Category: Consciousness

Abstract

Consciousness raising model is a process of creating awareness in a new language, learning it and then using it in conversations. Generally, the first step in consciousness-raising model in relation to English language is creating awareness that the language exists, and then distinguishing it from other languages and lastly, using it to communicate. New language consciousness is important, as it helps in making communication easier.

Even though people master their first language easily, it is also possible for them to master other languages, especially when the best strategies of consciousness-raising are adopted. In most cases, when learning strategies used match with the learners’ needs and preferences, the learning process becomes easier.

Nevertheless, consciousness-raising strategies in second language learning are usually based on motivation of learners, aptitude test, learner’s cognitive ability, and the styles used in learning. These strategies have been proved by personality and social psychologists to be among the factors that determine individuals’ cognitive abilities.

Introduction

Consciousness-raising model is used to promote and develop cognitive ability of a learner in acquisition of a second language. Second language acquisition is the process that allows learners to master a new language, which is usually different from their first language.

Teachers play a big role in raising consciousness on new language by allowing them to recognize its form, meaning, and context, and then learning how to use it. For example, a learner may first learn phrasal verbs used in English and then try to distinguish them from other sounds in other languages before they can be able to communicate using the language.

Generally, in raising consciousness about a new language, learners’ differences cannot be ignored, hence the need for discussing second language acquisition in relation to the psychology of the learners.

Therefore, this paper will discuss consciousness-raising model and strategies, as well as the styles that can be used in promoting second language learning, specifically the English language. It will also discuss the various individual differences that influence consciousness in second language acquisition, including personality traits and mood of the learners (Robinson, 2002).

Individual Differences and Consciousness – Raising in Language Acquisition

In order to come up with the best strategies for consciousness-raising process in second language acquisition, it is important to consider individuals’ differences and characteristics, mainly because they give the basis about their language aptitude, learning styles, and motivation, which are very important contributors in the process of learning a second language (Dörnyei, 2005).

Individuals’ differences and characteristics that have contributed largely towards raising consciousness in second language acquisition include personality, moods, and learning motivation strategies.

Therefore, it is important to consider values, interests, learning coping styles and social identity and relationships of the learners (Johnson, 2004). In addition, their cognitive perceptions and psychological aspects of life including health and educational lifestyle should be given priority in the process of raising consciousness in second language acquisition.

Besides, individuals’ characteristics such as attitudes, emotions, skills, socio-economic status, and gender should also be given enough emphasis in order to develop better strategies of learning a second language.

Evidently, proper analysis of these qualities will give more genetic codes about an individual’s cognitive skills, interpersonal abilities, and emotional attachments, which are very important in acquisition of second language (Macaro, 2010)

Individual moods and Consciousness – Raising in Language Acquisition

Individuals’ moods and personality play an important role in the way individuals communicate, as well as in their self-esteem and beliefs. Therefore, a teacher should be sensitive to these moods and personality traits when raising consciousness about a second language in order to prevent instances of anxiety and fear in the learning process (Dörnyei, 2005).

Again, personality, temperament, and moods go hand in hand in the learning process, hence the need to consider them in the second language acquisition and learning process. Given that a learner is being introduced to new ideas and sounds, it is important to ensure that they are in the best mood to recognize and internalize what is being taught in order for the learning process to be effective.

Due to this important role that personality plays in the learning process, it is important to give it more emphasis in order to enhance effectiveness of second language acquisition and consciousness-raising process. One of the ways of studying personality involves the use of the big five model.

This model involves controlling the use of common sense, hence determining an individual’s emotional stability and consciousness, which lead to good results and good performance in the learning process (Saville-Troike, 2005).

Personality and Consciousness – Raising in Language Acquisition

According to social and personality psychologists, an individual’s personality has great effect on the process of his or her linguistic ability and second language acquisition (Ellis, 2003). Again, personality plays a significant role in speech acquisition, which makes it important for personality aspects and applied linguistics to be largely considered in the process of teaching oral language including speech.

Indeed, research shows these two aspects have an important impact on the theoretical aspects and application in raising consciousness in second language study and learning. Besides, it is important to consider language aptitude of the learner, since it has great influence on the cognitive aspect of second language acquisition.

