Academic Master

Sociology

CULTURE AND LEARNING STATEMENT

Culture and family backdrop plays a significant role in devising learning tendencies and outcomes. Cultural differences create two primary boundaries that separate hierarchy style from equality and individualism from Communitarianism. According to a hierarchical system, teachers expect the students to behave in a predetermined way and obey and respect the teachers and students expect that teacher will provide them with expert guidance and information. On the other hand, equality-based institutions imply the role of the teacher as a facilitator. Similarly, according to individualism; students are trained to behave and manipulate in a more independent way. Meanwhile, Communitarianism affirms the need for higher authorities to take the charge. The outcomes of all these approaches yield a different level of productivity and explicate the influence of culture on learning. (Gonzalez, 2006)
Like cultural factors; socio-cultural aspects too, impact the overall efficacy of language learning; these factors include intrinsic and extrinsic factors. The intrinsic aspect deals with personal developmental issues and depicts the family and domestic influence of a person on second language learning. Meanwhile, the extrinsic side of socio-cultural influence demonstrates the external atmosphere of a person that implicitly or explicitly affects an individual’s skill to learn a second language. Today’s world of globalization stresses the need for polyglots to learn a second or third or fourth language; a person’s home language always proved to be effective. Teachers can take use the first language of the student to provide approximations of different syllables and words to develop a better and enhanced learning process. When it comes to ELL; the bilingual approach becomes the smartest apt and brings the most impressive and satisfactory results. (Goldenberg, 2008)

Reference

Goldenberg, C. (2015, April 29). Teaching English Language Learners: What the Research Does
and Does Not Say.
http://www.colorincolorado.org/research/teaching-english-language-
learners-what-research-does-%E2%80%94-and-does-not-%E2%80%94-say
Gonzalez, V., Yawkey, T. D., & Minaya-Rowe, L. (2005). English-as-a-second-language
teaching and learning: pre-K-12 classroom applications for students’ academic

achievement and development. Boston, MA: Allyn and Bacon.
Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders:
handbook on bilingualism and second language learning. Baltimore, MD: Paul H.
Brookes Pub. Co.

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