Category: Pedagogy

Introduction

Even though the process of teaching a foreign language to students in high schools across the world is supposed to be ideologically neutral, this does not appear to be the actual case. The reason for this is that, as practice indicates, such a process cannot be discussed outside of what happened to be the essence of the dominant socio-cultural discourse in a particular country where it takes place.

In my paper, I will explore the validity of this suggestion at length, while comparing the currently deployed methodological approaches for teaching the English language in senior secondary schools in China, to the ones that are being used to teach the Chinese language in Australian senior secondary schools. While identifying the qualitative characteristics of both national-based curricula, I will also outline what should be deemed the main obstacles in the way of ensuring the pedagogical effectiveness of teaching a foreign language to Chinese and Australian senior secondary students.

EFL curriculum in China

When it comes to discussing the specifics of how the English language is being taught to the mentioned category of students in China, one must take into consideration: the discursive legacy of Confucianism in this country, and the historical aspects of China’s socio-economic and cultural development since the founding of the People’s Republic of China in 1949. Even though the English language in China became institutionalized (as one of the foreign languages to be taught in schools and universities) at the beginning of the 20th century, the establishment of the all-national EFL curriculum took place in the late fifties. Having been heavily influenced by the Soviet/Russian model of pedagogy, the curriculum’s guiding principles include:

1. Placement of emphasis on the development of writing and reading (rather than communicative) skills.
2. Deployment of the deductive approach to teaching grammar: “Students are given the grammar rules and examples, are told to memorize them, and then are asked to apply the rules to other examples” (Rao, 2013, p. 35).
3. The assumption that students must provide formally accurate answers to the questions concerned with the practical application of grammar/syntax rules.
4. Reliance on the teacher-centered teaching paradigm.

In its turn, this partially explains why up until the early eighties, at least half of the academic time in the secondary schools’ English classes used to be spent on prompting students to memorize English texts by heart – regardless of whether the former understood them or not. According to Yu (2013), “Texts were committed to memory, with the aid of liberal physical encouragement and much noise. When successfully mastered, they were recited by the individual student, back to his teacher, facing the class” (p. 42). It is understood, of course, that this was naturally encouraging students to think of the English language as just about anything, but the practically useful medium of international communication.

It must be noted that the earlier outlined principles, reflected by the Chinese teachers’ willingness to encourage students to spend long hours memorizing texts in English, were thoroughly consistent with the fact that the discursive legacy of Confucianism never ceased exerting a powerful effect on the educational domain in China, throughout the millennia. The Communist revolution of 1949 did very little to change the situation, in this respect, “Emphasis on text memorization can be said to be historically rooted in the Chinese tradition in education, for it is associated with the Confucian educational philosophy that exalts and worships ‘established text’” (Jin & Cortazzi, 2002, p. 57).

In full accordance with the Confucian legacy, most Chinese teachers and students continue to think of education in terms of a privilege, which presupposes the appropriateness of using a teacher-centered/authoritarian approach to teaching foreign languages in the classroom.

Up until comparatively recently, the curriculum’s main objective was to contribute to the secondary students’ overall intellectual development. By learning the English language, they were expected to grow more familiar with the ways of the Western world, which in turn was supposed to come in handy within the context of how these students indulge in analytical thinking. However, very little attention used to be paid to whether the acquired linguistic proficiency, on the part of secondary students, would come to represent any utilitarian value for them.

The logic behind such a conceptualization of the learning process’s actual goal had to do with the assumption that the opportunity for graduates to take practical advantage of their knowledge of English would be severely limited. As Yang (2006) pointed out, “For English to be used, it generally takes a motivated community, the right tasks, and appropriate settings. Unfortunately, these conditions seem to have been met only in certain settings in China’s key metropolitan “centers (p. 7).

Therefore, it does not come as a particular surprise that even as recently, as through the mid-eighties, it used to be considered something rather extraordinary if a secondary school graduate possessed a moderate command of the English language. According to Wang (2007), “A large-scale national survey was conducted on secondary school English teaching in 1985. It found that most secondary school graduates were unable to use even very simple language to express themselves after almost 900 hours of English instruction” (p. 90).

Nevertheless, as China’s economy continued to grow, it was becoming increasingly apparent to officials from the country’s Ministry of Education that the conceptual approach to teaching English in Chinese high schools had to be readjusted to correlate with the newly emerged socio-economic circumstances. In its turn, this established the objective preconditions for the adoption of the New English Curriculum Standard/NECS (introduced through the early 2000s) by the growing number of high schools in China. As Liu (2016) noted, “The central idea behind NECS is that the best way to teach grammatical structures is not to teach them directly but to engage learners’ attention on the meaning or message” (p. 78).

NECS is based on the assumption that to prove effective; the learning process must be highly interactive – something that, in turn, calls for the adoption of the student-centered paradigm for teaching the English language in China’s high schools. By being exposed to the NECS-based studying strategies, students are expected to grow emotionally comfortable with perceiving this language as the practical instrument of communication (Sun, 2013).

However, the adoption of NECS has been widely criticized on account of this standard’s being excessive ‘,westernized,’ which makes it ill-suited to be deployed within the classroom-setting of an ordinary high school in China. What represents yet another challenge, within the context of how NECS is being implemented, is the fact that the overwhelming majority of Chinese English-language teachers have never traveled outside of China. In its turn, this does not only make it highly unlikely for them to feel at ease while communicating with students in English but also leaves only a few prerequisites for the learning process to be less teacher-centered.

Therefore, despite the fact that during the recent decade, the EFL curriculum in China has grown much more constructivist, as compared to what it used to be the case in the past, it continues to remain essentially traditionalist. As Zhang and Liu (2014) pointed out, “The approval of constructivist ideas does not prevent the teachers from adhering to traditional beliefs, especially those in memorisation and drill. All the interview participants require their students to memorise vocabulary, sentences or even texts. This practice is still a basic element of English class in Chinese secondary schools” (p. 195). There are many reasons to believe that such a state of affairs with teaching the English language to senior secondary students in China is going to persist into the future.

CFL curriculum in Australia

Although the Chinese language has been taught in Australian high schools ever since 1950, it was not up until the early eighties that it became officially included in the country’s foreign language curriculum. The main reason behind this development had to do with the fact that, as of this time, it started to become increasingly clear to Australian governmental officials that the key to Australia’s continual economic growth was concerned with creating the prerequisites for the country’s economy to take advantage of the exponential expansion of the Chinese (Asian) market of goods and services (Salter, 2013).

In its turn, this called for the dramatic increase in the number of ‘Asia literate’ Australians – something that could be achieved by ‘orientalising’ the foreign language curriculum in high schools to “educate Australian students in Asian languages and cultures with the assumption that this would enhance Australia’s economic interests in East Asia” (Henderson, 2008, p. 182). This points out to the fact that the main purpose of teaching the Chinese language to senior secondary students in Australia is essentially utilitarian – just as it happened to be the case with the purpose of teaching the English language to their Chinese counterparts.

Moreover, in a similar manner with the EFL curriculum in China, the CFL curriculum in Australia reflects the key values/traditions of the Australian system of education, as a whole. These are as follows:

1. Decentralisation. In Australia, each of the country’s states and territories is in the position to define its own educational provisions to be applied, within the context of how senior secondary students study the Chinese language. This implies the absence of the all-national foreign language curriculum – something that makes it much more difficult for teachers to ensure the methodological soundness of their approaches to teaching English (Hones, 2005).
2. Privatisation. In Australia, the acquisition of the second language by senior secondary students is often discussed in terms of a ‘public service’, which presupposes that, in order to be able to excel in studying Chinese language, students must consider resorting to the paid services of private tutors. Such a situation came about as a result of the fact that the proponents of Neoliberalism in governmental offices have been in charge of designing the country’s educational policies ever since the early nineties.
3. Educational constructivism. In full accordance with the officially endorsed policy of political correctness, there are no positivist (objective) criteria for assessing the varying measure of students’ successfulness in studying Chinese language (Porcaro, 2011). One of the main considerations, in this respect, has to do with the fact that, as of today, just about every high school in Australia features a large population of native-speaking Asian/Chinese students, which puts non-Asian students at much disadvantage, when it comes to evaluating their academic progress in CFL classes.
4. Lowered academic standards. The task of learning the Chinese language by non-Asian senior secondary students is assumed much too stressful for them to cope with – not the least because of this language’s sheer complexity and dissimilarity with their native spoken one. Therefore, the learning process is concerned with encouraging students to use Pinyin – the Romanised system for the phonetic denotation of the Chinese characters’ oral pronunciation (Lee & Kalyuga, 2011). Even though the deployment of such an educational approach does appear fully justified, many students perceive it to be suggestive of their ‘inborn’ inability to master ‘proper Chinese’, which naturally results in undermining the strength of their academic commitment to the concerned curriculum.

In light of the above-mentioned qualitative features of the CFL curriculum in Australian high schools, it will only be logical to assume that the learning process in question cannot prove very effective by definition. This indeed appears to be the case. For example, according to Wilson, Dalton and Baumann (2015), “In NSW, the number of HSC students studying Chinese in 2014 was just 798 (635 of which were students with a Chinese background), whereas a decade ago it was almost double that number, with 1,591” (para. 18).

Apparently, most non-Asian students in Australia do not quite understand why to attend CFL classes, in the first place. The line of their reasoning, in this respect, is not too hard to follow – why bother with studying Chinese, if I am still going to be considered an underachiever when compared to my Chinese-Australian classmates, who use this language to communicate with their parents at home? To complicate things even further, the majority of CFL educators in Australia consists of Chinese-born naturalised citizens, who tend to rely on the highly formalistic/rigorous approach to teaching the language – quite inconsistent with the laissez-faire teaching methodology, to which non-Asian senior secondary students are accustomed.

