Category: Generation

The reconstructionist movement of the Jews is, in my opinion, beneficial to both the modern-day Jew and the older generation of Jewish people. For many reasons, this movement has helped to save what I would consider a much more conservative era of Jewish people who relied on the traditional ways of practicing Judaism. The reconstruction of the present-day Jew is one of progression and mindfulness during these radical times in our changing world. This new outlook on how you practice your own religion in your own way, has also helped to usher in a new and growing generation of Jew. A few differences between the reconstructionist Jew and what is now considered the “Orthodox” or traditional Jew would be things such as; The modern Jew may view the theology of Jewish texts, such as the torah or even god himself, as guidelines written by other Jews during the last few centuries, to follow and practice at one’s leisure. Other things may include a restriction on the well-known kosher diet as some people, especially in today’s day and age, carry allergies or other biological deficiencies that cannot be fulfilled using this dietary constraint. These differences and how they affect people’s lives today, Jew or not, need to be considered and scrutinized when discussing what defines someone as being part of the Jewish culture.

Firstly, an introduction to where is all started, why it all started and whomst pioneered this new branch of Judaism. New York 1922, being ridiculed by Orthodox rabbis for his focus on​ issues in the community and the sociopolitical environment, a man by the name of Rabbi Mordecai Kaplan and his son-in-law Rabbi Ira Eisenstein founded the first synagogue for the advancement of Judaism simply named the “Society for the Advancement of Judaism”, where they also happened to hold the first ever American bat mitzvah to none other than Kaplan’s daughter. The whole point of this new movement was to give rabbis the opportunity to form new outlooks on Judaism in a more modern way. In an attempt to spread the word about his newfound way of Judaism, and in his eyes a new way of life, Kaplan wrote and published his own book called Judaism as a Civilization: Toward a Reconstruction of American Jewish Life. ​ ​It was this book that Kaplan claimed was the beginning of the Reconstructionist movement. In his book, Kaplan states that the modern way of practicing Jewish traditions needs to be reevaluated.

The church maintained that having been founded by Christ, who was God incarnate, it alone, through its bishops, was the final and authoritative instrument of divine revelation. Allegiance to the church and obedience to its ordinances were the sole means to salvation. No salvation was therefore possible to anyone who remained outside the church… (Kaplan, p. 7)

Here we can see that he means to fundamentally change how Jews, during that era, go about practicing their religious traditions in a way that does not interfere with their modern-day routines. Kaplan believed that, because of advances in (way of thinking/related to learning about how people think), science and history, it would be impossible for modern Jews to continue to stick to many of Judaism’s traditional religious claims. In agreement with People (who strictly follow religious or social rules) study of God, Kaplan stated as true that God is not human-like in any way. All human-like descriptions of God are understood to be symbolic. Kaplan’s study of God went further to claim that God is not personal, and not a conscious being, nor can God in any way relate to or communicate with people/ (the kindness of people). Kaplan’s study of God defines God as the sum of all-natural processes that allow people to become self-satisfied. The entire purpose of religion is to live a good healthy life and to be seen as a pure soul by God in whatever you believe comes after death. But for Kaplan the so called “Laws” that have been placed by the holy texts would not suffice for our current times. Considering these religious laws as folklore rather than an interpretation of God’s will written directly in text was the first step in reconstructing the modern Jew. Following his synagogue, Kaplan also established the

Reconstructionist Rabbinical College in Wyncote, Pennsylvania in 1981. This school was meant to produce rabbis and spread the recently established branch of Judaism Kaplan has created, across America. Still open and training rabbis as we speak, we finally reach the new century of Jews and their religious practices.

The newfound flexibility of practicing the Jewish religion as you yourself sees fit, is a much more approachable stance on obtaining and retaining new members to Judaism. More leniency of the traditional Jewish practices, in my opinion, leads to a less restricted way of life as a whole. Not required to be Jewish to attend Jewish ceremonies, no limitations on if you were born male or female depending on which of your parents are Jew and no requirement to take birthright are all things the reconstruction movement seeks to improve upon. The ability for non-Jews to attend Jewish hearings and practices in a synagogue is a very reassuring feeling and, in a way, lets people feel out how the religion of Judaism stands with them. Another great example is the difference of gender roles in the Jewish religion. Reconstructionist Judaism allows its leaders of Jewish synagogues to decide their own policy relating to the officiating of marriages (between different races, religions, etc.). Some congregations accept patrilineal as well as matrilineal descent, and children of one Jewish parent, of any (male/female status), are perceived as Jewish by birth if raised as Jews. This is very different from the usual understandings of Jewish law of both Rabbinical Judaism, in which a child is Jewish by birth if its mother was Jewish, and of Karaite Judaism, in which a child is Jewish by birth if its father was Jewish. This is just to show a few of the many so called radical changes in which reconstructionism wishes to provide to the religious seeking people of modern civilization.

A major change to the restrictions of how Judaism is practiced is not only appealing to the new religious seeking public, but also to the traditional/conservative Jew. We speak about limitations and constraints in the Jewish religious practices themselves, yet we forget about how our environment can cause obstructions in our daily lives as well. A modern-day New York Jew may find it difficult to continue practicing traditional Jewish laws, or even holidays for that manner. Let us take the holiday of Kapparot for example. This is a practice in which a chicken or money is waved over a person’s head and the chicken is then slaughtered in accordance with halachic rules. From The Complete ArtScroll Machazor: Yom Kippur​ ​ “This is my exchange, this is my substitute, this is my atonement. This rooster (hen) will go to its death, while I will enter and proceed to a good long life and to peace” (p. 4). Although I’ve never lived in New York during my lifetime before, I can see how it continues to get harder and harder to obtain a live chicken in the city with its limited farm raising land areas and rising expenses. The ability to practice this holiday in your own, personal way seems to be a much more appealing approach in dealing with the struggles of modern-day civilization constraints. Another example is the unknown certainty of whether a food is kosher or non-kosher. Some may say that you could just a restaurant if their food is considered kosher or not, but there is no guarantee if kosher food is processed on the same stove as non-kosher foods. Especially in today’s day and age where food dye and coloring are placed in many, many meats and other products, knowing if, for example, food coloring derived from shellfish is used in your food or not would make that food non-kosher. The problem derives from whether or not the ingredients states what the food coloring was created with. Other things such as pork, rabbit, eagle, sturgeon, shellfish, and reptiles, among others, are non-kosher. Although Jews through the years have survived on a non-kosher diet, the possibility of having this restriction in your meals could lead to a deficiency of vital nutrients for a newborn, or even a person who carries a deficiency of a vitamin or protein in their system already. With most modern restaurants and foods actually listing whether their products are kosher or non-kosher, now a days it is seen as easier to identify what you are actually consuming. My main point is that you can never know for sure what those in the food industry are doing to the general public’s meals and food products, or if those things cause you to break the kosher diet. In my opinion, environmental factors could cause a traditional Jew to break a kosher diet without him/her even knowing, and that shouldn’t be seen as indefensible by Jewish law.

