Anti Guns on Campuses Essay

Guns are a double-edged sword when it comes down to it. Guns provide many people the ability to feel safe and protected, while other guns are constant reminder that some freedoms are taken too far. Guns privileges are abused, misused, and mistreated. Young people glorify toting weapons like it’s a new fashion statement. Missing the fact, that what in reality is causing uproar and panic amongst everyone else. That is why I feel like guns should not be allowed on college campuses. Asking a young person to take the responsibility of not only carrying but carrying a gun around on a college campus is a lot to ask of a college aged young adult. Most people in college struggle with grasping a full-course load, let alone walking with a gun, or the fact that someone unbeknownst to them could be carrying an automatic weapon. The theory is not brilliant; if a situation occurs we should let the proper authorities handle it, in a professional manner in which they are paid to do so. Law enforcement is more than just capable of doing their job, in a professional sense. It makes sense for police to patrol all throughout a college campus to keep peace. Asking an 18- 24 year old who is still mentally and emotionally adjusting to life and new experiences is too much. College campuses are actually safer than the surrounding communities where an actual 93% of crimes that occur against college students take place. That in it of itself is an eye opener to those for gun on college campuses. College campuses are a safe heaven, where students can be at ease, and be at peace knowing that they are protected 24/7. Lawmakers should take joy as well. Campus police is actually doing what’s asked of them and doing it above and beyond. Police are doing what is asked of them. Now imagine if a student or even faculty member such as a teacher with no crisis training is asked to respond to an emergency situation? Many if not most would panic and not how to respond to the situation at hand. Situations could lead to disaster, so why not leave that to the professionals. Clearly not having guns on college campuses has worked so far. Why would society decide to change that now? The negatives outweigh the good in every facet. Yes like with anything there are positives, but those positives are few and far between. Students and faculty aren’t trained to handle the pressures and stress that come with dealing with carrying a loaded weapon on campus. Law Enforcement does a heck of a job, in protecting all persons on campuses now. By switching that up, you are making police officers job even way more difficult, asking them to distinguish in crisis situations who and who isn’t the culprit. Making them find out who has the gun? Guns should be allowed on college campuses period.

