Significance of Language Teachers - Essay Example

Language Teachers’ Emphasis Introduction In the modern society, English has resulted to be a superior instrument employed by individuals for international communication and as a tool for obtaining higher social standing in a global society. The English teaching industry has emerged to be a promising business worldwide. This has accelerated proficiency in English among individuals. It is evident that, most students studying abroad have a first language and therefore, studies English as a foreign language (Patterson, 2000). These students in most cases face difficulties in the first few weeks of their studies especially when the lectures are native speakers. In order to curb this, language teachers should adopt good strategies that would assists these students cope with these challenges (Crozet & Liddicoat, 1999). This paper will focus on language teacher emphasis. This is an argumentative essay which seeks to answer the following question: should language teachers emphasize what unites us across cultures or should we emphasize the differences? Some individuals argue that, an effective approach addresses the needs of a particular group of students in a particular context, whilst others argue for teaching students skills for negotiating the third place and discussing and exploring differences and similarities. The paper will give an assessment of these two arguments and subsequently offer a balanced conclusion. Significance of language teachers In the process of learning English, teachers are considered to be a key influential figure. Students’ progress and proficiency in the language is highly determined by their teachers. Appropriate teaching encompasses both the techniques applied, skills and above all the capability of teachers to apply connectivity capacity which allows them to efficiently connect themselves to the students, connect the students to one another in the classroom setting, and also connect the students to the subject that he/she teaches (Holmes, 2008). This offers a good learning environment where students can be able to interact with one another rightfully. Incorporation of these aspects and efficient teacher qualities will definitely improve students learning (Stern, 1992). Evaluation This part will focus on the two sides of the argument. The first part will focus on language teachers should emphasize what unites us across culture, while the second part will focus on language teachers should emphasize the differences. Language teachers should emphasize what unites us across cultures As stated above, to ensure students overcome their challenges in the English language, offer a good learning environment for students and as a result improve on their language proficiency, teachers have to play a greater responsibility to ensuring this (Patterson, 2000). This means that, efficient teaching is a prerequisite for students’ success. It is apparent that, in native English speaking countries such as the United States and the United Kingdom, most international students in these countries learn English as a foreign language. These students usually face major challenges in the first few weeks of the semester especially when taught by a native speaker (Crozet & Liddicoat, 1999). This is influenced by a range of factors including the country of origin, ethnic group (cultural background), and/or their education (Teachers of English to Speakers of Other Languages, 2006). However, with efficient strategies, such challenges are countered significantly which ascertains students’ success. Moreover, TESL teachers (teachers for English as a second language) should always emphasize what unites the international students across cultures as this also contributes greatly to efficient learning. Studies reveal that, education regarding other people’s cultures is the most significant aspect of students’ life time in school. Why is this so? The reason behind this is that, it allows students to appreciate other fellow students. Learning other people’s cultures means that, individuals have appropriate instruments to socially interact with others. The modern society is lately easily accessible; therefore it is almost impossible to keep individuals closed off from other cultures. It is evident that mixing will take place all the time. As a result, to avoid arguments and tension in a learning environment, language teachers must educate the students about others. This as a result will prevent misconceptions, prevent individuals from insulting one another and build closeness by reducing large divisions. By doing this, the society will not only achieve the aforementioned benefits but also, students’ academic achievement will also amplify. This is evidenced by the fact that, appreciating each others cultures will allow students mingle freely, form discussion groups and assist each other significantly. By emphasizing what unites us across cultures, language teachers can assist in reducing the increased number of hate crime, which up to date cause major problems and as a result affect the whole world. In particular, educating students on different faiths which include Christianity, Islamic, Hinduism among others can deplete the silly misconceptions portrayed by the tabloids peddle, or hate peddlers. For instance, according to research, if the German school children pre-Hitler had been taught concerning other faiths, Hitler would not have risen to power very easily (Faizal, 2011). Furthermore, these religions though different serve similar purposes. All what differs are the teachings offered by each faith, so Christianity, Islamic, or Hinduism are just mere aspects, as the members of