Essay on Protecting Miles and Flora in The Turn of the Screw

Protecting Miles and Flora in The Turn of the Screw â€Å"I saw my service so strongly and simply. I was there to protect and defend the little creatures†¦Ã¢â‚¬  The governess sees it as her duty to protect Miles and Flora. What do they need protection from and how does Henry James illustrate this in his novel â€Å"The Turn of the Screw†? Henry James’s ‘Turn of the Screw’ can be interpreted in many different ways. He constructed his novel in order to make allusions to sexual topics, (without stating anything explicitly) madness, ghosts and the Victorian society. In this essay I will be analysing each of the above in order to make a conclusion as to what I think the children need protecting from. As for the ghosts being present or not,†¦show more content†¦But either way I don’t believe the governess saw the ghosts based on two main factors; first being, her vague description of Miss Jessel, and secondly, the fact Mrs Grose never saw either of the ghosts. I think the children need protection from the governess and her imagination. The governess comes across to have an unbalanced behaviour which doesn’t go well with the children. I also think madness links into the fact the governess is hallucinating. I believe the hallucinations have lead the governess to get carried away, which slowly turned her insane and made her very over-protective towards the children. The more the governess hallucinates the more insane she is going to get, which is not going to protect the children in anyway as she would be trying to sort out her imagination. The governess is only a child herself, having to cope with two other children alone maybe a bit to much too handle, so having this other pressure (the hallucinations) to cope with might just leave her to break down mentally. In the turn of the screw, Henry James never identifies who is to blame for the chaos at Bly. The interpretation bought about by the Victorian society is that the master is to blame. By neglecting his responsibility to provide a stabilizing environment at Bly, he allowed everything to breakdown into chaos:Show MoreRelatedThe Turn of the Screw1300 Words   |  6 Pages Henry James novel The Turn of the Screw is twofold. In the first chapter, the story begins at a Christmas party where guests hear the governess tale of fright and fight. This story is referred to as â€Å"two turns† of the screw by an anonymous guest at the Christmas party because the reader asks if they want to hear a story about two children instead of only one (3). In the governess account, it tells about her duty as caretaker of two wealthy children, Flora and Miles, who live at Bly, a large estateRead More Downfall of the Governess in The Turn of the Screw by Henry James1274 Words   |  6 PagesDownfall of the Governess in The Turn of the Screw by Henry James In the governesss insane pseudo-reality and through her chilling behavior, she managed to bring downfall to Flora and Miles, the children of Bly. With compulsively obsessive actions, irrational assumptions, and demented hallucinations, the governess perceived ghosts bearing evil intentions were attempting to corrupt and destroy the children she had taken the role of care for. In reality, the governess herself brought tragedyRead MoreThe Nameless Governess in The Turn of the Screw: Hero or Villain?1181 Words   |  5 Pagesface value. Taken with no thought of deception and that ghosts are real and the Governess’ is attempting to protect Miles, not harm him. Also from a psychological or Freudian perspective indicating she was mentally disturbed and kills Miles. Whether the Governess was simply a confused youth, thrust into a position beyond her ability and is further saddled with the tasks of protecting her two charges with ghosts or a manipulative shrew who means noth ing but harm to those around her because her mentalRead More Archetype Myths in Turn of the Screw Essay1119 Words   |  5 PagesArchetype Myths in Turn of the Screw In one surface reading of Henry James’s Turn of the Screw, the governess appears to be a victim of circumstance. Some critics however, say that she is not without blame in the turn of events that characterizes the story. They claim that leading to her demise are certain character flaws, such as envy and pride. In categorizing her character as such, this novella resonates several themes found throughout literature. In Northrop Frye’s essay The ArchetypesRead MoreSexual Repression in Turn of the Screw Essay975 Words   |  4 Pages people took anything not specified in sexual connotations. Realizing this, the authors of the time used this to their advantage and laid a heavy underlying sexual atmosphere as a basis for their stories. Henry James does just that in his Turn of the Screw. Though never directly stating so, his main character suffers from sexual repression that came along with her position in the Victorian age and eventually acts upon it, while the ghos ts in the story then serve as protection for the childrenRead More A Nineteenth Century Ghost Story in The Turn of The Screw by Henry James5496 Words   |  22 PagesA Nineteenth Century Ghost Story in The Turn of The Screw by Henry James The Turn of The Screw is a classic Gothic ghost novella with a wicket twist set in a grand old house at Bly. The story is ambiguous; we never fully know whether the apparitions exist or not and we are left with many more questions than answers. The Governess is left in charge of two young children, Miles and Flora, of whom she later becomes obsessed with, describing them as angelic. She hasRead MoreEnn315-Turn of the Screw2040 Words   |  9 Pages‘The Turn of the Screw is essentially an ambivalent text. Its narrative prompts divergent, even opposite readings, but does not reconcile them. What happens remains irrevocably uncertain’ James uses the prologue to the novel to introduce the themes with in this Novella but more importantly he encourages the readers to be active in reading between the lines , and not to accept what is said at face value , James achieves this by surrounding Douglass with a group of people who are clearly andRead MoreEnn315-Turn of the Screw2028 Words   |  9 Pages‘The Turn of the Screw is essentially an ambivalent text. Its narrative prompts divergent, even opposite readings, but does not reconcile them. What happens remains irrevocably