Being able to have that freedom of how you practice the Jewish religion is one thing I vouch for in the reconstructionist movement. Reaching new heights and having a more progressive stance on how you practice your own religion, the reconstructionist movement is a gateway to the modern and even the more traditional style of Judaism. Helping to convert new Jews or keep old ones, reconstructionism was created for our new and still developing world.

And that in of itself, is worth considering when looking to keep your faith, or adopt a new one.

Citations

1. The Complete ArtScroll Machzor: Yom Kippur​, p.4
2. “The First Bat Mitzvah in the United States”. Jewish Virtual Library. 1922-03-18. Retrieved 2016-10-13.
3. Kaplan, Mordecai Menahem. Judaism as a Civilization: toward a Construction of​ American-Jewish Life​. T. Yoseloff, 1957.

The dumbest generation?

In 1991, the theory of generations by two American scientists. According to this theory, every 20-25 years appears new society with its own habits, beliefs, and behavior. This might be the reason, why the question of fathers and children is actual for decades. Our parents will never understand us while we will never understand our children. But why do older generations always accuse younger ones of stupidity or degradation? This is the eternal circulation. But if our educational system should be strengthened compared to the previous years, why are we still known as „The dumbest generation world ever have seen“?

Brainy is the new sexy

Modern young people increasingly go to the library and not only then, to write a quick course. The desire to become smarter, and more self-confident pursues almost every person. It is not strange anymore when someone in the subway is traveling with a book, and not an entertainment one, but aimed at a certain field of activity. Grandmothers stopped complaining so often about illiterate young people, now you hear from them: “Oh, everyone has become too smart”. And it seems to be sarcasm on their part, but you understand that there is a grain of truth in it. Becoming smart is probably the most stylish way ever before. After all, this opens up many roads and opportunities.

Why did it happen?

Perhaps it is a new reality. Every day we are forced to filter a huge amount of information, and build dams, so as not to drown in the information flow. We read, switch from one window to another, comment, and perceive multitasking as a new norm. Intellect is more likely not a fashion, but a regularity, something like a natural selection: the cleverest survives. Our society as a whole has become smarter, there are more people with high IQs.

Sapiosexuals: intellectually in love

Frankly, it is much easier to turn to the heroes, whose image has already become canonical for sapiosexuals, as we will find in them many unattractive features. Dr. House, Sherlock Holmes, theoretical physicist Sheldon Cooper from „The Big Bang Theory“ – all these heroes can not boast of impressive physical data, charming manners, or noble character. On the contrary, they often do not take care of themselves, treat others, and generally allow themselves too much. But this is their charm. Moreover, without eccentric behavior, they would look less impressive.

Universal Criteria

Today, forums, chat rooms, and social networks have become the usual medium of communication among young people. Electronic communication, and instant messaging – all limits the tools of seduction, such as body language, intonation, and glance. At the same time, the role of the text increases. How well you can express your thoughts, how witty and accurate your remarks are, your success depends on these factors.

It turns out that in a world where information becomes the main value, parameters such as gender, age, personal status, and even physical build are less important. At birth, each of us receives a body and can improve it, but even here there are limits. And you can develop intelligence in a much larger range.

People, who play games

Endorphins stand out as the solution to any problems in the blood, and winning the quest is no exception. Solving the problem, we have fun. Quest is a great opportunity to get to know yourself and the people around you. In conditions of limited time, you can get to know about personal qualities, that were hidden from you.

The desire for reward in general often spoils the pleasure of the process. You can see how much school is changing us. Preschoolers are very curious, they are happy to explore the world around them and ask a lot of questions. But the grading system changes everything: children focus on grades and lose their love of knowledge. And it is very insulting. Quest – an opportunity to reawaken this love in yourself.

The First World War decimated a generation, leaving behind a people disillusioned with the world. Jake Barnes, the protagonist in Ernest Hemingway’s The Sun Also Rises counts himself among this ‘Lost Generation’ because he became impotent as a result of an injury during the war. The wound, while a physical one, affected Jake in multiple ways, making him passive and unwilling to confront his problems. Jake’s physical impotence serves as a metaphor for other characters in the novel that, like Jake, cannot overcome their cynicism and inability to act in the post-war world.

Jake, a defeated man, cannot rise above his situation because he is consumed by his injury. While trying to downplay it as funny, Jake cannot ignore that he gave ‘more than [his] life’ (Hemingway 41) in the war, that his vitality and purpose for living died on the battlefield as well. Turning to alcohol, Jake tries to drink away his feeling of loss, only to find it returns when he is sober. These attempts to push away the reality of his injury only make life more miserable for Jake, as he continues to find himself regretting what he has lost. The presence of Brett Ashley, the woman he loves, reminds Jake that because of his injury he can never care for her as other men can, and his inability to do so makes him even less than a man in her eyes. Unable to find comfort in a relationship with Brett, Jake unsuccessfully looks to abstract ideals like faith to settle his troubled soul. But since the Church offers the advice to ‘not think about’ (39) the injury, Jake wholeheartedly admits that he is indeed a ‘rotten Catholic’ (103) because he has unintentionally taken this path with no success. Ironically, Jake is comforted by the fact that there are others like him who cannot see beyond their situation. The bullfighter, Belmonte, ‘stays in his own territory’ (217) so that he can remain ‘safe’ (217) from danger, as Jake remains passive to his situation and refuses to take action. Jake sees that Belmonte must go ‘through his pain’ (219) of understanding that all he can do is dance away from the bulls without actually engaging them. Like Belmonte, Jake cannot hide the fact that he has lost his vitality and that attempting to find any comfort is futile. Thus, Jake remains disillusioned, unwilling to find a way beyond his injury and improve his life.