these religions are all human beings. By emphasizing this to students, language teachers can greatly assist in creating a united globe by reducing the increased interfaith conflicts in the contemporary society. In addition, students from different faith can also freely be able to mingle, share and learn from each other. Efficient teaching, being a precondition for students’ success in classroom, lies in the hands of the teachers. Although students come from diverse cultural backgrounds, language teachers should use their skills and capabilities to help such students overcome such cultures as these are a challenge in learning a language. This is a good teaching strategy and when applied appropriately, it will make teaching easier and increase achievement. Language teachers should always emphasize what unites students across cultures. As a result, students who are non native English speakers will not feel discriminated. Furthermore, every one has a first language; individuals only learn foreign languages such as English to make communication easier in the global society, or to have an educationally higher standing in the international society (Stern, 1992). This learning necessitates tolerance, patience, and motivation. Feeling of discrimination as a result of emphasis on cultural differences affects learning negatively. A feeling of inferiority just because some one is in a native English speaking country is a major challenge and usually depletes what has already been learnt. It is evident that, different cultural background brings with it differences in various English language skills such as speaking, hearing/listening, pronunciation, writing, reading and lexis. In order to overcome this, and advance in these skills motivation is required. This motivation generally comes from the English language teachers and sometimes from friends and fellow students. Let us take an example of a TESL teacher (teaching English as a second language) in the United States, who has international students from across cultures and backgrounds, generally, what unites these international students across cultures which should be emphasized by the language teacher to ensure efficient learning? This is a question always asked by many individuals. Studies have provided various answers regarding this question. First of all, these students are in the college for the same purpose, which is to learn English. As a matter of fact, it does not matter whether a student is learning English as a second language or as a foreign language. Both native and non-native speakers enroll in the English language course in order to have appropriate knowledge and skills required so as to be proficient in the language (Rosman & Paula, 2001). Contemporary studies have revealed that, native English speakers without the required competency, education, and experiences are no longer employed as English language teachers. Colleges especially in Australia are seeking for qualified personnel’s whether native or non-native. In fact, non-native speakers, coupled with appropriate knowledge, skills and experiences are much better (Wardhaugh, 1998). Studies also reveal that, being a native English speaker does not meat that one is proficient in the language; and this is the evidence behind enrolling in an English language course. Therefore, language teachers should always emphasize to their students the reason of being in school and studying the English course. This will motivate the international students which as a result will bring about their academic success. Other factors which unite individuals across cultures is the fact that, we are all human beings who share similar basic needs and will understand one another once we match the forms. As put forward by Clayton (1984), we all see, hear, laugh and cry, sleep, eat, speak and sing, walk and run, and love: and so do others. These are similar features possessed by every human being; therefore, language teachers should emphasize this to the students, to make them understand better which as a result will improve relationships among them irrespective of the cultural backgrounds. Emphasizing unity across cultures is very significant in schools. Students who appreciate, respect each others have very likely to advance not only academically but also in their social lives. Students always try their best regardless of their cultural backgrounds which makes them succeed in education, and consequently, in the world of employment and self sufficiency (David & Ronald, 2001). Emphasis on the cultural differences The world we live in is comprised of diverse populations from diverse cultural backgrounds. We often encounter people from different religions, races and nationalities, and communicating across cultural and language barriers often present bigger challenges (Kramsch, 1993). In addition, there is always some uncertainty surrounding unknown cultures and more hype regarding the understanding of cultural differences (Adler, 1997). For instance, we often find ourselves asking questions such as what manners are morally acceptable to a certain culture, or what is most likely to insult somebody from a different cultural background? It often proves challenging to deal with other people when we cannot actually tell what their expectations are. Apparently, bridging the gap between the diverse cultures present today seems to be challenging, but can only be done when we have the initiative of what to look out for in the understanding of diverse cultures. However, there is need to understand what the term culture refers to. Culture can be defined as a shared system of beliefs, symbols, values, attitudes, norms and expectations we discover as