uncertain’ James uses the prologue to the novel to introduce the themes with in this Novella but more importantly he encourages the readers to be active in reading between the lines , and not to accept what is said at face value , James achieves this by surrounding Douglass with a group of people who are clearly and intentlyRead MoreAmbiguities In Henry Jamess The Turn Of The Screw1383 Words   |  6 PagesHenry James’ novella The Turn of the Screw is famous for presenting various ambiguities about people, ghost, and scenes that can be interpreted in multiple ways. These ambiguities have sparked discussion on the various interpretations for over a hundred years. James presents the events through the Governess’ ambiguous narration, which means that we can only infer what the experience felt like from the children’s perspective. The Governess’ inconclusive narration contributes to the possibility thatRead MoreA Psychological Point Of View The Appearance Of The Apparitions963 Words   |  4 Pagesworking for the aristocratic Master of Blye, looking after young Flora and Miles. In the time period that the story takes place a young woman, unmarried, without children, by the age of twenty is frowned upon and unnatural. Without even getting to know the children she considers them her own, â€Å"my little girl.† (James 15) She has consciously taken on the role of these children’s mother, with that comes the responsibility of protecting them and making sure that they no harm comes to them, â€Å"I was there

Dr. John Cheevers Effect On The Public Health - 1276 Words

In this paper, I will assume the position of Dr. Ellis Cheever (Laurence Fishburne), the head of the Centers for Disease Control and Prevention (CDC) in Atlanta. In the â€Å"Contagion† film, the role of CDC started when two medical examiners in Minnesota reported an abnormal autopsy that was taken from a dead body (Beth Emhoff). Surprisingly, the cases were dramatically increased to five deaths and thirty-two infected cases (Soderbergh, 2011). The three situations that Dr. Cheever made and could impact the public health I. First Situation When the pandemic broke, Dr. Cheever committed to several questionable decisions or courses of action that had or could have had negative impacts on the public health. One of these was when he dispatched Dr. Erin Mears from the CDC’s Epidemic Intelligence Services (EIS) to investigate on the recent outbreak in Minnesota. The EIS, also referred to as the CDC’s Disease Detectives, serves as the first line of defense and investigation of the agency. It is actually a 2-year training program on applied epidemiology, undertaken by 70 to 80 selected physicians, doctoral-level scientists, veterinarians, and other health professionals (Centers for Disease Control and Prevention, 2015). EIS Officers are the ones who should be ready to respond in case of outbreak, as Dr. Mears did. EIS Officers have the responsibility of identifying causes of outbreaks, recommending preventive and control measures against them, and implementing strategies to protect

Frees A Lesson Before Dying Lesson Before Essay Example For Students

Frees A Lesson Before Dying Lesson Before Essay Dying Essays In the novel, A Lesson Before Dying, By Ernest Gaines, the main character, Grant Wiggins gives a man meaning in his last days alive. Wiggins gives him a book to write his thoughts in, and helps him to realize that he is not a hog. He shows him that he is truly a good person, and that he should die with his head up, knowing that he led a worthy and honest life. Mr. Wiggins changed greatly through the story, from a cold school teacher to an open hearted and caring man. This helped his relationship with others as well as Jefferson. Through his changing, he became the one man that Jefferson could trust. In a rural town in Louisiana in the late 1940s a poorly educated young black man, Jefferson, is in the wrong place at the wrong time: he is in a bar with two friends when they murder the white bartender. Jefferson is unfairly convicted of murder and sentenced to the electric chair by a white judge and jury. His defense lawyer, in an attempt to ward off the death sentence, labels him a hogand it is this label that Jeffersons godmother wants disproved. She enlists the help of a plantation school teacher, Grant Wiggins, who at first isnt too keen on the idea of helping a crook. Wiggins, something that I didnt see Jefferson doing often at all in this book. I saw a slight smile come to his face, and it was not a bitter smile. Not bitter at all; this is the first instance in which Jefferson breaks his somber barrier and shows emotions. At that point he became a man, not a hog. As far as the story tells, he never showed any sort of emotion before the shooting or after up until that point. A hog cant show emotions, but a man can. There is the epiphany of the story, where Mr. Wiggins realizes that the purpose of life is to help make the world a better place, and at that time he no longer minds visiting Jefferson and begins becoming his friend. Mr. Wiggins relationship with his Aunt declined in this story, although it was never very strong. His Aunt treated him like he should be a hog and always obey, yet she wanted him to make a hog into a man. His Aunt was not a very nice person, she would only show kindness towards people who shared many of her views, and therefore was probably a very hard person to get along with. The way Mr. Wiggins regarded his relationships most likely would have been different were he white. Mr. Wiggins feels, and rightly so, that several white men try to mock or make a fool of him throughout the story. This was a time of racial discrimination with much bigotry, so if the story took place in the present, it would be much different. In fact, there probably would have not even been a book because in the modern day, and honest and just jury would have found him innocent due to the lack of evidence. It wasnt really clear what sort of situation Mr. Wiggins was in regarding money, but he could not have been too well off because he needed to borrow money to purchase a radio for Jefferson, and he commented about the Rainbow Cafe: When I was broke, I could always get a meal and pay later, and the same went for the bar. I suppose he had enough money to get by, but not much extra. As the book progresses he probably had less money to work with due to