In these terms is possible to view identity as a personal collective project, influenced by the light of circumstance, self-reflexivity and interaction. These elements, inherently produced through the social facets of power, language and culture, form the basis to the perception of ?me? as both socially as well as privately constructed. To comprehend this nature of identity as a construction of these facets, then, it is crucial to analyze the way in which power, language and culture interact and serve as the sociological truism in which the ?I? is understood, through social roles, discourses and disciplines exploring the perception of the self as a cultural product."
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Language, Culture and Identity, 2002.
A look at the issues of language, culture and identity in the writings of Maxine Hong Kingston, Richard Rodriguez and Alfred Kazin.
2,010 words (approx. 8.0 pages), 0 sources, £ 43.95
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Abstract
This paper shows how, through the three autobiographical works, ?Talk,? by Maxine Hong Kingston, ?Hunger of Memory,? by Richard Rodriguez and ?Brownsville School Days,? by Alfred Kazin, a reader can plainly comprehend the difficulties associated with immigration and language learning and how those difficulties interact with a developing child?s mind. It discusses how, though the cultures and languages of all three of these authors are vastly different and the severity of internal and external reactions they have to the circumstances, their emotional and intellectual responses to their challenges are strikingly similar.
From the Paper
"The simple voices of these three children of different cultures become complex words and ideas issued forth through the phenomena of growing up as an outsider and immigrant and most importantly a non-native English speaker. In these three works it is plainly evident that the difficulty of immersion language training is strikingly similar, no matter the culture. Language culture and identity are the focus that can be demonstrated through the commonalities in experience of the intellectual degradation of their native culture, their parents and most plainly the degradation of self that is sourced in a limited ability to communicate in English."
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Language and Culture, 2005.
This paper discusses the impact of the multilevel group classroom and the materials used to teach English and the problems of deculturation after adopting English as a main language in the Singapore culture.
3,745 words (approx. 15.0 pages), 15 sources, APA, £ 71.95
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Abstract
This paper explains that, through language, people formulate and express their thoughts, suggesting that learning a second language is a complex task, not simply a matter of learning a system of rules for linking sounds and meanings. The author believes that bilingual children in Singapore should be encouraged to speak their first language and should be assisted to learn English as their second language because the government and society put constant pressure on children to master English to survive economically. The paper relates that materials used in teaching multilevel and age group children must be authentic developmentally and age-appropriate and be related to their prior experience in learning English as a second language.
Table of Contents
Introduction
Multilevel and Multi Age Group
Recommendations for ESL Teachers
Deculturation
Recommendations for ESL Teachers
Conclusion
From the Paper
"When teaching TESOL along with the first language, teachers should keep in mind some important factors. They should carry out effective practices such as simplifying the language used, incorporating a variety of learning styles as different children learn differently though their aim is to learn English. Teachers should prepared to give some extra time to process the answer and the questions being asked. Educators should remember not to correct grammar constantly as these children are learning English as a second language compared to their first. Children will get frustrated and be hesitant to speak if they are constantly being corrected. Instead, model the correct English structure to the child. For example, if a child incorrectly says, "He no giving to me the paper." The teacher could model the correct structure, while clarifying meaning: "He didn't give you the paper?" "
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Language and Culture, 2008.
This paper compares two articles on the cultural significance of language; "Decolonizing the Mind" by N'gugi wa Thiong'o and the "Intellectual Savage" by Jamake Highwater.
1,088 words (approx. 4.4 pages), 0 sources, £ 25.95
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Abstract
The paper examines two articles, "Decolonizing the Mind" by N'gugi wa Thiong'o and the "Intellectual Savage" by Jamake Highwater. The paper explains how the articles discuss how language becomes the means through which a cultural reality is transmitted, thus controlling language is one means by which colonial usurpers can control self-imagery and self-awareness. The paper is of the opinion that both articles do a commendable job of highlighting the inter-relationship between language and culture.
From the Paper
"In her article, "Decolonizing the Mind," N'gugi wa Thiong'o writes about her childhood speaking Gikuyu in her native Africa. In particular, she devotes time to recollecting how, as a small child, she listened to tales about how the weak hare could outwit the beasts of prey - the lion, the leopard, and the hyena - and stay alive in a hostile world. Not to be overlooked, she comments at length upon the different types of human beings who emerged in anthropocentric tales and how some were cruel, selfish and opposed to all that might foster a stronger community, and how others were kind, giving and individualistic; in assessing the narrative, it is evident that Ngugi wa Thiong'o is comparing the beasts of prey with colonizers eager to take over her native land. More than that, those stories impressed upon her the power of language - its cadence, rhythm, inflection, its suggestive power - and how language could bind a community together. Later though, this harmony would be broken when Englishmen took over the school system and made it a serious penalty for any child to be speaking the native Gikuyu language instead of the alien, oppressive English of the colonizers."