It is also important if the individual’s mental ability is considered in teaching some language styles and methodologies, since the reasoning and thinking skills should be well developed for consciousness-raising process to be effective. Nevertheless, psychologists believe that the process of acquiring new knowledge and processing information depends mostly on the mental abilities (Ellis, 2003).

Motivation and Intelligence Development

According to research, it is clear that second language acquisition depends on an individual’s intelligence quotient. Hence, it is important to improve the intelligence of learners in order to facilitate the acquisition of English as a second language (Ellis, 2003).

Modern language aptitude test, which involves testing numbering, phonetic script, and spelling clues, is also very important in the process of learning English as a second language; hence, the test should be used as one of the strategies of raising consciousness in learning second language.

In addition, factors such as role learning ability, grammatical sensitivity, and phonetic coding ability should be put into consideration in the process of learning English as a second language.

For an individual to learn more effectively, it is usually important that auditory ability, verbal intelligence, and inductive language learning ability of the learner be improved to gain more knowledge about the rules governing the use of English language (Ellis, 2003).

The use of good motivational strategies has been regarded as some of the means and ways of improving second language acquisition, since it increases learners’ self-confidence, thereby giving them more courage to express themselves using the new language learnt. Motivation also gives learners, the courage to be involved in self-evaluation, hence leading to self-improvement towards learning of the second language (Dörnyei, 2005).

Styles Used in Raising Consciousness in Language Acquisition

Theories such as task motivation theory can be used in order to improve awareness in English language acquisition. Parental influence, learner’s beliefs, and giving feedback to learners can also be effective in motivating learners to become more aware about the use of the new language (Lamb & Reinders, 2008).

Various styles can be used in raising consciousness in language acquisition such as the use of reflective observation as well as the use of divergence and convergence, including both active and concrete styles of learning. These styles will enable individual learners to develop their own thinking abilities and generate concrete ideas.

It is also important that learners be allowed to involve in try-outs, which involve guessing meaning of phrases, verbs and other stylistic linguistics used in English language, followed by continuous and consistent practice. Deductive and inductive styles of learning should also be applied in raising consciousness about a new language in order to enhance faster learning of the second language (Robinson, and Ellis, 2008).

Conclusion

From the above discussion, it is clear that learning a second language requires raising consciousness about the new language and then using strategies that match an individual’s needs and preferences in order to produce positive results. Again, it is clear that personality and individual characteristics play a major role in influencing the effectiveness of consciousness-raising process in second language acquisition.

In addition, various style of language learning should be considered in raising consciousness on acquisition of the second language, given that learning different languages requires different styles. From the paper, it is also evident that an individual’s moods and capabilities, including the intelligence level, determine the level of consciousness needed in acquisition of a second language.

Cognitive ability must be well developed in order to accommodate the various complex rules and methodologies in second language learning. Moreover, since language promotes easier communication and relationships between individuals, it is important to establish the best strategies that will enhance raising consciousness about the new language and allow learners to use it effectively.

Therefore, consciousness-raising strategies discussed above should be adopted in order to promote the acquisition of English as a second language.

References

Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. New Jersey, USA: Lawrence Erlbaum Associates Publishers.

Ellis, R. (2003).Second language acquisition. Oxford, England: Oxford University Press.

Johnson, M. (2004). Philosophy of Second Language Acquisition. New Haven, CT, USA: Yale University Press.

Lamb, T., & Reinders, H. (2008). Learner and Teacher Autonomy: Concepts, Realities, and Responses. Amsterdam, Netherlands: John Benjamin’s publishing Company.

Macaro, E. (2010). Continuum Companion to Second Language Acquisition. London, England: Continuum International Publishing.

Robinson, P. (2002). Individual Differences and Instructed Language Learning. Philadelphia, USA: John Benjamin’s.

Robinson, P., and Ellis, N. (2008). Handbook of cognitive linguistics and second language acquisition. New York, USA: Routledge.

Saville-Troike, M. (2005). Introducing second language acquisition. Cambridge, England: Cambridge University Press.

