Cross-Cultural Communications Essay Example for Free

Cross-Cultural Communications Essay Setting standards and guidelines, such as the Florida Department of Education’s Subject Area Competencies for ESOL K-12, makes for a goal-oriented curriculum or educational program. Competencies, in all aspects, are the unique sets of â€Å"knowledge, skills, or attitudes† (CePH, 2006) that people from different fields of learning or work should accomplish or possess in order for them to meet the standards or expectations of education or work. For this reason, setting competencies in all fields of learning or work is extremely important because it provides directions or guidelines to people for them to accomplish success. In the field of education alone, setting competencies not only motivates students to acquire adequate knowledge, skills, or attitudes to achieve learning goals and objectives, but also helps in improving the quality of education by qualifying learning content and how educators should plan and carry out the teaching process, which are all based on what the students need to learn. Thus, setting learning competencies, just as creating learning goals and objectives, serve as precursors to other aspects of learning, including the selection of teaching strategies or approaches, instructional design, lesson planning, execution, the creation of assessment or evaluation tests, and so on. (Spector, 2007; Richards Rodgers, 2001) Consequently, it paves way to the development or progress of learning and education because it primarily makes the educational process precise or scrupulous and pertinent, and directs learning to the right path. Due to the perceived significance of learning competencies, the remainder of this discussion will explore how setting competencies affects the process of education specifically. This objective will be achieved by analyzing one of the Florida Department of Education’s Subject Area Competencies for ESOL K-12 and how it directly relates to education and the teaching and learning process. The Florida Department of Education’s Subject Area Competencies for ESOL K-12 The Subject Area Competencies for ESOL K-12 set by the Florida Department of Education contains the knowledge, skills, or attitudes that students in K-12 should exhibit or possess, which are specific to different subject areas under the English to Speakers of Other Languages learning programs in various schools in Florida. Since the basic learning necessities of ESOL students are distinct as compared to the learning program for a regular classroom setting, the competencies are constrained to the learning of English across various disciplines. From the 11 skills or competencies identified by the Florida Department of Education for ESOL K-12, only one will be considered for exploration and analysis. For this discussion, the underlying concepts and issues of the third competency will be used to explore learning and education in ESOL K-12. The third competency requires the student to display â€Å"Knowledge of sociolinguistic, cultural, ethnic, and sociopolitical issues. † Under this competency, there are nine sub-competencies that specify issues concerning sociolinguistic diversity, government policies, political and social trends, culture, cultural adjustment and adaptation, student involvement, and multicultural sensitivity. (Florida Department of Education, 2006) By and large, this third competency is concerned with the knowledge, skills, and values or attitudes that English Language Learners (ELLs) should acquire or exhibit in terms of the relevance of learning English in the present social, cultural, and political landscape of society. Exploring the Subject Area Competencies ESOL entails many difficulties and challenges especially since the learning goals and objectives vary from the regular classroom setting. Challenges and difficulties arise from the complex aims of ESOL. The program is not merely focused on teaching the English language to non-English speakers but also on how the learning process is relevant or correlated with other disciplines such as Science, History, Mathematics, and so on, and how it matches current social and political situations and addresses various cultural as well. The complex structure of the ESOL program is best illustrated by the Fourth Touchstone that makes up the foundations of All Language Teaching or ALL curriculum. The Fourth Touchstone reflects how communication, which is the medium and goal of language learning are intertwined with four other principles. The four principles include socio-cultural aspect of language learning, learning how-to-learn, language and cultural awareness, and general knowledge. (Vale Scarino, 2000) (Vale Scarino, 2000, p. 33) The integration of the other four principles establish the idea that language learning programs, including ESOL, are not simply concerned with language acquisition. Since these kinds of programs are adapted into a standard classroom setup such as K-12, the forerunners of language teaching and learning thought it best for these kinds of programs to be relevant and practical. At this point, language teaching and learning have evolved into the use or purpose of learning the English language. Thus, the goals and competencies prescribed for language learning programs, such as ESOL, include the acquisition of adequate knowledge, skills, and attitudes of ELLs that will enable them to communicate through the English language properly with the awareness of how it fits well with social landscapes, cultures, and politics. (Vale Scarino, 2000) These concepts and ideas match with the third competency included in the Florida Department of