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Part 1: Blog 1
Write a blog post on the topic: What is knowledge? (300 words). Post your response to this question to the relevant Discussion Forum in LMS by the beginning of session 2, Wednesday September 21st at 5pm. Respond to several other people's posts.
(Keep a copy of what you have written, and your responses to other people's posts in a separate Word document on your computer. You will need these for Part 3 of this assessment).
Part 2: Blog 2
Write a blog post on the topic: What is research? (1,000 words). Link your response to at least one research article in your field of interest. Post your response to this question to the relevant Discussion Forum in LMS. Following this, read your peers' blog posts and make a considered response to several other people's posts.
You will ALSO need to make a copy of your response to the question, What is research? In a Word document (not a PDF) and submit it via the relevant Assignment Dropbox in LMS by the beginning of Session 3, Wednesday October 5th at 5pm.
(Keep a copy of what you have written, and your responses to other people's posts in a separate Word document on your computer. You will need these for Part 3 of this assessment).
Part 3: Blogs 3, 4, 5, & 6
Ongoing blog activity
Respond to the blog topics and post to the relevant Discussion Forum in LMS in two weekly intervals. Read the posts of your peers and make a considered response to at least two for each topic shortly after their original post (i.e. don't leave it to the last week of semester to make these posts!). Your engagement in discussion and reflection at least fortnightly is expected. Final submission of your blogs and responses
Compile all your blogs posts (for Topics 1 – 6) along with your responses to entries posted by your peers in a single Word document and submit via the relevant Assignment Dropbox in LMS by Wednesday November 16th, at 5pm. Total words = 2,000
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The essay looks at the importance of social and cultural factors in teaching English as a second language and some theories and methods of teaching English. Bilingualism is an important component of learning English as a second language, and there have been a number of researches in different contexts done on it. I shall also mention a few theories like goal-setting that can be useful in research projects. I shall present a theory for bilingualism in an International school and its critique. There is scope for research in teaching English as a second language in primary schools from different perspectives. I shall discuss the feasibility of a project in brief that can have implications that take into account the role of conscious in teaching English in primary schools in India.
The world today is far different from what it was about 50 years ago. As more and more people wish their children to be educated in the English medium, the language is being taught at a very young age. There are two kinds of schools teaching English- English medium schools and schools where English is introduced at a particular stage. Learning English as a second language in today’s environment entails a different approach. (Shastri, 2009). In particular, in the Indian context, there was opposition to the teaching of English soon after Independence. Even today, there are advocates of regional languages who are of the view that the mother tongue is the best language and that English is not used by the people in daily life. However, English is seen as a uniting factor by others. It is a language that links people of the diverse regions together and is considered the language of freedom. (Patel, 2008).These ideas and attitudes are influential in framing policies of language education in India. Language is used as a method of control and unity over a nation by authoritarians. China and Singapore have used the language policy to advantage. (Sung, 2014). Now, however, ESL also has become an important place in these countries. National policies are informed by social and cultural factors as well.
Social factors play an important part in determining whether the learner has achieved his goals in learning. Learner's motivation and attitude come from the environment and social context. (Sung, 2014) It is now generally acknowledged that traditional methods that integrate culture and beliefs with education and are useful in early childhood learning. (Ashworth 2003) Language is bound with the identity of the learner (J., March 2003). Traditional methods that integrate culture and beliefs with education are useful in language development in early childhood (Gupta, 2006). In the context of cultural diversity, another theory that gives an interesting perspective is the idea of the Hindu philosophy of dharma underlying the process of teaching. The children are taught to respect elders and be polite in their interactions in accordance with the beliefs and practices followed in their homes. (Gupta, 2006).