the money he was spending to buy the radio, comic books, and other items for Jefferson. Mr. Wiggins seemed to be well respected by the community, and he felt superior to other African Americans because he was far more educated than they were. That makes Mr. Wiggins guilty of not practicing what he preaches, although Jefferson probably made it clearer to him that the less intelligent are still humans with feelings. At the start of the book, Mr. Wiggins did not understand this. He went to visit Jefferson because Miss Emma and his Aunt more or less forced him to do it. He really had no motivation except that he would be shunned by his Aunt if he did not comply. Yellow Wallpaper A descriptive descent into madnes Essay The whole process of Mr. Wiggins development and the plot of this story both spawn from the crimes of two characters with no other relevance to the story. After the police found Jefferson at the liquor store with the dead bodies all around, he was of course taken to trial and the times being what they were, he was convicted with very little doubt that he would be found innocent. Miss Emma, his godmother was afraid that he would die a hog and have lived a meaningless life. She wanted him .

High School Versus University free essay sample

Throughout the journey of life there are some critical aspects that one must face. These components are high school and university. On the outside looking in the two may seem like impassible obstacles; however, once you have started the journey you will come to realize that there are many similarities and quite a few differences between the two hurdles and the similarities will make you more comfortable during the storm, but the differences will keep you very well prepared for the worst so that you give it your best shot. The similarities between high school and university may include the influence of peer pressure, grading systems and class structures, whereas the differences range from the dress code to the work load and the involvement of teachers in the success of their students. High school and university have three major similarities. The influence of peer pressure is like a chain that has bound you until you decide to break free. We will write a custom essay sample on High School Versus University or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Peer pressure has to do with the influences one may face as a result of other individuals in the same age group. There are two types of peer pressure inclusive of positive peer pressure and negative peer pressure. This is a common issue faced by many throughout both High school and University alike. Whether you are being influenced to study hard and get good grades or to go out and party or drink alcohol, peer pressure comes in many forms and may follow you through life. In addition to peer pressure, the grading systems in both high school and university tend to be much similar with a scale that ranges from A to F. High grades are usually rewarded with an A and unsatisfactory work, or work that is sub-par is punished with an F and the likelihood of retaking that entire course in university, or even repeating an entire year in high school. Although the class sizes may be very different in High school when compared to university, they are structured in a similar fashion. A teacher or lecturer is appointed to stand at the front of the classs, teach lessons and evaluate how much you have learnt by administering quizzes or exams. Despite the numerous similarities that one may devise when comparing High school and University, there are also a wealth of differences between the two. First, although High School and university both have rules and guidelines governing the student body, there is a significant difference in the dress code. High schools have uniforms which are worn every day, whereas in university the dress code is very flexible and students are allowed to dress casually and express themselves in this way. Furthermore, both high school and university are stringent in the evaluation of students, but the workload is significantly different. In high school the classes are scheduled closer than in university, and so teachers often see a class at least four times per week. This means that assignments are not given as frequently and in as much abundance as in university. In university the class schedules are more flexible and students may have the same class only up to two times per week. This flexibility allows room for teachers to issue a substantial amount of assignments in order to compensate the short amount of time spent in the classroom. Another major difference between the two has to do with how involved teachers are in the success of their students. High school teachers are more flexible in their schedules and they may have time to pay special attention to students who are slower learners and not grasping the concepts taught. On the other hand, university professors or lecturers as they are often called have more structured schedules and are often times not available for consultations outside of classes. This is primarily because these professors would have received a higher level of education than high school teachers and as a result they have the potential to be leading contributors to research and other duties in their specific field. The outcome of this is that the student who sometimes does not understand a particular topic or concept, will not be exposed to one on one teacher student time in the university setting and so when that student is evaluated on the same thing, they may fail. High school teachers often voice the opinion that in university students will be on their own and there will be no one behind us telling us what to do and how to do it. Often times than not this is indeed the case. In summation, it can be seen that while both high school and college are similar in many small ways, there are also many significant differences between them. While the influence of peer pressure, grading system and the class structures are similar between the two, on the other hand they are different in their dress code, work load and the involvement of teachers in the success of students. It is very wise for students to take some time and evaluate these very important obstacles that they may have to face, so that they may be fully equipped and prepared to win the battle against them.