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Language, Culture and Communications, 2002.
This paper analyzes the problems associated with cross-cultural communications
2,400 words (approx. 9.6 pages), 8 sources, £ 61.95
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Abstract
Although many professionals and business entities appear to have developed a knack for cross-cultural communication, the truth is that successful communication is the result of a well thought-out strategy without which significant trouble may occur resulting in loss of revenue and credibility of organizations and their products.
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The Role of Language in Cultural Identity, 2002.
Discusses the effects on non-dominant cultures of America's gradual move to do away with bilingual education.
1,328 words (approx. 5.3 pages), 4 sources, APA, £ 30.95
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Abstract
The United States is currently going through a period of turmoil regarding whether English should be the only language spoken in the country. The rationale given for insisting that everyone speak English is that 'if people chose to come here, they should learn our language'. This paper examines the effects of this policy on smaller ethnic groups such as the Native American Navajo's who view speaking their native tongue as a kind of spiritual freedom. The paper also looks at the way Yiddish has almost disappeared from the Jewish culture due to this type of integration policy. Other cultures discussed include the Chinese and the Cajuns.
From the Paper
"One other subculture demonstrates the relationship between culture and language. The Chinese have been coming to the United States since the early 1800?s, when they came here to work as agricultural workers or in railway construction. The Chinese come from an ancient and highly accomplished civilization, and their culture contained elements that helped them be successful in their new country. Industry and resourcefulness are highly prized traits in Chinese culture, behavioral traits that tended to aid success in their new land. In addition, they valued the extended family, and so were quick to support and help one another (Author not given). However, the dominant culture inadvertently encouraged the Chinese to maintain their language, and the maintenance of language and requirement that they live together encouraged the maintenance of their culture as well. The motivation for this was racial, but allowed the Chinese-American culture to hold on to cultural traditions and language for several generations while other immigration groups were tending to assimilate."
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Role of Language in Cultural Identity, 2002.
Discusses whether Ebonics should be implemented in the American educational system.
2,143 words (approx. 8.6 pages), 4 sources, MLA, £ 46.95
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Abstract
Perhaps more than any other debate in education, the study of language brings up questions of power and identity. How teachers and classmates view the home language of students and their families plays a major role in teachers' expectations and respect for a student's culture, as well as how easily the student will be able to learn and meet long-term educational goals. The paper shows that solving the complex social and economic problems in the U.S. that limit the educational opportunities of African Americans, particularly males, is not an easy task. Still, many educators are introducing new practices targeted specifically to the unique needs of this group. The paper shows that many researchers agree that one of the first steps that must be taken in advancing the educational level of African-American students is to implement Ebonics into inner city curricula. This paper examines the role of Ebonics in cultural identity in an effort to determine whether or not Ebonics should be implemented in classrooms or curricula.
From the Paper
"By implementing Ebonics into school curriculums, teachers are fine-tuning the learning process towards the unique needs of African American students, rather than drilling them on the proper use of grammar and dialect. For example, teachers could use mini-lessons according to the dialect learning needs that students demonstrate. If the students agree that Standard English is appropriate for classroom interaction and for writing, lessons like these would help students reach their language development goals."
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Socialization of Languages across the Cultures, 2002.
Study of children and cross-cultural language.
650 words (approx. 2.6 pages), 5 sources, £ 18.95
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Abstract
Socialization of cross- cultural language in children.
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Culture, Language and Education, 2008.
This paper explores the roles of culture and language in education.
1,255 words (approx. 5.0 pages), 10 sources, APA, £ 29.95
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Abstract
The paper explains that culture is a learned system of beliefs that are personalized and that affect every aspect of a student's life. The paper further explains that culture is expressed through language, which is often particular to the societal group and requires a complete understanding of cultural values to comprehend. The paper shows how these two factors work hand-in-hand to shape the individual's learning and so concludes that both factors must be supported in the classroom.
From the Paper
"Culture impacts every child that enters the school system because culture impacts how the child thinks, learns and becomes socialized in the educational community. Because the influences of culture on children begin from the time of birth, the information that affects the child's development is significant and so is the potential for conflict to arise within the classroom. This is because the student has learned to value his or her cultural ideas, which often become completely separate from the social norms expected in schools. Therefore, how culture is embraced or denied in the classroom has the potential to have long term affects on the manner in which the student continues a relationship with learning."
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Culture and Language Acquisition, 2008.
This paper examines how language acquisition can be improved by incorporating cultural acquisition into the curriculum.
