Learning English: A Lesson in Language and Culture

To those outside the educational system, the teaching of language may seem to be a simple communication of skills from one person to another.   For those involved in education, however, language instruction has long been linked to cultural bias and social engineering, leading to debates over the notion of a â€Å"neutral language.†Ã‚   Such a language would facilitate the exchange of objective concepts such as spelling, grammar, and pronunciation without imposing subjective cultural constructs such as beliefs abut class, gender, and religion. As languages originate and develop in response to needs and conditions all too human, and therefore highly emotional, it is unlikely that any truly neutral language exists, and this is particularly evident when we consider the English language. The teaching of English has sociocultural implications that extend far beyond the learning environment, and this is best demonstrated by examining the relationship of Standard English to other varieties of English as well as to other languages being taught. The distinction between standard and vernacular forms of a language is based on the perceived differences between the educated and the uneducated.   The term â€Å"standard,† when used to describe language, generally refers to that form of the language that is used for formal and written applications by those who occupy the highest ranks of society.   Rules governing its usage tend to be rather strict and resistant to change. In contrast, a vernacular is the colloquial language used informally by a group of people, much less rigid in its forms and much more liable to change.   An online version of the Oxford English Dictionary, the recognized authority on the English language, exemplifies this divisiveness in its definition of the noun â€Å"vernacular† as â€Å"the language or dialect spoken by the ordinary people of a country or region.†Ã‚   Aligning the vernacular form with so-called â€Å"ordinary† folks naturally infers a similar association between the standard form and less ordinary people, the literate elite who use it. This lofty status is often justified by reference to the wealth of classical literature, historical documents, and scientific/technical writings that exist in both British and American Standar1d English.   An understanding of Standard English provides access to these canons and to the educational systems that utilize them.   These systems offer the knowledge and expertise necessary for the highest levels of professional and intellectual achievement.   Simply put, a better than average knowledge of Standard English offers a better than average chance at attaining prominence in highly skilled and specialized areas such as education, business, or technology (Brindley 208). Whether this effect is seen as favorable or unfavorable depends, as most things do, on the perspective through which it is viewed.   Any experience that affords people greater personal control over important life issues may seem universally appealing, yet insistence upon teaching only Standard English has evoked considerable controversy (Brindley 205).   Those who advocate the teaching of Standard English writing in a way that emphasizes its reliance on stringent rules and formats have been accused of perpetuating a desired status quo (Brindley 226-227). By learning Standard English, students are carrying on a long tradition of literary scholarship that has yielded many important intellectual gains and brought the western world to the forefront in industry and science.   Detractors see the teaching of Standard English as an imposition of social norms that depend on conformity and narrow-mindedness.   By forcing people to think in constrained ways about language, teachers are hindering both creativity and individuality for the sake of convention (Bourne 243). Such adherence to uniformity often puts the learner in an uncomfortable and confusing situation, as when the home background and the educational environment clash in terms of language.   Katharine Perera describes the difficulties encountered by children being taught Standard English while living in homes and neighborhoods where the vernacular is the mode of expression. For them, a change in their manner of speech represents an invalidation of their customary way of life and may create barriers between them and their peers.   The experience of speaking one way with friends or family who share their idiom, only to then be told by teachers that this language is wrong, forces most children to reluctantly choose one identity at the expense of the other (cited in Brindley 212). Concern over this loss of identity has fueled heated disputes in â€Å"mother-tongue† contexts, where English is taught as a first language and some form of it is used by much of the population as a native language (Brindley 206).   Davis and Watson report that in Australia, post-war migration increased the nation’s multiculturalism while weakening the influence of a common British legacy.   Responding to the resultant search for a national identity, the Australian curriculum acknowledges the relationship between this identity and language yet also recognizes the diversity that exists within â€Å"Australian Standard English† (cited in Brindley 206). The Australian Education Council’s statement on the English curriculum sets Australian English apart from American or British English chiefly by differences in vocabulary and pronunciation, and describes this national variety of English as a combination of the Standard Australian English used in schools and several vernacular forms, any one of which a student may use at home.  Ã‚   The curriculum statement also advises that Standard Australian English should be taught as an extension of local idioms and not as a replacement for them. Although the report further stresses importance of Australian Standard English because of its role in educational structures, professional fields, and spoken communication, it also recognizes the value of vernacular forms and the cultural backgrounds they represent.   Its national plan for teaching English also notes that language changes in respect to context and purposes, and it urges that students be made aware of this fact so they can apply their language skills accordingly.   The Council also officially confers equal status to standard and local forms of English, viewing neither one as inherently superior to the other (cited in Brindley 207) Sue Brindley relates that the issue of the relative worth of different language forms is intensely debated in Britain, where the world’s richest history of English has led to much linguistic diversity.   