Appropriate language use and Pedagogic purpose in EFL classrooms The WritePass Journal

Appropriate language use and Pedagogic purpose in EFL classrooms Introduction Appropriate language use and Pedagogic purpose in EFL classrooms Introduction  Appropriate Language Use in EFL classroomsPedagogic PurposesAppropriate Language Use in Conjunction with EFL classroom techniquesDiscussionConclusionReferencesRelated Introduction Language is the only key that could open the doors of a particular culture when it comes to accessing its treasure trove of literature, history, and philosophy. It is impossible to know more about a people group’s way of life, if an outsider is unable to grasp the basic rudiments of their language. It would be impossible to understand how a certain society has been formed and how it is being sustained without a basic ability to use the language. It is the code breaker, an interpreter and investigative tool rolled into one. When it comes to the English language its importance goes beyond that of a code breaker and interpreter because it is the lingua franca of the modern age. The one who can speak the language does not only have access to the culture of the English speaking world; the person proficient in the said language also have the capability to create a massive network that spans all over the globe. This is due to the fact that English is spoken by many hundreds of millio ns of people. The person desiring to learn English must seek out an institution or a teacher that knows the importance of using appropriate language based on pedagogic purposes. Before going any further it is important to point out that the existence of superb curriculum and a set of effective teaching techniques have no value unless a passionate and knowledgeable teacher comes along to pick up and use these tools. These are just tools and nothing more. It is the teacher with dedication and clear understanding of his or her purpose that can infuse energy and intelligence into an EFL classroom making it an effective place for learning a second or even third language. It all begins with the realization that the teacher has the power to change the learning environment depending on the need. The teacher is not only the drill sergeant but also the coordinator, dictating the pace of the learning process while at the same time expertly using all the resources at his or her disposal to create a particular classroom dynamic that increases the capability of the students to learn and master a foreign language. Although the teacher has mastered the English language to such an extent that he can teach it to others does not mean to say that the teacher is the centre of the EFL classroom universe. It is crucial to appreciate the importance of collaboration. It is always advantageous to work with other English teachers. But more importantly it is imperative to be kept abreast of new teaching practices. One of the most helpful is the idea that teachers learn to use appropriate language in EFL classrooms. The key word here is context. The following are some of the definitions of context such as: â€Å"the part of a text or statement that surrounds a particular word or passage and determines meaning† (Walsh, 2011, p.24). The second definition focuses on the circumstances in which an event occurs; a setting (Walsh, year, p.24). And the third definition is states as the â€Å"parts of a piece of writing, speech, etc., that precede and follow a word or passage and contribute to its full meaning† (Walsh, 2011, p.24).   Appropriate Language Use in EFL classrooms The most important skill to develop is the ability to use appropriate â€Å"teacher talk†, which is the speech that is comprehensible to the students but not oversimplified (Richards Farrell, 2011, p.16). The assertion that it is imperative for EFL teachers to use appropriate language may be confusing at first glance. The objective of learning institution like EFL is to teach the English language to a non-native speaker. Naturally, the teachers would have to use the English language as a medium of instruction. Thus, it requires clarification when scholars pointed out the need to evaluate the language use in the classrooms. Upon close examination the meaning of the phrase â€Å"appropriate language use† has to be interpreted in the context of EFL. It is the use of metalanguage to teach another language. In this case metalanguage can also be symbols and other expressions that the teachers can use with other teachers to help them evaluate the teaching style. The metalanguage can be seen as common language shared by teachers in EFL and this can be used to unify all the strategies and techniques. Problems are to be expected if teachers cannot find common ground and the â€Å"lack of an agreed metalanguage makes the processes of comparison and generalisation practically impossible, as the constructs used have different meanings† (Walsh, 2011, p.109). A metalanguage can be developed using a research tool called the self-evaluation of teacher talk or SETT (Walsh, 2006, p.133). This is a framework that can be constructed by teachers or administrators to evaluate teacher talk or how they interact with their students (Housen Pierrard, 2005, p.217). An example of SETT framework is the use of audio-recordings of what transpired within an EFL classroom. In other cases teachers uses video cameras to record the activities within the classroom. Aside from using the SETT framework, teachers must engage in reflective practices with other colleague or professionals in order to clearly evaluate teaching techniques and strategies in an EFL environment (Walsh, 2011, p.147). Another way to discover the appropriate language for EFL is to carefully analyse feedback coming from students, fellow teachers, and collaborative teams. The students are the primary source of feedback. The teacher does something in the classroom and he or she immediately sees the reaction of the student. This comes in the form of a questions, a confused expression on their faces, or the excitement of learning as evidenced by their happy chatter. Feedback also comes from the results of exams and various tests to determine student progress. Another way to benefit from feedback is to learn from the experience of other teachers. In the faculty room or in other formal meeting fellow teachers that are also part of an EFL program shares the challenges and the triumphs that they had faced in the classroom. There are also occasions when a more