Diversity is a concept that is defined variously by various scholars. Some define it as the manner in which life is manifested in society. It is a concept that can be viewed superficially and can be experienced internally. This means that an individual, as well as other people, can feel diversity consciousness. Through people’s outlooks, beliefs, ideas, religions, races, ethnicities, sexual orientations, political opinions, genders, ages, and physical capabilities, diversity is manifested. The cultural differences offer to mean to people’s lives. In other words, culture enriches and sustains life. However, it should be understood that no culture is superior to the other. Some researchers view diversity consciousness as the act of tolerating and incorporating diverse cultural values and groups into the conventional culture. A larger group or a particular individual can hold cultural values (Bucher, 2010). Cultural differences can easily divide society based on certain values. Arnold Mindell came up with a through which human beings could learn to coexist peacefully. Through the theory, individuals in society can be aware of the differences, embrace the differences, and incorporate them into the mainstream culture. The theory is popularly referred to as the Process Work theory.

Differences arise among cultures because of primary and secondary processes. Primary processes refer to behaviors that are related to identifying, perceptions, and conventional mores. Secondary processes are different from primary processes because they do not emerge from identity. Moreover, secondary processes suggest that people do not intend to behave in certain ways. Secondary processes are internal and external feelings that disturb an individual’s identity. Through secondary processes, an individual can resolve social problems. Secondary processes serve to strengthen an individual because they are compelling and exciting (Parillo, 2011).

On a personal level, groups experience distressing thoughts that encumber their self-images and individualities. For instance, angry feelings serve to reveal the real character of an individual. The angry feelings help an individual to resist some temptations. In the same way, a strong person may give in to the demands of others due to public needs. Through social needs, people form relationships that help them cope with challenges in society. Without relationships, it would be impossible for an individual to interact with other members of society. Moreover, relating with other members of society helps an individual in avoiding isolation. Secondary processes are uncontrolled behaviors, attitudes, and feelings that can be avoided by adopting the tenets of mainstream culture. For instance, an individual might have a problem with abusive leaders who think that everything belongs to them. The primary processes, in this case, are associated with anger and oppression. When powerful, abusive leaders interfere with the normal living of angry persons, they feel intimidated. In this scenario, secondary processes include the energy and the features of rude leaders. The energy makes individuals abusive. In a relationship, women perceive men as needy and dependent individuals. Men, on the other hand, believe that women are weak and emotionally dependent on men. Women and men forget that other people are hurt whenever a negative behavior is portrayed.

An individual can raise diversity consciousness by employing three main strategies. One of the strategies entails stepping out of the cultural zone and widening cultural experiences. This is done by abandoning one’s culture and adopting the universal culture. In the US, for instance, people come from different cultures, each with distinct qualities. Each group tends to identify itself with certain cultures and behaviors. Some would even evaluate others using their own cultures and traditions. This amounts to stereotyping, which is dangerous in a diverse society. An individual is, therefore, encouraged to read culturally diverse books and stories. In terms of religion, an individual is encouraged to abandon traditional religious beliefs and adopt modern religious values. Another important strategy entails understanding the history of the culture. In case an individual wishes to raise diversity consciousness, the history of a particular culture must be analyzed. For instance, an immigrant in the US is encouraged to assess the history of the country in order to understand the dynamics of diversity consciousness. In case an immigrant is African, he or she should learn the histories of other races such as British, Irish, Germans, Italians, and Chinese. Moreover, an individual should obtain critical information from other societal members regarding the challenges they faced when they migrated to new societies (Berry, 2001). Finally, an individual can raise awareness by developing an interest in other people’s cultures. This entails showing curiosity. For instance, an individual can obtain adequate information from individual fasting during Ramadan.

Marginalization is a common trend in the US and other parts of the world. It has threatened to divide society based on tribal lines. However, the minority groups and the marginalized have come out strongly to oppose the vice by forming nation-wide organizations charged with the responsibility of ensuring the culture of each person is respected (Choi, 2001). In the US, The Fourteenth Amendment empowers the minority groups because it bars the majority from discriminating the minorities. The marginalized groups can express their feelings of marginalization by filing legal suits. Alternatively, they can express their feelings of marginality by lobbying the government to enact policies aimed at illegalizing marginalization. However, the marginalized groups can report to various nation-wide organizations.

References

Berry, J.W. (2001). A psychology of immigration. Journal of Social Issues, 57(3), 615-631.