Education Subject Area Competencies for ESOL K-12. Sociolinguistic diversity refers to the different ways by which language is used and interpreted, based on social factors including culture, race or ethnicity, beliefs or ideologies, norms and mores, sex or gender, religion, contextual and connotative meaning, and so on. (Corson, 2001) This means that the practical use and interpretation of language shift due to the influences of various societal factors. For instance, the phrase â€Å"grab a bite† is a colloquial speech known to mean, â€Å"to eat,† for native speakers of English. However, for non-native speakers of English who are learning the language, the phrase maybe most likely interpreted literally losing the actual meaning of the colloquial phrase. In religion, ELLs may also find it hard to understand the meaning of English terms. One example would be the use of the word â€Å"Anaphora. † In language and literature, the term â€Å"anaphora† refers to a figure of speech. However, in Catholicism, â€Å"anaphora† is a prayer read during mass that conveys celebration. In addition, there are many varieties of English, American and British being two of the most widely used, thus the use and interpretation of English differ between these varieties, making language learning complex. (Pope, 2002) This only means that culture is very much tied with language structure. In terms of culture, ELLs should be aware of how cultural diversity affects the use and interpretation of the English language because their knowledge will depend on how they will communicate or interact with other people from various cultures later on. It will become easier for ELLs to understand other people from other cultures, and relate to cultural television shows, films, music, customs, and so on, if they learn how culture diversifies language. The confusion that arises due to differences on how the English language is used and interpreted, especially between native and non-native speakers of the language, requires that ELLs understand the concept of sociolinguistic diversity and how it influences the learning process – how the language is used and interpreted in different settings. When ELLs become aware of sociolinguistic diversity, they will be able to use and distinguish the English language comprehensively such that their knowledge and understanding of the language expands from the literal context to the connotative, colloquial, and even metaphorical contexts or meanings. Consequently, ELLs gain the skills and self-confidence to use the English language properly in real life situations. For these reasons, learning content and instruction in terms of sociolinguistic diversity cover how the language is used in diverse settings. Apart from sociolinguistic diversity and aspects of culture, government policies and political trends on educational programs for ELL affect the learning process. Although English language learning was not recognized until the 1970s in the United States (The Education Alliance, 2006), the educational policies being implemented by the federal and state governments today support English as a Second Language (ESL) programs. This is in line with the growing population of U. S. residents with no or limited knowledge of the English language. Some of these people are also enrolled in several public schools in the country. By conducting surveys, the U. S. government learned that the students’ lack of ability in applying the English language was significantly affecting their academic performances. (EPE Research Center, 2004) Thus, educational policies in the country instigate the development of learning programs developed with the ultimate purpose of improving English proficiency and academic performance among students. Perhaps the most significant policy is the No Child Left Behind Act implemented in 2001 that includes guidelines on language learning. This policy mandates that all school evaluate the English language competencies of students, and students who will not meet set standards will undergo fast track educational programs that will help them learn adequately and cope with their peers. (EPE Research Center, 2004) By and large, the entire point of the issue is that government policies concerning language education affects the success and achievement of ELLs. A government that supports bilingual education helps ELLs to obtain access to quality education and emerge successful from their undertakings. Changes in political and social trends influence the learning content of ESOL programs simply because the practical use of the English language by ELLs in the real world requires that they are also aware of current social and political issues. Their awareness of social and political trends allow them to not only use the English language but to use the language to relate with other people, especially since societal and political issues are two of the most common topics of conversation. At present time, for instance, most people use the Internet for socialization through social networking sites such as Facebook. To familiarize ELLs with social networking, learning content should include English terms used in cyberspace or in Facebook for that matter, so that they would be able to participate in the online community. In terms of student factors, the cultural backgrounds of ELLs may significantly influence their ability to adjust, learn, and participate in the ESOL program. There are various stages in cultural adjustment wherein one initially experiences feelings of enthusiasm and elation. When an individual begins to realize the great differences between the old and new culture and has trouble of coping or adjusting to