experienced EFL instructor gets to observe another while teaching and offers a feedback regarding on areas that requires improvement. One expert pointed out the reason for doing collaborative work and he wrote that collaborators â€Å"may wish to create an environment in which learners, teacher and researchers are teaching and learning from each other in an equitable way (a trend which is enhanced by the growing interest in action research); or they may wish to experiment with ways of incorporating principles of learner-centredness into their programs† (Nunan, 1992, p.162). One way to apply the principles inherent in collaboration is to create teaching teams. If ESL teachers opt to create one the best way to start is to choose what kind of team the collaborators needed. The following are some of the common types of teams: a) Team Leader Type; b) Associate Type; c) Master Teacher/Beginner Teacher; and d) Coordinated Team Type (Nunan, 1992, p.163). In the Team Leader Type one of the team members has a higher status as compared to the others. Thus, the team leader may have a title given to her to formalise the formation of the team and he or she acts as the overseer as well as provide the general direction the team is headed. The Associate Type there is no in the team that has special status and any useful information generated by the team is the result of interaction among equals. The Master Teacher / Beginner Teacher is like assigning a mentor to a new teacher. This is also an effective tool because it speeds up the learning process especially when it comes to finding out the appropriate language to be used within an EFL classroom. The only drawback to this type of collaboration is that it does not add value to the veteran teacher. The Coordinated Team Type does not focus on the creation of joint responsibility, instead it is the sharing of resources by two different teachers assigned to teach two different groups of students. Aside from student feedbacks and the teaching tips that one can receive from fellow teachers, another way to analyse feedback is to develop a collaborative geared towards learning more about appropriate language use. Team work in this case provides a better chance of discovering flaws in teaching since it is a concerted effort. Efficiency in the learning process can be achieved making it easier to change teaching style to produce more satisfactory results. Appropriate language used must be top priority because teachers may have a false understanding of the real marks of success. The teacher may come to believe that if he or she has completed all the lessons that must be taught in a given time frame then that is the mark of progress. The real measurement for success is the ability of students to communicate effectively and oral fluency in the English language. This must be the standard. The failure of appropriate language use is based on the inability of teachers to evaluate their skills and the needs of their students. It is therefore crucial to have tools that would inform the teachers on the areas that they need to improve on. At the same time they need to know the weakness of their students. And finally they need to develop appropriate teaching methodologies to increase their efficiency. Pedagogic Purposes The use of the SETT framework is made more effective if the teachers are aware that there are four major modes of learning strategies that can be employed in the classroom and these are: a) managerial mode; b) materials mode; c) skills and systems mode; and d) classroom context mode (Walsh, 2003, p.3). The pedagogic goals of the managerial mode is to transmit information. This is achieved by having an extended teaching turn and the negative result is the absence of contribution from the students. The materials mode’s pedagogic goal on the other hand is to elicit response to a particular material. This is achieved by the extensive use of display questions and the use of scaffolding. The skills and systems mode on the other hand focuses on the need to enable students to produce correct form. This is also achieved by allowing teacher to dominate the discourse. The classroom context mode has a different pedagogic goals than the other three because its emphasis is to enable the students to express themselves clearly and to establish a context. This is why the strategy used is extensive learner turns. One of the factors that enable people to master a particular language or a local dialect is described as the â€Å"exposure to rich and contextually appropriate input† that resulted in the development of pragmatic competence in the said target language (Soler, 2008, p.45). This is what happens when a child learns the predominant language used in the home. The child observes the facial expressions and listens to the conversation made by adults. For instance, in a dinner table the father gestures to a plate of food and utters the request to pass the plate to him and the child takes note of the language used in that particular event. At the same time the child mimics the adults, speaking the same words and he or she receives feedback. In both instances one can see a contextually appropriate input that facilitates the learning process. In the case of the person learning a foreign language within the four walls of a classroom, the same environment that produces contextually appropriate input is usually absent. As a result there is a need to recreate the same experience in a practical manner. Thus, there are many practitioners in the field of EFL that are happy about the use of audiovisual materials. In this way the EFL teacher can provide learners with â€Å"samples of appropriate language use in a variety of contexts† (Soler, 2008, p.245). The problem is made more evident when a foreign language teacher attempts to teach English using conventional methods. One conventional approach is the use of a dictionary to learn new words. The weakness of this approach was summarised by a foreign language (FL) expert who wrote that a child learning his native tongue is â€Å"exposed to words in a variety of different contexts, and can so from a well-rounded concept of both the word’s meaning and its use there are also many excellent human dictionaries in the form of parents and teachers, who are frequently asked to give explanations for new words† (Lochtman Kappel, 2008, p.78). The same cannot be said in an EFL environment where the students usually know one person able to speak the language in a proficient