As Lee (2014) pointed out, “Native-speaker teachers… often teach Chinese in the same way that they were taught it. Australian students, meanwhile, are used to a different system altogether, and are thus predisposed to finding such methodology boring or overly rigorous” (para. 20). It is understood, of course, that the described state of affairs with the currently enacted CFL curriculum in Australian high schools, stands in a striking contradiction to the governmental agenda of endorsing ‘Asia literacy’ among Australians.

Critique

The provided descriptions of the main qualitative features of the senior secondary FL curricula in China and Australia, allow us to come up with the following analytical insights, regarding the discussed subject matter:

1. Despite having been reformed to be more communicative/student-centred, the Chinese approach to teaching English language to senior secondary students continues to remain deeply embedded in the Confucian academic tradition, which in turn causes most Chinese teachers to persist with applying much ‘authoritative’ pressure on students, while requiring the latter to prioritise developing their writing and reading skills. Nevertheless, even though such a teaching strategy may appear somewhat outdated (when assessed from the Western perspective); there is a good reason to think of it as being fully consistent with the deep-seated linguistic anxieties in Chinese students. The rationale behind such a suggestion has to do with the logographic essence of Chinese language, which presupposes the sheer importance of visualisation, within the context of how Chinese native speakers make sense out of the orally delivered speeches and written texts – regardless of what happen to be the linguistic medium in question. Therefore, it is indeed thoroughly logical for Chinese EFL teachers to insist that students must spend long hours reading and writing in English, as well as memorising English texts by heart. After all, the deployment of such a learning methodology, on the part of EFL teachers in China, does closely match the one used for encouraging Chinese students to gain proficiency in their own language.
2. The methodological provisions of the Australian senior secondary CFL curriculum cannot be deemed fully appropriate – especially if assessed in conjunction with what account for the contemporary socio-demographic realities in this country (Iredale, 1997). One of the reasons for this is that the conceptualisation of the curriculum’s objectives took place before Australian society had fully embraced the policy of multiculturalism. As a result, more and more senior secondary students in Australia grow to regard the prospect of gaining proficiency in the Chinese language, as such that represents very little practical value. Consequently, this provides them with a powerful incentive to consider dropping out – especially given the fact that there is nothing compulsory about the CFL curriculum in Australia. What contributes towards bringing about such a situation, even more, is the fact that, as it was implied earlier, Australian students are not accustomed to the manner in which they are being taught the Chinese language by this language’s native speakers. Thus, it will be perfectly logical to suggest that there is a pressing need to revise the curriculum’s very discursive foundation, as the main precondition for making it academically legitimate again. One of the possible strategies that can be utilised, in this respect, is providing students with the opportunity to study Chinese language in the so-called ‘immersion mode’ when they are being required to spend some fixed amounts of time socialising with Chinese-born native speakers only.

Reflection

The main implication of the conducted research for me, as a future educator, is that when it comes to teaching foreign language in the classroom, the would-be deployed strategy must take into consideration both: the socio-economic/demographic dynamics within the society, and the innate quality of the targeted students’ psycho-cognitive predispositions. Because of what has been mentioned earlier, there is a certain rationale in assuming that these predispositions are at least partially reflective of the particulars of the affiliated individuals’ ethno-cultural background. Therefore, for one to excel as a leader in education, he or she may never cease applying a continual effort into broadening the scope of its intercultural awareness.

This suggestion is fully consistent with the ‘culturally sensitive’ paradigm in education, which is assumed to correlate with the multicultural realities of today’s living in the West (Byram, 2012). Unfortunately, as practice indicates, this paradigm’s provisions are often deemed purely declarative – just as it was illustrated, regarding the current situation with teaching the Chinese language in Australian high schools. Apparently, cultural sensitivity in education should apply universally to all students, and not only to those who are considered ‘ethnically visible’.

One’s willingness to act as a culturally sensitive educator has always been deemed as the proof of his or her professional adequacy. The reason for this is apparent – by taking into consideration the culturally predetermined psychological leanings of each individual student, a teacher will be able to enjoy much respect with the class, as a whole. Therefore, it will be logical to assume that is specifically the transformational model of leadership, which suits the best for those teachers who aspire to enjoy much success on the line of addressing their professional responsibilities.

As Silins and Murray-Harvey (1999) pointed out, “Transactional leadership may enable an organisation to operate effectively and efficiently, but, alone, it could not develop in followers the level of trust, loyalty and enthusiasm generated by transformational leadership” (p. 331). This explains my motivation for choosing in favour of becoming a transformational leader – I believe that my choice, in this respect, will prove not only ethically appropriate but also rationally sound.

Conclusion

As it was shown through the paper’s analytical parts, there many commonly overlooked qualitative dimensions to how foreign language is being taught to senior secondary students in different countries. The research’s findings suggest that there is a positive correlation between the extent of one’s professional adequacy, as a teacher, and the concerned person’s varying ability to recognise these dimensions well ahead of time. In the future, I would like to do more research on how the particulars of an individual’s ‘brain wiring’ affect his or her propensity in learning foreign languages.

References

Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 21(1-2), 5-16.

Henderson, D. (2008). Politics and policy-making for Asia literacy: The Rudd report and a national strategy in Australian education. Asian Studies Review, 32(2), 171-175.

Hones, D. (2005). We are one, we are many: Portraits of Australian bilingual schools. Multicultural Education, 12(3), 14-21.

Iredale, R. (1997). The impact of immigration on school education in New South Wales, Australia. The International Migration Review, 31(3), 655-669.

Jin, L., & Cortazzi, M. (2002). English language teaching in China: A bridge to the future. Asian-Pacific Journal of Education, 22(2), 53-64.

Lee, A. (2014). In with Pinyin: How to improve Chinese language education in Australia. Web.

Lee, C., & Kalyuga, S. (2011). Effectiveness of different Pinyin presentation formats in learning Chinese characters: A cognitive load perspective. Language Learning, 61(4), 1099-1118.

Liu, W. (2016). The changing pedagogical discourses in China. English Teaching: Practice & Critique, 15(1), 74–90.

Porcaro, D. (2011). Applying constructivism in instructivist learning cultures. Multicultural Education & Technology Journal, 5(1), 39-54.

Rao, Z. (2013). Teaching English as a foreign language in China: Looking back and forward. English Today, 29(3), 34-39.

Salter, P. (2013). The problem in policy: Representations of Asia literacy in Australian education for the Asian century. Asian Studies Review, 37(1), 3-23.

Silins, H., & Murray-Harvey, R. (1999). What makes a good senior secondary school? Journal of Educational Administration, 37(4), 329-344.

Sun, C. (2013). Probing possibilities of applying productive pedagogy to English teaching in China. Theory and Practice in Language Studies, 3(9), 1651-1657.

Wang, Q. (2007). The national curriculum changes and their effects on ELT in the People’s Republic of China. In J. Cummins & C. Davison (Eds.), The International Handbook of English Language Education (pp. 87-105). Norwell, MA: Springer Publications.

Wilson, R., Dalton, B., & Baumann, C. (2015). Six ways Australia’s education system is failing our kids. Web.

Yang, J. (2006). Learners and users of English in China. English Today, 22(2), 3-10.

Yu, X. (2013). Learning text by heart and language education: The Chinese experience. Theory and Practice in Language Studies, 3(1), 41-50.

Zhang, F., & Liu, Y. (2014). A study of secondary school English teachers’ beliefs in the context of curriculum reform in china. Language Teaching Research, 18(2), 187-204.

The approach of Kristina’s teacher was based on the use of books with pictures facilitating the understanding of materials and sign language. Both methods were beneficial for a girl with limited English proficiency (Post University, n.d.). Thus, the first technique allowed her to study while gradually learning the language. The second way of helping the student improved her communication with the teacher at the initial stages. As for Samantha, the educators supported her by providing visual support in the form of a schedule and pictures of other children with their names (Earlyinclusion, 2010). They also allowed her to develop motor skills at her own pace and thereby contributed to her progress.

The Impact of Strategies

The strategies selected for Kristina were useful because they did not distract her peers from the learning process. For example, the sign language allowed to reduce the time required for explanations, and the additional reading with the teacher helped ensure her improvement in English to keep up with others. In the case of Samantha, the adopted methods served the same purpose. Meanwhile, they were also advantageous for her peers since they did not have to wait for her to complete the tasks and started to help instead.

An Additional Strategy for Kristina and Samantha

An additional uniform strategy for Kristina and Samantha can be breaking down learning tasks into smaller steps so that they could acquire skills together with other children. For Kristina, it will be helpful in terms of language acquisition since using signs is only a temporary measure and, sooner or later, she will have to speak (Connecticut Office of Early Education, 2016). For Samantha, this approach will allow her to interact more with others while relying on their assistance. In this way, the rationale for this suggestion is the need to expand the girls’ abilities so that they could be valued members of their class.

References

Connecticut Office of Early Education. (2016). Supporting all children using the Connecticut early learning and development standards: Meeting the needs of diverse learners. Web.

Earlyinclusion. (2010). Preschool inclusion: Samantha. YouTube. Web.

Post University. (n.d.). Kristina: Modifications for a culturally and linguistically diverse student in an inclusive elementary classroom.

Introduction

Introspection through professional and academic concepts and philosophies is an essential practice in any industry, including nursing. There is such an all-encompassing and all-covering idea as the meta-paradigm of nursing. Experts say that it considers such institutional elements as “the person, their environment, their health, and the practice of nursing itself” (What is the metaparadigm of nursing?, n.d., para. 2). The meta-paradigm not only educates and informs one about the status quo of the nurse but it can also serve as a lens for critical appraisal of practice, professional philosophies and personal beliefs of the medical worker. This paper will share the patient’s situation and analyze it through the nursing meta-paradigm.

Discussion

There is one case of successful care that would be encouraging and reassuring for every nursing professional. About 16 months ago, a construction worker who severely injured one of his arms on a building site required care. From conversations, it was clear that it was the traumatic result of miscommunication and momentary neglect of safety. To be specific, it was a complex fracture of the right arm. The motor ability of the little and ring fingers of the patient’s right hand remained in question until the arm was completely healed. As the therapist and orthopedic surgeon said, the future functioning of those depended entirely on the patient’s physiology, spirit, and care provided. However, the man quickly became depressed because of the feeling of being useless staying in the hospital with a non-functioning dominant arm. Professional, holistic philosophy demands treating all patients equally in terms of psychological efforts (Nikfarid et al., 2018). From an empathetic and compassionate personal perspective, it was obvious that this sufferer needed encouragement and comfort more than others did.

