English as a global language


Duke2023/03/17 18:34
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DIRECTORATE OF UNDERGRADUATE STUDIES, COLLEGE OF EDUCATION OJU, AN AFFILIATE OF BENUE STATE UNIVERSITY, MAKURDI.

NAME: DUKU FRIDAY

MATRIC NO: BSU/COEJ/ED/ENN/UME/19/99

DEPARTMENT: ENGLISH LANGUAGE

300 LEVEL

ASSIGNMENT

ON

EDL 301: LANGUAGE METHOD II.

QUESTIONS:

DISCUSS THE IMPORTANCE OF ENGLISH LANGUAGE AS A GLOBAL LANGUAGE.

DRAW A LESSON FOR J.S.S 2, HOW YOU CAN HANDLE THE TEACHING OF PRESENTCONTINUOUS TENSE.

HOW WILL YOU AS A TEACHER HELP YOUR STUDENTS TO FIGURE OUT THE MEANING OF UN-FAMILIA WORDS?

Question (1).

INTRODUCTION.

People often call English the international language of business, and it’s increasingly true as international trade expands every year, bringing new countries into contact. Many of the best MBA programs are taught in English, so speaking it well can put you in a position to get the best training and credentials. Most multinational companies require a certain degree of English proficiency from potential employees so in order to get a position with a top company, more and people are learning English

THE FOLLOWING ARE THE IMPORTANCE OF ENGLISH AS A GLOBAL LANGUAGE:

 SCIENCE AND TECHNOLOGY: English is the language widely used in the field of science and technology. It has also been adopted as the de facto universal language and this resulted a great impact on scientific communication. As a result, scientists all around the world can make use of the available scientific literature and communicate with the scientists of the other regions wherever they are in the world. Now-a-days, the working knowledge of English has become a minimum requirement in a number of professions and occupations such as a research, medicine, and computer and so on.   Since the middle of the twentieth century, there has been a drastic change in the global scientific community. Now, English has become the prevalent predominant language in some non-English speaking countries like France,  Spain  and  Germany.  In this context, Adam Huttner-Koros says, “The academic papers outnumber in publications in the English language several times more than that of in  their countries’ own  languages”.  He further says that this ratio is astounding that it has reached 40:1.  It reveals that scientists who wish to produce influential, globally recognized work have to publish their papers in English as they have to share and enhance their knowledge with other scientists around the globe either by attending several international conferences, seminars and workshops or by reading papers written in English or through their discussions in English. As most of the literature available in scientific and technology which are the major fields in the present research is in English, there is a need to learn the English language by all the students as well as researchers around the world. 

EDUCATION: It is a known fact that English plays a predominant role in the field of education all over the world. It has become a compulsion to learn English as most of the books of higher education are written in English. English has been widely used by the students as well as the teachers and researchers around the world as English is the main medium used in the various fields of education and it is the only language where the information is stored in the form of books and journals in both printed and electronic form. As there have been rapid changes in the field of educational system, the students can make use of the resources available all around the world just by accessing the internet.   Moreover,  the  learners  can  learn  the  subjects  independently  and  develop  self-learning attitude. Now-a-days, most of the students would prefer to study in a foreign country in order to get better employment opportunities around the world and English will be a great asset for them. So, the learners of English as a foreign language are encouraged to learn English in order  to  promote  their  learning  abilities  in  the  fields  of  science  and  technology,  IT, engineering, medicine, law, business, tourism, and so on. Though English is not an official language  in  some  countries  like  Sweden  and  Netherlands,  the  syllabi  in  science  and engineering is written in English because most of the literature in these areas around the world is available only in English.   As the main intention of writing the materials of higher education in English is to make it available for the learners and the teachers wherever they are located on this earth, most of the students,  teachers  and  research  scholars  make  use  of  this  opportunity  to  enhance  their qualification as well as knowledge. So, there is also a possibility for them to improve their language  skills  and  also  with  the  learning  knowledge  of  these  subjects.  Therefore, the importance of English in the field education  is of immense  use as  most of the  books are published in English and the research that is done is education is also in English. 

