There is no denying the fact that languages are the integral part of the
cultural richness of our society and the world in which we try to lead our
lives controlled and cleanly. It is obvious that learning languages contributes
to mutual understanding, a sense of global citizenship and personal commitment.
Students learn to appreciate different countries cultures, communities and
people. By making comparisons, they gain insight into their own culture and society.
The ability to understand and communicate in another language is a lifelong
skill for education, employment and technology in this country and throughout
the world. Learning languages fascinate opportunities to develop their
listening, speaking, reading and writing skills and to express themselves with
increasing confidence, independence and creativity. They explore the
similarities and differences between other languages and English and learn how
language can be manipulated and applied in different ways. The developments of
communication skills together with understanding of the structure of language
laid the foundations for future study of other languages and support the
development of literacy skills in a pupil’s own language.
In using theme based on educational and cultural affairs, there exist three
themes in Germany and France which
are specified as environment, media and advertising. In addition, pupils in England studying health in English,
French-speaking countries and Impressionism in French, and the geography and
history of Berlin
in German. The themes and objectives relating to grammar, cross-curricular
learning and cultural understanding are defined for each theme and reference
grammar sheets and lists of topic-specific vocabulary created. St Marylebone
School in London places a strong emphasis on the
appreciation of cultural diversity and the languages departments consider the
introduction of intercultural understanding as a key concept in the revised
programme of study to be the perfect opportunity for a year 9 pupils to
investigate the culture of their target language country France or Germany. This would take place
through culturally specific topics, as year 9 is an ‘enrichment year’ where
learning is thematic following completion of key stage 3 in two years In the
unit on Impressionism, pupils were introduced to the movement and shown
Impressionist paintings. They were asked to suggest possible titles in English
and to match the actual French titles with the paintings, along with more descriptive
French phrases for each of the paintings. Pupils then chose an Impressionist
artist and were asked to prepare a presentation in French on this artist for
their final assessments, using presentational software or other ICT. They spent
one art lesson reproducing a picture by their chosen artist and were also given
the opportunity to visit the Courtauld Institute to see the original paintings.
It gives me immense
pleasure to express something about our mother tongue as it is acknowledged as
International Mother language Day on 21st February in every year through out
the whole world and it is sanctified by titivating flowers and holding in the
highest regard the memories of those language martyrs who had laid down their
lives for the cause of establishing the dignity of our fortitude as a nation by
raising our heads like other nations virtually. The 21st February is a
red-letter day in the history of our mother tongue. It is a very significant
day in view of good judgment that we have been able to establish our mother
tongue as our state language. It is our glory and inspiration that we have
achieved freedom from the movement of this day. We think that we could not
achieve our freedom if 21st February was not emergent in 1952. Due to the
movement of this day, we have shown our agitation against the rulers of the
then Pakistan
and even the people irrespective of castes and creed took part in the movement
having been influenced by the gallant touchwood of Bengali nationalism.
The
word ‘nationalism’ comes down from the heritage, culture and tradition of a
particular country which indicates uniformity in respect of one faith that is
the language conventionally uttered from a child which is his actual identity.
Nationalism is such which vividly gives an acquaintance in the sense in what
language he expresses his mode of his explicit desire as to what he wants or
what he would like to do. So our heritage is expressed as a token of ideal
acquaintance as Bengali Language with which we survive on full faith of livelihood
and as such every elegiac influence is concerned in achieving the recognition
of this day in the world. We can think our own belief that we are created
equally in respect of expressing our own tradition, culture and religion which
is bedded on our soil, grass, plants, creeper and our dwelling place. We cannot
think even for a moment that a boy is treated more or less as a terrorist or
miscreant or he is excommunicated at an immature stage. If we lose our faith in
our own nationalism, we need to be responsible to build him or her who can give
his identity as a Bengali nation. To speak the truth, the 21st February, as a
symbol of blaze illumination is our rectitude for which our survival as Bengali
nation has been reflected through out the whole world.
Over the course of the lessons, through research, reading tasks and a mock interview with an artist from the period, pupils became increasingly knowledgeable about Impressionism. ‘They developed confidence in describing visual images in French’, commented one teacher, ‘and began to express their opinions – albeit at a simple level – about paintings.’ Pupils’ language work covered, in particular, adjectives, question words and the 'passé compose'. Pupils’ final presentations were assessed by both the MFL and art departments. To finish, pupils completed a worksheet in French. This consolidated everything covered during the topic and gave pupils the opportunity to reflect on what they had learnt.
In using the theme of societal concept
Staff believes the shift of emphasis had a positive impact on pupils’ learning. One French teacher noted, ‘The focus of learning switched and language became a genuine vehicle for communication. Pupils strove to express themselves effectively on a range of important issues rather than trying to use language structures in order to demonstrate their ability.’ Pupils enjoyed using language to communicate about ‘genuine’ issues and themes. There are a number of key concepts that underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.1.1 Linguistic competence : This is important to learn moral and ethical values in life.
a. It aims at developing the
skills of listening, speaking, reading and writing in a range of situations and
contexts.
b. It also envisages in applying
linguistic knowledge and skills to understand and communicate effectively.