manner. Thus, they can only interact with this person on a limited basis hampering the speed and efficiency of the learning process. The teachers must be trained in the principles of interactional awareness (Cummins Davidson, 2007, p.954). There is also the need to promote activities that would help teachers detect errors in language use (ibid). At the same time there is the need to encourage teachers to study the theories that supports their pedagogical practice (ibid). It is also important to look at the cultural context of the classroom because culture creates the frame for viewing interaction (Wolfram, Adger, Christian, 1999, p.84). Appropriate Language Use in Conjunction with EFL classroom techniques Before going any further it is important to point out that English is both the focus of learning as well as the medium of instruction. This stems from the fact that â€Å"English is both the target of learning as well as the medium of teaching† (Richards Farrell, 2011 p.16). It is therefore crucial that proficiency in this language is the top priority of the teachers. According to experts, â€Å"It will influence many crucial aspects of teaching such as the ability to provide good language models (Richards Farrell, 2011, p.16). After teachers are aware of their need to improve proficiency the next step is to determine appropriate language usage in the EFL classroom. The use of the SETT framework enables the teachers to detect errors and to improve the language use in the classroom. But it was also discovered by experts that the ability to develop appropriate language is not only based on what the teachers have learned from the feedback coming from colleagues or even experts in the field of second language acquisition. Interestingly the enhancement of teaching techniques when it comes to appropriate use of language can only be achieved if the teacher allows student participation. In this regard it is time to seriously consider the managerial mode of teaching and allow students to participate more in discussion. It is therefore important to allow them to speak and to encourage the learning of the spoken language first before mastering written communication. Experts are saying that it was only recently that there was a renewed interest and awareness of the â€Å"importance of the study of spoken language and a realization that this study is essential for any real understanding of actual language use† (Cummins Davidson, 2007, p.860). Aside from these benefits the preference of student-teacher discourse as to written communication in learning a second language is based on the insight that each language has its own â€Å"preferred strategies for aural decoding† (Carter Nunan, 2001, p.8). This is crucial in an EFL classroom when there is the realisation that the ability to speak fluently in English is one of the signs that a program has been a success. Just to clarify the following are the four fundamental properties of spoken language and underscores the importance of encouraging verbal interaction in the classroom and these are: Phonological system: the phonemes used in a particular language; Phonotactic rules: the sound sequences that a language allows to make up syllables; Tone melodies: the characteristic variation in high, low, rising and falling tones to indicate lexical or discourse meanings; The stress system; the way in which lexical stress is fixed within an utterance (Carter Nunan, 2001, p.8). One of the ways to apply insights about spoken language in the EFL classroom is to utilise the turn-taking technique. According to practitioners teachers and students can learn from observing people conversing and using turn-taking as a process of communication. This enhances the teachers’ ability to evaluate teacher-talk. One of the most important developments with regards to the need for appropriate language use in EFL is the creation of a teaching methodology known as task-based language teaching or TBLT. This was derived from Communicative Language Teaching and the main purpose was to â€Å"bring ‘real-world’ contexts into the classroom, and it emphasises the use of language for completing tasks rather than as a focus for study† (Walsh, 2011, p.26). By using TBLT, the students are able to interact with others and enhance the learning process when it comes to the acquisition of a foreign language. It simulates what happens in the real world where people use language not to study it but to accomplish a task. In the course of using TBLT techniques such as oral communicative tasks students are able to identify gaps in their knowledge as well as â€Å"notice connections between different linguistic features, find ways of saying something even when they do not have the most appropriate language, and so on† (Walsh, 2011, p.27). A good example of a BLTB inspired communicative task is to assign students into groups and give them a situational problem that they need to solve. One of the best examples is the situational problem involving the crash of a light-aircraft in a remote island in the Pacific. The two passengers survived but they have to choose wisely what to bring with them as they leave the plane and walk towards the clearing or the shore. The items are: parachute; knife; flashlight; matches; mobile phone; mobile phone charger; notebook; pencil; shaving kit; make-up kit; one apple; cigarettes; a bottle of lotion; airplane radio; and a bottle of water. The instructions further states that they can only bring five items with them. The items are words that they encounter in their readings or words commonly used in the real-world conversation and by engaging themselves in this problem solving exercise they go beyond mere memorisation of the words and learning the definition. Their minds are engaged in a deeper level and therefore learning is enhanced in a manner that can never be duplicated in a simple classroom type discourse. It is also important to provide opportunities for students â€Å"for interactive and collaborative uses of language among learners† (Richards Farrell, 2011, p.16). According to one practitioner in the field of intercultural language use a communicative methodology is to â€Å"acquire the necessary skills to communicate in socially and culturally appropriate ways, and, in the learning process, focus should be placed on functions, role playing and the real situations, among other aspects† (Soler, 2008, p.59). â€Å"Play has been noted as valuable in helping pupils’ development of oracy and literacy skills the