Illiegal Immigration Essay Example for Free

Illiegal Immigration EssayAs time has passed and millions of immigrants have come to the nation, the United States still maintains a welcoming attitude towards new immigrants. However, with such a vast amount of foreigners who desire access into the field, entry into the United States has compel untold more confused since the days of Ellis Island. As a result, this new century has with it a new kind of immigrant the penal immigrant.Desperate to become a part of the booming American culture, thousands of immigrants have begun to enter the United States illegally. Ignoring the laws set forth by the American regimen, these immigrants enter the unsophisticated and unnoticeably merge themselves into the culture of the United States. With the influence of some(prenominal) factors such as large borders and unruly citizens who refuse to uphold the law, the government essentially allows these persons to enter the country and really cause some major damage.Ultimately, as the Un ited States government is unable to fully enforce the policies of immigration, illegal immigration is further enhanced and permitted, thereby creating more problems in spite of appearance the United States framework that threatens the puff up being of the country and its people. In order to get the disadvantages that have developed as a result of illegal immigration, it is crucial to also understand the growth of immigration policies throughout the history of the United States.Looking back in the time period of Ellis Island, there were only a handful of policies and restrictions in allowing immigrants into the country. The mass of immigrants in the late nineteenth century arrived in the country on boats. According to most information, the individuals who were denied entry to the United States and immediately sent back to their native land were those who were seen as criminals, anarchists, or carriers of disease.These restrictions address one central purpose to ensure the well b eing and protection of United States and its citizens. In essence, the goal to protect the country and its people has not changed and still lives on within the current policies. As in the late 1800s, almost any given foreigner has the ability to become a legal resident, or a citizen of the United States. However, the process by which a person can become a legal resident is much more complicated than it has been in grades prior.In order to become a temporary or permanent resident of the United States, individuals must indorse the long application process to receive a visa or green card. Any foreigner living within the United States who does not have such a legal document is considered an illegal immigrant, and, by law, should be deported to their own country. Also, as the United States has no tolerance for illegal immigration, any individual found illegally crossing the borders is also immediately deported.With a much stricter system of entry and residency, many people argue that todays government has developed a very efficient and proactive policy of immigration. While this policy is extremely strict on paper, one question arises Is the government actually enforcing these policies? In order to answer this question, it is important to examine illegal immigration and its figurehead in the United States. Currently, the number of illegal immigrants in the United States stands at an estimated 12 million and rising.With such strict policies in place by the government, how so many undocumented immigrants can enter the country each year is unclear. Firstly, it is necessary to understand that there are two different types of illegal immigrants. There are immigrants who actually come to this country legally via visa or green card, but become illegal by over-staying their visas or green cards. The other type of illegal immigrant is an individual who only when illegally crosses the border and enters the country without contacting the United States government in any w ay.With the current laws and policies regarding immigration, it is fair to say that the government has a much better and easier time tracking and enforcing laws upon immigrants turned illegal, simply due to the fact that the government is aware of their presence in the country. However, the other type of illegal immigrant is more difficult to track because the government is ignorant of their presence in the country. While considering the presence of illegal immigrants within the United States, certain factors that inevitably undermine and inhibit the United States immigration policies begin to emerge.First, considered the third largest country in the world, the United States has many borders and areas of entry into the country. Considering its size and huge expansion of borders, the United States has an immense amount of areas that it needs to protect form illegal entry. allows be real, with such large borders, there is no way to fully protect and prevent illegal immigration entire ly. Despite major improvements in border control, including armed patrolmen and high-reaching metal fences, the border is just too large, and many immigrants still enter the country illegally.In fact, according to Wayne Cornelius, the distinguished director of the touch for Comparative Immigration Studies at the University of California at San Diego, out of the 1. 5 million immigrants who enter the country each year, 500,000 of them are undocumented. Due to the many illegal immigrants who unnoticeably cross the borders, the United States government is unable to enforce its immigration policies, such as distributing visas or deporting illegal immigrants, and is forced to permit these immigrants to live within the country.

