Racial or ethnically-based teasing and peer pressure has long been associated with academic achievement, as Tyson et al. point out in his 2005 report studying the behaviors of blacks and whites during high school. While Tyson et al. also suggests that "school structures" are somewhat to blame for "stigmas" of "acting white" or "acting high and mighty" (582), he maintains that that teasing and peer pressure and also important components.
Because of the profound social implications of interactions between formulaic speaking and non-formulaic speaking students, teachers in the third year classroom need to be aware of students' interpretation of the formulaic speaking students, monitoring the communication between the groups. In addition to being aware of the situation, teachers should use the problem to educate students about stereotypes and teasing in addition to encouraging formulaic speaking students to express themselves in the language of instruction. Thus, third year students' use of formulaic language has an important impact on social communication skills within the classroom, and teachers must be prepared to not only deal with this situation, but also to view it as a learning opportunity.
While students' use of formulaic language in the third year classroom affects classroom communication through social interaction, it also affects academic classroom communication. Due to O'Neill and Gish's suggestion that the use of such language results in speakers who "cannot be creative with the language," teachers must understand that while formulaic language speakers may give correct answers and responses, they may not be able to creatively reason or consider the academic material, and are instead simply responding in formulas (2008, p. 117). For this reason, teachers need to be ready to respond to this communication dilemma. Because teachers may not always share the students' first language, and students are comfortable with their formulaic methods of speech, they can use these methods to teach standard language skills to formulaic speakers. As a successful model for this practice, teachers can consider the controversial practice of teaching Standard English using Ebonics, or African-American Vernacular English. Inner city instructors often use methods that incorporate students' knowledge of Ebonics to teach Standard English, encouraging the students to make leaps from what they know to what they do not know. For instance, Samuel Perez suggests that several teaching methods can be used to encourage students to use Ebonics to understand...
G., we, society, have done nothing to help cause these crimes; social misfits have committed them). In addition, according to the Mirror: "Weise was described as a loner who usually wore black and was teased by fellow pupils... his father committed suicide four years ago. His mother, who has brain injuries for [sic] a car crash, lives in a Minneapolis nursing home... Weise wrote messages expressing support for Hitler on a
First, Spanish sounds different from English in terms of vowel sounds, sentence stress, and timing. (Shoebottom, 2007, Spanish). In addition, Spanish speakers can confront grammar problems when learning English, "although Spanish is a much more heavily inflected language than English, there are many aspects of verb grammar that are similar. The major problem for the Spanish learner is that there is no one-to-one correspondence in the use of the
(Farah and Ridge, 2009) The successful shift from textbook, memory-based curriculum to a standards-based curriculum is therefore dependent on three things: the development of national standards and goals for curriculum; the development of corresponding assessment tools; and the re-education of teachers towards the objective of altering teachers' attitudes and views of their role in the education system. Rather than simply drilling memorized facts, words or phrases into a student's consciousness-as
Teaching English to Young Learners Whether it teaching young children who are born and whose parents are native to the United States or another English-speaking country or whether it be a situation where either the parents and/or the child are not born in the United States, teaching English to younger learners can be a challenge and it needs to be done in certain ways to be as effective and efficient as
The reaction on the part of the community of language researchers has ranged between the grudging acceptance that some multiple word collocation do exist in the lexicon, and the lexicon re-conceptualized as incorporating elements from all levels of linguistic structure. "According to this second view idiomatic expressions represent one end of a continuum which places highly analyzable and semantically decomposable utterances at one end, and highly specified, semantically opaque
Slave Narrative and Black Autobiography - Richard Wright's "Black Boy" and James Weldon Johnson's Autobiography The slave narrative maintains a unique station in modern literature. Unlike any other body of literature, it provides us with a first-hand account of institutional racially-motivated human bondage in an ostensibly democratic society. As a reflection on the author, these narratives were the first expression of humanity by a group of people in a society where
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