Edward Estlin Cummings Essay

Edward Estlin Cummings was born on October 14, 1894 in Cambridge, Massachusetts to academic parents who early on encouraged him to develop his creative gifts (Everett). His was a happy childhood; he grew up in a spacious, sunny house, his neighborhood was full of children who roamed the nearby woods and played baseball during summer or skated on a local pond in the winter (Berry, 8). When he grew up, he acknowledged the impact his parents had on him, stating that it had been â€Å"my joyous fate and supreme good fortune† to belong to such family (Berry, 8). According to Reef, Estlin once said â€Å"I did not decide to become a poet – I was always writing poetry (5)†. He did not originally start writing in the form for which he is best known today. When he was young, he wrote poetry and produced pencil drawings. His love of language was encouraged by his mother, who made up word games to encourage his creativity (Blanchard and Falcetti, 58). At the same time, his poetry is filled with descriptions and images of nature, natural elements, and natural processes (Parekh). He took his father’s pastoral background and used it to preach in many of his other poems (Eich). Estlin graduated from Harvard for his BA and MA studies. His travels took him to different places around the world. When war broke out between US and Germany in 1917, Estlin joined a Red Cross unit in France as an ambulance driver (Reef, 29). There, he and a friend were imprisoned on suspicion of espionage (www. poets. org). This experience resulted in his novel, The Enormous Room. He also traveled throughout Europe, where he met poets and artists including Pablo Picasso. He divided his life between Paris and Greenwich Village, and later between the Village and his New Hamsphire farm (Schmidt, 85). He became widely known as a whimsical and experimental poet (www. who2. com) whose radical use of â€Å"form, punctuation, spelling and syntax, abandoning traditional techniques and structures created a new, highly idiosyncratic means of poetic expression (www. poets. org)†. In addition, the landscape of New England with its animals, fields and forests influenced his poetry and infused it with images from the natural world (Shuman, 318). As Shuman succinctly point out: His poetry combines a child’s enthusiasm for the wonders of the natural world with a sophisticated adult’s wariness of official positions and conventional thinking (311). One such poem is the wonderful in just- . The poem quite simply is about the beginning of a new season: â€Å"in just-/ spring. † In this poem, Estlin â€Å"coins words, alters punctuations and invents his own typography. Thus, the poem itself represents creativity and how it spring from the earth (Phelan)†. The poem then continues on to paint a picture of Spring and embodies the themes of innocence and childhood. This poem in particular embodies his view, where Estlin himself explains: In so far as a human being is an artist, skies and mountains and oceans and thunderbolts and butterflies are immeasurable; and art is every mystery of nature (314-15). in Just- spring when the world is mud- luscious the little lame balloonman whistles far and wee and eddieandbill come running from marbles and piracies and it’s spring when the world is puddle-wonderful the queer old balloonman whistles far and wee and bettyandisbel come dancing from hop-scotch and jump-rope and it’s spring and the goat-footed balloonMan whistles far and wee e. e. cummings WORKS CITED Berry, S. L. â€Å"E. E. Cummings. † Indiana: The Creative Company, 1994. Blanchard, Mary Loving, and Cara Falcetti. â€Å"Poets for Young Adults. † New York: Greenwood Publishing Group, 2006. Cummings, E. E. â€Å"100 Selected Poems. † Atlanta: Grove Press, 1994. Cummings, E. E. â€Å"Commentary on Life and Art by E. E. Cummings. † New York: October House, 1965. â€Å"E. E. Cummings. † Academy of American Poets. 12 Dec 2008. â€Å"E. E. Cummings. † A Who2 Profile. 12 Dec 28. < http://who2. com/ask/eecummings. html> Eich, Marty. â€Å"E. E. Cummings Biography. † 12 Dec 2008. Everett, Nicholas. â€Å"E. E. Cumming’s Life. † March 2001. Modern American Poetry. Dec 2008. < http://www. english. uiuc. edu/maps/poets/a_f/cummings/cummings_life. htm> Parekh, Pushpa N. â€Å"Nature in the Poetry of E. E. Cummings. † Spring Volume 3 1994: 63-71. Phelan, Julie. â€Å"Poetry analysis: in Just- by E. E. Cummings. † 12 Dec 2008. Reef, Catherine. â€Å"E. E. Cummings: A Poet’s Life. † New York: Clarion Books, 2006. Schmidt, Michael. â€Å"The Great Modern Poets. † London: Quercus, 2006. Shuman, Robert Baird â€Å"Great American Writers. † New York: Marshall Cavendish, 2002.

Explaining my motivation to get into the MBA program, my professional Personal Statement

Explaining my motivation to get into the MBA program, my professional and goals - Personal Statement Example ergraduate degree, I worked full time as a unit secretary in the NICU, a local hospital so I consider myself as better acquainted with the practical operations of business. I believe my masters will not only equip me with more theoretical knowledge on business leadership, but earn me adequate salary to improve my life with my new husband. In addition, my success in the MBA studies and subsequent placement in a good job would prove to myself and my family that I can succeed in this new journey. As Bujor (2013) noted, as an MBA graduate, I will have the prerequisite qualification and higher opportunity to land and hold a top-level management position. My confidence in better prospects is boosted by the fact that more than two-thirds of the MBA graduates around the world are top managers or members of company boards. Such positions are usually well-paying but challenging in the sense that they require of the managers the ability to work extra time and make major decisions that can change the business for better or for worse. I will be especially happy in such positions because I like challenging and rewarding jobs. In addition, the MBA program will deliver a better, more integrated business network that I will rely on in future management position to source for clients, suppliers and employees. As an MBA trainee I will enjoy massive networking opportunities that will be of great importance in practical business life. The program will improve my practical knowledge of the business through interactions with colleagues who are likely to turn into high level executives in future. In addition, I will also look forward to the professors and other teaching staffs to impart tremendous knowledge on-field operations. Owing to the fact that I work for a big company, I believe that completing the program will help me move up the corporate ladder and become a great corporate leader. My current placement has given me a head-start in the sense that I do not need to rely wholly on