EMPLOYMENT: Another advantage of learning English is getting employment as most of the job providers ask for the language skills, especially, communication skills in English. This is because most of the companies are dealing with the international companies. Research Journal Of English (RJOE)              Copyright      Oray’s Publication  Page 74  also the interviewers test the candidates’ communication skills in addition to  their  academic background. Even if the candidates’ educational qualifications are excellent, the job providers concentrate mainly on their ability of expressing their ideas freely and frankly to the target people.  As  there  are  ample  numbers  of  opportunities  to  work  for  the  international organizations  in the  present global job  market,  everyone is  trying  his best to acquire the language  skills  in  English. 

BUSINESS: In the modern business world, English is widely used for all the international business, trade and commerce.  As  a  global  language,  English serves  the  purposes of  the  multi-national companies’  needs  and  it  is  being  used  as  a  tool  of  communication  between  one business organization  and  the  other.  Using the latest technologies in  business,  the  mode  of communication such as emails, letters, documentations, video, fax, telephone, etc. are mainly done in English. Graddol  (1997)  says,  “About  80%  people  use  English  while they are in Europe. Not only in Europe, it is also used in global business which is happened under the control of World Trade Organization (WTO).

THE INTERNET: The widespread of English as an international language and with the advent of the internet as a mode of fast communication channel which has no boundaries, both are mutually enforcing novel  trends  and  bringing  tremendous  changes  in  this  age  of  globalization.  Since  the inception  of  the  internet,  it  has  brought  drastic  changes  and  revolutionized  the  ways  of people’s communication  and their  learning of  their English  language in  the  global context. The  internet  has  become  an  important  linguistic  medium  as  computer-mediated communication which is one of the main factors of globalization. The internet has become essential for every aspect of human life including the learning of languages. In 1960s, a new term  ‘global  village’  was  coined  by  McLuhan  (1962)  and  he  further  says,  “Electronic communication will unite the world because “the medium is the message”.    

PRESS AND MEDIA: In the field of press and media, English is used as the primary language of the world due to the fact that it is the language used internationally by a majority of speakers. The world leading newspapers and magazines are printed in English and most of the news broadcast their programmes on the television in English. There are some television channels such as Discovery, Animal Planet, National Geographic, etc. help the learners improve their English. By watching the programmes in English on the TV, the learners not only improve their active vocabulary and understand English well but also develop their passive vocabulary gradually. There is a lot of impact of the media as well as the press on the young generation learners of English and most of them follow these English channels to improve their language skills. Even children can pick the English language very fast by watching the channels in English and by reading some story books, comics, cartoons, detectives, novels and so on. 

ENTERTAINMENT: English plays a vital role in promoting entertainment through movie, television and music industries. The most famous and the biggest world-wide famous television, music and movie industries have their basic foundation in Hollywood in  the United States where they use English as their medium of communication to convey their message. Their main purpose of using English as their primary language is to promote their programmes or movies to all the parts of the world to make it understood by most people in the world.

CONCLUSION: The importance of English as  a  global language has been  comprehensively discussed and the evidence proved that English is the  only  language that is  internationally spoken  and accepted language. The importance of English in the field of science and technology has been thoroughly discussed. Then, the importance of English in education has been discussed comprehensively. Finally, the impact of English on entertainment has been analyzed and here the use of English by the Hollywood-based television, music and movie industries has also been highlighted. Even though there  are certain  fields that are not  mentioned, it seems that English plays  a dominant in those areas also.

QUESTION (2) LESSON PLAN FOR JSS2 CLASS IS SHOWN BELOW.

NAME OF THE SCHOOL: Government Sec. Sch Adi-Etulo, Benue State.

NAME OF THE CLASS TEACHER: Duku Friday.