we grow up. These aspects of culture are often passed down from the parents to the children, or teachers to the younger generations. It is more than just arts, but a framework to our lives, and influences our values, behavior and attitudes. Adler (1997) highlights that; culture incorporates the daily way of life together with the value systems and myths of the society. The school is a setting where students from diverse backgrounds come together with the sole aim of attaining education. For instance, most schools in the United States today admit international students from diverse cultures and backgrounds (Patterson, 2000). It may prove challenging to assume the diversity in the cultures and backgrounds. A teacher teaching English as the second language should lay greater emphasis on the cultural difference in order to enable students understand each other and promote effective communication. In essence, communication is a field that seems challenging, especially when the cultural differences are disregarded (Adler, 1997). For instance, a smile or simple nod of the head may contain different meanings within different cultures. In the United States, a smile is often considered as a sign of pleasure or happiness, while this may totally differ in other parts of the world. For instance, in Japan, people smile as sign of confusion, sadness or being angry. Asians on the other hand smile to depict disagreement or frustration and therefore the only way we can learn these differences is through laying more emphasis on the cultural diversities that exists within the school setting. Eye contact is also something that generates some disparities within cultures. Some cultures insist on talking while maintaining an eye contact as symbol of seriousness, while other such as Latin American and Asian cultures evade direct eye contact as it is often viewed as a sign of respect. Apart from promoting effective communication, teaching while emphasizing on the cultural differences can help avoid conflicts and misunderstandings (Deborah, 2009). The contemporary world emphasizes on the need for collaboration between different cultures, not only on national level but also on a global scale. However, this understanding can only be emphasized through cross cultural collaboration (Kramsch, 1993). According to the culture of the United States, for instance, people are often referred to using their first names, which greatly differs from other cultures. While the English teacher lays greater emphasis on cultural differences, they can eliminate some misunderstandings that may arise from such issues (Deborah, 2009). For instance, the students can be asked how they would wish to referred to or addressed just to ensure every student’s culture is appreciated. Where there seems to be difficulties in pronunciation, the students can be asked to give correct pronunciation to avoid misunderstandings. The types of food we eat also vary from one culture to the other. It is important to let each student identify the foods offered in their cultures so that differences can be incorporated in the school’s meals schedule to ensure the students feel their cultures are appreciated. The Saudi Arabians and the Asians have a habit of making noise when having their meals, an aspect that is often interpreted a symbol of appreciation for whatever they have been offered (Deborah, 2009). Other cultures have a habit of maintaining silence when eating to symbolize good manners. It is therefore important to learn about these differences to ensure everyone is comfortable and appreciates the cultures of the others. The best approach to understanding the diversities in different cultures is through communication (Levo-Henriksson, 1994). The English teacher therefore plays an important role in encouraging the students to stand up and speak out their cultures that can make the schools to live a united family. It is clearly evident that cultures hold different meanings, values and believes and communication is the only way such meanings and believes can be conveyed. English acts as a language that enables communication between diverse populations from different cultural backgrounds and cultures (Levo-Henriksson, 1994). Therefore, as the English teacher emphasizes on teaching the students English as the second language, emphasis should also be put on identifying the diverse cultural backgrounds of the students. There is no easier way to understanding other people’s culture, other than through communication. Furthermore, the contemporary society has become globalized whereby there is free flow of capital, goods and services from one country to the other. For instance, people nowadays have the freedom to move from one country to the other in search of employment or for the purpose of investing. Moreover, we find that firms are employing people from diverse nations regardless of their cultural background, as long as the skills match with what the firm requires (Sonnenwald et., 1998). However, this necessitates the need to understand the differences that exist between different cultures in order to be able work in a multicultural environment. The best place students can learn about the diversities that exist between different cultures is in the school setting. This way they may be able understand other people’s cultures. This does not only promote the functional running of the firm, but also works towards making the business effective (Tannen, 1990). It is necessary to understand that each country possess its own cultural values of being, acting and thinking, an aspect that often influences business communication and values. Whatever a particular nation may perceive as an acceptable