Helping Families of Children with Disabilities Essay

Helping Families of Children with Disabilities - Essay Example As Sloper (1999) put it, the manner in which family members perceive and interpret the strains experienced in parenting a facing implications regarding the way in which children's services are designed and delivered child is an important factor for the entire family's wellbeing. Recent technology has provided means for medical parents and carers to diagnose disabilities prior even to the birth of a child. The responsibility of medical and mental health parents and carers to provide aid to parents in understanding their support in their child's disability begins at the moment of information and realization of the disability. Most parents of facing implications regarding the way in which children's services are designed and delivered children feel that because of the added attention and care needed by the child, they need to sacrifice more of their personal ambitions and goals. As the child develops it has been observed that some parents feel that they have to compensate for the disability of their child. Overemphasis on the special needs of their facing implications regarding the way in which children's services are designed and delivered child may result in insufficient attention given to his or her siblings. Such practices lead to maladaptive family development. Thus, tantrums and other behavioral disorders tolerated from a facing implications regarding the way in which children's services are designed and delivered child would begin to manifest in the other children as well as they see that their parents endure such behavior. What parents should be aware of is that tolerance of and inability to addre ss the behavioral aspect of a child's disability may lead to abnormal behavior in other children as well. The need for therapists to address the needs not only of facing implications regarding the way in which children's services are designed and delivered children themselves but of their families as well could not be made clearer. With parents and carers taking on the task of catering to the problems encountered by parents, they are affecting the entire process of development the child would be brought up in. Prior to their child's birth parents are likely to have been exposed to professional dominance and consumerism. Because they are ill prepared for the birth of a facing implications regarding the way in which children's services are designed and delivered child, they are likely to rely heavily on the advice of parents and carers. The inability to comprehend the nature of the diagnosis immobilizes parents from responding to their child's situation. When parents and carers determ ine the diagnosis during the prenatal period and they are able to communicate the same to the parents effectively, parents are able to gradually adapt to their situation. Finally, just as positive regard for the child is important from family and friends, such positive regard is more so needed from parents and carers. Family Therapy Models Raising a facing implicat

Critique qualitative Essay Example | Topics and Well Written Essays - 1000 words - 1

Critique qualitative - Essay Example Unhealthy diets are the consumption of foods containing low levels of nutrients. In the article, the researchers conducted a qualitative study. In the study, they used interviews, which is one of the methods of data collection in a qualitative study. The data was recorded in form of audios. The research demanded induction form of analyzing the data because the research was supposed to give the exact situations as they were. Therefore, the researchers decided to use a critical incident technique as a method of doing data analysis. However, the researchers failed because they did not use the observation methods of data collection. The research was supposed to get exact data from the participants and not conclude I from another perspective or generalization of the data collected. Before conducting the research, the researchers seek consent from their institution. However, the research does not fully indicate on the procedures followed during the study. They did not indicate how they seek consent to conduct the study from the participants. There must have been ethical issues apart from the schedule of data collection. Using the CIT method, the situations mentioned by the participants made up the results. Therefore, there was very little to be analyzed because the analysis was not complex. In fact, the researchers used all the data collected and came up with the final analysis. Therefore, the researchers came up with categorization technique to analyze the data. That was the most important subjectivity of the research done. Research question for the study was how night shift working amongst community nurses influenced their eating and exercising habits both positively and negatively. In addition, the question addressed all the situations that affected and influenced healthy diet and exercising habits of the nurses in question. The question aimed at finding out how the nurses’ lifestyle influences their