unfamiliar cultures, he experiences hostility and loneliness. Through time, an individual learns to adjust until he finally adapts to and accepts the new culture. At times, people undergo re-entry when they climb down to their old ways or culture. (Hernandez-Gantes Blank, 2008) For ELLs, it is extremely important to understand these four stages of cultural adjustment in the beginning of the ESOL program in order for them to become aware of what they will come to experience as time passes. In doing so, ELLs know the challenges and difficulties that lie ahead and thus, are prepared to handle and overcome them. Consequently, language learning becomes less stressful or complex. However, cultural adjustment, as well as student participation and learning involvement of ELLs, are influenced by their beliefs, ideologies, values, attitudes, etc. as dictated by their culture. For example, ELLs who belong to cultures that value family ties and tradition may experience difficulties in adjusting to a new culture and thus, affect how their participate in class and adapt to the learning process. This is especially the case for ELLs who go to other countries to learn the English language. The distance between them and their families may become a source of distraction due to loneliness and depression that ELLs might feel, disabling them to focus on their studies, learning, and adapting to a new culture. For ELLs, understanding the roles of culture in cultural adjustment, student participation, and learning, enables them to assess or evaluate what part of their culture interferes with their learning of English. In doing so, they will be able to realize the importance of setting aside cultural differences and prioritize their personal learning goals and objectives. The last sub-competency requires ELLs to determine strategies and methods to increase their multicultural sensitivity. Multicultural sensitivity refers to an individual’s responsiveness to cultural differences, allowing him to understand that change and diversity are unalterable. This also allows him to understand his own culture in relation to other cultures as a means to reconcile differences. (Dana, 2005) By and large, multicultural sensitivity influences the achievement of other competencies already mentioned. When an individual learns to understand, accept, and respect other cultures, it will allow him to appreciate his own culture, adapt to a new culture that speeds up cultural adjustment, and ultimately, embrace his learning tasks and responsibilities increasing his student participation, learning, and chances for success. Furthermore, it is also important that in discussing issues in multicultural sensitivity in an ESOL class, the topics of universal ethics and human rights should be discussed to enrich the learning process by means of making it globally relevant and practical. Conclusion Ultimately, the competency and sub-competencies previously discussed covers the social, cultural, and political aspects of ESOL due to their roles in making English language learning relevant, efficient, practical, and purposeful. These competency and sub-competencies do not dwell too much on the technical aspects of learning the English language but on its practical uses as a means to express and communicate with other people, and understand current global or local issues and situations that are affecting the state of the people. Although these competency and sub-competencies were intended for the accomplishment of ELLs, these are also important pieces of information that the teachers and educational institutions should be aware of. These competencies not only ensure that ELLs will be able to achieve learning goals and objectives of ESOL but also ascertain that the teaching process designed, including the learning content, instructional design, teaching strategies and approaches, and so on, are in line with the competencies in order to directly help students in accomplishing them. References Corson, D. (2001). Language Diversity and Education. Hoboken, NJ: Lawrence Erlbaum Associates. CePH. (2006). Competencies and Learning Objectives. Retrieved from Council on Education for Public Health, 1 Aug 2009. http://www. ceph. org/files/public/Competencies. pdf Dana, R. H. (2005). Multicultural Assessment: Principles, Applications, and Examples. New York, NY: Routledge. The Education Alliance. (2006). Linking Language Policy to Practice for English Language Learners. Retrieved from The Educational Alliance, 02 Aug 2009. http://www. alliance. brown. edu/tdl/policy/index. shtml EPE Research Center. (2004). English-Language Learners. Retrieved from Editorial Projects in Education, 02 Aug 2009. http://www. edweek. org/rc/issues/english-language-learners/ Florida Department of Education. (2006). Test Preparation Guide for English Speakers of Other Languages (ESOL) K-12. Retrieved from State Florida Department of State, 02 Aug 2009. http://www. collier. k12. fl. us/hr/certification/studyguides/ESOL%20K-12. pdf Hernandez-Gantes, V. M. and Blank, W. (2008). Teaching English Language Learners in Career and Technical Education Programs. New York, NY: Taylor Francis. Pope, R. (2002). The English Studies Book: An Introduction to Language, Literature and Culture, 2nd Ed. New York, NY: Routledge. Richards, J. C. and Rodgers, T. S. (2001). Approaches and Methods in Language Teaching, 2nd Ed. Cambridge University Press. Spector, J. M. (2007). Handbook of Research on Educational Communications and Technology, 3rd Ed. New York, NY: Taylor Francis. Vale, D. and Scarino, A. (2000). Pocket ALL: A User’s Guide to the Teaching of Languages and ESL. VIC, Australia: Curriculum Corporation.