normal practice during structured play sessions was to encourage pupils to respond to their experiences using the language at their disposal at the time† (Beaumont O’Brien, 2000, p.16). An example of structured play is when students are told to participate in a make-believe game where they are supposed to buy fruits and vegetables from a shopkeeper. Thus, instead of just teaching them about fruits and vegetables and showing these items in visual presentation format, the students are now able to exercise the ability to use the language in a practical matter. It can also be argued that the structured play enables them to participate in manner that is more intense as compared to sitting back and merely listening to the teachers speak. In this type of scenario the students learn more than just the words but also the feel of the language when spoken in a natural setting. One of the foundational principles is the realisation that â€Å"language is based on and is an extension of spoken language† thus it must be the starting point in the study of language (Cummins Davidson, 2007, p.859). However, in the latter part of the 20th century teachers did not pay careful attention on developing training strategies to teach language from a verbal standpoint. The reason for neglect was that â€Å"spoken language was seen as disorganised, ungrammatical, and formless and written language as highly structured and organised† (Cummins Davidson, 2007, p.860). This is the preferable course of action as one keeps in mind that in an EFL environment â€Å"there are only a few proficient speakers of English and there is no constant verbal interaction as in a native-speaking environment† (Lochtman Kappel, 2008, p.78). Discussion The acquisition of a second language hinges on different factors. The effectiveness of the teaching strategy used and the speed of acquisition depend on the proficiency of the teacher when it comes to using the English language as the medium of communication. It is also affected by the classroom environment and the cultural setting. But the most crucial factor is the appropriate use of language in order to facilitate learning. It has been discovered that the inappropriate use of language is based on the fact that teachers in an EFL classroom sometimes treat their students as if they are native speakers. A native speaker has a different mode of learning English because they have access to parents, teachers, and other people that are proficient in the English language. In the case of students studying English in a foreign land there is only one person that is proficient in the English language and he or she happens to be the teacher. The teacher therefore has to be sensitive to this fact. It is therefore important that the teacher be sensitive to the way he or she teaches especially when it comes to the appropriate use of language. The detection of errors and the measure of effectiveness can be achieved by using the SETT framework. This tool enables the teacher to evaluate â€Å"teacher-talk† by using strategies and methods that capture feedback and then evaluate the same. The use of audio recording devices and even videotape is an important took for this particular purpose. The use of the SETT framework can be made more effective if the teacher is aware of the four modes of learning strategies used in the EFL. By doing so the teacher would discover that the managerial mode is a problematic approach because it limits the capability of the teacher to evaluate â€Å"teacher-talk† and at the same time limits the ability of the teacher to determine the feedback coming from the students. This is based on the fact that the managerial mode encourages teacher to dominate the classroom discourse. The study of the four modes of teaching would reveal that the classroom context mode is the best way to promote learning. In this mode the students are allowed to participate. In this method of teaching the teacher enables the student to express themselves more effectively. At the same time it promotes oral fluency. If one thinks about it this is the main goal of teaching English to foreigners and it is to make them more fluent in the English language. Another interesting discovery in the discussion regarding the appropriate use of language is that the teacher cannot develop the correct materials or use the appropriate teaching method if the teacher does not enable collaboration between students and teachers and among themselves. It is easy to understand why students must be given time to express themselves in the classroom setting but it is another to consciously develop a strategy to allow them to speak by taking turns. The strategy of allowing them to speak in turns provides the ability to learn the language in a deeper way. If the students are merely allowed to speak on their own then there are nuances of the language that they are unable to detect and appreciate. But when they are allowed to talk with fellow students they uncover something that the teachers may not be able to discuss in class. Experts pointed out the fact that when students began to collaborate and discuss in the English language they begin pinpoint gaps in their knowledge. In the managerial mode of teaching and even in the materials mode of teaching the students are focused on the teacher and the materials. The goal is to mimic the teachers and at the same they are conscious of being able to copy the forms of the language displayed. As a result students become experts in mimicry such as copying the sounds made by the teacher or the ability to copy the letters of the English alphabet and yet when it comes to the things that really matter they fail. Students must not only be able to recite properly but they also have to fully understand the words that they are saying. They must not only be aware of the vague definition of the words that they are saying but also the different meanings of a word in different contexts. Experts agree that this can be done in a conversation. It is therefore crucial that teachers promote the spoken language as well as the written forms of communication. One of the most effective means to promote learning is to use situational problems that enable students among themselves. This is not just an ordinary discussion but structured interaction that allows them to focus on common words and then provide them the opportunity to use these words in a â€Å"real-world† context. There is a different feel when students discuss a scenario using the