Bucher, R. D. (2010). Diversity Consciousness: Opening our minds to people, cultures, and opportunities (3rd ed.). Upper Saddle River, NJ: Pearson, Prentice Hall

Choi, H. (2001). Cultural marginality: A concept analysis with implications for immigrant adolescents. Issues in Comprehensive Pediatric Nursing, 24(2), 193-206.

Parillo, V. (2011). Strangers to these shores: Race and ethnic relations in the United States (10th ed.). Boston: Pearson.

Overcoming Diversity Barriers

Diversity is what makes the workplace attractive and productive. Some barriers to diversity will make the workplace less productive and friendly. Organizational leaders should be ready to overcome every diversity barrier in their companies. The first barrier can arise from cultural or language differences. This situation will affect the performance of every employee at the workplace. Every firm should introduce new learning and mentorship programs in order to reduce these differences. Every manager should encourage his or her employees to communicate using a particular language.

This approach will ensure every employee communicates with one another effectively. The company can also create new teams in order to support every individual from a different background. This practice will help the organization achieve its goals. The other possible barrier to diversity is the lack of worker involvement. Every manager should involve his or her employees by offering skills and education. This practice will create a collaborative environment.

The third barrier to diversity can result from negative perceptions and attitudes. Some of these attitudes at the workplace include prejudice and stereotyping. These attitudes are capable of damaging the level of productivity. The manager should hire its accountants, budgeters, and auditors from different backgrounds. The firm can also empower the employees by creating a new culture. The practice ensures every person appreciates the workplace. The fourth barrier is poor organizational practice. Different companies might fail to support their employees. The company can overcome this barrier by providing access to new mentoring and networks. An organization can encourage its employees to communicate with their leaders and other professionals in their respective fields. The employees should establish new networks in order to address their career needs. These four strategies can help every firm overcome most of the barriers to diversity. These practices can also make every firm successful.

Barriers to Effective Communication

Effective communication in an organization makes it easier to achieve the targeted goals. Every barrier to effective communication will affect the level of performance. Effective communication is necessary because it determines the success of every institution. Physical disabilities will result in poor organizational communication. A person with speech difficulty cannot express his or her ideas at the workplace. The worker will not be part of the organizational team. This barrier will affect the financial performance of the organization. Every firm should address this barrier by providing supportive devices to the employee with speech difficulty. The presence of distractions at the workplace will also affect the nature of contact at the workplace. An accountant might decide to use different social websites such as Facebook and Twitter at the workplace. These websites will affect the quality of communication at the workplace. Some other distractions include television sets, radios, and mobile devices.

Every workplace faces different emotional or social barriers. These barriers will affect the level of interaction at the workplace. An employee from Saudi Arabia might refuse to discuss certain health issues with his or her workmates. The worker will be uncomfortable with subjects to do with sexuality. This employee will become disoriented and stop communicating with his or her workmates. The other possible barrier to better communication is the use of unfamiliar financial terms or words. Some employees at the finance department might use complicated financial phrases at the workplace. The above barrier affects the morale of the employees from the other departments. The other employees will not understand the meaning of such terms or phrases. The practice will become a major barrier to better communication. Every employee should use friendly and understandable words in order to deal with this barrier.

Definition and Importance of Diversity Consciousness

Diversity consciousness refers to being aware and respecting the differences that exist among people of varying backgrounds. It is not limited only to race, skin, color, gender, social class, sexuality, age, mental capability or intellect.

Diversity at the workplace is viewed by most organizations as an important tool for dealing with the ever increasing competition and is essential for promoting creativity as well as productivity. It is no longer a new idea but rather a well known concept in the corporate world (Thiederman, 2008).

Diversity consciousness helps to bring together ideas from different cultures across the world as well as new attitudes and perspectives that can make an organization to be more competitive (Gröschl, 2011). It also makes people open to new ideas and willing to learn. Diversity consciousness also helps to create a less biased work environment where employees are treated equally.

According to Shakhray (2009), diversity at the workplace makes it possible for an organization to leverage the strengths of different individuals for the benefit of the organization.

Barriers to Success

A barrier may be defined as an obstacle or impediment that hinders progression.