1,263 words (approx. 5.1 pages), 10 sources, APA, £ 29.95
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Abstract
The paper evaluates the literature on the subject of culture acquisition in the language classroom and its importance. The paper shows how a sociocultural perspective is crucial to the success of language acquisition efforts since learning styles have a cultural component. The paper concludes that encouraging cultural acquisition must stand as an important component in the language classroom.
From the Paper
"Culture plays an important part in any educational setting, though its effects are particularly noticeable in the language classroom. Traditionally language acquisition is simply considered to be a matter of memorizing vocabulary and learning new grammatical structures. But language is much more complex than this, and true proficiency in a language requires a more sophisticated understanding of the underpinnings of the language being taught. In particular, research has repeatedly confirmed that language and culture and intricately linked with one another (Giambo et al., 2006). In order to become proficient in a new language, instructors must take into account cultural considerations when teaching to students of various cultural backgrounds."
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Effects of Culture on Language, 2002.
A discussion of language and speech as presymbolic in nature.
1,800 words (approx. 7.2 pages), 10 sources, £ 43.95
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Abstract
Discusses language and speech as presymbolic in nature. Uses and functions of language. Relationship of patterns of linguistic behaviors to specific cultures. System of ideas & language patterns. Code of speaking. Language variations in the U.S. Various theories of language and communication. Communication strategies of subgroups. Annotated Bibliography.
From the Paper
"Culture and Spoken Discourse
All cultural and all linguistic behaviors are patterned, manifesting these patterns through distinctions made in a medium (Hoijer, 1954). S.I. Hayakawa (1972) has commented that verbal discourse and communication are instrumental in character and that the informative connotations of words and phrases are their socially agreed-upon "impersonal meanings." Language is, in the view of Hayakawa (1972), positioned firmly within the context of culture and is representative of that culture, its beliefs and value systems, its norms, and forms of expression. Informative uses of language are intimately fused with older and deeper functions of language and often represent a force for social cohesion. This report will consider the effects of culture on spoken discourse, arguing, as does Hayakawa (1978), that what we..."
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Caribbean Culture and Cultural Imperialism, 2007.
A discussion on whether the Caribbean society is too receptive and diverse for its own good.
1,633 words (approx. 6.5 pages), 6 sources, MLA, £ 36.95
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Abstract
This paper examines the Caribbean culture and at how its dynamic polyglot, diverse nature - and its ability, and even willingness, to accommodate different cultures and ethno-social traditions - has actually made it vulnerable on a number of profound levels. It explains that the Caribbean nations have shown a marked inability to throw off the cultural, linguistic and educational encrustations of the European nations which took over the region generations ago and which re-shaped their new fiefdoms in ways that effectively did away with pre-European values, codes, religions and dialects. The paper also looks at how many Caribbean young people attend English or French schools and prepare themselves for entry into a "global village" that is controlled by the very ethno-racial groups which turned their own lands "upside-down" in the seventeenth through nineteenth centuries. In essence, the paper shows that by looking at the fragmented nature of the Caribbean world and by looking at the impress of foreign language upon its peoples and formal structures, a region is revealed that has lost much of its ability to marshal its forces against external imperialistic forces. The writer believes that the Caribbean must start doing a better job of privileging its indigenous traditions and dialects or it will finally, ineradicably, lose them forever.
From the Paper
"Many observers are of the view that the Caribbean is a melting pot; that it is a place wherein European and non-European types "creolize" and thereby shed their different historical-national identities in favor of one that is "West Indian" in nature. This argument, however, has been vigorously challenged by others who assert that the Caribbean is really a collection of different regions which have their own unique, distinctive features. Simply put, while there may be regional similarities vis-a-vis food, music, dance, dress and a host of other elements, there are many more (or at least as many more) differences as there are similarities (Allahar, p.1-2). Simply put, Allahar appears to be to arguing two things: firstly, West Indian/Caribbean is diverse; secondly, despite this diversity, the region has certain societal features that distinguish it from other regions and which bind together its disparate elements."
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Language, 2002.
A study into the importance of language on a community and culture.
956 words (approx. 3.8 pages), 4 sources, MLA, £ 23.95
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Abstract
The purpose of this discussion is to analyze the impact of language, culture and community on education. The main focus of the paper is an analysis of the importance of a common language within the classroom. The paper begins with a discussion of the definition of language. The writer believes that as America continues to grow in diversity, the education system will have to deal with problems associated with language and cultural differences.
From the Paper
"Language is one of the most important components of any society and allows individuals to communicate with one another. In the educational environment speaking a common language is essential to the learning process. When teachers and students speak and understand the same language the results can be dramatic. Students are able to learn more comprehensively and teachers are able to communicate more effectively with parents."
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