Both viewpoints seemed to be correct and deep introspection took place. The conclusion was that this patient should be given more attention since the psychological resources of the nurse can be replenished. As a result, the “social and emotional needs” of the injured construction worker have become paramount to those of others (What is the metaparadigm of nursing? n.d., para. 2). More nursing efforts were directed towards uplifting the injured individual’s mental aspect even though there has been an understanding that a decision based on personal principles is ethically wrong in nursing. Educative dialogue with the man’s family provided an opportunity to involve people close to the patient in restoring his positive attitude. The builder was able to not only heal the broken arm and restore its full motor function but also maintain an optimistic viewpoint throughout most of the hospital stay and the healing process. In retrospect, such areas of the nursing metaparadigm as the health and the person of the wounded man needed to be addressed, and they were through the other two, environment and nursing.

Conclusion

This work is a description of a patient situation that was personally encountered. It is the story of a construction worker who broke his arm and needed physiological care and significant psychological support because his health condition and hospital stay were negatively affecting his mental well-being. The necessary services were given through interaction with all elements of the nursing metaparadigm and positioning of personal principles over professional ones. The reason the construction worker case was chosen as appropriate for discussion and analysis is that it contains a conflict of professional philosophy with personal beliefs and a solution that is partly contrary to nursing ethics.

References

Nikfarid, L., Hekmat, N., Vedad, A., & Rajabi, A. (2018). The main nursing metaparadigm concepts in human caring theory and Persian mysticism: A comparative study.Journal Of Medical Ethics And History Of Medicine, 11(6), 1-9. Web.

What is the metaparadigm of nursing? (n.d.). Top Registered Nurse. Web.

East

The Medicine Wheel Could be considered an essential modern tool that provides open-minded and seeking diverse knowledge individuals with numerous opportunities to delve into the peculiarities of a certain issue and conduct its in-depth analysis (“Aboriginal pedagogy,” n.d.). Therefore, it could also be a pedagogical tool for teaching, learning, and understanding of human journeys at different levels. Moreover, it helps to consider the most important questions related to a particular sphere. For instance, applying the Medicine Wheel approach to reconciliation issues, we could benefit from enhanced results because of the methods ability to suggest a particular structure needed for the investigation. The Medicine Wheel pedagogy ascends to indigenous practices that tried to encompass all essential aspects of a certain phenomenon and elaborate the most appropriate approach.

Therefore, the Medicine Wheel pedagogy is closely related to reconciliation. It could be defined as attempts to restore mutual respect between people who have different cultures and mentalities (“Reconciliation,” n.d.). It includes all aspects of these individuals relations: political, cultural, economic, etc. The term could also be used to describe a complex and long term process aimed at the improvement of indigenous peoples position through a specific set of measures. In this regard, the Medicine Wheel pedagogy becomes a critical aspect of reconciliation as it helps to perform a comprehensive investigation of relations between Aboriginal people and other individuals who want to establish trustful relations and engage in beneficial cooperation. In modern society, reconciliation becomes a very important issue that should be cultivated among members of society.

South

Revolving around reconciliation, I could share my personal experience to demonstrate the increased importance of this aspect and outline feelings that appear during the process. As everyone knows, Canada used to be a land inhabited by ingenious people who had their unique culture and traditions. Unfortunately, due to the unwise policy that was used by colonists and cruelty, relations with these people were spoiled, and they were moved from their traditional areas. Nowadays, we could see them only in reservations that are created with the idea to help them to preserve their culture and the way of life. I believe that regarding these facts, reconciliation means cooperation with these people to understand their unique culture and share feelings and emotions related to a certain issue. Moreover, I think we should try to establish trustful relations with them. For this reason, I reached the closest reservation to communicate with aboriginal people and discover their culture.

In general, it was a great success of mine. I visited my new friends many times and obtained important information about their way of living, culture, and mentalities. Moreover, they outlined their claims to people living in Canada.

I should say that this attempt helped me to realize that reconciliation is fundamental nowadays and could be pleasant. I managed to understand people and their problems, which is critical for modern society. This experience feels unusual as it is something new. It provides me with firmness, and I think that reconciliation is possible regarding the current state of society.

West

Therefore, everyone understands reconciliation in his/her own way. For instance, cogitating about the issue, Winona La Duke determines it as a long journey towards the enhanced mutual understanding and redemption (St. Thomas Newsroom, 2001). She is sure that it is a complex and challenging issue which demands a specific approach to consider the most doubtful aspects and make a compromise. At the same time, she thinks that the restoration of relations and improvement of ingenious peoples position is possible if reconciliation has not stopped.

Moreover, indigenous scholars share this point of view as they are confident that it is high time to act and start reconciliation. They outline several crucial points that should be touched upon to attain success and enhance cooperation. For instance, scholars emphasize a need for new relations in which both parties will act as intellectual partners and elaborate common approaches to problem-solving (“Current reconciliation initiatives,” n.d.). Additionally, they outline a need to integrate aboriginal students into the university community for them to participate in the Canadian discourse and acquire a better understanding of current processes (“Current reconciliation initiatives,” n.d.). There is also a significant need for training programs for aboriginal people.

In general, these ideas have a significant impact on my own concept of reconciliation. The thought of the improved and long-term cooperation with ingenious people becomes crucial for the Canadian discourse and attempts to create a unified society. At the moment, I realize that it seizes all spheres of our activity.

North

Having investigated the most important aspects of reconciliation by using the Medicine Wheel pedagogy approach, we could now formulate several steps that should be made to reconcile particular spheres and attain success. First of all, regarding the most important health issues, we should say that ingenious people should be involved in specific education to become active members of all processes that occur in the healthcare sphere (Monkman, 2016). Moreover, responding to aboriginal individuals initiatives, it is critical to ensure that their youth will be able to study at medical schools or universities. First, it will help to reconcile by promoting improved cooperation between representatives of all cultures who live in Canada.

Second, representatives of this category will be able to acquire knowledge, which is important for their communities further development (“Winona Laduke: Reconciling our relationship,” n.d.). Moreover, the improved reconciliation could be attained due to the introduction of policies that facilitate access to health services and stimulate people to participate in healthcare activities introduced by authorities to attain enhanced outcomes and improve the health of the nation (Monkman, 2016). Finally, the reconciliation strategy might also include current health problems assessment procedures to acquire an improved understanding of various communities states and actions that should be performed to guarantee gradual alteration of the situation.

Altogether, reconciliation is one of the most important tasks the modern society faces today. It will help to attain improved understanding between individuals and create a homogeneous society characterized by enhanced cooperation.

References

Aboriginal pedagogy and the Medicine Wheel approach. (n.d.). Web.

Current reconciliation initiatives. (n.d.). Web.

Monkman, L. (2016). What does reconciliation mean to you?CBC News. Web.

St. Thomas Newsroom. (2001). Winona LaDuke to speak on ‘Journey Into Reconciliation’. Web.

Reconciliation.(n.d.). Web.

Winona Laduke: Reconciling our relationship with all our relatives. (n.d.). Web.

Two specific learning needs the student has as an English learner based on the student’s description and responses

The student identified in the case study needs remediation during teaching. From the response that the student gives to the two questions, it is clear that the learner may not understand every English word and sentence during the lesson. For instance, there are no articles and discourse markers in his sentences. It is also worth noting that the parent of this student works for long hours. The implication is that the learner may not have someone to assist him with his homework. The student requires deep and slow explanations of concepts at a personal level in order to achieve the understanding level of others. Since the language grade of this student is below the expected standards with two levels, the learner will require more attention in order to cover more work relative to others. The premise is that, apart from learning earth science during the lesson, this learner will also be learning the English language. Such a student also requires assistance during the lesson.

The other need that this student requires is an after-learning follow-up. Although the learner is not badly off in learning the English language, there is a need for constant reminders. The environment that the learner seems to be glowing up in may not be encouraging him to learn more of the English language. For example, the student lives with his brothers, sister, and uncles. All relatives of the student speak Spanish. He also speaks it fluently and hence the reason why he is tempted to use the name ‘abuelita’ and ‘abuelito’ in his written response to his best family day. Since his mother is entitled to work for long hours in order to provide for her family of five, the learner has low interaction levels with her after school.

One instructional strategy or student activity from the outline of plans that could be challenging for the student

One of the student’s activities that are likely to be very difficult for him is reading the textbook about rock characteristics. The student in question has problem reading materials written in the English language. It is therefore likely to be challenging the learner to read textbooks that are written in the English language. Perhaps the learner is slow in language learning. It will be difficult for the student to distinguish between thousands of textbooks found in the library. Such a challenge will even be made worse by the fact that the learner cannot comprehend English vocabulary. Rock Science is a specialized subject of study, which uses subject-specific language or jargon. Guillermo may not be able to understand the English titles that are written on geology books. For example, the words sedimentary and metamorphic are geological words.

Distinguishing one book from the other may take him a lot of time. Various textbooks may have information about rocks for example information about their origin and formation. However, the learner requires sources that detail the characteristics of rocks specifically sedimentary rocks. Narrowing down to such a textbook is likely to be very challenging for him. This initiative may take the whole of Guillermo’s time. His day is likely to end while still looking for the answers in irrelevant books. The learner may not be able to separate various characteristics of different rocks. For example, the igneous rocks have many characteristics that the learner should remember. In addition, the sedimentary rocks have their characteristics that the learner is expected to find out from the library sources and to remember.