Brett Ashley suffers from a similar feeling of disillusionment, which is present in her relationships with other men. Changing partners as if they were clothing, Brett finds it impossible to commit to one man. Brett justifies her actions by declaring herself ‘a goner’ (187), one who has lost her ‘self-respect’ (187) and thus can be expected to act this way towards men. Not caring for the emotional portion of relationships because of disastrous past experiences, Brett finds men that suit her physical desires instead. While Jake offers the possibility of a serious emotional relationship, Brett shuns his advances because she refuses to ‘go through that hell’ (34) of realizing that she recycles men for sex. Such a realization makes Brett miserable at heart, but because she has always ‘done what [she] wanted’ (188), she finds it impossible to change her way of thinking. Unfortunately, Brett’s actions only serve to inflame the feelings of those who love her. Jake, seeing Brett with a group of men, wants to ‘swing on one’ (28) in order to ‘shatter their superior, simpering composure’ (28). But even though Brett cannot be with Jake physically, she does nothing to soothe his anguish, kissing him after discarding her latest male prizes. Brett’s utter lack of concern for the men that she meets allows her to exchange one man for another, regardless of the circumstances. Yet when confronted with her problems, Brett tells her friends to ‘not talk about it’, dismissing their concerns as ‘rot’. Instinctively pushing her problems away like Jake, Brett does nothing to change her situation, giving her more of an excuse to enter into affairs with Robert Cohn and Pedro Romero. Thinking that an affair with Cohn ‘would be rather good for him’ (89), Brett again sets another man up for heartbreak with her dismissive attitude towards relationships. Cohn goes so far as to ‘do battle for his lady love’ (182) when he fights Pedro Romero, Brett’s successive lover, a sign that Brett’s influence over men only leads to more pain. But even in light of this Brett does not change her ways, leaving Pedro Romero on the claim that she will not be a person ‘who ruins children’ (247). Using excuses and ignoring her problems, Brett safely avoids the emotional struggles that would normally be involved in relationships and instead accepts that love for her is nothing more than a warm bed and a bottle of wine.

In contrast to other characters in The Sun Also Rises, the bullfighter, Pedro Romero, lives his life ‘all the way up’ (18) by confronting his challenges and displaying a vitality that allows him to succeed. This vitality shows itself in Romero’s bullfights, which are far different from his competitors’. Unlike Belmonte, who imposes conditions on his bulls to keep himself safe while giving a ‘sensation of tragedy’ (218) for the audience, Romero does not pick and choose the bulls that come before him. Instead, he puts his life on the line while never looking up to view the audience’s approval. In doing so he exposes the cowards who fight ‘with a faked look of danger’ (171) and never strive to engage the bulls themselves. This method of fighting gives the audience an ‘unpleasant feeling’ (171), since they see that the bullfighters simply put on a show instead of actually fighting. But while his fellow bullfighters twist themselves ‘like corkscrews’ (171) in the ring, Pedro Romero’s motions are ‘slow and controlled’ (221), his confidence and efficiency inspiring ‘real emotion’ (171) from the audience. They understand that Romero’s purpose is to fight the bulls, not to win the public’s favor with fake antics. Romero remains focused on the bullfight alone, fighting with ‘an absolute purity of line’ (171) that cannot be matched by the other bullfighters. The intensity that pushes Romero forward does not manifest itself in Hemingway’s other characters, who seem shallow and pathetic in comparison. Unlike Jake, who finds himself in perpetual sorrow over his injury, Romero perseveres and does not quit when faced with physical harm. During a fight with Robert Cohn, Romero’s ‘face [is] smashed and his body hurt’ (223), but he refuses to stay down because these injuries do not extinguish his spirit. Romero even fights with these injuries, taking on an even greater risk to himself than before. None of the other characters in the novel have such faith in their abilities; they simply give up or decide to ignore the challenge completely. Such determination to succeed is the reason Jake claims that Pedro Romero possesses ‘the greatness'(220), a quality present only in those who stand with a purpose in life, and the will to get back up when they are thrown down.

The Sun Also Rises serves to explain how an entire generation could simply be ‘lost’. In the aftermath of the First World War, nine million young men lay dead on the battlefields of Europe, with only their parents to survive them. This generation, stripped of its youth and vitality, lost faith in religion, man and country. What person could believe that such destruction was fated to happen, or that a higher power could stand by and watch without acting? Words like honor or bravery could no longer be used to describe battles fought with poison gas and machine guns. Governments, which conducted the war, no longer seemed responsible and willing to serve the people. This mass disillusionment among the war’s survivors led to an indulgence in social decadence as well as political upheaval. The Great War served to strip away the confidence and alacrity of an entire generation, leaving.

The National Institute of Mental Health describes post-traumatic stress disorder (PTSD) as the person having frightening thoughts that are persistent, and memories of tragic events, they experience sleep problems, feeling detached or numb, or maybe easily started. Events that can lead to PTSD include violent personal assaults, natural or human-caused disasters, accidents, combat, and other forms of violence. During WWl PTSD wasn’t classified as a mental disorder. So during this time period where the novel, The Sun Also Rises takes place, they had a term for it coined ”shell shocked”. The characters from this novel are part of the lost generation.

The characters from the novel are part of a group known as the lost generation. This label for this generation was created by the writer Gertrude Stein, the meaning of the label is to describe a generation of men who took part in World War I and are deprived of emotional, moral, physical, and spiritual values. This group of men came out of the war taking the next couple of years taking advantage of every open opportunity to eat and drink to try and compensate for all the losses that they endured. This generation lived an immoral existence, which lacked emotions.

Mike Campbell, a short-tempered drunk Scottish war veteran. Mike became bankrupt through his business with false friends. Mike’s behavior is nothing usually but inappropriate, especially when drunk. “I think I’ll stay rather drunk. This is all awfully amusing, but it’s not too pleasant for me. It’s not too pleasant for me (205). Mike finally admits that he is indeed an alcoholic and it is because of psychological reasons. however, unlike Jake and Bill, Mike never moved on past the war. “What times we had. How I wish those dear days were back (139)”. His debatable sarcasm wish was quite peculiar. He could possibly be wishing for the war to never end because it gave him a sense of belonging. Which is missing during the time period of the novel. Mike is going to obtain his inheritance one day from his family. Mike has no goals in life or any apparent reason to get employed. He lives off his family’s wealth and fortune, along with the big generosity of his friends. Until Mike is given his inheritance, he is carelessly floating through life. With the end of the war comes the sudden disappearance of his purpose in life.

Lady Brett Ashley is an independent woman. She exerts massive power over the men around her. Her beauty captivates everyone she comes into contact with. Mike even contrasts her to a famous seductress in Greek mythology Circe. Circe would lure men to her island and turn the men into pigs. Mike describes it as “she turns men into swine” (148). This comparison Mike makes between Brett and Circe hints at they both don’t commit to a singular man. As a result, every male character in the novel is in love with Brett. They all love her to different degrees but they are still all in love with her. Yet she is waiting to get a divorce from the court, engaged to Mike, in love with Jake, slept with Cohn, and is fascinated with Romeo. Brett is not your typical woman, she has admitted fondness for parties and is wildly promiscuous. Just like Mike and Jake, Brett is also a veteran. She did not see combat, unlike the others because she served in a military hospital. An experience that is still undoubtedly just as disturbing as all the male characters have gone through. Brett is still very unsatisfied with her life. She quite often complains to Jake about how aimless her life seems. “I told the driver to go to the Parc Montsouris, and got in, and slammed the door. Brett was leaning back in the corner, her eyes closed. I got in and sat beside her. The cab started with a jerk”(32).