The Suffragete Movement :: Papers

The Suffragete Movement In Britain only two thirds of the male population were allowed to vote, these did not include, men who did not own property or pay at least  £10 per year in rent, servants who lived with their employers, criminals and lunatics. Women could not vote at all. In 1906 The Suffragete Movement was used to describe women campaigning for the right to vote, Emmiline Pankhurst was one of the first leaders of the Suffragete movement. The fight for the right for women to vote was a violent revolution for the rights of all men and all women to be treated equally this was led by Emmiline Pankhurst and her fellow Suffragettes. On 19th May 1905, 10 women went to speak to the Prime Minister. One of those women was Emily Davies, who was 76 years old. It was Emily who handed the first women’s suffrage petition to the Prime Minister. In return all they received was some advice about ‘being patient’. This was not the result they wanted. They wanted to be taken seriously. In 1906, Christobel Pankhurst and her colleague attended a meeting held by Sir Edward Grey, a leading Liberal. There they assaulted a policeman, were arrested and sentenced to seven days in jail or pay a fine They could have paid the fine and gone home. Annie Kenney refused to pay the fine, as far as she and the movement was concerned; it was prison or votes for women. As time went by there were more arrests and imprisonment for members of the ‘Suffragettes’. They shouted down Ministers, protested in parliament and on the streets, but women were still refused the right to vote. In 1908, Miss Nell chained herself to the railings outside the Prime Minister’s front door. She did this for lots of reasons; the Cabinet was in session so they would hear her speech, and so would the crowd outside. Furthermore it would take the police a long time to unchain her. Nurse Oliva Smith who followed her example and chained herself to

Co-Occurring Disorders and Addiction Essay

Treatment of drug and alcohol addiction is seldom as simple as merely addressing the particular chemicals addict is taking into his body. More often than not, addicts suffer from other disorders in conjunction with their chemical dependency. The clinical reference to such a condition is called co-occurring disorders (Doweiko, 2012). According to Arias and Kranzler (2008) an estimated 1. 1 percent of the U. S. population has an alcohol use disorder with a co-occurring use disorder (DUD). This type of co-morbidity is sometimes referred to as homotypic co ­morbidity or dual dependence. According to Doweiko (2012), dual diagnosis clients refer to patients that suffer from a concurrent form of mental illness and an SUD. Co-occurring substance disorders include but are not limited to anorexia, bulimia, gambling, abuse (spousal), compulsive shopping, AIDS, and compulsive sexual behaviors (Doweiko, 2012). People who are active substance abusers or withdrawal from many drugs of abuse can magnify or simulate symptoms of psychiatric disorders. Addiction is common in people with mental health problems. Although substance abuse and mental health disorders like depression and anxiety are closely linked, one does not directly cause the other (Doweiko, 2012). In a dual diagnosis, both the mental health issue and the drug or alcohol addiction have their own unique symptoms that may get in the way of your ability to function, handle life’s difficulties, and relate to others (Stinson, et al. , 2005). To make the situation more complicated, the co-occurring disorders also affect each other and interact. According to Stinson et al (2005) when a mental health problem goes untreated, the substance abuse problem usually worsens and when alcohol or drug abuse increases, mental health problems will likely increase as well. An essential step to gaining freedom from addiction involves understanding the dynamics of addiction. The addiction cycle describes the reoccurring process that takes place as person struggles with their addiction(s). Co-occurring disorders and addiction relation to the addiction cycle is that addictive behaviors offer a fake sense of escape, pleasure, and involve psychological