The learner is supposed to use library resources such as encyclopedia, or the internet in researching the characteristics of a particular rock. Use of the encyclopedia will require language proficiency on the side of the user. The learner is likely to face it hard when searching for certain topics in the book if he cannot make out the meaning of certain words. The encyclopedia is a very elaborative book, which also requires that the reader understand subject-specific language. For instance, if it is about rocks, the learner should be able to understand basic terminologies used in geology. However, the learner in question is completely deficient in this knowledge. It is therefore likely to be very challenging for him. With such low levels of proficiency in the English language, the learner may not be able to use the encyclopedia. A certain order of word arrangement is used in the encyclopedia.

The learner requires basic skills on how to use such a resource. The learner is also not reading about the whole topic on rocks but is supposed to search for specific information about the characteristics of particular rocks such as sedimentary, igneous, or metamorphic ones. The learner should therefore have the ability to go directly to the subtopic, sedimentary rocks, igneous rocks, or metamorphic rock, and study its characteristics. Identifying the specific sub-topic of interest from the encyclopedia may also be challenging for the learner. In fact, it may require that the learner read about each rock and its characteristics before he can settle on one type of rock. The learner does not have any background in rocks and he may be disadvantaged from the rest of his classmates who speak English and/or were born in America. Such students may have some background information on rocks not only from their previous lessons but also from real-life experience. A word such as sedimentary is derived from the English word sediment. A learner that was born in America, and who has been using the English language since then, may easily understand the topic than a foreigner. Such a student has some foundation and can easily relate ideas.

It is likely to be challenging for a student who is still learning English to employ the internet in studying the features of rocks. Most of the websites and web pages are in the English language. Search engines that are mainly used to search for information on the internet are also mainly commanded in English. The learner in question is therefore likely to face many problems in using the search engines like Google and Yahoo. Worse still, the learner cannot be able to read in Spanish, which is his motherland language. It will be difficult for him to search for information on rocks using Spanish. The learner will also face challenges in deciding the words to use as the keywords in the search. For example, he may not know the right English words to use on the search engines in order to filter information from the internet. For example, if he uses too many words in a search sentence, the internet will respond with volumes and volumes on related information.

Separating the right information from such volumes will also be challenging for this learner especially with his low level of English language. Such feedback will also require that he open each link, read it, and filter the information. It may take days or even weeks to read all the related information on rocks from the internet. Such activity will also read to wastage of resources. Searching for information on the internet will require that the learner knows the exact information that he is looking for on the internet. Such knowledge will enable him to be able to narrow down to the exact words of the search. For example, it may be difficult for the learner to narrow down to the words, ‘characteristics of sedimentary rocks.’ The writer may take time before coming up with such words. Furthermore, on searching for these words the internet will provide him with various links and headings. The learner should apply prior knowledge to filter the exact information that they want. This step will also require a certain degree of understanding of the English language. The learner is therefore likely to face many challenges in carrying out this activity without some interventions from the teacher, and adaptations of the activity to fit his particular needs.

Why the strategy or activity I chose could be challenging to the student

For the reader who is still two grades below his rightful level, it is likely to be hard for him to understand the subject. In most cases, the meaning of English words, statements, and phrases is interpreted according to their context. This learner may therefore face it hard to interpret English words used in the context of earth science. The student may also not be able to use library sources, which are organized in a certain order. Searching the sources also requires the reader to be able to write and read well in English. Most of the libraries use the library catalog. In the United States of America, most of the library catalogs are written in the English language. This student is therefore likely to be disadvantaged while searching for information compared to his colleagues. In addition, the student will also have challenges in using the encyclopedia, which is a more compact book.

The language level used in the encyclopedia will also pose a challenge to the learner. The encyclopedia is also a very detailed book, which uses subject-specific jargon in explaining various subjects. Since the learner is two grades below the expected level of the language standard, he is, therefore, likely to face challenges in understanding such information. In some cases, the encyclopedia gives definitions of various subjects without any explanation or illustration. It may therefore be difficult for the learner to learn about the characteristics of various rocks and their cycle from the encyclopedia alone. Searching for information about rocks on the internet is also likely to be a challenge to a learner with below-standard language proficiency. Use of the internet to search for information on the types of rocks and their characteristics will also require expertise. It is difficult to interpret and/or understand information that one cannot read. It is therefore likely that a learner who cannot read materials written in English is likely to be disadvantaged in class. Searching for specific information, for example on rocks, is also likely to be challenging for this learner. The challenge is likely to crop up because the internet is awash with information overload. By the click of the search button, the internet is likely to give volumes of information to the user.

How I would adapt the strategy or activity identified above to meet the learning needs of the student

Searching information on various types of books, encyclopedias, and the internet by learners with low proficiency in English can be adapted to meet their specific needs. One way of adopting this activity to meet the needs of this learner is by referring him to specific websites for particular information. Since the learner can read some pieces of work written in English, it can be easier for him to search the characteristics and types of rocks via a special link on the internet. This will ease the burden of filtering information presented in different words on the internet. The learner will be required to follow specific links to the web page and use the information that has already been filtered. The burden of information overload will be sorted out through subject-specific links. Alternatively, since the learner is said to get on very well with others, it could also be of great importance for his colleagues to assist him in searching through the internet. On the other hand, learners in the group discussion can assist this student in filtering information since they can easily understand the language better in relation to him.

If the group decides to use books on geology, it will be easy to refer the learner to materials that have been written in the English language for second graders. Instead of using the general books in earth science, the teacher can guide the learner in written materials with a language that he can easily understand. The teacher and colleague learners can also assist this learner by interpreting the information for him and putting it in a simpler and understandable way. Although the learner has a lower level of proficiency in English, the student is also sociable since he gets on well with others. His ability to interact with others will enable him to learn from them especially during group discussions. Other students will then interpret the concept and subject to him. Interpreting and understanding written materials such as books and journals can also be made easier by directing the learner on where and how to use guide books for students.

How my adaptation would be effective for the student in making progress toward the learning goals of the lesson

My adaptation of the lesson to fit the student’s needs to achieve the learning goals will be effective. The effectiveness of the adaptation will be manifested by the outcome of the learning process on the topic of the day. One of the learning goals of this lesson is to make the learner able to identify and classify various types of rocks. Adapting the lesson to fit the needs of a learner with a low level of language proficiency will facilitate the achievement of this goal. This adaptation will be effective in enabling the learner to make progress and achieve the learning goals in that the teacher will be able to help the learner to interpret some of the vocabularies used in the textbook by translating them to a language that the learner can understand. The effectiveness of this adaptation can be realized when it becomes easier for him (the student) to understand complex ideas. With the assistance of the teacher in enhancing learning for students with low English proficiency, the learner will be able to understand and classify various types of rocks. Classification of rocks can be challenging for learners with language problems.

This is because the exercise requires a proper understanding of certain terminologies used in geology. The presence of the teacher in the process of classifying rocks will enable the learner to distinguish between various characteristics. This will be effective since the teacher has more knowledge of rocks and/or is better placed to guide the students on how to go about the classification of rocks. Classmates in the group discussion will also assist the learner with a language problem. This adaptation will be helpful since fellow classmates will help him make out the meaning of some words that are written in English in some of the books and encyclopedia. The adaptation will also be more effective since, at this age and grade, students will find it easier to learn from their peers than from other sources. Leadership skills will also be natural when learners are encouraged to work in groups. Since the learner in question is said to be cooperative in working with others, he is likely to benefit from such groups.

The lesson will also be effective since the learner will learn to cooperate and to work with others in a bid to seek solutions to a common problem. Each member will work hard in search of the right information to answer questions on the characteristics of a particular rock that the group is researching. After the group members bring their findings together, they will be able to appreciate teamwork. Each one will learn different ideas from what their colleagues find out from books, encyclopedia, and the internet. At the end of the day, the learners will have come up with a complete list of characteristics of rocks and hence achieve the learning goals of the lesson. It will be a challenge for the learner with difficulties in reading and writing in the English language especially when he realizes that his classmates can explain various processes in the rock cycle with ease. This challenge will make the adaptation even more effective. The learner will struggle and try to perfect his written and oral skills in a bid to be at the same level as his classmates. Learners are also able to share at the same level as each other during discussions.

There is little or no shyness in their discussion. Learners can be able to interact at the same level. This is the best learning environment for students. Learners can question each other at will; they can oppose the answers given by their colleagues at will. This makes the discussion livelier and factual based. Achievement of the lesson goals will therefore be easy since every learner will be at liberty to ask questions on the points or characteristics that he or she does not understand. The classmates can also explain the point in a language that the other student understands best. For example, a teacher may not be able to bring his language level down to the level of the pupils when explaining various concepts. However, colleague learners can understand best the language that their friends easily understand hence use it to make difficult matters simpler.

If possible, the actual examples of each of these rocks shall be availed to students as samples. Students learn better by seeing than by hearing. The use of real items in teaching will also be effective in the achievement of lesson goals. Showing different types of rocks to the learners makes it easier for them to understand their differences. The learners can touch and even feel the building elements of the particular type of rock. Having direct contact with the actual item makes it easier for him to understand the item. The lesson will therefore be more practical and learners will easily understand the concept in question. Learners will also evaluate how different minerals are packaged to form a different type of rock. It will also be easier for learners to identify various rock-forming minerals using various diagnostic properties. Observing actual rocks will enhance the learners’ ability to understand information written on the internet and in books about rocks, the learner can then make out the meaning of various subject-specific terms. With the guidance of the teacher and fellow students, the learner can therefore identify and classify metamorphic, igneous, and sedimentary rocks. Definition of vocabularies such as deposition, weathering, and transport is another learning objective that will be effectively fulfilled through adaptation of the lesson for the learner. It becomes easy to interpret the meaning of a certain word when one understands it.