War carved Jake and his friends into the people they are now. In a similar way, it played an essential role in forming Brett into the person she is now. During the war, Brett’s true love died from dysentery. Her actions following the death can be described as wanting to search for his first love again. This personal search of hers perfectly represents the label “Lost Generation” that Gertrude Stein described, a person looking for pre-war values like love and romance after coming out of war.

Jake Barnes, the narrator of The Sun Also Rises novel, is an American expatriate who works for a newspaper in Paris. Jake served in WWI and was injured while fighting in a battle in Italy. Although he does not directly say so, there are many moments in the novel where Jake hints that he is unqualified as a result of this injury. Jake and Brett establish a relationship while in the hospital. They come to the realization that they both love each other. Despite this, they cannot be together because Brett loves sex more than she loves Jake, and in Jake’s physical condition, he would never be able to satisfy Brett. This leads to Jake watching Brett going around and having affairs and relationships with other men. This causes Jake to become more like his friends, and he is slowly becoming a heavy drinker and lives irresponsibly. Physical conditions like Jake’s can cause psychological consequences. In Jake’s case, he finds himself insecure about his masculinity and takes it out by being hostile towards Robert. Additionally, Jake’s character is a classic example of the “Lost Generation”. It might seem that he is just like Brett and Mike. wandering through Paris going from bar to bar to dull their pain with alcohol, he is also very different from the others. He possesses a legitimate passion and enthusiasm, which allow him to distance himself from the skeptical world he lives in. Jake distances himself by showing his love of fishing bullfighting and the natural world. These differences allow him to see right through the superficial attitudes and frail relationships all around him. Jake tells Cohn in Chapter II “You can’t get away from yourself by moving from one place to another(19)”. The message to take away from this is no matter where you travel in the world, one’s problems will always remain the same. This brief conversation between the two brings to light that Jake is both an outsider and an insider. Jake views the world from a different perspective he views the world from the center, but with detachment from it.

The Olympics is the largest sporting event in the world, with an average of 3.64 billion people watching globally (Statista 2020). The Olympic vision is to build a better world through sport and they to do this through three main values rooted in the philosophy of Pierre de Coubertin: Striving for excellence, Demonstrating respect and Celebrating friendship (Olympic.org 2021). Three missions ensure they are working towards their vision, are: ensuring each game is unique and celebrated, the athletes are the center of the Olympic movement and that sport is promoted alongside the Olympic values, with an emphasis on the younger generation, there are also principles to ensure all of their values and visions are aligned (Olympic.org 2021).

One aspect of all Olympic host cities is to create a legacy for future generations. There are five categories that Olympic legacies cover including sporting, social legacy, environmental legacy, and urban and economic (International Olympic Committee 2012), along with the legacy of the London 2012 Paralympic games.

Legacy does not have a single definition, but Preuss (2007) looks at legacy as a concept of three dimensions, a legacy could be planned or unplanned, positive, or negative, and tangible or intangible. Preuss (2007) also stated that the duration of a legacy is not determined and therefore difficult to quantify. What can be positive for one aspect, such as economic tourism boosts, through building new stadiums, maybe a negative on the environmental side of a legacy (Agha et al 2012)? London was granted the Olympics on the basis of its vision, including regeneration, new jobs, homes within the area and opportunities for business (Guler and Holden 2010).

Sport is the main aspect of the Olympics and Paralympics, and a spectacle that everyone wants to watch. The sporting legacy was a huge factor in how Britain would be viewed globally, including world-class sporting facilities built specifically for the games, such as the Olympic Stadium, Lee Valley Velodrome and London Aquatic Centre. The Olympic legacy aim was to ensure that these facilities do not become white elephants and are used into the future. Today these facilities are home to West Ham United Football Club, Lee Valley is used for high-performance cycling and the Aquatic center is a public venue, and since opening has had over 2.5 million visitors (londonaquaticscentre.org 2021).

But alongside the developments, there was a massive increase in sport participation and investments. 35 new strategies and policies were put in place, including a new youth sport strategy, which had a significant investment of around £1 billion over the 5 years after the games (International Olympic Committee 2013). School sport was developed with the school games being expanded in 2010 and £150 million added to school sport throughout England (International Olympic Committee 2013). This shows the overwhelmingly positive impact that the London 2012 games had on Britain with investments encouraging the younger generation to become involved in accessible sports. This is also linked into how the Road to Rio initiative was pushed to the younger generation to get involved in sports (Gov.uk 2016). Surveys show that from December 2011 to December 2012 participation numbers had increased by 750,000, including female participation increasing by 500,000 (International Olympic Committee 2013). This shows that sports can be played by everyone with endless benefits. The investment in the sport continued in the Road to Rio 2016 games where over £150m in contracts were secured, this shows that the success of London 2012 was pushed into the next Olympics in Rio (Gov.uk 2016).

Socially the Olympics is about coming together to play sports, and celebrate excellence, develop, and encourage lifelong friendships, and ensure respect for all participants inspiring the younger generations to get involved with sports. A volunteering legacy was also formed with volunteering at the games and local clubs greatly increased.

The Olympics also embraces other cultures and the UK ensured that this was a key aspect when leading up to the games, there were many events hosted, workshops and festivals that more than 14 million people attended (International Olympic Committee 2013). It was clear that culture within Great Britain was and needs to be celebrated and accepted.

With 38 world records and 99 Olympic records being set at the games (International Olympic Committee 2013), London 2012 inspired the younger generation by watching world-class athletes achieve success through dedication and commitment. Three other core values within the Olympic Games include Friendship, Respect and Excellence (IOC 2017). Friendship is encouraged throughout the Olympic movement and it pushes others to see sport as an instrument to develop mutual relationships between individuals and people from around the globe (IOC 2017). Respect involves both respects for each Olympian personally but also respect within their chosen sport, through rules, regulations, and the game itself (IOC 2017). Excellence is each athlete striving to be the best they can be, both within their sport and outside of their sport (IOC 2017). Including participation of a global stage, but also the progress and lessons that can be taught throughout and celebrating the successes of everyone (IOC 2017).