CLASS: J.S.S (2) Two

SUBJECT: English language.

TOPIC: Present Continuous Tense.

DATE: 14th September, 2022.

TIME OF LESSON: 9:20am

DURATION: 40 minutes.

PERIOD: 2 periods.

AVERAGE AGE OF LEARNERS: 10– 11 years.

SEX: Mixed.

NUMBER OF STUDENTS: 35

BEHAVIOURAL OBJECTIVES: By the end of the lesson students should be able to:

Define present continuous tense.

Give Ten (10) examples of present continuous tense.

State five (5) differences between present tense and present continuous tense.

PREVIOUS KNOWLEDGE: The students have learnt Tenses.

INSTRUCTIONAL MATERIALS: The use of English textbook and Chalk board. METHOD OF TEACHING: Discussion Method.

INTRODUCTION: The teacher introduces the lesson by defining the term present continuous tense for the students.

STEP1. The teacher defines present continuous (present progressive) tense as a way to convey any action or condition that is happening right now, frequently, and may be ongoing.

STEP2. The teacher gives Ten (10) examples of present continuous tense to the students as: going, walking, running, talking, singing, dancing, jumping, reading, playing, and drinking.

STEP3. The teacher states five (5) difference between present tense and present continuous tense as follow:

PRESENT TENSE

PRESENT CONTINUOUS TENSE

Sing

Singing

Come

Coming

Jump

Jumping

Play

Playing

Drink

Drinking

SUMMARY: The teacher summarizes the lesson by going through the main points.

EVALUATION: The teacher evaluates the lesson by asking the students the following questions;

Define present continuous tense?

Give Ten (10) examples of present continuous tense?

State Five (5) differences between present tense and present continuous tense?

CONCLUSION: The teacher concludes the lesson by giving assignment to the students.

ASSIGNMENT: The teacher asks the students to state the differences between present tense and future tense?

QUESTION3.

INTRODUCTION

For those teachers implementing the Common Core State Standards, these strategies make up Language Anchor Standard. They can lead students across content areas to understand words in text and make a big difference in comprehension and subject matter learning. If kids don’t know how to use word-learning strategies, we have to teach them. However, the following are strategies teacher help his learners to identify unfamiliar words;

Strategy 1: Use of Context; one strategy is that of using sentence or passage-level context to infer the meaning of a word or phrase. Although some researchers feel that use of context, which is an “around-the-word” strategy, is not always reliable (that is, the context may not be rich enough to help students actually understand the meaning of a word or may lead them to a wrong conclusion), others have found that most new words are learned from context.

Strategy 2: Use of Word Parts; This refers to a process where teacher can hold up a card with a word like abolitionist written on it, and within a minute small groups of students have figured out the meaning of the word—without the teacher uttering one sound. Using the meanings of word parts to determine the meaning of a multisyllabic word is an “in-word” strategy that can open the doors to thousands of new words. More than 60 percent of words in an English dictionary stem from Greek and Latin roots, and in science and technology, it is more like 90 percent (Moats, 2000).

Strategy 3: Use of Reference Materials; this is the process of using dictionaries, glossaries, and thesauruses to verify an inference and check the meaning of a word. But we can also teach students how to expand vocabulary into semantic networks by finding synonyms and antonyms in these reference materials as part of their word exploration. For example, Susan invited her eighth graders to use a variety of digital sources to explore selected words. Students were astounded to find numerous definitions, synonyms, and antonyms for these words in different sources, leading to a natural discussion of multiple meanings and the context in which the word was introduced.

Strategy4: Teaching kids to use word-learning strategies; Effective vocabulary instruction is not a solemn and silent endeavor! Each teacher I have described above, even though they work with students in very different schools and in varied subject areas, has discovered that a student-centered classroom is the key to effective vocabulary teaching and learning.