Pontrelli Planning Activities Essay Example for Free

Pontrelli Planning Activities EssayPontrelli has a well-established mission statement for the company as a whole they allow for choose a more focused one, or a strategy statement for the true project concerning recycling. To piggyback from the current mission statement and adding a line concerning, To focus on recycling within the company, conduct business with those who take recycling as a soaring priority and identifying new avenues to take the company involving recycling, while(Insert the mission statement). Next, we identify the values of the project obviously the primary value would a care for universe a good corporate citizen. Whether the company is considering recycling for public image or the culture of the company truly is involved is immaterial. As long as any project taken up meets the companys values and gives benefit to the shareholders, then it can be considered a successful project. We will need to look at the company internally as well as the external associ ates and perceptions to determine an appropriate analysis. Conducting a SWOT will help us to determine the areas the company needs to focus on. This will allow the company to evaluate the project execution by keeping the direction on the smashing and narrow path.The goal ultimately is to provide added value to the company through good PR, but cutting costs through recycling and identifying wasteful practices. This will produce increase efficiency throughout, helping to alter the culture of the company to one aligned with the companys goals. The outline above clearly states the objectives in a broad manner, allowing us to move on to a intentionning phase where we will hash out the specifics of each step. During the planning phase, an implementation plan will be decided upon and the initiation of the project can begin. The project, having the activities planned out can begin.

Gender Equality In Australia Is Fiction Sociology Essay

grammatical gender comparison In Australia Is Fiction Sociology EssayGender comparison linked with women remains a contemporary issue in Australia. The debate oer gender roles is non about what men or women should or should not be doing- its about people having freedom of choice to act constructively in society, and to have their contribution to society respected and recognised. (Linden, 1996) Even though Australia was unrivalled of the first countries that watch over women rights, now days it seems that they have stop searching for that coupleity, like if they frozen and other countries like Norway, Finland and Sweden have pass them in the development of fe young-begetting(prenominal) role in society.Australia, along with New Zealand, was highlighted as leaders in closing the gender gap. Based on the W.E.Fs benchmarking tool (2010), the Gender Gap Index (G.G.I.), Australia achieved a rank of 23, out of 115 countries. Perhaps unsurprisingly the Report has prompted considerable debate in Australia as to the status of women and, in particular, their scotch well-being. Whilst legion(predicate) women have benefited from access to education and health, persistent barriers continue to hinder womens economic opportunities and political empowerment within the Australian context. At a snip when other countries are integrating gender into the policy development process and adopting programs to monitor womens labour market outcomes Australia appears to be moving in the opposite direction. In Preston and Barns (2009) words, when compared to the 1970s and 1980s it is apparent that the climate within which gender bear onity is pursued today has significantly chilled.More women are still operative in women areajobs, such as teaching and nursing. Engineering and computering attracts 25% male student applications, and still 5% females (Australian Bureau of Statistics, 2006). Despite years of legislation and changing social attitudes, theopportunityfor females to ac hieve at the highest levels of many professions and occupations seems to be very challenging. The gap between men and women earings has fallen over the years. Pay equitity is about providing jibe remuneration for work of concern value. That means paying men and women equally for work that is of equal skill and responsibility, and is performed under comparable conditions. Ensuring that all workers have the same(p) access to benefits, superannuation, allowances and other disectionary payments.Women have to find their equal place in political life throughout the world. It was in 1893 that New Zeland became the first country in the world to legislate for the right for women to vote in free elections, Australia followed in 1902. It was until 1918 that the United States and Great Britain approved this legislation (Oldfield, 1992). Before these time women were not considered grand enough or intelligent enough to exercise this power. It was felt that their husbands, fathers or brothers n o matter how ignorant they were, had a much better understanding and efficiency to decide on issues of the date.It was a long and hard battle for women to achieve this legislation, but when women from all areas of society united to demand their rights, law-makers could not forswear it any more. With the vote came gradual recognition of womens rights as full members of society. Legal protection was slow and unreliable to begin with, because the laws were debated and passed by men, who as a collection were not necessarily interested in the injustice made to women. According to (Linden, 1996) custody of children in divorces became comm completely awarded to women, and most unlikely to all, moves were made to ensure they would be paid the same amount as men for doing the same work this particular point is still a big issue now days.During the split second World War, women were required to takeon jobsthat were previously occupied by men. Women worked in factories and drove buses and upon the mens return from war, many women refused to relinquish this new open freedom Prit says (2008). In order to make women to go back to their housework and let the men to occupy their jobs wages for women went from 90 per centime of men rate to 75 per cent, a rate fixed in the 1950s by the Arbitration Court (Graig, Lewins, White, 2003) arguing that men have a bigger responsibility with his children and wife so they should received a higher wage. Through this what the government wanted was to established the Australian way of life that is that women stay at home in the suburbs taking care of the children and cook while the man of the house go to work .In the 1960s according to Prit (2008) was when feminist campaigns began to ask for equal pay, equalopportunities, anti-discrimination, child and maternity welfare, divorce laws and childcare. They also demanded freedom of choice for women, not only for education andemployment, but for marriage, contraception and abortion. The F eminist Movement shocked many older, conservative womens organizations, such as the Country Womens Association.The feminist movement continued to grow and in 1969 thither was an weighty case The Australasian Meat persistence Employees Union Others v Meat and Allied Trades Federation of Australia Others. Before this time womens wages are set substantially lower than that of their male equivalent. The introduction of equal pay is prompted by a number of factors, including the ILO Convention on Equal Pay, increasing female employment, and the abolition of the Basic Wage in 1967. The 1969 decision grants equal pay for equal work, The Commonwealth Conciliation and Arbitration Commission rules, however, that equal pay is not applicable where the work in question is essentially or usually performed by females but is work upon which male employees may also be employed. By the time of the 1972 equal pay case, figures are produced to show that only 18 per cent of women workers have benefi ted as a result of the 1969 decision (Fair Work Australia, 2010).As Australian society moved towards an acceptance of gender equality, it was important that political and legislative policies reflected that change. There have been legislations passed, such as the 1984 Commonwealth Sex Discrimination Act, that have shaped equality for women. The Act came after Australia write the United Nations International Convention on the Elimination of All Forms of Discrimination Against Women. It says that it is illegal to discriminate people because of their sex, maritial status, pregnancy, sexual harassment, and family responsibilities (Equal Opportunity Commission, 2010).The 1990s saw an outgrowth in women holding high profile leadership positions, with Jennie George becoming the first cleaning woman to be appointed President of the Australian Council of Trade Unions and Carla Zampatti the first woman appointed as Chair of SBS (Australian Government, 2010). At the turn of the century, the ageing population dilemma and the need for skilled labour was high on political agendas, and is roughly certainly one of the most powerful forces forging the way for Australian women now, with a new found focus on barriers to work for women focusing on the need for appropriate childcare options in order to facilitate workforce participation, the concentration of policy in lowering effective tax rates for working women and the increased bounty of government payments for working families.A survey of the Inter-Parliamentarian Union in 1993 showed that women held just 10 per cent of the worlds parliamentary seats. What made this figure still more warring was that five years earlier it had been almost half again as high, at 14.6 per cent. The Australian Labour Party was the first Australian party to establish a quota for women. On 27 September 1994 it voted to commit at least 35 per cent of winnable seats to women by 2002. The business of how a candidate actually gets up is something that is ra imprecate gone into in detail. Parties say that candidates should be committed, knowledgeable, and have voter appeal (Linden, 1996).In the Forty-First Parliament of Australia (2004-2007) there were 23 female senators and 38 women in the House of Representatives. On 24 June 2010,Julia Gillardbecame the first woman to lead one of the major political parties at the national level as Leader of the Australian Labor Party, as well as the first female Prime Minister of Australia (Australian Government, 2010).In politics matter, women have light by little gone further, they made the way up to the top. They have relieve oneselfed the respect of people and governments, and have proved that they can handle a mens job.But these equality seeking have some sacrifices, women are putting apart their other important role as mothers to grow as professionals. The delineate findings highlight the challenge for women to maintain a work life balance and it found that women are still doing the majority of the child rearing and housework. Women with children employed full-time spend on average 78 hours a week in paid and unpaid work while full-time men with children spend only 74 hours a week according to NATSEM University of Canberra (2009). The differences can be found in the amount of time men pitch in to back up with the kids and housework. Full-time women with children spend 15 hours per week doing the cooking and cleaning compared with only six hours per week for men. For a irregular mother the reality is even harsher a part-time woman averages 74 hours a week in paid and unpaid work, 23 hours are spent with the kids and 20 hours on the housework, while part-time men with children work 58 hours in paid and unpaid work, and 14 hours of that is spent with the kids and nine hours is dedicated to the housework (NATSEM University of Canberra, 2009).So its little wonder very that the report made by NATSEM in 2009 found that half of employed women feel rushed or pre ssed for time compared with only a terce of employed men. Not surprisingly women are choosing education and career and then maybe baby, which has seen an increase in the age of first time mothers to 29 . impressiveness has declined considerably since the Baby Boomer generation however, more recently there has been a slight improvement in total fertility rising to 1.9 children in 2007 from 3.5 children per woman in the Baby Boomer generation. Regardless of the advances in equal opportunity in the workplace 22 per cent of pregnant working women verbalise they faced a workplace difficulty in relation to their pregnancy and some