How my adaptation would be effective for the student in making progress towards English language development

The learner in question has low proficiency in the English language. My adaptation will be effective since it will enable the learner to improve his English language skills. It is also effective since the student can identify the specific characteristics of different rocks and use the information to fill in the Venn diagram. With the proper information, the filling of the Venn diagram may be very challenging for learners with difficulties in writing. Guidebooks will even direct the learner on how to compare the characteristics of various rocks on a comparison table before filling in a Venn diagram. Such books are also effective in explaining in detail individual characteristics. For example, when explaining a particular characteristic of sedimentary rock, the guide will give a detailed illustration of how it is formed. The characteristics of such rock will also be listed in a language that learners will find easier and interesting to understand. Adaptation of various guidebooks for use in the study will make the student progress in terms of developing expertise in the English language. For example, an adaptation of guidebooks will be effective in assisting learners with problems in proficiency in the English language since they are written in a language that is easy to understand.

The teacher will also guide the learner on the specific resources that he should use when studying the characteristics of rocks. Such books will be the ones written in a simple but correct English language. The effectiveness of guidebooks in language development is realized through the simplification of complex ideas and words. Guidebooks try to simplify complex information into simple terminologies that the learner can understand. This improves the language comprehension ability of the learner. For example, various subject-specific words are used in earth science. These words may be very difficult to understand for the student with English proficiency problem. The learner will be able to open the guidebook and read the specific area that he wants instead of reading through volumes of materials. The adaptation is effective since it saves money and time. It will be easier for the learner to understand the whole process of rock formation since the process is also illustrated in an easy to understand method on the guidebooks. Illustrations also enhance language development since the learner is enabled to connect what he can see and what he can hear.

The adaptation will also direct the learner on how to go about the use of the study books. For example, the learner will effectively understand the meaning of some terminologies used in the rock-forming process. The effectiveness of this adaptation can be realized by the level of understanding that the learner gains after using the textbook together with its guidebook. It is also worth noting that guidebooks have a direct way of explaining and analyzing events. Learners with difficulties in reading and writing will find it easy to understand the different characteristics of various rocks. Guidebooks will even make it more effective by listing individual points rather than having the points in paragraphs. Listed points are easier to understand than points written in paragraph forms. It is also easier for the learner to compare the points when they are already written in a language that they can easily comprehend. For a learner such as the one in question, understanding the rock cycle in the English language may require a detailed explanation.

Therefore, the adaptation will come in handy in providing a more elaborative way of learning about the rocks. The learner would first be required to understand the process itself before even understanding English words, sentences, and even paragraphs. The adaptation will take the learner through words, sentences, and phrases before developing into complex paragraphs. With such consistency, the learner is able to understand complex English words. Use of the adaptation substantiates the subject matter besides elaborating it for the learner. The learner can therefore read the textbook on his own or with little or no assistance. The learning resources will also teach the learner how to connect various words. For example, a correct English statement has properly placed subject, verbs, and objects. The resources will illustrate correct statements within the context of the lesson goals. The learner will therefore be able to learn about the topic through observation. Reading volumes of works written in correct English will enable the learner to gain both reading and writing skills. The learner may not write words that he has seen in various contexts wrongly. Repetition of images makes them permanent in the learner’s mind. Seeing certain words will also make it easy for the learner to remember them.

The use of teaching aids will also enhance English language development. Students in this grade will develop their language skills by seeing than by hearing. The teacher will make the lesson more practical by having pictures of sedimentary rocks, ingenious rocks, and metamorphic rocks. Such pictures will be labeled and will have short explanations written in English. Learners will be required to read the description hence improving their reading ability. Visual aids make a vivid mental picture in the mind of the learners. It is not easy for a learner to forget the name and description of an item that they have seen. The use of pictures will also make the item clearer. Explanations on various rocks are also made easier since the learner can distinguish the characteristics of individual types of rocks from the photographs. This makes it possible for the learner to understand the topic more easily in the groups and class discussion. Photographs will also make the learner’s English effective.

They can be hanged on the classroom board or be hanged on the walls. When the photographs are hanged on the walls, the frequency of exposure of the item to the student is increased. The more the learners see the item, the more they can understand and remember the item. Reading skills will be enhanced by having the learners read the wall hangings loudly. Repetition of the sounds creates a vivid mental picture in the mind of the learner. Identification of various samples of the rocks on the photographs will also lead to language development. The learner will be required to identify certain words that refer to certain types of rocks. The learner will also learn the language through the identification of the word that refers to certain processes. At this point, the learner will also be required to explain processes. In each of these stages, the learner will have acquired certain skills that are important in the English language. Explanation of the word will also require a certain level of English language proficiency. This is why the process of language acquisition should be progressive. The teacher will be enabled in the learning process through pronunciation and writing of the words. The learner will therefore learn the meaning of the words and/or how to pronounce them correctly. Writing skills in the English language will also be enhanced in the process. Writing is an integral part of language development.

The learner needs to understand how to spell various words and put them down. The learner will therefore develop his English writing skills in a procedural way. The lesson will begin by introducing words that are easier to write and then proceed to harder words. In the whole of this process, the learner will be required to do the practice. The adaptation will enable the learner to write properly since there is an essay that he is supposed to write at the end of the lesson. The essay is also supposed to be written by individual learners. It will therefore be impossible for the learner to write a good essay if he is not well versed with the language. When writing group works for presentation in class, group mates will also assist this learner in spelling English words correctly. Learners in this grade learn faster from their classmates than from the teachers. There is a feeling of challenge that learners develop when they realize that a certain classmate is able to write better. Such learners will therefore be able to write correct English words after various instances of correction from their peers. For example, the learner may find it difficult to spell the word sedimentary. However, with an occasional correction from his peers, he will finally learn how to write it. The teacher will also correct such spelling mistakes during the evaluation stage of the lesson. With the correction from the teacher and learners, the student in question will be able to write English words with the correct spellings.

Achievement of the English language will become effective when the teacher explains the vocabulary to the students. Such vocabularies include subject-specific jargons that may be difficult for the learners to understand. Language learning is a process. The learner will learn word by word as the lesson progress. The teacher will be required to interpret the word for the learner at various points. The learner will also be required to note and remember different words that he encounters in various instances in the course of the lesson. This adaptation will also take the learner through a continuous process of language skills acquisition. After being exposed to these words, the learner will be gradually taken through another level of language development. For example, the learner will first be exposed to simple vocabularies that are likely to be the keyword in the lesson.

Adaptation of various methods of customizing web links will also make the achievement of lesson goals effective. Customization of web links will make it easier for learners to search for information on the internet. Since there is a lot of information overload on the internet today, a learner with a language proficiency challenge requires assistance in filtering information. The effectiveness of this adaptation will be ensured by having the teacher select various web links that will connect the learner directly to the right source of information. In most cases, searching for information on the internet will depend on the number of words that the learners use. Learners with challenges in reading statements made in English may not be able to choose the most appropriate words for the topic. It is out of this foundation that the use of selected web links will enable the effective achievement of the lesson goals. The teacher will be able to assist the learner in his search. For example, special links that directly connect the student to characteristics of sedimentary rocks will be provided. Students will therefore find it easy to open the link and even to access the information therein.

Weblinks also use various levels of English language. It is therefore likely that a learner with low proficiency in the English language may have trouble in using it. Adaptation of various techniques of teaching will therefore be important in enhancing language development. The teacher will therefore assist the learner in interpreting various vocabularies and subject-specific pedagogy. In this lesson, learners are supposed to use the internet in sourcing information on characteristics of various types of rocks. The learner in question has challenges in reading and writing various materials in English. With explanations from the teacher and from classmates in his discussion group, he will comprehend the language. Language skills are easily learned through socialization hence the learner will be able to speak and to write in English after interacting with peers that are fluent in the English language. Crucial to note is that learners are challenged when they realize that their peers can be able to do some things while they cannot. In the same way, this learner will be challenged on hearing his fellow classmates can be able to speak certain words in English and even make correct English statements while he cannot. The learner will therefore work hard to be able to speak like his classmate. The adaptation will therefore result in a healthy competition that in turn makes the learner develop proper English language skills. Language skills are transferred in both oral and written methods. At this point, the language development goal will be achieved.

The progress monitoring assessment based on the lesson plan that I would choose to monitor this student’s progress toward achieving the learning goal(s)

To ensure that I monitor the progress of the learner, I will adopt the use of class deliberations, periodical scripts, and interviews on technical words. Each of these steps will be done in accordance with the amount of time allocated in the lesson plan. Monitoring is a continuous activity that should be carried out before, during, and after the lesson. As learning is a process, monitoring is also a process. I will monitor the progress of the learner using class discussions. It is easier for a teacher to evaluate the progress and development of a learner with oral skills problems through group discussion. The learner in question has a problem in both writing and speaking. During group work, the learner will be required to participate actively in group undertakings. The other members of the group are more proficient in the English language than he is and therefore he is likely to face a challenge of measuring up to the standards of his group mates. The teacher will observe how the learner behaves in the group. For example, I will look at how he responds to various questions and opinions from other group members.

For example, one of the group members may ask a question like, ‘Can you distinguish between the two characteristics of sedimentary rocks that Julian and Mark have given us?’ In such a moment, I will be keen to note whether the learner will be able to make out the meaning of all the words that his classmate used in the sentence. This will be done by evaluating his response together with how he organizes it. For example, is his response to the question clear, complete, and specific? Is the response customized to the question asked? These parameters will enable the teacher to gauge the progress of the learner in various skills. For example, the teacher will know the level of comprehension of the English language that the learner has attained. For instance, if the learner does not keep on asking his classmates to repeat the question, it may imply that his comprehension level has gone up. By responding to the questions bit by bit without leaving gaps, the teacher will understand that the learner is able to connect various facets of the language. If the learner is still stammering and taking time in trying to look for an appropriate word to fit in a sentence, the teacher will understand that his oral skills still require improvements.

I will also evaluate the learner during the oral presentation session. In these sessions, individual learners will appear in front of the class and present the group findings. It is at this point that the learner will indicate his prowess in using the English language to explain concepts. I will monitor how the learner chose a word in his sentences during the presentation. It will also be possible for me to monitor how the learner uses discourse markers to link different sentences in the presentation. I will also evaluate whether the learner has the fluency of words in his presentation. For example, instances of stammering and inability to explain certain words and phrases will indicate that the learner does not understand certain words in the subject.