Research in Sensys and competitor analysis Essay - 1

Research in Sensys and competitor analysis - Essay Example al Travel Time Solution which is â€Å"the first solution to overcome these complications (on arterial roadways) and deliver dependable arterial travel time and volume data while not presenting any privacy concerns† (Sensys Networks, Inc. ). Sensys Networkc Inc is located at 2560 Ninth Street, Suite 219 Berkeley, CA 94710. The company provides contacts to their different departments such as a dealer, a human resource representatives, sales representatives and technical support representatives. Because the nature of the business’ products are so new and innovative, there are not a great deal of competitors in this marketplace. One major competitor is the Southwest Research Institute, who is involved in developing, implementation, and maintenance of similar traffic-related technologies, such as their Intelligent Transportation System (ITS). This research institute has been developing ITS technologies and other support systems since 1992, giving them somewhat of a competitive edge when it comes to development of such innovative software. This represents a threat to Sensys Networks, as with the growth of federal interest in the deployment of ITS software, Sensys Networks must develop more quality marketing to make their own ITS products and other traffic-related software systems more competitive in pricing and in offering support and maintenance of these systems. The Intelligent Transport Systems Society is composed of those that utilize â€Å"synergistic technologies and systems engineering concepts to develop and improve transportation systems of all kinds† ( Intelligent Transportation Systems Society). The ITSS works hand in hand with the Institute of Electrical and Electronics Engineers (IEEE). Together with IEEE, ITSS sponsors conferences and symposium on electrical and electronics engineering and information technologies. Apparently, the ITS-IEEE partnership is still on the rise as they continuously sponsor conferences until 2009. The IEEE is also considered

Job Application Package Assignment Example | Topics and Well Written Essays - 2500 words

Job Application Package - Assignment Example Microsoft Excel, Word, PowerPoint and Access Responsibilities Assist with the development and maintenance of accurate work measurement systems in a warehouse environment. Conduct time studies and frequency studies in distribution centers. Assist in the analysis, recommendation, and implementation of enhancements to existing work methods, workflow and processes to increase throughput. Administer and maintain productivity reporting processes and systems. Collect data to assist in the development of distribution center and capital budgets. Analysis of distribution center processes and procedures; identify operational improvement opportunities; design, evaluate and implement changes and/or revisions as required. Assist corporate industrial engineering staff as directed. Limited local travel required. Job #2 Position Engineering / Summer Internships - Industrial Engineering Sikorsky Global Helicopters (610) 883-4408 110 East Stewart Huston Dr. Coatesville Pennsylvania 19320 USA fran.newli n@sikorskyglobal.com Sikorsky Global Helicopters, a subsidiary of Sikorsky Aircraft, is a Fully capable Helicopter Services provider located in Coatesville, PA. Our capabilities include work as an FAA Approved Repair Station,a DAS approved station, the Sikorsky S-76 Completion Center, the Sikorsky S-92 Joins Center, EMS flight services, DAS capabilities and Engine Services Shop. Our sister company Composite Technologies Inc, in Grand Prarie TX, CTI is the only world wide rotor blade repair shop authorized by Agusta, Bell, Eurocopter, Kazan Helicopters, MD Helicopters, Schweizer and Sikorsky. Consequently, we support your entire fleet. We pride ourselves on our commitment to diversity and encourages all qualified applicants to apply for consideration Please mention JSfirm when responding to this ad (JS Firm, 2011). Job Application Package Date: 30 June 2011 To: (Your Professor) From: Kuan Alkeyev Subject: Job Application Package Sears Holding Company: Corporate Industrial Engineer In ternship The position that is offered by the Sears Holding Company is as a Corporate Industrial Engineer Intern in which a requirement of at least Junior year status must be completed and an intention in the pursuit of a Bachelor of Science Degree in industrial engineering. Experience in work measurement methodologies, best method development and cost analysis for project justification are central to the qualifications of the potential candidate. Other requirements include proficiency in Microsoft Office programs and the ability to communicate effectively, which is most likely in concern with not only performing the responsibilities of the position, but in making sure that all departments that relate to those performances can be adequately updated on the activities. Responsibilities for the position will include: Assist with the development and maintenance of accurate work measurement systems in a warehouse environment. Conduct time studies and frequency studies in distribution cent ers. Assist in the analysis, recommendation, and implementation of enhancements to existing work methods, workflow and processes to increase throughput. Administer and maintain productivity reporting processes and systems. Collect data to assist in the development of distribution