target words as opposed to simply reciting these words as the teacher flashed them in a projector or when these items are displayed in a visual presentation. By observing the students in collaborative exercises and by listening to feedback coming from different sources, the teacher identifies weaknesses in the teaching methodology. The teacher can then proceed to make adjustments and then repeats the process of evaluation. The goal is to improve the ability of the students to express themselves and to promote oral fluency. The students must be able to identify the meanings of the words in different contexts and use the words in a â€Å"real-world† setting. The conventional methodologies used in the past must be revised. The focus on materials and the way teachers dominate classroom discussion has been proven ineffective. Conclusion It is imperative that teachers are well aware of appropriate language use. They must realise that simply sticking to a plan does not produce students that are proficient in the English language. They must use all the available tools in order to evaluate â€Å"teacher-talk† and by doing so update their teaching techniques and strategies. Interestingly, the ability of the teacher to improve his or her skills in the use of appropriate language in an EFL environment is also dependent on the collaboration of teacher and students. Thus, it is also crucial that teacher allow students to speak in class and to interact with fellow students. It is only through these strategies that teachers are able to determine which areas they are deficient and then proceed to correct their errors. References Beaumont, M. T. O’Brien. (2000). Collaborative Research in Second Language Education. London: Trentham Books Ltd. Carter, R. (1995). Keywords in Language and Literacy. London: Routledge. Carter, R. D. Nunan. (2001). The Cambridge Guide to Teaching English to Speakers of Other Language. Cambridge: Cambridge University Press. Cummins, J. C. Davison. (2007). International Handbook of English Language Teaching. Part 1. UK: Springer Science. Housen, A. M. Pierrard. (2005). Investigations in Instructed Second Language Acquisition. Berlin: Walter de Gruyter. Lochtman, K. J. Kappel. (2008). The World a Global Village: Intercultural Competence in English Foreign Language Teaching. Brussels: VUBPress. Nunan, D. (1992). Collaborative Language Learning and Teaching. Cambridge: University of Cambridge Press. Richards, J. T. Farrell. (2011). Practice Teaching: A Reflective Approach. Cambridge: Cambridge University Press. Soler, E. (2008). Intercultural Language Use and Language Learning. UK: Springer Science. Walsh, S. (2003). Developing Interactional Awareness in the L2 Classroom. Journal of Language Awareness, 12(2), 124-142. Walsh, S. (2006). Investigating Classroom Discourse. Oxford: Routledge. Walsh, S. (2011). Exploring Classroom Discourse in Action. Oxford: Routledge. Wolfram, W., C. Temple, D. Christian. (1999). Dialects in Schools and Communities. New Jersey: Lawrence Erlbaum Associates, Inc.

Lesson Plan for Language Arts on The Great Gatsby for grade 9th Coursework

Lesson Plan for Language Arts on The Great Gatsby for grade 9th - Coursework Example language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. The literature selection should be independent per group but each group member should research on an area in the group’s selected topic. Each group should coordinate with each other to come up with an appropriate topic and determine on the areas to be researched by each student. Students are free to use online resources like journals, eBooks and online articles to research on the decided topic. The institution library can also be used as a source of information for student research. Students should also know the symbols used in the text such as the characters embedded in the novel. The time when the novel was set as well as the meaning of the great Gatsby should also be comprehended. Students are supposed to do a thorough research on the chosen topic with different areas of research to come up with a clear and a complete perspective of an issue. Use all appropriate resources to do the research such as the academic journals on the internet or library materials. After performing individual research on the topic, the students should then discuss the subject from a general point of view in which all students compare and contrast their work. All the research outcomes should address an issue in

Teacher leadership mentoring Essay Example | Topics and Well Written Essays - 1000 words

Teacher leadership mentoring - Essay Example First and foremost, the best plan for Ms. Thomas is to show that she has authority and control of all the activities carried out in class. She must ensure that all activities conform to the expected conduct of students in the class and supervise all work done even though in groups. It has been observed that some students are often found wandering during learning period which should not be the case. Managing effectively in class has several advantages as this would reduce the burden that seems to be negatively affecting her performance. With regards to student engagement, the best plan is to focus on the role of the student and make it the center of the educational process while she as the teacher would act as a regulator or facilitator that guides the learners throughout the lesson. This can be done through encouraging pupils to participate in class through responding to questions raised or to place the students in groups where they are given tasks to do then asked to give feedback to others. It has been noted that there is less student activity where the teacher is talking throughout the whole lesson with little input from the learners who are supposed to be the beneficiaries of the knowledge they acquire from the teacher. When students work together to accomplish shared learning goals, there would be highly chances that they would master what they discuss in class which is a very good plan for Ms. Thomas to be able to entice the students to participate in class. It is very important for the students to work toge ther in order to share and exchange the ideas with others since they will feel that knowledge can be generated through feedback and communication with others which makes them become more realistic than teaching through the book and focus on homework only. Group work is recommendable since it inculcates a sense of interdependence where the students would discover that the