How does the school X break down the language barriers for EAL Literature review

How does the school X break down the language barriers for EAL students in science lessons - Literature review Example ntially, due to the diverse population, teachers face a difficult challenge of teaching science to students with limited knowledge of the English language. It is important for teachers to identify ways of combating the language barrier so effectively facilitate students’ simultaneous acquisition of academic content. The use of instructional interventions facilitates learning of EAL students. Cummins observes that effective language interventions for ESL students are built on 3-pillars, that is, activating prior knowledge, access content and extending language (Cummins 1). Accessing prior knowledge involves utilising the student’s prior knowledge so as to facilitate learning. The author hypothesises that students tend to construct meaning to a scientific text by â€Å"bringing their prior knowledge of language, science, and of the world in general to the text† (Cummins 1). Therefore, by activating the students’ prior knowledge, teachers are able to validate ESL students’ background experiences and affirm their cultural knowledge. Moreover, through the use of methods such as visuals, dramatisation or other language-oriented activities, teachers can clarify the meanings of concepts and words thereby making the content accessible (Cummins 2). The students’ visualisation can be enhanced through the use of models and analogies in the curriculum (EMA 2002:5). Arguably, models provide a scientific representation of abstract ideas and complex relationships that enable the EAL students unlock their potential in science while at the same time developing their scientific literacy (EMA 2002:5). According to EMA teachers, by actively engaging students in the use of models and analogies, EAL students can communicate their ideas confidently using scientific terminology. Moreover, teachers can encourage students to devise their models so as to facilitate understanding of the curriculum. Teachers play a detrimental role in assisting EAL students. In a research carried

Fetishism, perversion and the Gay Identity :: Socialization Sociology Essays

Fetishism, perversion and the Gay Identity The contemporary Euro-American idea of identity as coherent, seamless, bounded and whole is indeed an illusion. On the contrary, the self carries many internal contradictions and nuances as a reflection of the many roles that a person plays in various social circles. Identity is partially post-social and socially constructed though rituals and disciplinary acts. In turn Delany challenges the concept of a Gay Identity, an entity of being that could be defined as referential. "The point to the notion of Gay Identity is that, in terms of a transcendent reality concerned with sexuality per se (a universal similarity, a shared necessary condition, a defining aspect, a generalizable and inescapable essence common to all men and women called 'gay'), I believe Gay Identity has no more existence than a single, essential, transcendental sexual difference" (Delany 1991:131). The meaning of Gay Identity does not carry over across all time, sharing itself in a congruent way to every gay community to encompass an irreducible gayness. In fact, the very notion of the existence of any gay properties characterizing the Gay Identity is seriously questioned and refuted, as is the concept of a universal, timeless sexual difference (Delany 1991). According to Sedgwick, even the language used to identify the gay identity "queer" is non-referential. Queer describes the gay identity in as many uncharacteristic ways that fail to overlap certain individual homosexual experiences as it does in describing characteristic ways that overlap other homosexual experiences. Queerness is not always translatable just as being queer means different things to different gays. "'Queer' seems to hinge much more radically and explicitly on a person's undertaking particular, performative acts of experimental self-perception and filiation" (Sedgwick 1993:9). Sedgwick contends that there always exists a performative aspect of the self in all the roles that people play, including the queer role. Thus queer is not outside of the performance. This description of performance as identity suggests that the retrospective act of interpreting performance constructs personhood. During moments of cultural misunderstanding and differences that cause personal str ess and strains in individual access to self-representation of identity, a social actor has the ability to alter identity. By experimenting with who they are through sexual performance, people shape their sexual identities (Sedgwick 1993). Building critically upon Delany, I call into question the accuracy of perversion belonging in marginal spaces. I specifically seek to analyze fetishism as a kind of perversion.

A Feminist Perspective

Ice-Candy-Man: A Feminist Perspective * Summary In Ice-Candy-Man the women characters cannot be easily subjugated. Lenny, her Ayah Shanta, her mother and Godmother are capable of new roles and responsibilities. It is the second novel by a woman writer dealing with the theme of Partition of India. It is likely to be a more neutral on account of the traumatic event of Partition which caused divisiveness, disharmony, mutual suspicion, hardening. Writer depicts the events overtaking the Partition in their naked cruelty and ruthlessness.She choose a theme which is different from the traditional issues—the issues of romantic involvements and the sentimental stuff. In Pakistan the measure of freedom for women is considerably less than it exists in India. In this novel feminine psyche and experiences are presented with a unique freshness. Bapsi Sidhwa uses the structural device and turns the female protagonists into the moral centre, while most of the male characters either remain apa thetic or indulge in destructive violence. In patriarchal social set up masculinity means superiority while femininity means inferiority.Masculinity implies strength, action, self-assertion and domination, femininity implies weakness, passivity, docility, obedience and self-negation. Through narrator Lenny the Bapsi Sidhwa lends weight and validity to the feminine perspective on the nature of surrounding reality. In a feminist text woman performs and controls and promotes the action by her active involvement and concern and in the process it is she who acquires the attributes of heroism and glory. In Ice-Candy-Man, Lenny’s relationship with her cousin upholds the principle of equality Ayah is a flame of sensuousness and female vitality.Lenny's mother and Lenny's aunt play the humanitarian and heroic role of fighting for the lives and property of Hindus. These two women undertake the risky job of saving lives in danger. Godmother’s sense of humor, her deer-like agility, in spite of her old age, and her power to mould, modify and order not only individuals but even the system, when she so desires, earn her respect and admiration of people around her. But besides these qualities she is endowed with profound understanding of human existence and her wisdom is revealed when she consoles the Ayah, in the aftermath of what has been done to her.Godmother concentrates in her character what the feminists feel is very important for a woman to realize her individuality the feeling of self-worth. Khushwant Singh's Train to Pakistan is manifestly a male discourse the focus is on the hero, Juggut Singh though he is portrayed as a devil, the writer's sympathy and admiration are obviously for him his jauntiness, his physical stature and for his moral stature. Ice-Candy-Man becomes a feminist text in the true sense of the term, successfully attempting to bring to the centre-stage the female protagonists who come alive on account of their realistic presentation.As L iterature is a powerful tool with the help of which creative writer modulate and change the society. Sidhwa depict the theme in which he discusses those determined women for whom the traditional role is inadequate, women who wish to affirm their independence and autonomy and are perfectly capable of assuming new roles and responsibilities. Writers always wish to build a world which is free of dominance and hierarchy, a world that rests on the principles of justice and equality and is truly human.

All About the Japanese Word Sate

The Japanese word, sate, or in Japanese characters, 㠁•ã  ¦Ã‚  means now, so, well and well then depending on the context.  Sate can be used as a conjunction or interjection. Example Sentence An example of sate in a sentence would be Sate,  doushiyou. In Japanese letters, or kanji, the phrase would be written as: 㠁•ã  ¦Ã£  ©Ã£ â€ Ã£ â€"よ㠁†ã€‚ This sentence translates as: What shall I do now? Other Uses The website Self Taught Japanese says there are also some alternative uses for sate. The phrase â€Å"㠁•ã  ¦Ã¢â‚¬  (sate) and equivalent â€Å"㠁•ã  ¦Ã£  £Ã£  ¨Ã¢â‚¬  (satetto) have a similar meaning to â€Å"㠁•ã â€šÃ¢â‚¬  (here we go). While  they can be used to get the attention of another person 㠁•ã  ¦Ã£â‚¬ Ã£â€šâ€žÃ£  £Ã£  ¦Ã£  ¿Ã£â€šË†Ã£  £Ã£ â€¹ (Well, lets try it), I more often hear this pair used when talking to oneself.