said they had missed out on training, development and promotion. The report found that once the baby is born women are taking all the paid leave available to them and they are even resorting to taking unpaid leave. Results show that over half of professional women took paid maternity leave compared with just eight per cent of elementary clerical, sales and s ervices workers. And 76 per cent of public firmament women having babies took paid maternity leave, in contrast to 25 per cent of women in the private sector.Inconclusion, prior to the 1960s females only received 54 per cent the wages males earned. Although women are allowed to equal wages today, on average women only receive According to the Australian Bureau of Statistics (2006), 84 per cent of what men earn . Women are less likely to be promoted, receive bonuses and not often expected to fulfill the requirements to be employed in a stereotypical male job.The historical conflict about social differentiations and varying levels of power and authority between males and females has come to a point where co-operation between the two genders would be favorable. Equality ofopportunity can be better achieved though support and focus on unity rather than differences.Australia play a leading role in promoting womens increase participation. There is still progress to be made to achieve equ al outcomes and opportunities for men and women. Gender equality and the rights contained within legislation rely on the overall legal system, as well as cultural attitudes for execution and enforcement. However, gaps do exist in the treatment of legislation, and in the way by which it is enforced. Taking concrete action to advance human rights and support opportunity and choice require a combined effort across the entire of government, in addition to the important constant role of specialist human rights monitoring and complaints mechanisms.

A Cloud Based Immune System For Computers Information Technology Essay

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Developing Communicative Competence In Foreign Language Students English Language Essay

Developing Communicative Competence In Foreign Language Students English Language EssayCorbett states that it has been comm l iodinsome(prenominal) recognised in the address instruct profession that it is not enough for students to master grammar, lexis and phonology of a outside wrangle they must in like manner acquire the ability to use the lyric cultur each(prenominal)y and socially in appropriate ways. According to Michael (1997), learning about unconnected flori refinings cannot nowadays be realistically separated from , therefore it is real important that foreign language learners become aware of both their own culture and that of other(a)s. Michael (1997) adds that recent publications introduced the communicatory approach as a method of inform, and hail it as the almost widely relented instructional frame work on in foreign language teaching, the ultimate goal of which must be to increase students communicatory competence. Communicative competence means being able to use a linguistic system suitably and efficaciously in the intention language and culture. Recent publications emphasise the conditional relation of the intercultural dimension in language teaching because it helps language learners to communicate or interact with people of other languages and to be aware of their own identities and those of their interlocutors. According to Fred (1996), language learners who become intercultural speakers will be successful in communicating information and excessively in development human relationships with individuals of other cultures and languages. Thus, this essay aims to demonstrate that opinion of intercultural communicative competence can improve teachers companyroom practices and that students can acquire communicative competence whilst being taught the four basic language skills.According to Rus (2003), developing intercultural discourse in language teaching means identifying the following aims starting signally, to ruin students intercultural competence and linguistic competence secondly, to prepare them for fundamental interaction with speakers of other cultures thirdly, to enable them to accept and understand individuals from other societies as individuals with other distinctive values, behaviours and perspectives and finally, to help them view such interaction in a positive light.This essay will first present a literature review, which offers definitions of intercultural communication and the importance of studying it in language teaching, communicative competence and intercultural communicative competence. It will then show how foreign students can improve their intercultural competence through learning the four basic skills. It will then conclude its findings.2. Literature review2.1 Intercultural communication and its importance in language teachingWilliam (2003132) defines intercultural communication as the metamorphose of cultural information amidst cardinal groups of people with signific antly disparate cultures. Jandt (1998 36) likewise defines intercultural communication as face to face interactions amongst individuals of incompatible cultures. Maletzke (197639) is a little more specific in his definition of intercultural communication when he describes it as a help of the exchange of meaning and thoughts between individuals of diverse cultures. Brislin (1986) pointed out that the increasing globalization and growth in international trade during the 21st century have made intercultural interaction with other languages and cultures inevitable and necessary (do you mean 20th century? Writing in 1986 means he only has experience of 20th century). Michael (1997) plant that most countries in the orb are in contact, cooperate and exchange information with other countries more frequently than ever before. Nevertheless, difficulties do arise at one time more in-depth intercultural interactions start to occur. Individuals from one dry land will naturally be accus tomed to doing things in certain ways this is inevitable. However, customs and behavioural patterns deemed appropriate in one country may be highly inappropriate in other countries. For instance, in