Courage and confidence in the presentation will also indicate the ability of the learner in using the English language. Confidence in explaining concepts is an indicator that the learner is aware of the subject of discussion and that he understands it well. Confidence will also be interpreted to mean that the learner has enough mastery of the subject matter. On the other hand, I will also monitor whether the learner shows signs of lack of confidence during the presentation. For example, if the student is shy, keep on forgetting some points, taking too long to explain simple ideas, and having difficulties in pronouncing some words. These are indicators of poor language and subject mastery by the learner. The ability to use scientific terminologies will also be monitored at this level. The learner should be able to pronounce the words as they are and use those words in English sentences.

Quizzes will enable me to monitor the comprehension level of the learner. Such quizzes will be derived from the specific areas that a particular group was dealing with. For example, if a group was dealing with sedimentary rocks, the teacher will formulate a quiz on the same. The quiz will be answered orally or in short written answers. This method of evaluation will be used to reach out to individual students. It is a good indicator of how individual learners understand the subject of discussion. The teacher will be able to monitor the way this student writes and even respond verbally to questions from the topic. The teacher will use the quiz to check on whether the learner was able to understand some English terminologies used in rocks. For instance, the learner should be able to use some of those subject-specific words in his response to the quiz.

Finally, I will monitor the learner using written text. The learners will write their findings and forward them to the teacher for marking. The written text should be able to satisfy the following learning goals. It should show that the learner is able to identify and distinguish the characteristic of rocks. This will be used as a parameter to evaluate the ability of the learner to distinguish such characteristics. By the end of the lesson, the objectives of the lesson should be achieved. The teacher will also have an opportune time to understand the weaknesses of individual students. For the learner in question who has already indicated that he has a problem in using discourse markers, conjunctions, and word selection, it will be a good opportunity for the teacher to check these specific areas. The teacher will correct such mistakes whenever he or she spots them in the written journal. Failure to achieve the objectives will mean that the remaining work will be completed in the next lesson. The lesson should also meet the expectations of the learner.

A rationale for my choice of progress monitoring assessment

It is worth noting that the learner in question has a problem with language use and application. Classroom discussion will go a long way in trying to bring the learner to the same learning level as other learners at his level. It is during the group discussion that the learner will learn both oral and presentation skills. The learner will also learn argumentation skills, which require high levels of subject understanding and quick thinking. In a bid to compete with classmates, the learner will end up acquiring important language skills for the lesson. The teacher will monitor the level of contribution of the learner in group work. The poor or low contribution will be reprimanded. The teacher will demand equal levels of participation from all group members. The learner will also be challenged by the teacher and other group members to participate in the discussion. The use of oral presentations of the answers that the groups come up with will also enable the teacher to monitor the progress of this learner. As the learner with a language problem presents the answers in front of others, the teacher will evaluate the language skills that the learner will apply.

It is also a good opportunity for the teacher to correct the language mistakes that the student makes. In fact, it is not easy for one to repeat a mistake that was corrected in public. Word choice, use of discourse markers, and pronunciation will also be streamlined at this point. Writing skills especially in the English language will also be monitored through journal writing. Learners will be monitored through their written work. Individual writing mistakes will be realized in this exercise. Individual learners will also be guided on how to correct their mistakes before presenting the assignment for marking, for example, by reading and re-reading the work to check whether there is a subject-verb agreement in the sentences. The use of scientific quizzes will also enable the teacher to monitor the progress of each learner. It is during the quizzes that the teacher will check whether this learner can define the term erosion, transport, sedimentary rocks, ingenious, rocks, and other terms used in the lesson. Quizzes have personal appeal. They are effective in monitoring individual students. During this session, the teacher will have a one-on-one quiz with individual learners. This strategy is the best method of progress evaluation since it gives the teacher the exact picture of learners. The teacher can therefore know who has understood the topic and who is still lagging behind.

My next steps in planning to facilitate her English language development based on what I learned about the student’s English proficiency

The student in the above case study requires consistent follow-up in the learning English language. My next step in ensuring that he improves on his English proficiency level would be to organize several writing skill lessons. The learner seems to be far from the language level of fourth-graders. It is, therefore, necessary for the learner to acquire proper writing skills in the English language. The teacher will therefore ensure that the student has enough exercises in writing. Writing skills will enable the learner to communicate well.

Listening skills will also be sharpened during the lessons. In most instances, learners who cannot make out the meaning of words, phrases, and sentences also find it hard to write them. The student is also expected to learn the pronunciation of words. With both listening and writing skills, the learner will find it easy to understand and even to speak in good English. The teacher will also do extra work in ensuring that he or she marks the written work from this student besides making any immediate corrections. It is out of practice that the learner will develop good writing skills in the English language. After proper practice in the writing of words, the teacher will then introduce paragraph and composition writing. Paragraph writing will reveal the ability of the learner to write correct English sentences.

No one can deny the fact that modern age can be characterized by a great number of changes in almost all spheres of human activity. Being highly affected by the influence of society, teaching should also be changed. New methods and remedies should be used in teaching and learning activities in order to increase the level of their efficiency. Considering this, it is possible to analyse the sphere of andragogy and teaching Arabic to get the idea of changes happening in these fields.

While implementing a notion of construction-based pedagogies Daniel Schneider and Synteta Paraskevi (2005) distinguish between three different levels at which they can be applied. They are small pedagogical scenarios, long-term projects and the general study environment (Schneider & Paraskevi 2005).

One of these strategies, for instance the small pedagogical scenario, can obviously be used while teaching Arabic language. Schneider & Paraskevi (2005, p.4) suggest breaking the problem that occurs during the course, “into several parts so that the students are challenged to master as many tasks as they are ready to handle”. A teacher in such a case plays a role of a manger whose task is to facilitate and help students if needed. It is obvious, that such kind of approach can lead to a great improvement of a level of knowledge and a tempo of an understanding of a new material. Each task could be divided into several stages, and accomplishment of each phase will lead to the better understanding of the material and the increase of the level of satisfaction of students.

For teaching Arabic, the definite pedagogical scenario proposed by the authors of the article may be applied. On the initial stage, a teacher introduces a theme and gives students clues concerning an objective of a lesson. Students work independently using various Web resources and marking websites and ideas that they find to be interesting. Then students try to classify the material into groups and subgroups related to the given theme. Having elaborated their own ideas, students share the material with each other and the results of their work are discussed in public.

The most successful ideas are given special attention. The role of a teacher in such a situation not to interfere, but to facilitate the studying process and to arouse students interest to the subject. This pedagogical scenario is based on the cognitive learning approach and may be successfully applied in practice.

With this in mind, it is possible to say, that the ideas represented in this article can be used in the work of a teacher with the intention to make it more efficient.

Reference List

Schneider, D & Paraskevi, S 2005, Conception and implementation of rich pedagogical scenarios through collaborative portal sites. Web.

Pedagogy is an important aspect of teaching and learning in educational institutions. Essentially, pedagogy comprises of science, art, and practices that teachers perform when teaching learners and enable them acquire knowledge. In this view, pedagogy is a means that teachers use in passing their knowledge to learners. Therefore, pedagogy is more than knowledge because it entails exposition, direction of activity, invitation of imitation, motivation, and criticism of knowledge during the process of teaching and learning.

Firstly, exposition entails the ability of teacher to articulate a subject in the classroom for students to understand easily. Kalantzis and Cope (2010) argue that exposition is a mode of communication, which allows teachers to describe and instil knowledge on leaners. In this view, the aspect of exposition is very critical because it determines how a teacher conveys information to students in an effective manner.

Secondly, pedagogy involves direction of activities, which are central in learning. According to Kalantzis and Cope (2010), learners effectively acquire knowledge by undertaking experiential activities. Hence, the role of teachers is to direct activities that learners perform to ensure that they are in tandem with certain tenets of knowledge.

Thirdly, invitation of imitation is an integral aspect of pedagogy that teachers strive to achieve for it form basis of learning. Since knowledge is complex, teachers try to invite imitation among students during the process of exposition and learning. Parker-Rees (2007) state that students learn by imitating what their teachers are performing because they perceive them as role models. Thus, how teachers perform certain tasks during learning enables learners to acquire knowledge.

Fourthly, in pedagogy, motivation of students is essential in learning because it inspires them to reflect about their abilities and enhances impetus of learning. Kalantzis and Cope (2010) recognise motivation as a central aspect of pedagogy because it makes learners and teachers to interact effectively. Therefore, motivation shifts teaching and learning processes from teacher-centered to students-centered.

Fifthly, pedagogy entails criticism of knowledge during teaching and learning. Criticism is a pedagogical way of evaluating and correcting learners so that they gain accurate knowledge (Price, Handley, Millar, & Donovan, 2010). Hence, teachers should guide learners by evaluating and correcting them as they learn and acquire knowledge.

Transformative education holds to the premise that teaching and learning processes are subject to experiences and meaning obtained from these experiences, which learners acquire in the course of their lives. According to Malkki (2010), transformative education empowers learners to reflect their experiences, derive meaning, and apply them in their lives as knowledge. Essentially, transformation education aims at changing the perspectives of learners.

Mayo (2003) asserts that transformative education causes shift in perceptions of learners in a given education system in response to globalisation forces that bring new meaning to human life. Therefore, transformative education uses holistic approaches to cause perceptions of learners to shift from one paradigm to another.

Transformative education relies on holistic approaches, which influence cognitive, beliefs, and behaviour of learners. Malkki (2010) states that the theory of transformative learning holds that, cognitive, belief, and behaviour, are three dimensions of psychosocial forces that bring about perspective transformation. The cognitive dimension enables learners to synthesise and attain meaning and understanding of their experiences. Comparatively, the dimension of belief is effective as it enables learners to gain meaning and understanding of knowledge based on cultural beliefs that are common in a given society. Since social factors play a significant role in learning, the dimension of behaviour is critical in enabling learners to derive or attach meaning to certain behaviours.