norm may appear confusing or rather offensive to another nation. Decision making is an essential part of our life. Every step or undertaking we have has to involve some decisions. Similarly, we have to make decisions in schools, an aspect that may prove challenging if the understanding of the cultural differences is disregarded (Sonnenwald al., 1998). It is apparent that each culture has its own moral standards, expectations, attitudes and beliefs which have all to be considered before coming to a specific decision. Most studies document that use of top down approach to decision making has always failed, while the bottom up approach appears successful. In the top down approach, decisions are made without considering the ideas and perceptions of the other stakeholders (Tannen, 1990). This approach often generates conflicts since the decisions are simply imposed and in most cases, such decisions often fail to attain the intended objective. The bottom up approach on the other hand is considered successful because people’s values and ideas are incorporated at each level of the decision making process (Tannen, 1990). In the same way, when making decisions in the school, the cultural aspect has to be considered so that the decision arrived at may not appear offensive to a certain culture, or the decision should not be biased considering other cultural dimensions while leaving out other cultures. Though it may seem challenging to come up with a specific decision that incorporates the diverse cultural perspectives and values, it is necessary for the students to come to a point of accepting the decision that has been made. One of these dimensions may involve school leadership since this is an aspect that varies widely from one culture to the other. Therefore, when teaching English as a second language, it is important to lay emphasis on the cultural differences because this is one thing that is evident in our societies. Every individual has his own cultural background and it may be inappropriate to assume this fact. Emphasis has to be put on the understanding of the diversities in various cultures to ensure there is smooth running of the school operations, and that students not only study about the academics but come understand the reason as to why cultures vary from one nation to the other. Conclusion Cultures vary widely since each culture contains its own beliefs, values, expectations and attitudes. Most schools today admit students from diverse cultures, and there is a debate on whether teachers teaching English as the second language should lay more emphasis on uniting cultures or on the cultural differences. Arguments as to why teachers should emphasize on uniting cultures include the need for the students to appreciate other cultures, and promoting the unity of the students. On the other hand the arguments presented regarding the need for teachers to lay more emphasis on the cultural differences include the need to avoid conflicts and promote effective decision making among other factors. However, one fact that has to be understood is that cultural differences exist and therefore the teacher has the option to choose either to emphasize on cultural differences or on what unites diverse cultures. References Adler, N, (1997). International dimensions of organizational behavior. 3rd ed. Cincinnati, OH: Shout-Western College Publishing. Crozet, C. & Liddicoat, A.J. (1999). The challenge of intercultural language teaching: Engaging with culture in the classroom", in Striving for the Third Place: Intercultural Competence through Language Education, eds J. Lo Bianco, A.J. Liddicoat & C. Crozet, Melbourne: Language Australia, pp. 113-125. David N, and Ronald, C, (2001). The Cambridge guide to teaching English to speakers of other languages, Cambridge: Cambridge University Press. Deborah, Swallow, (2009). Understating cultural differences, Retrieved from tp://www.diversitytrainingtoday.com/understanding-cultural-differences.html Faizal, P. (2011). The importance of education about other religions and cultures. http://www.unitedshades.org.uk/the-importance-of-education-about-other-religions-and-cultures.aspx. Holmes, J. (2008). An introduction to sociolinguistics, 3rd ed. London: Pearson Education Limited. Kramsch, C. (1993). "Teaching language along the cultural fault line", in Context and Culture in Language Teaching, Oxford: Oxford University Press, pp. 205-232. Levo-Henriksson, R., (1994). Eyes upon wings - culture in Finnish and U.S. television news. Helsinki: Yleisradio. Patterson, Thomas C. "Class and Historical Process in the United States." In Ida Susser and Thomas C. Patterson, eds., Cultural Diversity in the United States, 2000. Rosman, A. and Paula, G. R (2001). The Tapestry of Culture: An Introduction to Cultural Anthropology. New York: John Wiley and Sons. Sonnenwald, H., Iivonen, M., Alpi, A., and Kokkinen, H, (1998). Collaborative learning using collaboration technology: Report from a field. Proceedings of the BITE (Bringing Information Technology to Education) International Conference, March 25-27, 1998, Maastricht, The Netherlands, pages 238-254. Stern, H.H. (1992). The intralingual-crosslingual dimension, in Issues and Options in Language Teaching. Oxford: Oxford University Press, pp. 279-299. Tannen, D, (1990). You just don't understand: Women and men in conversation. New York: William Morrow, Ballantine. Teachers of English to Speakers of Other Languages. (2006). PreK-12 English language proficiency standards. Teachers of English to Speakers of Other Languages. Wardhaugh, R. (1998). "Ethnography and ethnomethodology", in an Introduction to Sociolinguistics, Oxford: Blackwell, pp. 237-254. Read More