or physiological dependence. According to Scalise (2012) the increased symptoms and challenging treatment process add to difficulties of breaking the addiction cycle. The addiction cycle begins with pain which leads individuals to reach their absolute lowest, which many calle â€Å"hitting bottom† and then seek relief (i. . treatment). The addiction cycle continues with the addictive behaviors leading the individual to feel good just before crashing and experiencing pain again, thus restarting the cycle (Scalise, 2012). Understanding co-occurring disorders is vital to the proper treatment of chemical dependency clients. If all co-occurring disorders are effectively dealt with, there’s no reason why the addict should not regain their life as a drug-free member of society.

Analyze the Information it Contains about Audience Analysis - Free Essay Example

Sample details Pages: 2 Words: 529 Downloads: 6 Date added: 2019/10/10 Did you like this example? Communication strategies a) Which speech did you select? Who was the speaker and what was that speaker’s main topic? I selected Michelle Obama’s speech at the Democratic Convention. The person giving the speech is was Michelle Obama. The topic of the speech was pressing for women and Blacks exemplar in the White house. b) Which core styles does the speaker use in his/her speech? The speaker uses several styles. They include; using same words in successive sentence at several instances (anaphora). The speaker uses the phrase â€Å"kids who† repetitively in four continuous sentences. This repetition is meant to show emphasis on the kids. Don’t waste time! Our writers will create an original "Analyze the Information it Contains about Audience Analysis" essay for you Create order The speaker also uses stories to personalize the speech. She narrates her past experience of when her young girls got in the vehicle and was escorted by armed men and this made the speaker to wonder the effect this experience would bring and how it would either mold or break them. These styles are used to show emphasis as well as to make the speech more realistic by delivering it in an understandable way that maintains attachment to the audience. This also makes it easier for the audience to relate the narration with the real life situation. c) Based on reading the transcript of the speech, write what you believe to be the speech’s specific purpose. The specific intention of the speech was voicing out the need of having Black exemplar as well as women in the White House and thus she asked people to vote for Hillary Clinton citing that she trusted her and Michelle had confidence that she (Hillary), had the ability to lead the nation. The speaker further continuous to say the reason as to why she believes Hillary is the best candidate. d) What strategies did the speaker use to achieve the specific purpose of the speech? The speaker clearly pointed out the choice that would be more appropriate in ensuring that [bookmark: _GoBack]Black and female role model is in the Whitehouse (voting in Hillary). She explained how the candidate had continuously fought for the rights of the children and striving to ensure proper health care and most importantly her enthusiasm, dedication and hard work towards her national duties. e) Based on the portion of the speech transcript you read, what do you believe the speaker was successful in achieving the specific purpose of the speech? Yes. The speaker gave a road map on how to ensure the black and female legacy was achieved. By mentioning Hillary’s achievements, the speaker clearly shows how the female candidate is very suitable for the presidency position hence helping people to identify with the fact that the female legacy can surely go on especially when they elect Hillary Clinton. f) How does the style and world choice in this speech impact the effectiveness of the message? The words and style chosen are clear and precise hence making the message easily understandable. The styles selected helps the listeners to relate to what is being spoken about hence making the people listening to be keen and understand easily what is being said. She further uses a narration to avoid boring the audience.