Standard English is an integral part of the official school curriculum, yet there is no consensus about exactly what constitutes standardized English and how it is connected to a student’s home variety (Brindley 208).   A Department for Education and Welsh Office statement cites strict observance to rules of vocabulary, grammar, spelling, and pronunciation as the distinguishing features of Standard English to be taught in England and Wales, yet this description is too vague to give a precise definition. Although the British policy encourages the use of standardized language for both written and spoken applications, it also recognizes that spoken English is more spontaneous and therefore less apt to conform to the same rigorous criteria used in more carefully planned written applications (cited in Brindley 210).   By associating Standard English with qualities like precision and clear diction, the British curriculum contradicts the viewpoint of many linguists and educators, as well as the sentiments expressed in the Australian English statement, by implying that school-sanctioned standardized forms are linguistically superior to other varieties (Brindley 211).   The obvious counterpart to this attitude is a belief that vernacular forms of English are inferior. Brindley speaks of educators who are concerned that such a prejudicial position will necessarily lead to a gradual erosion of the traditional cultural values that underlie the home life of those whose first language is the vernacular. Some teachers have taken it upon themselves to teach Standard English in a way that does not discriminate against home-based language varieties and, by extension, their associated ways of life. In this manner, they hope to allow students to derive the benefits inherent in a multicultural approach: a greater fund of knowledge about languages, a richer social experience, and a keener appreciation of different manners of thinking (212-213). In countries where the native language is not English, there is every bit as much controversy regarding the cultural aftereffects of learning English.   For people living in geographical areas marked by poverty and need, an education in English may be seen as a way to rise to the echelons of power and privilege.   Yet for those already enjoying that power and privilege, the promotion of English for the masses may be seen as either a welcome conversion or a dangerous threat.   Anthea Fraser Gupta’s account of the spread of English in colonial India traces the complicated history of the English empire’s influence over native Indians.   When Great Britain officially endorsed the teaching of English to Indians, the intent was to introduce not only the language of the United Kingdom but also its cultural and religious values. British officials were in effect attempting to create darker-skinned versions of themselves, seeing the inculcation of western ideals as a means of eradicating a way of life that they considered idolatrous, immoral, and unrefined ( 190-191).   At the same time, Indians in positions of power worried that giving the lower classes a glimpse of what was possible through an English education worked against their interests.   S.N. Mukherjee (cited in Gupta 192) reports that the Calcutta upper classes feared that those below their social rank would become dissatisfied with their inferior status. More than a hundred years after the events chronicled in Gupta’s account, teachers of English still encounter resistance from pupils who either feel that language is being forced upon them or resent social exclusion from English-speaking society (Bourne 243-244)..   Despite this, Jill Bourne informs us that the current trend in non-English speaking countries is to incorporate English language lessons into the primary school system.   Even in Malaysia, where this is not endorsed, private schools offer English instruction to students whose wealthy parents are willing to pay for what they perceive as an important step on the road to social success (244). Several countries, including Germany, the former Czech Republic, Hungary, Malay, and Hong Kong, have implemented some form of what America calls Language and Content Teaching, which blends language instruction with course content.   The focus is shifted from the English language to the curriculum material, which is presented through the medium of English.   However, in most parts of the world where English is taught, the emphasis remains on English as a subject itself (Bourne 244).   This suggests that for most nations, what is truly being sought is not an adoption of English values but the attainment of proficiency in a language that offers access to more profitable pursuits. It is easy to understand why countries such as Hong Kong, whose economy is deeply invested in international commerce, would feel pressured to acquire English fluency.   English is a major language of trade, and an inability to speak it proficiently is a definite disadvantage in the business arena.   This becomes clearer when we consider it on a smaller, more personal scale.   Anyone who has spent time among people who shared a common, foreign language knows the frustration and stigmatization that can result from an inability to communicate easily and appropriately with others. There is a natural human desire to feel connected to others in some way, and language provides an excellent means of achieving that sense of belonging.   When essential life factors such as economic, social, and professional standing are at stake, language becomes even more crucial. This relationship between modes of communication and key life issues is precisely why the concept of a neutral language is a hypothetical one.   The teaching of any language involves the transmission of much more than rules about grammar and pronunciation.   It inevitably requires some measure of cultural change on the part of the learner, and in the case of English instruction those changes can have profound effects upon many major aspects of life.   For this reason, educators and students alike must respect the various forms of language as reflections of valuable cultural and social traditions. Works Cited Bourne, Jill. â€Å"English for Speakers of Other Languages.† Learning English: Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 243-270. Brindley, Sue, with contributions from Swann, Joan. â€Å"Issues in English Teaching.† Learning English: Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 205-228. Gupta, Anthea Fraser. â€Å"English and Empire: Teaching English in Nineteenth Century India.† Learning English:   Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 188-194. â€Å"vernacular.† Compact Oxford English Dictionary. 2005. http://www.askoxford.com/concise_oed/vernacular?view=uk (3 Dec. 2005).