References

Kalantzis, M., & Cope, B. (2010). The teacher as designer: Pedagogy in the new media age. E-Learning and Digital Media, 7(3), 200-222.

Malkki, K. (2010). Building on Merizow’s theory of transformative learning: Theorising the challenge to reflection. Journal of Transformative Education, 8(42), 43-62.

Mayo, P. (2003). A rationale for a transformative approaching education. Journal of Transformative Education, 1(38), 38-57.

Parker-Rees, R. (2007). Liking to be liked: Imitation, familiarity, and pedagogy in the first years of life. Early Years, 27(1), 3-17.

Price, M., Handley, K., Millar, J., & Donovan, B. (2010). Feedback: All that effort, but what is the effect. Assessment & Evaluation in Higher Education, 35(3), 277-289.

David Guile & Toni Griffiths present a multi dimensional analysis on the development of work experience by students before their graduation and subsequent absorption to the job market. Contemporary learning theories, new developments in adult learning and education as well as curriculum development theory has been used as a basis to critique the current thinking that underlies work experience learning.

What the authors aim to bring out in their analysis is the issue of context as it applies in learning through education. According to them context has been ignored by most models that seek to explain work experience and as a result they recommend a formulation of new curriculum frameworks that acknowledge that work takes many forms and within the wider context of work, students should be engaged fully in theory quest for acquisition of knowledge, skills and identity.

To expound further on the above aim of the paper, the authors analyze different systems of work experience activities that are available to students from various European countries.

These activities aim to help students learn and develop vertically as well as horizontally within the many contexts of education and work. The paper does also analyze the different models that explain the approaches used in acquiring work experience. The models also examine the policy changes that have taken place towards the learner, skills acquired, and to the field of pedagogy.

The analysis in the paper borders on the critical. Guille and Griffiths argue that the any analysis of work experience must incorporate the different contexts in which the topic of study falls. They also argue that most of the models that are used in this studies approach issues generally hence fail to give a clear picture of what work related studies are and how they are executed. The general approach also fails to examine the weaknesses that the system has hence thee programs remain unaltered for their betterment.

The authors finally suggest a drastic review of the VET programs to ensure that students gain from them by learning to relate their vertical development to their horizontal development. Theoretical learning that characterizes learning that takes place in the classrooms is vertical. Failure to put in place an elaborate horizontal learning environment that can only be provided by these programs only produces half baked students to the job market.

Learning perspective

The paper concentrates on the pedagogical perspective of learning. Pedagogy is a teacher-centered approach where the teacher decides what to feed the learner. In pedagogy, the teacher decides the content how it should be done and when. Andragogy on the other hand is mostly suited for adults where learners have a say on what they should and should not be taught.

In andragogy, the learner is pretty much in control. In the paper, David Guile & Toni Griffiths present a learning experience where the students will be absorbed to some sort of apprenticeship in different contexts. The learners will not have much say on what they will learn, rather their host organizations will.

Though an andragogical approach may apply to some extent where their views will be sough and possibly some modifications made to their learning program, they will most of the time take what they will be taught. According to Lave and Wenger (1991) as quoted by Guile & Griffiths (2001), organizations only need to give students learning through work experience some legitimate peripheral participation in the learning for them to acquire the required knowledge and skills from the experiences others (p. 5).

Lack of an explicitly endorsement of an andragogical approach to the learning of the students by David Guile & Toni Griffith is a clear indication that they prefer the mode of learning that is presented in the paper-pedagogy. Further more, Guile & Griffith (2001) say that the extent to which the host organization may decide to allow students in apprenticeship to interact with more knowledgeable others depend on the HR departments (p. 5).

However, on calling on the review of the way the programs work, the authors are advocating for a change in the approach on the work study programs that include a bigger role for andragogical approaches. They cite a recent EU policy that calls for a reassessment of the relationship between work and education as well as the role of work experiences in academic and vocational programs.

The call for the EU review is motivated by the increasingly globalised word with a corporate and civil environment that demands pro-activeness. The review that has been called on by the EU is meant to support life long learning and it can only be achieved by an andragogical approach to work study experience.

Many scholars in the EU and North America however challenge the suggestion that radical measures have to be taken to ensure an andragogical approach to work study programs.

Quoting (Miller et al 1991; Stern & Wagner 1999a) and (Griffiths et al 1992, Miller & Forrest 1996, Stern & Wagner 1999a) Guille & Griffiths say that the approach is can only be successful to a certain extent. These scholars further adopt only a function view of the success of these programs and the relationship between work and education.

Though they acknowledge that the working context of work experience are stable environments that these programs may works, their effectiveness and success is greatly hindered by the global economic pressures together with speedy development of information and communication technology that is fast changing the business environment. The result is the great polarization between those organizations that are knowledge rich and those that are knowledge poor (p. 3).

The above position therefore presents a look warm endorsement or andragogy as the mode of learning in the work experience work contexts.

Experimental Model

The paper presents five models of used in the learning approach taken by students in work experience learning. One of the models is the experimental model.

This model seeks front the idea that work experience should be a co-developer just like classroom studies are. It advocates for the learner to be put through experimental learning so that students can be exposed to useful frameworks of understanding about their work. The model gives impetus to the students social and interpersonal development compared to the formal education that he receives.

Additionally, the model aims at fulfilling the desire to equate the value of learning to the practical applications that go along with it as well as ensuring students easily adjust to the dynamic trends of labor (Guile & Griffith, 2002). The model is more forceful in its trajectory of student development in the work place.

It is also seen as a form of co development of interested parties i.e. the student and the host organization as the employee and employer respectively. The model advocates for the development of education partnership between the learning institutions and the potential employers in the respective fields where the learner fits.

Barriers

An in-depth look that is presented in the paper has one major weakness. It can only be used to identify and classify a learner as a converger, diverger, assimilator, or accommodator.

Furthermore, it can fail to identify a learner in one of the above classes potentially injuring a learner’s reputation and through the internship reports. This is more likely in situations where the learner may not be placed in the right department owing to the stringent processes that will be required to select them from their learning institutions, which most of the time do not take place.

The only way to avoid a scenario like the above is only to use the model sparingly without giving much emphasis to an extent it will normally determine if a learner is fit and ready for the job market.

Another weakness of the experimental learning model is the failure to develop the learner. Kolb himself is on record to have said that experimental models including his own as other such as Honey and Mumford and Junch are all about learning and little about development.

According to Kolb, the limitations of his learning cycle are brought because the model represents only elementary learning orientations. These orientations will in the long rum accustom a learner to apply the practical skill that he leant across the board without much consideration of the field of practice.

Again, the model is not all incorporating nor doest it acknowledge the importance of self reflection instead it aims at feeding the learner with practical with little regard to personal preferences and feelings. It also does not take into account the different cultural experiences and conditions that a learner and work places fall into.

Some experimentation may be in complete conflict with people’s beliefs hence the result will not be a pleasant learning experience for the learner. Beside, there criticism that the idea steps to evaluating every learner’s potential are not realistic and are overly ambitious.

The steps can easily be jumped or ignored. Their neat and near perfect presentation make them just simplistic. The same can be said of the relationship between learning and knowledge. Finally there is little empirical support to accompany the evaluations that Kolb suggests.

To counter the limitation, Kolb suggests inclusion of a development model that will ensure the learner develops as he learns.

Organizational utilization

The learning institution that in this case is the place of work where the learner will be stationed, can immensely benefit from the implementation of the above model. Through the method, the learning institution will be able to select the right people with concrete experience that will easily conceptualize, reflect, and come up with unique business solutions. However, as said earlier, success of the above model depend on implementing it with other learning and development styles to ensure work experience study objectives are achieved.

Conclusion

A review of the programs that exists in the provision of work experiences is necessary. However it’s important if it could reflect the realities that face the working environments in the 21^st century.

References

Guile, D & Griffiths, T (2001), Learning through work experience. Journal of Education and Work, vol. 14, no. 3, pp113-131.

The present essay is dedicated to the discussion of the incorporation of pedagogical principles of combining the basics of learning into an educational course. For years the conclusions of prominent educators and pedagogues have been indicating the need for building up the unique design of every separate course to fit the special needs of students as well as the goals stipulated by the educator to be achieved by the course. Thus, every pedagogue who works on the structure of the course, whatever specificity it may have, should think carefully both about the ways to ensure students’ comprehensive and multifaceted knowledge acquisition and the ways of its interpretation and expression.

Each educator faces the problem of shaping the correct vision of the subject in the students’ minds – namely, explaining to them that they may not acquire the unilateral, plain body of knowledge on the subject as it does not exist. Every studied subject is a heterogeneous notion that cannot be studied only in one direction or based on one source as knowledge is a complex phenomenon that should be considered very carefully. Thus, the basic principle of education is to combine a set of different studying techniques and means to ensure multi-level knowledge acquisition and understanding thereof.

In the context of educational opportunities that may be applied to enrich the course, every pedagogue should consider the potential of community services. They are a powerful source of experience that will wonderfully complement the theory studies within the course. It is a commonplace practice that is used to connect theory and practice and to ensure adequate understanding of all peculiarities of the future job the students are likely to handle and to provide students with the chance to conduct a, so to say, ‘rehearsal’ of their future activity or participate in the theoretical subject they study in person:

“There are many obvious benefits, to students and to the agencies and individuals they serve, from service-learning. Many students become eager volunteers after the ice is broken by class projects and they see where they can go, how they can help”(Herzberg, p. 308).

Herzberg relies heavily on community services and states that this type of work is highly efficient in students’ complex understanding of the subject; however, he warns educators about the necessity to keep an eye open for students’ perceiving the problems they come across during community services as personal: this may limit their vision of the problem in a broader, comprehensive way (Herzberg, p. 309).

Community services may be organized by an educator wishing to include them in the course he or she is planning in several ways. But it is important to organize the cooperation process efficiently because individual handling thereof may appear highly problematic, exhausting, and troublesome for the pedagogue (Herzberg, p. 318). Besides, additional efficiency of the work may be achieved by the preliminary formation of values in the students’ minds utilizing theoretical work, and additional effort applied to their realization of responsibility and live participation (Herzberg, p. 318).