Volunteering which is defined by Wilson (2000 p. 215) as any activity in which time is given freely to benefit another person, group, or organization was a big part of the Olympic games with some 70,000 people from all over the country wanting to be involved as Games Makers. Within the Olympic movement, it was said that to ensure that the games were a success they believed that volunteers would be the difference between the failure and success of the games (MetaValue 2015). Prior to the games, research had suggested that 1.2 million people would apply to be volunteers at the games (MetaValue 2015) showing how the home nation wanted to get involved and therefore boost the community aspect with people encouraging the Olympic spirit. By getting involved in the games many volunteers continued afterward within their local clubs, communities, and projects. When looking at the social aspect and legacy this can help small-town clubs grow as they rely on volunteers to run them. The game, makers volunteering aspect of games they all followed the I DO ACT which stands for Inspirational, Distinctive, Open, Alert, Consistent, and Team, with the aim to ensure that everyone was engaged and shared the same passion and support to the games (MetaValue 2015). This shows that each legacy that is created at the games and after are all interconnected and important to the home nations.

Environmental and urban legacies involved the regeneration of East London which was seen as a poor neighborhood with high levels of unemployment (Davis and Thornley 2010) so within the regeneration process benefits included, land use changes, new housing, transport benefits and new urban park (Department for Communities and Local Government 2015), all of which significantly improved the area as well as contributing to the games. By upgrading public transport links and not having car parking spaces at the Olympic venues, encouraged visitors and spectators to use public transport and reduced emissions (Cameron 2013). £17bn was spent on improvements which in an area that is poor, and disadvantaged was a massive boost (Royal Geographical Society n.d.).

The Olympic Park was built on a brownfield site which has benefits to the environment over a greenfield site such as value, investment benefits and social services through health benefits (Bardos et al 2015). This shows how sustainable the Olympic planning was by reclaiming land which was previously contaminated. Also, by creating new parks and being environmentally aware that biodiversity is conserved throughout, there was zero waste and a reduction in carbon emissions (Royal Geographical Society n.d.). The Olympic Village comprised 9,000 homes which have now been transformed into housing for locals and key workers such as nurses and teachers (Royal Geographical Society n.d.) evidencing that the environmental and urban legacy has continued long after the games.

London 2012 also left a lasting economic legacy with more opportunities, jobs and an increase in tourism all boosting the economy. Opportunities ranging from design, construction, game officials and sales resulted in the unemployment rate within London reducing by 1.2% leading up to the games (International Olympic Committee 2013). The legacy also allowed for locals to benefit from jobs for years after the games, with 17,900 additional jobs per year being created (International Olympic Committee 2013). It was important for the games to involve the locals, with 98% of contractors involved being UK-based companies (International Olympic Committee 2013) ensuring the event not only benefited the country as a whole but also local businesses also. Estimates of 4 million visitors coming to London after the games were made to boost the economy, with increased spending to around £2.7 billion in the years after the games which will continue for many years to come (International Olympic Committee 2013).

Paralympics is about changing the perception of disability in sport, and London 2012 was no different, they wanted to allow individuals on a global scale to understand diversity and within the Paralympic, a committee to respect, encourage and promote diversity and inclusion in all aspects (International Paralympic Committee 2017 Pg.3). London 2012 Paralympics was the biggest ever, with over 4,000 participants from 160 countries entered (International Olympic Committee 2013) breaking the stigma of disability in sport and encouraging others to get involved. The Olympic park was totally accessible involving gentle gradients, colors for the visually impaired and ensuring that not only were the athletes taken into consideration but also the spectators ensuring that they could watch with good viewing (International Olympic Committee 2013). It was important that the London 2012 Olympics was inspiring people all over the world, but also those who had different backgrounds and that respect in terms of diversity was accepted (Gov.uk 2012).

In terms of the Paralympics, long-term legacy aims were set, these included, changing attitudes towards disability sports, and generating new opportunities, and possibilities in culture and business (Gov.uk 2016). Since the London 2012 games more than 222,000 disabled athletes are now involved in sport (Gov.uk 2016). However, in a survey completed after the 2012 Games, 20% of disabled people felt that attitudes towards them had deteriorated (Walker and Topping 2012) showing not everyone benefited from the Olympics and there were also negatives. The London 2012 games was also the catalyst for the creation of the National Paralympic Heritage Trust (Gov.uk 2016) which began in 2015 and aims to change attitudes to disability. This legacy is breaking the stigma and allowing for participation levels to increase and allowing the government to generate policies and strategies for years to come surrounding disability sports. Sainsbury`s is one of the main sponsors for the Paralympics and have been involved in the active kid Paralympic challenge which allows every child to experience Paralympic sports (Gov.uk 2016). The aim in 2016 was that 2.5 million children were involved (Gov.uk 2016). This all occurred from the legacy which London 2012 left in regard to the Paralympics. When looking ahead to the Rio 2016 Olympics it was clear that the aim to break the stigma was prominent in planning and during the 2016 games in the British, Paralympic association hosted carnivals based around the Brazilian theme to draw attention to the GB Paralympics and disability in sport (Gov.uk 2016). This shows that there is a lot of attention to changing perceptions around this legacy.

It is clear that across Great Britain there were a range of different attitudes towards the games, both positive and negative. Many studies, surveys, and research were done to see what the people actually thought and felt about the games. 75% of the UK population felt proud to be British (International Olympic Committee 2013). Seeing their country celebrated and showcased on a global scale generated a sense of pride in the host country.

A negative attitude towards the games which happens over a range of host cities was researched by Collins (1999) who stated that there would be a surge in the pricing, particularly for housing with higher demand, meaning local residents couldn`t afford it.

When looking at the Games from a gender perspective, 79% of males and 77% of females stated in the study that the games were worth it in all aspects (International Olympic Committee 2013), so although there may be negatives they are positively outweighed.

Linking into the Paralympics, research showed that 75% of the UK adult population agreed that the successful Paralympic games has changed the perceptions on how disability sport is viewed, with respect and equality (International Olympic Committee 2013). Although from a disability aspect, Braye et al (2015) explained that whilst the Paralympics was an overall positive in relation to sport, disabled people do not benefit massively from the event directly.

In conclusion on how great is Britain following the London 2012 Olympic games, it is clearly a fantastic legacy has been left on many aspects including sporting, social, environmental, urban, economic and the Paralympics. London was regenerated and policies and strategies were formed to shape the way sport is viewed today. The impact of being a host city is an overall positive experience for the locals and for the countries within Great Britain.

Bibliography

1. Agha, N., Fairley, S. and Gibson, H. (2012) Considering legacy as a multi-dimensional construct: The legacy of the Olympic Games. Sport Management Review, 15, 125-139.

Generation next would be entirely different, smarter, and independent due to conflicting sets of values the parents feel confused, insecure, and helpless due to their inability to understand ‘Me’-a total contradiction to their values and beliefs.