Literary Analysis of My Son the Fanatic Essays

Literary Analysis of My Son the Fanatic Essays Literary Analysis of My Son the Fanatic Paper Literary Analysis of My Son the Fanatic Paper Literary Analysis of My Son the Fanatic Written by Hanif Kureishi, the short story My Son the Fanatic develops through the conflict between a father and his son. In the story, the father Parvez who works as a taxi driver immigrated from Pakistan to England with his family twenty years ago. His son Ali is a college student in England. When Ali was behaving abnormally, Parvez’s suspicion led him to discover that Ali had turned into a religious Muslim. Parvez, although born as a Muslim, does not strictly abide by Islam rules. The father and son are holding different beliefs; hence they could hardly accept each other’s moral values anymore. Because the author told the story in Parvez’s point of view, it might be controversial that between Parvez and Ali, which character is on the right side. However, as the title of the story suggested, Kureishi, the author, clearly wanted to convince the readers that the son Ali is the fanatic, urging the readers to take Parvez’s side. The author Kureishi, by no means, has depicted Parvez a perfect man. Parvez as a character has a lot of shortcomings: as a Muslim, he gambles; he drinks; he eats pork; he makes fun of religion representativethe local mullahs and as a husband, he tries to avoid his wife by driving the night taxi (Kureishi 61, 63). Some may argue that he has not been depicted as a good man or as a good father because those shortcomings, on the contrary, those shortcomings draw him closer to the readers. Parvez as a character had become so similar to somebody whom the readers might have known from their real lifea good man but with imperfections. Therefore, it is imaginable how easily could the readers relate to the character or even his problems in the story. Under Kureishi’s depiction, Parvez might not be a good Muslim, yet his morals were not totally compromised. For example, he saved Bettina, a prostitute from a violent client, he obviously has a clear standard on what’s right or wrong besides what is being told in the Koran (62). The author summed up Parvez well in the story, â€Å"He knew he wasnt a bad man. He had a conscience. There were a few things of which he was ashamed, but on the whole, he had lived a decent life †(64). In addition, Parvez not being a good husband does not stop Kureishi from depicting him as a good father. Parvez, in fact, is a good father indeed and he is proud of himself for being one. â€Å"For years, Parvez had boasted to the other men about how Ali excelled in cricket, swimming, and football, and what an attentive scholar he was, getting A’s in most subjects †(62). He cared for his son and worked hard to provide for him that â€Å" he had always been aware of the pitfalls that other men’s son’s had stumbled into in England. It was for Ali that Parvez worked long hours; he spent a lot of money paying for Ali’s education as an accountant. He had bought Ali good suits, all the books he required, and a computer†(Kureishi 61). He believes a father should be responsible for his son that he â€Å"had blamed other fathers whose sons began running around with bad girls, skipping school, and joining gangs† (Kureishi 61). So when things go abnormal with his own son, he ‘s afraid that he would be blamed for not being a good father (Kureishi 61), and tried to make things right again by closely inspecting his son and repeatedly reaching out to him. Kureishi provides the readers with little information about the son Ali’s personal life, and some of which are negative, so it is more difficult for the readers to relate to the character. For example, at the beginning of the story, the author informed the readers through Parvez’s point of view that Ali had broken up with his English girlfriend, and