In the poem "A History of Paisley," the poet mythologizes the valley of Kashmir by claiming the. Had it cut down./ But the wolves escaped, ….” The poem actually allegorizes the urbanization of the rural and the sylvan landscapes. This is the narrative of revisiting the "shape of the world" from "the grave to the womb" and from.
Mission to Describe
Mama-san in Tokyo also sees the trees and asks, "aren't the cherry blossoms out of a picture?" (52). One could continue this process of looking at looking, through the rest of the novel – especially Marco in London – and through Mitchell's other books, not least the budding author Jason Taylor in Black Swan Green, who sees "Brittle thistles and fluffy grass " (107 ), how "The melon sun dripped steaming brightness" (102), or how in a field of daisies, "Stars with petals and dandelion comets stroke the green universe" (100): a moment of figurative repetition for the image of the comet, which seems . to brush over Mitchell's work. He outlines them quickly but surely: treating them as aspects of a place – the whole world – that we cannot afford to give up or lose.
Anne Bradstreet and Phillis Wheatley’s Literary Works
Waldstreicher's evocative essay “The Wheatleyan Moment” reminds us of Wheatley's egalitarian challenge. Frantz Fanon's The Wretched of the Earth provides a strong intellectual framework, based on the author's medical and social experiences, to overthrow colonial rule. Repressive violence blocks the way to man's self-realization; revolutionary violence.
All these circumstances, he describes, “raise the question of responsibility in the context of the revolution” (185). For Fanon, this is so because of the psychological violation wrought by the colonial masters” (Tucker 405). The misery and vulnerability of the common man ring true in the narrator's statements:
At one point in the novel, "the man" meets Koomson, an old acquaintance of the protagonist from school, who is now a government minister, and invites him over. In the novel, this condition of the postcolonial country is a "harsh reality" that stands in the way of "the emergence of a world of 'beautiful'" (Lazarus 139). The heightened sense of morality in the narrator's voice can be seen as a positive note towards the end of the novel.
Amidst the grim realities of life – the country's grimy roads and decadent bureaucracy – lies a hidden promise in the narrative. Post-colonial gender displacement and the poetics of gender in The Joys of Motherhood According to Stratton, "in The Joys of Motherhood, the contextualization of female characters". Of course, her late husband was a responsible husband and father, like most men in the village.
Alienation in Arnold Wesker’s Annie Wobbler
Labeled "practiced language policy" (Bonacina, 2010; Bonacina-Pugh, 2012), this approach emphasizes that a policy can be found within language practices. Language policy is seen as an interconnected process of proclamations, beliefs and practices (Bonacina-Pugh, 2012). A practiced language policy consists of the implicit and inferable rules of language preference towards which people orient in communication (Bonacina-Pugh, 2012).
Bonacina-Pugh (2012) uses the term “perceived language policy” to conceptualize language policy as discourse (p. 215). Drawing on the work of Spolsky Bonacin (2010), Bonacin-Pugh (2012) on language policy, and the work of García (2007) and Creese and Blackledge (2010) on language translation, I explore the language policies students enact. in the language classrooms of two departments at the University of Dhaka. One use of L1 was evident in the findings: Bangla was used to understand English.
These results mirror those from the audio-recorded tasks: the students adopted a bilingual practiced language policy. In this article I have shown that language policy research traditionally focused on stated and perceived language policies. The students orient themselves towards a practiced language policy, where L1 has an important role to play in the L2 classroom.
When language policy and pedagogy collide: “learner and teacher language policies” in an English-language kindergarten classroom in Greece (Unpublished doctoral dissertation).
Tertiary Level: A Bangladeshi Perspective
An evaluation of the current scenario of English language teaching at all levels of education in Bangladesh confirms that it is mostly based on teaching formal grammar. Most of the question types here, except summary, paragraph and essay writing, do not require any demonstration of authentic writing skills. The National Council of Teachers of English states that "isolated workbook exercises in use are not supported by theory and research" and "are a deterrent to improving students' speaking and writing" (cited in Gray, 2012, p. 19). .
However, I have no objection to the teaching of formal aspects of grammar or the contributions of the planners and policy makers of Bangladesh's current curriculum. So it goes without saying that English teachers who have the desire to do something for the betterment of the students are given little space and support from mainly professional environments with unmotivated authority, lack of equipment and space, overcrowded classrooms and extra workload. , to execute it. The question therefore arises as to how we can meet the widely varying needs of students at tertiary level.