The Ontological Argument for Gods existence Essay

The Ontological Argument for Gods existence - Essay Example Arguments for the existence of God are based on revelations of the Realized Souls. At their level everything is perfect, ever the same, and without any confusion or contradiction. All confusion and arguments arise, when mind-level intellectuals begin to interpret the revelations of the transcendental! Arguments for the existence of God based on general revelation are also called natural theology. Next to general revelations, is the special revelation and this is the area where the problems for the humanity begin due to their wrong understanding/interpretation. Those issues are: who God is, what God has done and will do and how He expects us to live. Such divine instructions are found in The Bible, Qur’an, Shri Guru Granth Sahib Ji, Vedas, etc. Natural theology based on reasoning is incapable of demonstrating God’s existence. Relying on one’s own thought and reasoning skills to reach God is full of pitfalls. Human beings are likely to confuse the limitations of their thoughts as the limitation of God. Arguments for the existence of God based on the appearance of design in the world again form part of the domain of reasoning and inductive logic. Design arguments are also known as teleological arguments. The perfect order in the universe is offered as the perfect reason for the existence of God. The perfect order seen in the universe cannot be a matter of c hance. If the watch needs the watch maker, the universe needs the universe-maker, so say the Creationists. The universe must be the product of intelligent design, they believe. Objections to the design arguments say that it is not necessary to depend upon a God-hypothesis to explain the orderly positioning of the things in the world. Science is capable of explaining everything, according to such votaries. They argue that life is created from the â€Å"Big-bang†, and one sees the natural evolutionary process in the things around. But these people

Entrepreneurship College Essay Example | Topics and Well Written Essays - 1250 words

Entrepreneurship College - Essay Example For the success of any creative industry and economy certain factors are very important. They are personal factors, cultural factors, economic factors and social factors Creativity is one of the essential qualities of successful entrepreneur. Creativity refers to doing something in a different way or introducing some new ideas. It is a unique quality of some individuals. "Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others." (Franken). Creative industry is nothing but the industry that involves some kind of creativity. Creative industries include advertising, music, crafts, art, design, computer software, television, video games, radio, publishing industry, copy writingetc. Creative economy refers to that economy generated and sustained by all the creative industries put together. Creative economy contributes much to the economic development of any country. There is very little chance of the creative industries becoming irrelevant or going out of fashion. Creative industry is an economic sector which is one of the major contributors of national income of most countries. There are millions of people working in the creative industries and it can safely assumed that there will be high increase in the employment opportunities in these industries in coming years. 5% of the GNP in European Union countries is contributed by creative industry. Its growth rate is also very high. (Working papers series: crating industries in Vienna: development, dynamics and potentials 200

Witchcraft and Violence in the World Today Essay

Witchcraft and Violence in the World Today - Essay Example As history has shown, fear is a powerful motivator. Perhaps the most well-known example in the United States would be the Salem witch trials in seventeenth-century Massachusetts. This type of violence, often driven by personal vengeance or mass hysteria, can still be found in the world today, and in fact, there are many examples of just such a fear of the unknown causing people to lash out against their neighbors. In the modern world there are several different definitions for the term â€Å"witchcraft.† Stephen Hayes provides an excellent analysis of the problems associated with the terminology as it is used by various people around the world. According to Hayes, many people use the word witchcraft in a traditional manner. To these people using witchcraft means to use dark or black magic to cause harm to others. In essence, these people see the use of witchcraft as evil. In contrast, many followers of the neopagan religion Wicca use the term witchcraft synonymously for their religion. To Wiccans there is nothing evil about the term, save for the violence that was committed against alleged witches throughout history. This paper will use the more traditional definition of witchcraft. The reasoning for this choice can best be summarized by Hayes: â€Å"In normal, non-Wiccan usage †¦ the essence of witchcraft and sorcery is the causing of harm to persons or property by invisible occult means† (339). Tanzania is a country in eastern Africa lying on the Indian Ocean. The majority of the population in this country believes in witchcraft, similar to the beliefs in many other areas of Africa. Elderly women in Tanzania are often accused of witchcraft and murdered. Additionally, according to some researchers, in years when Tanzania suffers unusual rainfall either by drought or flooding then the murders of accused witches double (Kristof, par. 3). However, weather is not the only cause for these murders. Many of the murders are also performed at the beh est of traditional healers who blame the elderly women of performing witchcraft to cause illness in their patients (Dickinson, par. 2). Clearly the murders in Tanzania have many different causes at their roots. Other areas of Africa also have problems with violence against those accused of witchcraft. The Democratic Republic of Congo is located in western central Africa. It, like its eastern neighbor Tanzania, also has problems with attacks on â€Å"witches.† In 2008 there was a massive scare in the country surrounding purported thefts of men’s penises. Several cases of attempted lynching occurred during the incident in which suspected sorcerers were â€Å"accused of using black magic to steal or shrink men’s penises† (Bavier, par. 1). Police in Kinshasa arrested the accused witches as well as their alleged victims in order to avoid the murders associated with a similar incident a decade earlier in Ghana, another African country. The continent of Africa i s not the only place in the world where violence occurs against those who purportedly practice witchcraft. According to Tess Eastman, a woman in India was recently tied to a tree and beaten for being a witch (par. 1). The violence in this case was initiated by a man who had admitted to hiring the woman to heal his wife with magic and prayer. However, the man subsequently accused the woman of witchcraft when his wife’s condition worsened. This accusation was enough for the violence to happen. The attack, while not fatal for the accused witch, was violent enough to result in the arrest of six people, including the original hirer of the woman. While it would be tempting to believe that violence against accused witches only happens halfway around the world from the United States,