some(prenominal) Asian countries, if a guest is invited for a repast to another familys house and he / she leaves immediately after the everyone has finished eating, the host might think that not enough food was served. If a guest were barely to leave immediately the meal has ended in many American countries, this would be considered very rude behaviour and the host would think the guest has only come for the food and not the company (Brislin, 1990 6) (both of your stories are similar in that the host is left thinking negative thoughts about the guest, it doesnt illustrate your point very well). Some countries have strict codes of public conduct and foreigners may inadvertently cause offence through their ignorance. Difficulties are therefore likely to occur during the interactions bet ween individuals from two diverse societies, particularly when neither has an awareness of the others society. In order to make the interactions more effective and easier, intercultural communication should be studied in language teaching. As Rohrlich (1987) points out, intercultural communication studies helps people to understand not only the world in which they are living but also themselves. Moreover, it plays an essential function in many areas of the community, such as government, education and business. (this is a bit woolly)Communicative competence and intercultural communicative competenceForeign language teaching had language competence as its main goal before the appearance of the communicative language teaching approach. Methods like the audio-lingual method concentrated on the language competence of the learners. Hymes (1972) criticized the concept of Chomskys language competence and he put communicative competence ahead of it. This had a powerful effect on foreign lan guage teaching and became one of the crucial theories of the Communicative Approach that was fashionable in the 1970s and 1980s. Bennett Allen (2003244) state that foreign language students need the ability to relate appropriately and effectively in a variety of cultural con textual matters. Thus, the purpose of foreign language teaching is not merely help students to acquire language competence as well as communicative competence it should be promoting intercultural competence ahead of language and communication, which could be considered less important elements of a culture.(I think much of what youve create verbally in this next paragraph has been taken from various sources, some of the English is quite complicated and does not always make sense out of context. I would suggest you try and put some of it into direct quotes and give the sources) Pinto (2002) states that in a foreign language teaching context, intercultural competence is directly related to communicative competenc e in that intercultural competence builds on communicative competence and broadens it to incorporate intercultural competence. Communicative competence refers to the ability and skills of an individual to act appropriately in a foreign language environment, i.e. in a pragmatically, linguistically and sociolinguistically way. Byram (2000) explicates that an individual with several degrees of intercultural competence (explain please) is able to see the relationships between diverse cultures, both outside(a) and internal, and is capable to mediate each in terms of the other, either for themselves or for others. He has an analytical or critical discernment of (parts of) his own and other cultures, and he is conscious of his own perspective and of the way his thinking is culturally decided. Sercu (2005) suggests that for an individual to be able to successfully deal with different intercultural experiences, he / she needs a variety of recognizable intercultural competences such as th e willingness to get involved with a foreign society, a strong self-awareness, the ability to view oneself objectively, the ability to see the world through the eyes of others and to cope with uncertainty, to act as a cultural mediator, to evaluate others viewpoints, to consciously use the skills of culture learning to analyze the cultural context, and the understanding that people cannot be reduced to their collective identities. Sercu goes on to classify different elements of intercultural competence under three main headings behaviour / skills, knowledge and traits / attitudes. To interact effectively, speakers with intercultural competence should have culture specific and culture general knowledge, knowledge of the self and others, and an insight into ways in which culture can influence language and communication. legitimate skills are also required of effective communicators and these include the abilities to relate and interpret, to interact and discover, to operate and acqu ire a new knowledge, skills and attitudes under the restrictions (constraints) of real-time interaction and communication and metacognitive strategies to guide (direct) own learning youve lost me here The third element concentrates on traits or attitudes viridity to successful communicators. These include a predeliction towards learning intercultural competence, the arguing to to relativise oneself and value othersand a favourable disposition towards engaging with a foreign society. Text missing here words believes that intercultural competence requires culturally unsanded knowledge, a skill set and a motivated mindset. Also, Bennett ( 2003 237) stresses that intercultural competence refers to the general ability to transcend ethnocentrism, appreciate other cultures and generate appropriate behaviour in one or more different cultures.Developing intercultural communicative competence through the four basic language skillsStudents learning English typically admit with a number of activities that foster their use of the four main language skills speaking, listening, writing and reading. These skills aim to develop their communicative competence, but can also encourage their cross-cultural awareness and understanding.Listening activitiesPinto (2002) suggests a variety of listening activities tape- landed interviews with native speakers video-taped cultural conversations video- or audio-taped cultural mistakes, all of which encourage listening skills but with a particular focus on intercultural