all his old friends stopped ringing (61). This hardly counts as a positive sign for Ali as a character at the beginning of the story when the author suggests that he is being alienated or starts to alienate others. Apart from that, according to Kureishi, it is Ali who should always be blamed for the tension between the father and son. For example, Ali makes Parvez feel afraid with his silence and sharp tone (61). In the scene when Parvez gazed at Ali, to test if he has been using drugs, Ali replied his gaze with â€Å"more than a hint of criticism, o much so that Parvez began to feel that it was he who was in the wrong, and not the boy† (63). Also, for multiple times in the story, Pavez tried to reach out to Ali in order to talk about their problems, it is always Ali who shows reluctance in communicating with his own father. In the part where Parvez suggested a night out with the son to understand more about his problems, â€Å"Ali refused to accompany him. He claimed that he had an appointment† (Kureishi 63). As the story develops, Parves â€Å"attempted to make conversation about Ali’s beliefs, but if Parvez ventured any criticism, Ali always had a brusque reply †, or replies him with a look of contempt (Kureishi 66). When Parvez attempted to reach out to Ali by taking actions like keeping a beard, Ali, on the other hand, â€Å"did not appear to notice it†(Kureishi 66). Some may argue Ali behaves that way is because Parvez, his father has no respect for Ali’s religion that he constantly challenges Ali’s belief. Somehow Kureishi showed that it is not the case. In fact, Parvez was just trying to convince Ali that there are other beliefs† as Bettina, Parvez’s closest friend suggested (67). However, Ali, in the story, responded to his own father â€Å"with such aggressive confidence that Parvez would say no more†(67). Kureishi depicts Ali as an ungrateful child who has no respect to his own father. From Parvez, the readers heard that Ali told Parvez, his own father that he ‘s going to Hell (66), and Ali looks at Parvez as if he is a criminal (66). Apart from the above, there is more to show about Ali’s disrespectfulness in the story. First, Ali does not appreciate Parvez’s provision; he repays his father’s hard work by â€Å"throwing his possessions out ! † (Kureishi 61). Second, Ali disapproves of his father’s life style. He accused his own father being â€Å"too implicated in Western civilization†(Kureishi 65). He criticize his father harshly based on religion rules, such as suggesting drinking and gambling are forbidden  (Kureishi 64), even after his father patiently explained to him that those were the only hobbies he had after working long hours to provide for him. Ali still gave Parvez â€Å"a horrible look, full of disgust and censure†(Kureishi 64). Third, Ali has no patience for his father’s beliefs. He treats him as â€Å"a rowdy crowd which had to be quelled or convinced† (Kureishi 65). Most importantly, he lost the ability to care for his father’s feelings, in the scene when Parvez fell, Ali â€Å"didn’t even offer him his hand†(Kureishi 66). Moreover, Ali humiliated Parvez’s closest friend Berttina in front of him, bluntly suggesting she is a prostitute by saying â€Å"you know what kind† (Kureishi 68). In conclusion, Kureishi is trying to convince the readers to take Parvez’s side in judging who is right or wrong, he has told the story in Parvez, the father ‘s point of view to build the connection between the character and the readers. By describing the son Ali as the responsible side of the conflict, he has manipulated the readers to sympathize the father Parvez. Moreover, by depicting a slightly flawed character Parvez as a good father who cares and worries about his own son, along with an ungrateful and judgmental son Ali as the fanatic who has no respect to his own father, the author has given the readers a clear choice between the two.