Policing in the United States Essay Example for Free

Policing in the United States Essay Does homeland security issues influence the way police enforce the law? Please give an example. I agree with the statement that homeland security issues do influence the way the police enforce the law. My reasons for doing so will make most people agree with me. If a country is very strict about its homeland security issues example the United States after the 9/11 attacks, the police will have a more autocratic role to play. In contrast to this, a country which is seemingly lax about its security issues such as India (where policemen are not equipped with weapons but with sticks to deal with any anomaly in the law and order situation) or even the United States before the September 11 attacks, will see the police play more of a peace keeping role than a reformatory and punishing one. If the country is at high risks from terrorists, policemen will be influenced such that they will be more stringent in their duty performance, will check every suspicious person or suspicious looking immigrant etc. similarly, if the country is at risk from bomb threats or hijacking threats, the policemen will be more then strict in the performance of their duties. So the circumstances of a country do affect police enforcement of the law. An apt example over here (if an example of a country other then the US can be given) can be given of Pakistan and the emergency it imposed in November 2007. The police were given sweeping powers such that they could arrest people without proper investigation all in the name of maintaining proper law and order in the country (Thomas , 2006). Does Policing in the United States presents a dilemma between the rights of the individual and the need to maintain public order? Please explain and give an example. To this question, my answer would also be yes. I would say this is mainly because of the September 11 attacks and the big affect it has had on our country’s security. On one hand, the United States condones the rights of individuals and declares human beings’ sanctity to be above that of the Higher Being. But on the other hand, its law enforcement methods, particularly in regards to immigrants, especially Muslims, leave a lot to be desired. If the Human Rights act gives everyone permission to freely practice their religions, then this country has no right to subject certain people to greater suspicion only on the basis of their religion (Anthony, 2001). Similarly, the rights of an individual grant him the freedom to live his life as he seems fit. At the same time, police often interrupt bar room brawls and arrest drunkards. So this is not following the human rights act to its letter. An example of this conflict between the rights of individuals and the need to maintain public law and order is of the Guantanamo Bay detention camp on the shore of Guantanamo Bay, Cuba. Rights of individuals are abused there such as keeping them in indefinite detention, torture, beatings, locking in confined cells and sleep deprivation. But the United States government under George Bush argued that such measures were necessary if the American Public was to sleep safe at night as the men were all dangerous terrorists and criminals. Now President Obama has ordered the detention camp to be closed but it is still an apt example when discussing the above statement. Q3: How does the era of Homeland security affect community policing? Please explain and give an example. Community policing involves expansion of police functions and no longer a stress on traditional police duties. It proposes big changes in the way things have always been done including organizational change, liaison with external sources to solve problems and a more proactive approach to solving problems. It deals in many different areas such as school safety where it recommends assigning police officers to schools and educating teenagers on the danger of possessing firearms to police integrity which targeted trust between the community and the police. It was a relatively adequate policy until the disastrous September 11, 2001 attacks where the police were forced to rethink their strategy. They started concentrating more on pressing security concerns and terror attacks and suddenly this Community Policing system was termed inadequate (Wesley , 2003). I disagree with this current policy because in my opinion, Community Policing was a very balanced approach, where service provision, crime control and order maintenance were given equal weight age. It is followed now to a lesser extent because policemen are now too busy addressing security concerns to concern themselves with building a healthy relationship with the community. But seeing the benefits of this method, the country has started adopting it in its spirit again such as the number of people being employed by the US Police Department is steadily increasing over the years. References Book Thomas, F. A. (2006). Police Field Operations. Prentice Hall. Anthony, M. (2001). Public Order and Law . Boydell Press. Wesley, G. S. (2003). Community Policing. Wadsworth Publishing.