The best suggestion is to provide more time for writing and increase students' knowledge and use of the writing process. Completely unaware that the purpose of assessment is to improve student learning, we seem to focus on assessment based on the language they have yet to learn. Usually, when the teacher takes responsibility for catching the student's mistakes, there is little motivation for the students to learn from that mistake.
The sole purpose of this paper was to inform readers about the possibility of reusing learners.
Medium Secondary Schools in Bangladesh
- Do you ask students to make a list of their ideas before writing on a given topic?
- Do you tell students about who they are writing for?
- Do you allow your students to have a group discussion in writing class?
- Do you provide samples of the writing task?
- Do you ask students to check their own writing?
- Do you give general comments (like good/bad, etc.)?
- Do you think giving lectures about how to write is more beneficial than giving a writing task in the class?
- Do you believe that accuracy in grammar and correct spelling makes students good writers?
According to him, neither Bengali nor English medium schools inspire learners to focus on writing for the sake of writing. Independent use of the newly learned skill, structure and vocabulary is seen in the final production. Based on these questions, this paper conducts a comparative study of the current methodology of teaching EFL writing at the secondary level of Bengali and English medium schools.
A comparison between the two graphs in Figure 3 shows that more than 50% of the ESL teachers focused on the audience of the text in the planning stage. The data from Figure 5 shows that more than half of the teachers from both mediums use many model texts in the classroom. This question aimed to identify the frequency of revision and editing of the written script in class.
On the other hand, less than 40% of English teachers always give importance to grammar to write well. English and Bengali students spoke of frequent use of teacher-provided model texts. At the secondary level, English and Bengali medium teachers have different perceptions towards writing.
This study aims to gain a better understanding of the teaching methods used in the EFL classrooms of Bangladesh at the secondary level.
High-school Students’ English Needs at University
Based on information obtained through various methods and sources of data collection, teachers have a rich collection of evidence about the tasks of 1st year students. Second, the data from the questionnaire were analyzed by calculating the frequency and descriptive information for the students' responses and by summarizing the comments on the open-ended questions. Student responses to "Where will you need English in the future?" are shown in Figure 2.
Student responses to "How often do you use English in the following settings?" questions are shown in Figure 4. Finally, students' responses to "Outside of school and homework, how often do you use English in the following situations?" is in Figure 5. Before discussing student responses to the questionnaire, I discuss the data collection method (the questionnaire), student sources, procedures, and analyses.
My discussion of student responses to the situation + task sections of the questionnaire is divided into two sub-sections: the general trend in responses and two exceptions to the trend. Student responses in all figures show that students think English is extremely important for doing most of the tasks listed in the questionnaire. This needs analysis adds to the body of task-based needs analyzes by Van Avermaet and Gysen (2006), González-Lloret (2003) and Huh (2006), among others; more published task-based needs analyzes mean more real-world examples of how educators can better align program goals and objectives with student needs.
I reported on the systematic collection of information about the tasks that students have to do with language when they enter university, so that all future steps in the design and development of the NDC summer program will be aimed at meeting students' needs.
Bangladesh
- How, you think, is your listening skill?
- How often does your English language teacher encourage you to develop listening skill?
- How often does your teacher use multimedia or language lab to develop your listening skill?
- Which language does your teacher mostly use in the English/English language classes?
- How do you find your teacher in the classroom while you are asking some questions?
- How many English language classes are held in a week?
- How many listening skill assessments or classes (according to NCTB) are taken by your teacher in every six months’ term?
- How much do you understand BBC English, CNN English, English movies or other authentic sources of English language?
Research Question 3: What strategies can be used to develop students' listening skills in the EFL classroom. Rahman (2014) states that teachers usually do not focus on the development of the four skills. They were clarified about the purpose of the study and all relevant questions related to the questions.
Students' participation in the classroom to develop listening skills: From the data we see that in the classroom more than half of the students are slightly interactive in nature. How many institutional facilities do teachers get to carry out Listening Skill Activities in the EFL classroom: Most of the teachers were found disappointed with the institutional facilities. They therefore had very little time to take any extra initiative for the development of the students' language skills.
12 teachers (54%) blamed the curriculum as the biggest obstacle to the development of students' listening skills. From the data, it appears that the development of students' English listening skills is given very little attention in secondary level EFL classrooms. Teachers should ensure continuous assessment of the development of students' listening skills according to the recommendations of the NCTB.
Repositioning CLT from curriculum to classroom: A review of English language instruction in secondary schools in Bangladesh.