Despite the fact that diversity has widely been accepted, a number of barriers exist that may hinder its development.

One of the greatest hindrances is Language. Without a common language that is acceptable and understood by all, communication becomes a challenge and getting people to work in a team setup can be a real headache for managers.

Resistance to change from dominant groups within an organization also acts as a barrier and interferes with success that accompanies effective application of the concept of diversity at the workplace. Naturally, human beings are afraid of accepting something that will affect their lives in one way or another.

Assimilation has also been noted as a barrier to the success of diversity of diversity at the workplace. According to (D’Almeida, 2007), assimilation implies the ability to accommodate new ideas and make them part the cognitive structure.

Overcoming Diversity Barriers

As noted by Thiederman (2008), diversity does not just happen. It takes strong leadership to ensure that diversity works in any organization. Apparently, managing diversity effectively implies hiring employees from different backgrounds, working with vendors from a varied background, and showing respect to all.

As a starting point, it is imperative for organizations to have a clear plan of how is to incorporate diversity within its culture.

In the United States, diversity at the workplace has been addressed from different quarters and especially educational institutions. By training its workforce on the importance of a diverse workforce, the United States has consistently ensured that employers are supplied with people who are ready to work with others from a diverse background.

Barriers to Effective Communication

Dealing with a diverse workforce poses two major challenges to managers (Esty, 1995).

First, it is very critical for managers to learn how to handle interpersonal problems encountered on a daily basis as a result of employees using different languages, coming from various cultural backgrounds or holding different values.

Secondly, managers must have the ability to create an environment that can effectively support a diverse workforce. Without an enabling environment, diversity would create more confusion instead damage the reputation of an organization.

Pride and arrogance can also be a hindrance to effective communication in a diverse work setup. Ordinarily, people tend to take pride in their status in society. Unfortunately, this may work against the intent to communicate effectively especially if employees start feeling important because of ethnicity or social class and looking down on others.

Overcoming Communication Barriers

Dealing with people’s behavior has been identified as one way of addressing the challenge of a diverse workforce.

It is imperative to give people ample time to reflect on the need for diversity. Leaders must make deliberate attempts to engage with employees at a much deeper level and to educate them on the critical aspects of working within a diverse work setup (Thiederman, 2008).

The attitude of employees toward working within a diverse work environment is another important consideration that must be addressed at all costs. Employees should be encouraged to carefully consider their individual views regarding working in a diverse environment and deal with any negative thoughts that can affect their performance.

Summary

Considering that being biased can easily destroy an organization’s reputation, it is imperative for every single organization to avoid bias and fully embrace the concept of diversity.

Showing biasness and favoritism in any way is unprofessional and can turn out to be very costly in the end. Stakeholders and customers may, for example, avoid doing business with biased organizations and this could lead to loss of revenue.

Ostensibly, effective management of diversity at the workplace is vital if an organization is to reap the benefits of diversity. As has been explained, a diverse workgroup benefits an organization in a number of ways.

Barriers to diversity include language, assimilation, and resistance to change. To avoid disappointments, managers should spend time educating employees and to help them change attitude toward working in a diverse work environment.

References

D’Almeida, C. M. (2007). The Effects of Cultural Diversity in the Workplace. Cambridge, UK: ProQuest.

Esty, K. C. (1995). Workplace Diversity. Avon, MA: Adams Media.

Gröschl, S. (2011). Diversity in the Workplace: Multi-disciplinary and International Perspectives. Burlington, VT: Gower Publishing, Ltd.

Shakhray, I. (2009). Managing Diversity in the Workplace. Norderstedt, Germany: GRIN Verlag.

Thiederman, S. (2008). Making Diversity Work: 7 Steps for Defeating Bias in the Workplace. New York, NY: Kaplan Publishing.

The landscape consciousness of the America of the 19th century was distinguished by the desire to contemplate nature in its totality. People admired not individual elements, for example, a lake, a tree, or a mountain but a holistic picture. Those views on the beauty that were promoted at that time were based on simpler aesthetic principles. As a result, elementarism inherent in the objects of art became a characteristic feature of many works where authors deliberately combined different colors and did not focus on individual composite components. This approach changed over time, but for the 19th century, details were not typical.