Sport in school Essay Example for Free

Sport in school Essay Sport at school should NOT be compulsory. Sports training and PE take up time that could be better spent learning other subjects, and PE and Sport are not as important as other subjects like maths, science etc. It is also my belief that it students should have the right to choose whether or not we do sport/PE, because we are allowed to choose the subjects that are more important, so why are we not allowed to choose whether or not we do sport? Every year in PE, we do the same sports and the same practice drills, so after year 7, there is no point continuing to do PE, because the you are just doing the same things that you have done in previous years. 2 periods per cycle are spent on PE, 2 periods which could be spent on subjects like foreign languages, which are only allocated 4 periods per cycle or English or Science, which get 5 periods per cycle. These subjects are more important than PE and time the two periods given to PE would be better used if distributed to these subjects. As well as PE, we spent up to 3 hours a week at training and another 3 hours on Saturday for competition. Can you imagine students academic performances if we were to spent 6 hours a week doing homework or study? And it is not only the actual time you are at training that counts, because often, after training you are tired and cannot be bothered to do homework or study, again dragging down our academic results. If sport was optional, then the people participating in the teams would be the people that wanted to be there, the people who wanted to play and win. But instead, there are people in the teams who are not interested in the sport, not interested in winning and are only there because they have to be. These people drag down the team and ruin the sport for those that want to be there.

Native Language in Foreign Language Learning

Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi Native Language in Foreign Language Learning Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi

Racial and Ethnic Identity Essay -- How it Feels to be Colored Me 2014

The African, Mexican, and Native persons have all interacted with the Dominant American culture in some magnitude; consequently altering each different group’s racial and ethnic Identity. Throughout the semester, I have discovered that in much literature writers had an ideal perspective on their own identity as well as the identity that the dominant culture influenced them to have. While doing some research I wanted to see what would be a transitional time frame for a person to be un-conditioned of many negative symbolic meanings in regard to minorities and immigrants. My research has shown that there was a hierarchical scheme where an individual can monitor his/her identity progression from one level to the next. This â€Å"Developmental Model of Ethnic and Racial Identity† was created during the black consciousness movement. It involves discovering true ethnic Identity and racial identity. Ethnic identity is defined as defining oneself the personal and social meaning of belonging to one particular ethnic group (Cushner, McClelland and Safford). Racial identity is similar in theory, but only differs in physical appearance. This model describes the five stage process of moving from a low racial consciousness, through a period of active examination of what it means to be black, [Mexican, or Native] and internalize a positive identity (Cushner, McClelland and Safford). These five stages are pre-encounter, encounter, immersion-emersion, immersion, and internalization. This model was then applies to all minority and immigrant groups in the country. The first stage of pre-encounter, people have self-hatred about their culture and self. They believe in most stereotypes that are shown through the ... ...ed by the writers of all of these poems and novels, and it represents the struggle of many people who have assimilated to the dominant culture or who are trying. I will continue to study this concept and extend my research even further to understand the entire minority and immigrant experience. Works Cited Anaya, Rudolfo. BLESS ME ULTIMA. New York, Boston: Grand Central Publishing, 1994. Print. Cushner, Kenneth, Averil McClelland and Philip Safford. Human Diversity in Education. 7th. New York: McGraw Hill, 2012. Print. Hughes, Langston. Literature 4332: American Minority Literature. n.d. Web. 3 May 2013. Hurston, Zora Neale. Literature 4332: American Minority Literature. n.d. Web. 4 May 2013. Morrison, Toni. The Bluest Eye. New York: The Penguin Group, 1970. Print. Zitkala-Sa. Literature: 4332 American Minority Literature. n.d. Web. 5 May 2013.