competence.Tape- save interviews with native speakersWhite (2006) states that this activity is a particularly useful activity for practising intercultural competence. Teachers divide students into groups and ask them to record an informal interview with a native speaker they know. Students should select a cultural topic and prepare some questions for the interview on that topic (an deterrent example would be good). In the class, the interviews are re-played and stude nts compare the interviewees opinion on the particular topic with their own opinion. These spontaneously recorded conversations present two advantages. Firstly, they give students the opportunity to listen to naturally, unrehearsed spoken language while they listen to the answers of the native speaker, something that is difficult to find in scripted classroom material. Secondly, in auditory modality themselves posing the questions on the tape, they are made aware of any pronunciation, intonation, vocabulary and grammar problems they might have. A teacher might also use other recorded material such as jokes, anecdotes, or songs from films in the target culture to help students feel closer to the target culture and to give them examples of how to communicate more naturally.Video-taped cultural conversationsThe students watch a video sketch where two persons of diverse cultures are discussing topics about the culture on which the project is based. One of them is from the target cultur e while the other is from students own culture. The instructor plans pre-listening, while-listening and post-listening questions to stimulate the students inter-cultural awareness and advertize their listening skills. For instance, learners could ask some questions in a pre-listening stage to predict the views of the two people on the topic in question. During the listening process, the teacher could ask students to reject, refine or confirm the predictions made earlier. At the post-listening stage, the teacher could ask learners to give a critique of the opinion of the person from the target culture.After the discussion on the content is complete, students could spend some time discussing the different ways in which the two actors interacted differences in their intonation, the use of pauses or periods of silence and non-verbal communication elements such as facial expressions, eye contact, body movements and so on.Video or audio-taped intercultural misunderstandingAccording to Ly nch and Mendelsohn (2002), this kind of activity is useful in honing students awareness of cultural diversities. Students could be asked to listen to / and or watch a situation, which demonstrates an intercultural misunderstanding in a real-life situation where individuals are offended or confused. The students then pair up or work in small groups in order to explain or clarify the misunderstanding, thus increasing their intercultural awareness. (this is a bit woolly, an example would help explain it better)Speaking activitiesMichael (1997) describes several activities that could be designed by a teacher for students to assist in developing speaking skills with a special focus on intercultural components. These include face-to-face tandem learning, thinking up questions for a native speaker and role-playing.1. Face-to-face tandem learning, or collaborative oral learning between speakers of different languages, is an activity especially appropriate to developing the intercultural com municative competence of foreign learners according to Fred (2002). A great example of tandem learning is the Erasmus plan that involves learner exchanges between the European Union countries. Students in one country are partnered with students in another. Once students have got to know their partners, the teachers arrange for them to engage in face-to-face discussions on particular cultural topics. Students are asked to tape-record all of their discussions and must also prepare an oral report on the specific topic. In preparing an oral report, students are being effrontery the opportunity to reflect on the topic in more detail and practise their speaking skills.2. Omaggio (2001) suggests that thinking up questions for a visiting native speaker is an interesting and productive activity. Students work in groups to formulate questions that they then use to interview the native speaker. Questions must be relevant to a particular topic such as education, politics or eating habits in t he native speakers country. This activity can help foreign learners to get an insight into life in a foreign country thus minimising cultural shock when the students travel abroad.3. (This next section is not very clear, you dont define speech act, you only talk about speech acts, no other sort of role-playing etc) According to Lanzaron (2001), role-playing is a good activity for highlighting cultural differences in speech such as, suggesting, complimenting and apologizing. Olshtain Cohen (1995) identify five stages in the process for the teaching of speech acts. The teacher should firstly assess the students level of speech act awareness. Secondly, the teacher provides some examples of the speech act in question, namely toughie dialogues and the students must guess the details, for example the relationship between the participants, their social status and the importance / relevance of the particular speech act. In the third stage, students are given a number of characteristic sit uations in the target society and they must establish how contextual variables influence the selection of the linguistic form of the speech act. During the tail stage, students act out the speech act in a role-playing situation. Olshtain Cohen (1995) emphasise the need to provide students with lots of information and details about the role-relationship between the communicators and also about the situation. The role-playing session is followed by feedback and additional discussions and in this final stage, foreign students are brought to an awareness of the similarities and differences between speech act behaviours in their own culture and in the target culture.Shumin (2002) suggests that non-verbal videos could also be played in the classroom and students would describe or act out what they see. This