I am the ‘Generation Next’ and it will take my parents a generation to understand what I like and what makes me tick.

Play stations, the latest rock music, hip hop, you see what I mean!!! The world has changed in the last few decades so much that parents find it difficult to understand ‘Gen Next’ that is ‘Us’.

The web revolution and now mobile technology are changing the way we interact with each other and the world. The change that directly affects the way we live has been enormous not just because of technology, and the media but also due to the widening gap between our parents and Us. With our parents’ endearing memories of India as self-sufficient but somewhat closed to the outward-looking and confident India c today, come problems of differing world views between them and us.

Parents should not forget that Independence has been resigned to its glorious past and it is the glorious future that the new generation is now looking forward to.

The world of music, fashion, and influence from the other parts of the world, is defining my identity. This is at odds with a more grounded view of being an Indian and the way of life my parents and grandparents have aspired for.

This is that period of our life when we are moving away from the close circle of our families and striving hard to become individuals with certain rights.

Added to this, is the fact, that I am a teenager, rebellious to the coral seeing new worlds and ideas every second. It excites me and I want to define my ‘new self which does not want to conform to traditions.

In a chaotic world, I find myself compelled to make choices. Either I try to clone on to my core belief and feel self-confident in it or ride the waved change. Either way, there will be two camps, and guess who is more likely to be in which? There is no right answer; both ways call for a choice to no change or to embrace change.

Confidence is the key, am a confident Indian, defining the values and aspirations of my generation that leads to an inevitable gap, but gaps are built to leap, gaps need bridges, the bridges of understanding and acceptance by the world we live in, if not the world you lived in. It will happen again when I have children, and I say ‘Cheers’ to that.

But, I accept change which also leads to confusion, and in a state of confusion, one needs stability as much as understanding and patience on the part of the adults. I hope to find it in the love and support of my parents. ‘Generation Next’ is only a gap in ideas and is definitely not a gap in family ties.

Life of the present generation is far different when compared with the older ones. Things have changed significantly. The way things used to work in the past is not the same as now because new systems of doing things have been made known to society. The way we consolidate things is different from how our old generation used to sort out and live manically in their society. This is the age where voices from all parts of society and rights are equally shared and heard. Back then, to stand on what you believe is costly, including your life. Some of the most important differences between our generation and the old generation are education, technology, lifestyle, and communication between people. When it comes to education most people from the present generation tend to have at least a bachelor’s degree. In other words, they cannot work until they have an appropriate education. In contrast, people in the older generation did not have a lot of opportunities to study. In the past, only rich people would have the opportunity to study. Also, people in the older generation focused more on working than studying. Thus, people in the present generation have a higher education than people of the older generation. In the present generation, we have the right to education i.e. men and women both have equal rights to have education. In contrast, women of the older generation did not have the opportunity to study when compared with men. Coming to technology it evidently changed our society. As days go by, science and technology have been virtually advanced and used to create various machines from vehicles, weapons, mobile phones, computers, or any other equipment that is designed using technology. Compared to the old generation where technology wasn’t really familiarized as they had to ensure that their task was completely done by their bare hands without any programmed device that they could use. Today’s generation has been relying on the internet for almost everything in their day-to-day life. In contrast, the older generation used to depend upon themselves to get their work done. And when it comes to lifestyle people of the present generation enjoy easier lives when compared with the older ones. The lifestyle for the older ones was quite difficult because as a way of discipline, the children were whipped and given punishments by their parents and any mistake made there were severe consequences and this made the child be more vigilant and careful next time before trying another stupid thing but our generation parents are becoming more relaxed when disciplining their child and that has led to the child becoming rebellious and having troubles following some simple rules and regulations given by their parent. Today’s generation after graduating from university, may not have to work immediately. They can sit around at home and do nothing because their parents are willing to support them. They do not have to be concerned too much about their future plans. On the other hand, people of the older generation tend to have harder lives. If they want something, they have to work really hard to achieve it. And finally, when it comes to communication between people, the older generation used to face many problems in contacting their dear ones. Whereas, people of the present generation are used to connecting with each other almost immediately. For example, if young people want to contact their friends who live in different countries, they usually contact them by using their mobile phones. Teenagers in the new generation spend most of their time chatting with their friends on their mobile phones or chatting online more than doing anything else. On the other hand, people from the older generation are accustomed to writing letters to contact friends who are far away. Furthermore, they like to deal with other people face to face. When it comes to men and women, men used to have more freedom in communicating with others when compared with women, who were not even allowed outside of their homes. In contrast, present generation there is almost no difference between men and women in contacting their dear ones and talking with people.

Abstract

Since English is not their mother tongue, English language learning is a big challenge for first-generation learners who come from poor family backgrounds. Though English is essential for all to communicate worldwide people, there is a lack of awareness among the first generation learners of English. Teachers as well as students follow the traditional method instead of the practical method. Though there are lots of differences between traditional methods and practical methods, there has been a misunderstanding between them always. If the gap between these two methods is reduced, then the teachers and the learners can achieve their goals. I hear and I forgot; I see and I believe; I do and I understand said, Confucius. Hence the learners must practice English in their day-to-day conversations. As professional English language teachers today have good knowledge of various techniques and innovative approaches, they know and understand the origin and evolution of teaching methodologies. Modern teachers use a variety of methodologies and approaches according to the learning context and objectives. There is no doubt if there is involvement and continuous practice in learning, even the first generation learners can speak English better than native speakers. This paper reveals some challenges faced by first-generation second-language learners in acquiring competence.

Keywords: first Generation, challenges, misunderstanding, modern, practical, conversations, tradition, uncomfortable, understanding.

Introduction

The term ‘first-generation learners’ (FGL) here refers to the students who are the first ones in their entire generation to go to college and receive education or whose parents have attended the formal education system up to the primary level of schooling. These learners face problems academically, psychologically, socio-economically, and culturally. They have to face some academic challenges in terms of classroom challenges related to course content, method of teaching, etc. For this study, first-generation learners are considered as those children whose parents have either no education or dropped out. Most of these learners are children of agricultural laborers, bonded laborers with no educational background. These learners do not have any parental support as their parents are illiterate or have received only basic education. English is being spoken almost all over the world and plays a vital role in the minds and hearts of people especially even the first generation of English learners whose medium of instruction up to 12th standard is Tamil. Even though it is a second language, it has to be learned to get job opportunities and communication with the people of other states and countries. The English language is a vehicle on which we can travel all over the world. Well, the beginning is a half success. The field of English language teaching is dynamic and changing in the modern era. Knowing the level of English language proficiency of students and utilizing successful ways to teach the English language effectively is a problem-solving mission. Situational learning is one of the best methods for learning English. The biggest challenge for teachers is capturing the attention of students and putting the ideas of learning language in a way that stays in their minds long after they have left the classroom. To make this happen, the classroom experience should be redefined with innovative techniques which make the learners learn enthusiastically. To make the students proficient, the way of teaching should be more practical with the interaction between teacher and students. There should not be any compromise in speaking English when the mother tongue interferes.