Simile, Metaphor, Personification, Hyperbole with Examples Essays

Simile, Metaphor, Personification, Hyperbole with Examples Essays Simile, Metaphor, Personification, Hyperbole with Examples Paper Simile, Metaphor, Personification, Hyperbole with Examples Paper Essay Topic: Poetry Simile a comparison using like or as Personification giving human qualities to animals or objects Metaphor Time is money. Hyperbole extreme exaggeration Metaphor comparison not using the word like or as Personification The sun played hide and seek with the clouds. Simile She is as sweet as pie. Personification The stars in the sky blinked and winked. Metaphor She froze with fear. Hyperbole Im starving. Metaphor She has a bubbly personality. Hyperbole Hes driving me crazy. Simile The street felt as hot as the surface of the sun. Simile This pudding is as smooth as silk. Personification The leaves on the ground danced in the wind. Hyperbole Ill just die if I dont go to the party. Simile It flew as high as a kite. Metaphor The internet is the information super highway. Personification The teapot sang as the water boiled. Hyperbole You snore louder than a freight train.

What evidence is there to support the prescribing of exenatide for Literature review

What evidence is there to support the prescribing of exenatide for adults patients who are already prescribed insulin with type - Literature review Example In insulin dependent patients with type 2 diabetes, especially with obesity, control of glycemia is a challenging issue (Hood et al, 2006). Intensification of insulin therapy to achieve target levels of glycosylated hemoglobin leads to further weight gain. Infact, one of main anxieties with insulin therapy in this population is poor weight gain (Nayak et al, 2010). In several developed countries like UK, there are recommendations for obesity surgery, along with exercise, diet and drug control of diabetes. However, obesity surgery is associated with significant risk. Exenatide, when given as an adjunct to insulin therapy, has been proven to not only achieve better control of blood glucose levels, but also decrease the chances of gaining weight. Infact, some studies have demonstrated weight loss with exenatide therapy. In this article, evidence to support the prescription of exenatide, as an adjunct to insulin therapy will be discussed through review of suitable literature. Understanding the pathophysiology and treatment basis of diabetes type-2 Diabetes mellitus can be defined as a group of clinical syndromes characterized by hyperglycemia arising as a result of absolute or relative insulin deficiency (Edwards et al, 2002). There are basically 2 types of diabetes mellitus. While type-1 is due to absolute insulin deficiency as a result of pancreatic beta-cell destruction, there is relative insulin deficiency in type-2 as a result of combination of peripheral resistance to insulin action and an inadequate secretory response by the beta cells (Kumar et al, 2007). Type 2 diabetes is the most common form of diabetes constituting 90% of diabetic population (Ramachandran et al, 2002). In a classic definition, type 2 diabetes has been defined as a triad of 3 etiologies, namely, resistance to insulin, progressive failure or exhausion of beta cells, and increased gluconeogenesis at liver. However, there is another pathophysiologic abnormality that is worth mentioning and that is decreased activity of GLP-1 (Jellinger, 2011). The imp aired insulin secretion in type-2 diabetes is due to beta cell dysfunction (DeFronzo, 1997). The beta cells fail to adapt themselves for the long-term demands of peripheral insulin resistance and increased insulin secretion (Kumaret al, 2007). In type-2, this dysfunction is both quantitative and qualitative. There is loss of normal pulsatile, oscillating pattern of insulin secretion and the rapid first phase of insulin secretion which is a normal response to elevated plasma glucose is attenuated. There is also decrease in beta cell mass, islet degeneration and deposition of islet amyloid (Kumaret al, 2007). Infact, studies have established the onset of insulin resistance much before the manifestations of hyperglycemia (DeFronzo, 1997). The pancreas beta-cell function declines gradually over time already before the onset of clinical hyperglycaemia (Stumvoll et al, 2005). The factors which probably lead to insulin resistance are increased non-esterified fatty acids, inflammatory cytok ines, adipokines, and mitochondrial dysfunction for insulin resistance, and glucotoxicity, lipotoxicity, and amyloid formation for beta-cell dysfunction (Stumvoll et al,

Applied anatomy and physiology Essay Example | Topics and Well Written Essays - 3000 words

Applied anatomy and physiology - Essay Example I obtained the consent before proceeding with any procedure. For a detailed medical record of the patient please refer to the index at the end of this paper. I was in contact with the patient for three weeks as I was monitoring the patient’s recovery and the effect of medication and diet. I had to monitor the diabetic data that the patient was showing so that I could change any medication or diet in the patient’s diet plan. My capacity included direct interaction with the patient where I could talk and advise any recommendations or any guideline that I deemed necessary. I had to go through a detailed discussion about the confidentiality because the privacy of medical records of the patient is always a debatable issue. The patient’s content that they are the sole owners of their medical record and this cannot be shared with anyone. The patients have the right to access their own medical records (Schoenberg  & Safran, 2000). However, the doctor side of this debate argues that the medical records should be accessible to the medical staff and anyone that the doctors deemed worthy and qualified enough to share their opinion for the recovery and better treatment of the patient. The normal anatomy and physiology of the patient with type II diabetes includes normal blood pressure but the patient presented the case of hypotension. This condition can be explained by the use of drug Amlodipine. The normal physiology of a 45 year old male does not include nausea or headaches. At the age of 45 a person is healthy showing no unusual weakness in limbs and no visual disturbance. Endocrine pancreas is present as cell-clusters (islets of Langerhans) comprising four types of cells: alpha, beta, PP and delta cells (Sussel et al., 1998). Type II diabetes mellitus occurs with the interaction of environmental factors and a certain combination of genetic variants (Sladek et al., 2007). A study by Lorenzo et al. (1994) reveals that amylin fibril formation in