activity is particularly useful for displace students attention to important role that body language plays in communication in general, and specifically in the target language. Simi larly, acting out short scenes from films or documentaries or pictures can be used to highlight a given cultural topic and encourage further discussion.Reading activitiesThere are several different kinds of classroom activity that can be used by teachers for developing foreign students reading skills to include an intercultural component. These include critical reading, cultural strike activities and activities that place an emphasis on cultural extensive reading or written genres (not well explained).1. According to Williams (2001), critical reading is reading a text in order to comment on it critically. This is a reflective activity, useful for promoting intercultural competence of learners while they practise their reading skills. Celce-Murcia Olshtain (2000) propose that in performing this activity, the common framework, which allows for pre-reading, during-reading and post-reading instruction, could be of help. For instance, a pre-reading activity could see a teacher asking f oreign students to preview the passage and make a judgement as to whether the place content is representative of their own culture or of the target culture. In the while-reading activity, the teacher could ask the students to not only discuss what is written but to also look at how the passage is describing the given topic. Finally, in the post-reading activity, students could be asked whether or not they think the content of the text would be different if it were to have been read by another reader or written by another writer in a different cultural context.2. A culture chance is used to describe a situation where an individual from one culture finds himself or herself in a different, strange, or uncomfortable situation when interacting with persons of a different culture. Day Bamford (1998) suggest that teachers can use cultural bump situations as a means to educating students in the ways of another culture. This could be done by getting students to read about such a situation and follow this with a selection of written explanations of the behaviour of the individuals involved in the situation in multiple-choice format. The students can discuss these in order to arrive at an explanation for the bump. These discussions can increase students awareness of cultural differences and increase their tolerance of other types of behaviours.3. Williams (2001) found that the examination of written genres is a useful activity for foreign students. He suggests that students are asked to analyse two written texts of similar genres but from different cultures, for example, an advice column in a daily newspaper. Students can gain a useful insight into the different ways everyday concerns are dealt with in different cultural contexts.Celce-Murcia Olshtain (2000) suggest that teachers could scramble the sentences of a cultural anecdote and ask their students are asked to put the anecdote back into the correct sequence. This type of activity is a beneficial one as it helps learners to establish and solve organizational problems in a given text (not sure this is of use, or maybe it needs more explanation?)Writing activitiesThere are a variety of writing activities such as tandem email learning, inventing stories and story continuation, all of which can promote foreign students writing skills with a special focus on the intercultural component.1. According to Dodd (2001), tandem email learning activities is considered to be an effective learning activity because it develops cross-cultural dialogue and engages learners in extended writing in a motivational way. Students learning English are offered native English speaking email contacts and they go on to develop the relationship whilst practising their writing skills. This benefits both parties as both are learning about the others language and culture. The teacher could further promote this by asking students to bring in some of the email exchanges in printed format and to present a short report on the exchange, with particular emphasis on what has been learned.2. According to Omaggio (2001), inventing stories can be used to promote the cultural imagination of learners through writing. The teacher collects several magazines and adopts a number of pictures, which show people in the target culture in strange situations. Students are then split into small working groups and each group should describe what they see in their picture. They should also make some educated guesses as to what is happening in the picture. Each group then shows the picture and presents their findings to the class as a whole. The other class members then have the opportunity to agree or disagree with the groups interpretation.3. Story continuation could be used to develop understanding of cultural differences. The teacher should choose passages, which ideally are narrative texts with varied paragraphs leading the reader towards a cultural misunderstanding. Having let the students read the first part of the t ext, the teacher then encourages them to bear in their own words. Students can then compare their results with the original text. (this is very vague, an example would help, any quotes you can use?)ConclusionIntercultural communication is communication in all its forms between individuals or groups from different cultures. Hitherto, foreign language teaching sought to develop linguistic competence whereas now, the major goal of foreign language teaching is to develop students intercultural communicative competence. Teaching the four basic language skills with intercultural communication competence as the main focus ensures that students are taught to communicate appropriately and fluently in the target language and culture. It also ensures they can interact appropriately with people from other countries in real life. The teaching activities as describe above, all of which encourage intercultural communication, ensure that students are equipped with not only useful background inform ation, but the skills required for intercultural communication, such that they can use the target language in a native way.