Problems Faced in second language teaching to First-Generation Learners

Though English is an inevitable language today, students concentrate only on scoring marks in the examinations instead of language acquisition. They are taught English for about six hours per week for the duration of the respective degree courses but they do not know how to speak English at least with some mistakes even if they don’t try to speak English. It is not only the part of students but also the teachers. At present, there are 72 students in a UG class. Due to these overcrowded classrooms, teachers could not concentrate on each individual. To solve this problem students and teacher ratio may be modified to at least 35:1.When the teachers teach lessons in English, students listen and follow them. Hence the role of the teachers in the classroom is very important. By listening to the speech of the teachers, students become familiar with some unknown words and they will also be able to use the learned vocabulary in their conversations. It is our hope if the teachers involve wholeheartedly, absolutely English language teaching process will get successful.

Problems in Speaking

1. Production of sounds (expressing the sounds of the words accurately and perfectly)
2. Fluency
3. Choice of words and phrases
4. Constructing sentences in a proper structure

Communication problems may affect the learners’ speaking and understanding abilities. To avoid the problem proper training should be given in the classroom.

Challenges faced by first-generation learners (FGL)

The challenges faced by the learners have been operationalized in terms of student confidence. Some factors that are very challenging for the first generation learners like distance of the college, not availing like-minded peers, the content of study, the method of teaching, and over-crowded classroom. Interaction with peers and teachers is normal and there is an exclusion of FGLs college is an alien entity but apart from academics FGLs don’t seem to face any problems. In fact, the teachers take remedial classes for these children to make them competent in English proficiency. The teachers point out that these students’ homework mostly remains incomplete suggesting the possible challenges one might face to do so. First-generation learners in colleges face more difficulty in mastering English. First-generation students in arts and science colleges read additional exposure to English and appropriate graded steps to improve their mastery of English. This research focuses on first-generation learners who have enrolled in arts and science colleges. We need to emphasize that there are quite a few college lecturers who are also first-generation learners but have succeeded in completing their studies and have begun their careers as lecturers etc. They also continue to aim at improving their English skills to meet the demands of classroom teaching. The term first generation learner has a deeper meaning when it is applied to the students of Tamil Nadu. Socioeconomic status is an important factor here. First-generation learners may be not only first learners at the college level, but also they might have been first generation learners in the entire formal schooling system. Hence there is no heavy competition among the learners and also there is no proper guidance and encouragement from the parent side. The students’ socio-economic situation could make the situation much worse and more pathetic. Inferiority complex, leading to lack of participation, unwillingness, hesitation to be part of a group, internal conflict, satisfaction with low-level performance, ultimate defeat, self-destruction, etc. While first-generation learners have adequate language skills in reading and writing in their mother tongue (Tamil), their performance in using English may be somewhat less impressive.

The learners may face difficulties in producing proper sentences in their conversations. Subject, Verb arrangement may be a problem. They find it difficult the use gender as well as the contrast between singular and plural, etc. They may have difficulty using tenses appropriately. Choice of adjectives and adverbs also is difficult for them. Their difficulties are noticed even in those students from families with past college-level education. But the level of performance of the first-generation learners may be significantly lower than the performance of the group. While rural students, in general, may face difficulty, first-generation learners from rural parts and from cities face greater difficulty in handling English language textbooks and most see memorization as the best way to score marks. it is important that extensive empirical studies are undertaken to specify the lack of skills and other features in detail so that we may be able to devise suitable remedial steps. At the beginning level, we need to conduct an entry-level test to know the current status of the English competence of students. They should be conducted based on the required competence of college students in English. Some of the sections of the test subsections for all four language skills, a section for identifying the mastery of words, mastery of basic grammatical processes, sentence construction, and mastery of different types of sentences. Through this research, the researcher tries to find the difficulties of first-generation students in learning the English language and finds remedies to improve their English language competence. The reason for selecting the topic about first generation learners of English is the researcher himself is a first-generation learner. As the researcher knows the difficulties of the students, he focuses on them.

Task-Based Practical Learning-A Remedy

Students may be given tasks like reading newspapers loudly, showing English movies and cartoon serials to listen with subtitles, telling short stories, describing things, involving in model interviews, and participating in dialogues to enrich their speaking skills. When they complete their tasks, they overcome crowd fear and get the confidence to speak English anywhere. Now the duty of the teachers in the classroom is to listen to the speech of the learners and simultaneously correct their mistakes with positive appreciation. If the process continues further, then the students will be able to speak fluent English within the minimum period.

Summing up

The first generation second language learners do not know the pronunciation of certain words. They have effective pronunciation which makes them feel shy to speak in English in the classroom. Their communication skill can be developed through proper guidance. The involvement of the learners in regular practice decides success. Even though they face many challenges in second language acquisition, everything can be rectified with continuous practice. Determination in the minds of the learners will make them proficient in English.

References:

1. Aggarwal, Shalini. Essential Communication Skills. New Delhi: Anne Books Pvt. Ltd., 2009.
2. Banerjee. A.K. Teaching English as a Foreign Language. Jaipur: Pointer publication, 2006.
3. Brown, H.D. Teaching by principles. New York: Pearson Longman, 1954. Print.
4. Tickoo, M.I. ELT in India, New Delhi: Orient Langman, 2004. Print.

Abstract

Since English is not their mother tongue, English language learning is a big challenge for first-generation learners who come from poor family backgrounds. Though English is essential for all to communicate worldwide people, there is a lack of awareness among the first generation learners of English. Teachers as well as students follow the traditional method instead of the practical method. Though there are lots of differences between traditional methods and practical methods, there has been a misunderstanding between them always. If the gap between these two methods is reduced, then the teachers and the learners can achieve their goals. I hear and I forgot; I see and I believe; I do and I understand said, Confucius. Hence the learners must practice English in their day-to-day conversations. As professional English language teachers today have good knowledge of various techniques and innovative approaches, they know and understand the origin and evolution of teaching methodologies. Modern teachers use a variety of methodologies and approaches according to the learning context and objectives. There is no doubt if there is involvement and continuous practice in learning, even the first generation learners can speak English better than native speakers. This paper reveals some challenges faced by first-generation second-language learners in acquiring competence.

Keywords: first Generation, challenges, misunderstanding, modern, practical, conversations, tradition, uncomfortable, understanding.