Another means of intensifying the acquisition and interpretation of knowledge by the students is to integrate technology learning into the educational process. Hughes argues that technology learning may benefit students and educators in several ways. Taking into consideration the specificity of the contemporary learning process and its digitalization, it is necessary to note that technology learning has gradually become essential for both educators and students. In the opinion of Hughes, the main principles that should be realized by the educator are the following ones:

“(a) connecting technology learning to professional knowledge; (b) privileging subject matter and pedagogical content connections; (c) using technology learning to challenge professional knowledge, and (d) teaching many technologies” (p. 345).

After considering the ways to facilitate students’ acquisition of knowledge and its interpretation every educator has to state the goal of enabling them to reflect on them properly by grasping the means of expressing their opinion, i.e. efficient and skillful writing. In this aspect, there are some theoretical findings of specialists in the pedagogical sphere that may help an educator enhance the students’ understanding of tools they may use to produce good writing work. The first thing they have to understand is the purpose they pursue by their piece of writing: Fulkerson Richard distinguishes four philosophies of writing that have been formed as a result of large-scale, long theoretical research of outstanding scientists in the sphere.

From the point of view of considering writing as a product, the educator has to take these philosophies into account and build up cooperation with students on the chosen basis. If the educator is a formalist, he or she makes the main emphasis on formal correctness of sentences, grammar, and structure. They rely heavily on the form of writing and not on the contents, thus making form, spelling the dominant factors to be considered by students (Richard , p.344).

Another situation may be seen in case the educator is an expressionist – he or she turns the majority of attention at the students’ self-education, self-discovery, and self-expression. Such educators allow students to make minor mistakes and neglect the form of expression, paying tribute to the contents of what they want to express. The major tools for expression are recognized in journal-keeping, writing on personal subjects that are surely a more beneficial sphere in terms of increasing the expressiveness of writing methods (Richard, p. 345).

The third philosophy of writing that may generally be pursued by educators is mimetic – it means the focus on the correspondence with reality (Richard, p.343). Educators supporting this strategy are focused on the “clear connection between good writing and good thinking” (Richard, p. 345). This means that they are mostly concerned about the process of thinking the writing over before actually writing. Thus, the philosophy concerns building up the structuring process and the way of mental structuring of the work.

The last philosophy stipulated by Richard is rhetoric – the opinion of the author is that the rhetoric piece of writing should achieve the desired effect the author has planned concerning the readers (Richard 346). This is why it is important to structure the piece of writing in such a way so that it would produce the necessary effect and the educator should pay particular attention to the issues of forming these qualities in students.

After considering all these characteristics of the educational process and taking into account all educational strategies an educator is going to pursue it will be possible to design an individually tailored educational course that will be constructive in achieving the stipulated goals. Students will grasp the body of knowledge on all possible levels, starting from the theory and finishing with practical applications. The main thing to make sure is the way to align the purposes of the course with the individual approach to studying as it was made by Richard Jensen (216) and implemented in the studies of Hiroshima arranged by him. He made the main emphasis on comprehensive reading, living with the subject, and learning it through a set of personal experiences as well as objective considerations.

Works Cited

1. Fulkerson, Richard. “Four Philosophies of Composition”. College Composition and Communication, Vol. 30, No. 4, pp. 343-348.
2. Herzberg, Bruce. “Community Service and Critical Teaching”. College Composition and Communication, Vol. 45, No. 3, pp. 307-319.
3. Hughes, Joan. “Technology learning principles for preservice and in-service teacher education”. Contemporary Issues in Technology and Teacher Education, 4(3), 345-362.
4. Jensen, Richard. “Understanding Hiroshima: An Assignment Sequence for Freshman English”. College Composition and Communication, Vol. 40, No. 2, pp. 215-219.

The Pedagogy of the Oppressed by Paulo Freire has specially been devoted for those who are suppressed and have to continuously fight and suffer within themselves. Freire also includes in this book a through analysis of the Marxist class system while exploring the relation between those who are colonized and the colonizers. The text is completely revolutionary and is even now popular between educators of many countries.

On analyzing the writings of the book, we find that the views expressed by Freire have had a significant inspiration on the people of Brazil although he has not just written the book for the South Americans only. Pedagogy of the Oppressed includes a number of fundamental teachings needed to change our society with respect to education. Here Freire compares and contrasts among the existence of the several uneducated laborers and peasants, especially among the Brazilian people, and argues these uneducated people have to live an ignorant life until and unless they get and alternative option of exploring information and knowledge around them. He further argues that after these people get educated the contributions that can me made by them to their own community is infinite. He believes that the reason an oppressed person accepts oppression is because that is the only kind of living means he or she has been acquainted with.

The best part about the book is when Paulo Freire agues that after these oppresses people become liberated and acquire some knowledge they begin to inquire and question the various aspects of their society. Through his ideology of the oppressor, Freire also argues that since the oppressed have no access to information, they know nothing. Thus, he contradicts the thought that education, which the knowledgeable are imparting to the ignorant ones, is not valuable and has enough reasons to hold on to it. For example it is a commonly accepted fact that when a teacher is teaching, the students are merely required to accept whatever knowledge and concept is being imparted to them without allowing them to question or inquire about a doubt. This, he argues, is not facilitating knowledge rather it is a form of oppression practiced due to improper education.

Paulo Freire through his arguments in the Pedagogy of the Oppressed wants to tell us that education cannot be one-way where the teachers only gorge away things from their books or memory and the students have to listen to them. This makes the educated people non-intellectual since their intelligence is simply instilled into their mindset. This, Freire argues is not actual education. Thus, conventional education tends to be highly mechanical and sometimes even corrupting and does not enlighten the scholars since their thoughts and visions are not taken into account. Freire has the opinion that proper education must be interactive where both the students and teachers take part. Only this can make education proactive since only then will the standards of our living interact with our way of life.

Thus, Freire’s is justified in arguing that the primary objective of education is to teach the masses how to transform themselves as the world changes. His views are acceptable in terms that individuals need to understand the perspective and actual reality of our world so that they can themselves excel. They can only develop their knowledge and intellect when they become inquisitive and ask questions for a reasonable answer. Freire also argues that only through interactive education can people who want to revolutionize the unjust world around them, do the needful.

In the first chapter, Freire says that individuals need to develop themselves from the real events and circumstances of their everyday life. His learning methods requires that the students create their own texts which allow them to analyze and ponder over the world they live in and the words of the texts permit them to be more conscious of reality so that they are able to stand up for their emancipation. A consciousness where people understand the unjust situation around them but do not make any attempts for changing it doest really matter in this world. By acquiring new thoughts an individual’s, view about his social position changes. Thus, Freire proposes to us two distinctive methods having sequential moments where through the first an individual becomes aware of the reality where he or she has to live in oppression under the decisions made by the oppressor and through the second, the oppressed must emancipate and stand up for themselves so that they are not suppressed by the oppressors.

Freire also discusses about the banking concept of education in his Pedagogy of the Oppressed and argues that through this concept the correct information only is deposited in the passive minds of the scholars, which in turn reproduce a dominant social and economic order. This concept also helps the oppressors who do not want the real aspects of the world to be revealed and neither wants it to be transformed. Thus, Freire is justified in having said that the banking concept of education is used as an instrument by the oppressors. Freire says in the second chapter “The banking approach to adult education, for example, will never propose to students that they critically consider reality” (Freire, 74). Freire emphasizes on the fact that an individual cannot educate himself and thus, through their interactions they educate each other. He is justified in saying that the banking concept sees scholars as containers where knowledge is deposited by a teacher. However, this concept tries to alter an individual’s mind so that they are willingly able to adjust themselves to real life situations and as a result, they are easily dominated by them. Thus, Freire argues that education should consciously liberate an individual so that he or she is able to analyze and overcome the duality, which is present between a student and teacher.

Freire also discusses about what he terms as “dialogic” in the third chapter and says that it is “the essence of education as the practice of freedom” (Freire, 8). Freire argues that an individual’s main motive is to properly identify and then transform reality and for doing that the students and teachers need to establish “dialogicity” among them since an individual cannot learn through silence and needs expressions, actions and words to do so. This argument is also justified since dialogues between two individual increases familiarity and kindness between them. In order to integrate someone with the lives of other individuals and to understand their thoughts and practices, one must use dialogues in a familiar language.

Freire also talks about using “problematizing education”, which creates knowledge and he says that through this all the elements of understanding come together. It is true that the oppressor creates a number of unknown limiting situations, which can only be overcome if the oppressed obtain education through the “problematizing education” concept. Freire further emphasizes on the fact that teaching should be a part of the scholar’s reality and not simply just a mechanical act. However, only when an individual can build his or her own thoughts, ideas, and convert them through communication and practice will an individual be liberated and oppression will be overcome.

Freire also talks about “antidialogics” which, unlike dialogics, is an instrument of oppression. He characterizes antidialogics as cultural invasion, manipulation, division and conquest while dialogics is characterized by cultural synthesis, organization, union and collaboration. Freire argues that oppressors can use antidialogics for maintaining their status quo and preventing individuals from connecting through dialogics. The oppressed are additionally weakened by alienation, which further causes internal division. Antidialogical actions can also use ideologies for manipulating people and use them for the advantage of the oppressor.

Thus, through his Pedagogy of the Oppressed, Freire wants people to shape themselves rather than be shaped by others. He is justified in urging us to avoid the various educational pitfalls, which we have been presently encountering by choosing artificial experiences. Finally, Freire describes for us the various methods and ideologies used by oppressors to suppress others and recommend that we take our educational opportunities from our daily experiences. In his own words, “Since oppressors and oppressed are antithetical, what serves the interests of one group disserves the interests of the others.” (Freire, 145)

Works Cited

Freire, P. Pedagogy of the Oppressed. Continuum Press: International Publishing Group, London, 2000.