Roman Fever :: essays research papers

Last WordWhen it comes to the art of conversation men and women employ different strategies when carrying on same sex conversations. In the short story Roman Fever by Edith Wharton, the two main characters appear to be having a battle of wits.While on holiday in Rome two slew become reacquainted with each other. Both parties have lost their spouse. The dialogue opens with one speaker making light conversation. This person is simply making nonchalant statements, perchance seeking a reply with a mutual agreement ab turn up the topic. Instead the second person replies back with an implied personal ending to the statement taking the control away from the first speaker. This causes the first speaker to reflect for a moment. Well executed, the second person has once again politely changed the subject to fend off a confrontation. In the company of each other, silence is a device they both use. One uses it for opportunistic reasons, the other to conceal. When the conversation starts ag ain it seems as if the straddle is carefully setting the stage for a mental battle of, who can out do who, the classiest. This is where the genders split as to how they deal with conflict.Usually two train gentlemen engaged in a conversation that involves intimacy tend to keep those personal emotions to themselves. If directly asked such a question the other gentleman would in all probability state that he chooses not to discuss it. If men do not want to talk about a subject that involves emotions they come objurgate out and say, I dont want to talk about this and thats final. Respecting the other mans statement, no further discussions involving that topic would get place. As far as a strategy for control of conversation, men are not inclined to be evasive with each other. They get right to the point without a lot of chit-chat in between. Men do not try to confuse one another with inferences or misleading statements, to them it would be illogical.With fictional character to th e two women in Roman Nights Mrs. Slade and Mrs. Ansley literally battle each other in the most feminine of ways, through words. Mrs. Slade admits to her friend that Delphin did not write the letter, she did. This emotionally crushes Mrs. Ansley. Now that the topic is finally out in the open the two women prepare for a game of wits.After the first round of surprises Mrs.

Malcolm X Essay -- Americanism, discrimination

A Dream Or A Nightmare No, Im not an Ameri dejection. Im one of the 22 million people who are victims of Americanism, one if the victims of democracy, nothing but disguised hypocrisy. So, Im not standing here telling to you as an American, or a patriot, or flag-saluter, or a flag waver. No, not I. I am speaking to you as a victim of the American system. And I divulge America through the eyes of a victim. I dont see any American dream. I see an American nightmare --Malcolm XI can see why Malcolm would refer to the American dream as a nightmare. We all have to understand that Malcolm and Martin Luther King came from very(prenominal) incompatible correct levels. Malcolm came from a lower class of African Americans. Malcolm was a criminal who spent time in jail and he was from a poor dwell hood. Malcolm was educated by the environment that surrounded him. Malcolm often preached to the blacks to close to self respect, and dignity. I think Malcolm know and understood this more than King because of Malcolms upbringing. Malcolm gave very derogatory speeches. Malcolm was an intelligent speaker. In Malcolms speeches you can see and hear the anger that the light people have caused the African American people. Im sure that Malcolm was not the only African American person who had the same view points or felt the same way. Its just that Malcolm had the nerve to speak up for what he believed. At this time, black people were fighting for equal rights. Every person handles stress differently. Malcolm was voicing his opinion based upon the times and his individualised experiences.In this article, I read a part of another speech from Malcolm that made statements against the white people. I think Malcolm had every right to make these comments about white Americans. Malcolm got the reputation that he was a racist. I believe that he and all the other black people had every right to be racist. fresh American people were being racist for not allowing the African Americans t o have equal rights. So, why was it a big deal when Malcolm made racial slurs against the white Americans? It was ok for white America... ...cle was involved with her class. It makes the selecting process fun and exciting for the students. The teachers make all the difference in the world. A student can fit memorize anything that a teacher lectures on. But the information is only stored temporally. If you make it fun and exciting the student not only learns but the memory lasts a life time.A Class Learns To Teach ItselfI think that most adult classes are easier to teach because, as the article pointed out, adults have a finis for being in a class and they have other responsibilities. They dont have the time to be goofing off. Adults are more willing to learn and dont have to be reminded to pay attention. They have a purpose to being in class. The teacher in this article was surprised that the class took a turn and was teaching itself. The man who lost his daughter not only resp ected the writings he was reading but to a fault able to use his life experiences to compare and learn more about what was going on in class. I think students learn more when they can understand the material and compare it to real life experiences.