Strategy 5: Word parts (morphology); though a word may prove unfamiliar, pupils can often recognize parts of a word. Common prefixes and suffixes offer strategies for pupils to recognize words and connect them to their prior knowledge. Faced with a word like ‘depression’ and ‘devolve’, pupils can connect the ‘de’ prefix, meaning ‘down’.

Strategy 6: Word families. The common patterns and features offered by word families are helpful to recognize tricky new words. Faced with a complex word like ‘oligarchy’, pupils recognize the familiar root ‘archy’, meaning ‘ruler-ship’. It offers an essential hook to understand the word, offering more familiar related words like ‘monarchy’.

Strategy 7: Word histories (etymology). The majority of the complex vocabulary of school has Latin & Greek origins. These word stories can offer vital hooks to better understanding the meaning of an unfamiliar word. For example, the word hydrogen derives from the Greek – ‘hydro’ meaning ‘water’; ‘gen’ meaning ‘to bring forth’.

Strategy 8: Spelling (orthography). The spelling of a word can sometimes give a useful clue as to the meaning of a word. Pupils can identify common word families and part when exploring the spelling of a word. In words like ‘subtle’ and ‘debt’, pupils recognize the unfamiliar ‘b’. The roots of the spelling are in Latin, connecting to word histories and word families.

Strategy 9: Multiple meanings. Deep word knowledge needs pupils to actively connect words and to explore layers of meaning. Many of the complex words of school are polysemous – they have multiple meanings – and so pupils need to explore the appropriate meaning of the word. A word like ‘cracking’ has a popular meaning, but in Science it is a very specific chemical reaction.

Strategy 10: Synonyms and antonyms. Sometimes unfamiliar words are simply the more sophisticated labels for familiar words e.g. ‘avarice’ simply means excessive greed.

Strategy 11: Connecting to context. Rather than just relying on the contextual clues just from a sentence (which can be helpful, or not), pupils can be more aware than certain words are more prevalent in different subject domains or text types. By connecting up words, their families, into different subject domains and text types build a deep schema of knowledge that increases understanding of word meanings and their uses.

Strategy 12 Mental Velcro: the best strategy to learn new words is to already possess a wealth of words. Like mental Velcro, having a broad and deep vocabulary offers the necessary ‘hooks’ to better understand new or unfamiliar words. For this reason, explicitly teaching vocabulary, drawing upon these seven strategies, is a great tool for teachers in the classroom.

CONCLUSION.

We want middle school students to be excited about new words and how to figure them out in text. We want them to become vocabularies, who anticipate learning new words instead of shutting down when they encounter them.

The most common strategies for comprehending a new or unfamiliar word include using a dictionary or guessing word meaning from the context of the sentence. Unfortunately, pupils often have limited word knowledge so that a dictionary proves a blunt tool (from knowing the spelling of an unfamiliar word, to selecting the correct meaning of a word from the selection available).

We can support pupils by deliberately practicing an array of strategies for exploring an unfamiliar word. Over time these strategies can be internalized as independent word learning skills that pupils use automatically.

REFERENCES:

Brutt-Griffler, J.  (2002). (1997).  General English:  A consideration  of the  nature of  English

as an international medium. English Today. 13(1): 17-23

Clevedon and Buffalo: Multilingual Crystal,  D. (Matters. 1997).World English: A study of 

its  development.  English  as a  Global (Language.(1st  Ed.). Cambridge:  Cambridge University Press. 2001). English and the Internet.Cambridge: Cambridge University   (Press.  2003). English  as  a  Global  Language (2nd  Ed.).  Cambridge:  Cambridge  University.

REFERENCES

• Graves, M. (2006). The vocabulary book. New York: Teachers College Press.

• Graves, M. (2007). Vocabulary instruction in the middle grades. Voices in the Middle 15(1):

13-19.

• Moats, L. C. (2000). From speech to print: Language essentials for teachers. Baltimore:

Paul H. Brooks Publishing. word-nerds For more ideas, visit Middle Web reviews of Word Nerds and Vocabularies.

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