1.2 Knowledge about language
a. It indicates Persuasion how
a language generates expression in the form of sound and perception and how to manipulate
it to create another alternatives with the same phonetics.
b. It envisages recognizing
that languages differ but may share common grammatical, syntactical or lexical
features.
1.3 Creativity and Modern Technology:
Language is
indispensable for learning the various techniques of Modern technology in the
field of Economics, Commerce and Science as a tentative flow. Even Language is
a communicative device which sorts out different inconsistency of life
sequentially flowing in virtual as well real strategy ingrained in common
life.
a. It actuates in using
familiar language for new purposes
and in new contexts.
b. It recoups in using
imagination to express thoughts, ideas, experiences and feelings.
1.4 Intercultural understanding
Language opens up
in every people and their community of religion, tradition and heritage to live
with society, friendship and love.
a. Appreciating the richness
and diversity
of other cultures.
b. Recognizing that there are different ways
of seeing the world, and developing an international outlook.
Aims, values and purposes
Aims
Values
Purposes
The statutory curriculum should establish an entitlement for all children and promote high standards.
The
statutory curriculum should establish an entitlement for all children and
promote high standards.
The purposes of
having a statutory curriculum are:
·
to establish an entitlement for all children, regardless of social
background, culture, race, gender, differences in ability and disabilities, to
develop and apply the knowledge, skills and understanding that will help
them become successful learners, confident individuals and responsible citizens
·
to establish national standards for children’s performance that can be
shared with children, parents, teachers, governors and the public
·
to promote continuity and coherence, allowing children to move smoothly
between schools and phases of education and providing a foundation for lifelong
learning
·
to promote public understanding, building confidence in the work of schools
and in the quality of compulsory education.
In particular, the curriculum should:
·
promote high standards, particularly in literacy, innumeracy and ICT
capability
·
provide continued entitlement from early years to a coherent, broad and
balanced curriculum
·
instill in children a positive disposition to learning and a
commitment to learn
·
promote and pass on essential knowledge, skills and understanding valued by
society to the next generation
·
be relevant to children and prepare them for the here and now, for the next
phase of their education, and for their future
·
widen horizons and raise aspirations about the world of work and
further and higher education
·
make children more aware of, and engaged with, their local, national and
international communities
help children recognize that personal development is essential to wellbeing
and Suffice it to say that there are
some events in the past history of Bangladesh is significant to recognize as a nation of separate entity bedded on
heroic deeds of Bengali nationalism. It is the magnificence news of the peoples
of the entire world that the real heroes of freedom have laid down their lives
for the sake of the self-esteem of mother tongue which is exceptional in view
of languages of the world. The blood-shed history for the dignity of mother
tongue is the first and foremost event in Bangladesh which needs to be
memorized decades after decades. We express our gratitude for their treasured
contribution of Bengali language when on earth predominantly the 21st February
is carried out as an International Mother Tongue day each year with honor and
high stature. The 21st February is a red-letter day in the history of our
mother tongue which is also a very remarkable day in the sense that we have
been able to establish our mother tongue as our state language. It is our glory
and brainwave that we have realized sovereignty from the movement of this day.
We believe that we could not accomplish our freedom if 21st February was not
embryonic in 1952. Due to the movement of this day, we have shown our
demonstration against the rulers of the then Pakistan and a such suffice it to
say that the 21st February, as a symbol of blaze elucidation is our rectitude
for which our survival as Bengali nation has been point toward through out the
whole world. In this day some young persons of our country have volunteered to
create resistance against the conspiracy of our mother tongue. They have
stepped up the movement by degrees and being uncontroversial, the then rulers
have marched into them and in due course they had shot them dead. This is such
a faction where our heroes have laid down their lives for the cause of
prominent deportment of our mother tongue. In the entire world, such
incomparable movement has never been taken place in the whole world.
In view of the above it is evident that in learning and experiencing
language based on education, there exists particular ways in which language is
the means by which theological meaning has powerful impact on human behavior
and culture. The very existence of language is a proof that human lives in
relation to others predominated each and every moment and survive. The words emitted
from the mouth are not merely pictures of the world, but in fact words are part
of the world. They constitute the realities that indicate human endeavors. For
example, building, traveling, playing, and fighting are human practices that
require a mutual understanding of rules between participants. And even a
religious life could not be practiced alone. After all, it is evident that
anyone can be self-critical, but faith requires an acknowledgment and confession
of sins to those who have injured and to those sweethearts to us. Wittgenstein,
a world class philosopher established the inadequacy of language understood in
modern terms as representational. Disputing the notion that language is private
knowledge preventing the speaker from relevant action, he has promulgated that
language as the means to go on in meaningful relation to others. Like a city
that we learn to navigate, the grammar of language indicates how to understand
the thoughts as well as convictions of others and how we relate to them.
Language games identifies that the reality of life with others may be reflected
as foundation of language which lies in a “depth of understanding,
interdependence, and shared practice”.
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