Introduction

The term ‘first-generation learners’ (FGL) here refers to the students who are the first ones in their entire generation to go to college and receive education or whose parents have attended the formal education system up to the primary level of schooling. These learners face problems academically, psychologically, socio-economically, and culturally. They have to face some academic challenges in terms of classroom challenges related to course content, method of teaching, etc. For this study, first-generation learners are considered as those children whose parents have either no education or dropped out. Most of these learners are children of agricultural laborers, bonded laborers with no educational background. These learners do not have any parental support as their parents are illiterate or have received only basic education. English is being spoken almost all over the world and plays a vital role in the minds and hearts of people especially even the first generation of English learners whose medium of instruction up to 12th standard is Tamil. Even though it is a second language, it has to be learned to get job opportunities and communication with the people of other states and countries. The English language is a vehicle on which we can travel all over the world. Well, the beginning is a half success. The field of English language teaching is dynamic and changing in the modern era. Knowing the level of English language proficiency of students and utilizing successful ways to teach the English language effectively is a problem-solving mission. Situational learning is one of the best methods for learning English. The biggest challenge for teachers is capturing the attention of students and putting the ideas of learning language in a way that stays in their minds long after they have left the classroom. To make this happen, the classroom experience should be redefined with innovative techniques which make the learners learn enthusiastically. To make the students proficient, the way of teaching should be more practical with the interaction between teacher and students. There should not be any compromise in speaking English when the mother tongue interferes.

Problems Faced in second language teaching to First-Generation Learners

Though English is an inevitable language today, students concentrate only on scoring marks in the examinations instead of language acquisition. They are taught English for about six hours per week for the duration of the respective degree courses but they do not know how to speak English at least with some mistakes even if they don’t try to speak English. It is not only the part of students but also the teachers. At present, there are 72 students in a UG class. Due to these overcrowded classrooms, teachers could not concentrate on each individual. To solve this problem students and teacher ratio may be modified to at least 35:1.When the teachers teach lessons in English, students listen and follow them. Hence the role of the teachers in the classroom is very important. By listening to the speech of the teachers, students become familiar with some unknown words and they will also be able to use the learned vocabulary in their conversations. It is our hope if the teachers involve wholeheartedly, absolutely English language teaching process will get successful.

Problems in Speaking

1. Production of sounds (expressing the sounds of the words accurately and perfectly)
2. Fluency
3. Choice of words and phrases
4. Constructing sentences in a proper structure

Communication problems may affect the learners’ speaking and understanding abilities. To avoid the problem proper training should be given in the classroom.

Challenges faced by first-generation learners (FGL)

The challenges faced by the learners have been operationalized in terms of student confidence. Some factors that are very challenging for the first generation learners like distance of the college, not availing like-minded peers, the content of study, the method of teaching, and over-crowded classroom. Interaction with peers and teachers is normal and there is an exclusion of FGLs college is an alien entity but apart from academics FGLs don’t seem to face any problems. In fact, the teachers take remedial classes for these children to make them competent in English proficiency. The teachers point out that these students’ homework mostly remains incomplete suggesting the possible challenges one might face to do so. First-generation learners in colleges face more difficulty in mastering English. First-generation students in arts and science colleges read additional exposure to English and appropriate graded steps to improve their mastery of English. This research focuses on first-generation learners who have enrolled in arts and science colleges. We need to emphasize that there are quite a few college lecturers who are also first-generation learners but have succeeded in completing their studies and have begun their careers as lecturers etc. They also continue to aim at improving their English skills to meet the demands of classroom teaching. The term first generation learner has a deeper meaning when it is applied to the students of Tamil Nadu. Socioeconomic status is an important factor here. First-generation learners may be not only first learners at the college level, but also they might have been first generation learners in the entire formal schooling system. Hence there is no heavy competition among the learners and also there is no proper guidance and encouragement from the parent side. The students’ socio-economic situation could make the situation much worse and more pathetic. Inferiority complex, leading to lack of participation, unwillingness, hesitation to be part of a group, internal conflict, satisfaction with low-level performance, ultimate defeat, self-destruction, etc. While first-generation learners have adequate language skills in reading and writing in their mother tongue (Tamil), their performance in using English may be somewhat less impressive.

The learners may face difficulties in producing proper sentences in their conversations. Subject, Verb arrangement may be a problem. They find it difficult the use gender as well as the contrast between singular and plural, etc. They may have difficulty using tenses appropriately. Choice of adjectives and adverbs also is difficult for them. Their difficulties are noticed even in those students from families with past college-level education. But the level of performance of the first-generation learners may be significantly lower than the performance of the group. While rural students, in general, may face difficulty, first-generation learners from rural parts and from cities face greater difficulty in handling English language textbooks and most see memorization as the best way to score marks. it is important that extensive empirical studies are undertaken to specify the lack of skills and other features in detail so that we may be able to devise suitable remedial steps. At the beginning level, we need to conduct an entry-level test to know the current status of the English competence of students. They should be conducted based on the required competence of college students in English. Some of the sections of the test subsections for all four language skills, a section for identifying the mastery of words, mastery of basic grammatical processes, sentence construction, and mastery of different types of sentences. Through this research, the researcher tries to find the difficulties of first-generation students in learning the English language and finds remedies to improve their English language competence. The reason for selecting the topic about first generation learners of English is the researcher himself is a first-generation learner. As the researcher knows the difficulties of the students, he focuses on them.

Task-Based Practical Learning-A Remedy

Students may be given tasks like reading newspapers loudly, showing English movies and cartoon serials to listen with subtitles, telling short stories, describing things, involving in model interviews, and participating in dialogues to enrich their speaking skills. When they complete their tasks, they overcome crowd fear and get the confidence to speak English anywhere. Now the duty of the teachers in the classroom is to listen to the speech of the learners and simultaneously correct their mistakes with positive appreciation. If the process continues further, then the students will be able to speak fluent English within the minimum period.

Summing up

The first generation second language learners do not know the pronunciation of certain words. They have effective pronunciation which makes them feel shy to speak in English in the classroom. Their communication skill can be developed through proper guidance. The involvement of the learners in regular practice decides success. Even though they face many challenges in second language acquisition, everything can be rectified with continuous practice. Determination in the minds of the learners will make them proficient in English.

References:

1. Aggarwal, Shalini. Essential Communication Skills. New Delhi: Anne Books Pvt. Ltd., 2009.
2. Banerjee. A.K. Teaching English as a Foreign Language. Jaipur: Pointer publication, 2006.
3. Brown, H.D. Teaching by principles. New York: Pearson Longman, 1954. Print.
4. Tickoo, M.I. ELT in India, New Delhi: Orient Langman, 2004. Print.