Influence Of Cultural Identity On Learning English English Language Essay

Influence Of pagan Identity On Learning face side of meat Language sample1-Background of the direct The disadvantages faced by migrant Moslem women in Australia in trying to acquire proficiency in position may final result from their differente heathenish and linguistic rear endgrounds as well as the ethnical, unearthly and ethnic barriers base on gender discrimination. Due to their religious and heathen beliefs the needs of the Moslem women argon different from other NESB (non slope public speaking background) communities in Australia. Not being able to access their slope expression entitlements isolates these women and limits them from varianceicipating in the general Australian community. Islamics from Asia first migrated to Australia from the 1860s as divers from Malay and as Afghan cameleers to work for the European caboodletlers.Describe position lyric as a global verbiage and wherefore arouse for people for use (Non-native speakers of face stud y the side speech communication for different flat coats. For migrant non native speakers of face, bilingualism may be matter of importance to them as their the pose tongue is usually reserved for the domestic and social domains spot face speaking skills are acquired for use in the public domain. For Muslims, the manage of bilingualism is much more complex as oral communication for them is non solely tied to agri socialisation and tradition just now also has strong think with religion and religious practices. These religious practices collision both the domestic as also the public actuallym. For Muslims who do non speak Arabic as stick tongue, the wrangle of religion is different from that of the private space where the mother tongue may be retained. This is further complicated by the impact Islam with its strict doctrines on the social occasions of men and women in domestic and social look has on the public and private domains.The three main linguistic communica tions spoken by Australian Muslims are Arabic, Turkish and position.Add in text from litreGardner and Lambert (1959, as cited in Jahan and Roger, p.3) drive summed the orientation of slope learners into 2 endogenic and interpretative. The term integrative entails institutionalizing the English language and this is more third estate in countries where English native speakers occupied as colonizers (Gardner and Lambert, 1959, as cited in Jahan and Roger, p.3). Mean temporary hookup the term interpretative entails a more personal level of encyclopedism wherein the objective is use the language for business purposes and other utilitarian and utilitarian purposes this may also be characterized as having a high degree of learner?s touch on (Crookes and Schmidt, 1991, as cited in Jahan and Roger, p.3).1-1-Teaching English as a global languageEnglish has long turn the lingua franca for most countries. As English grows in importance as a global language, so does the dependence of people on it from crossways the world. This is perhaps because the language of science is English and most of the scientific instruction has been recorded using English as the medium of inter dynamic communication. The inter-dependence of nations in the world is growing as businesses and multi-national corporations across the globe develop and grow. That is the reason wherefore English pass on perhaps remain the most active and dynamic language for global communication.This ubiquitous presence of English in almost all streams of life and human activities may be attributed to the colonisation of most parts of the world, by the Europeans. England had covered vast areas in the Americas, Asia, Africa and Australia during colonisation and it only reflects as the language most in use in these areas. Implicitly, this distinction may be a clue to how English is viewed in a particular bucolic- for instance, either as a foreign language (true for interpretative orientation) or as a s language (true for integrative orientation). On a rattling practical level, globalization reinforced the stance of English as the world?s lingua franca. Historically, the spread of English results from colonialism (Le Ha, 2008, p.73) and imperialism. Now, at present context, as Tollefson Tsui (2007, p.1) digest, in that keep an eye on are two tools of globalization- engine room and English. Indeed, the study of English by individuals with a non-English speaking background (NESB) is in a flash recognized to be of an utmost importance for practical and useful purposes- English is used for the promotion of global economy, trade and nonetheless in humanist functions (see Garcia Otheguy, 1989, p.3, as cited in Le Ha, 2008, p.72).The trend of acknowledging and promoting this importance is easy to see. For instance, in that location is the ever-increasing statistics of NESB individuals studying English anywhere in the world (Jahan Roger, 2006, p.1). For instance, in eastern Asia, Japan and Korea (Tsui Toleffson, 2007, p.4) considered the study and use of English as political and stinting strategy to assert presence in the global village (Albrow, 1990, 1996 Giddens, 1990, 2000, as cited in Tollefson Tsui, 2007, p.1). thence try to connect this paragraph to the next paragraph. For specimen consort to important of english to people in the world in general, english is rattling important for migrants in Australia especially for muslim in particular, in the next subtitle I will inform why english matters for immigrants in Australia. Always make connect with the next subtitle. em addressment of Muslims in Australia1-2- wherefore encyclopedism English language matters to Muslim immigrants in Australia -I fatality you first to beg off the status of immigrants ( in general) in Australia , for character why they circulate their position countries and came to Australia( you have to focus on forced immigrants, for example you have to say that they leave their home coarse because they looking for harmless and because the bad security situation in their home countries and the reasons in detail then reprimand slightly forced Muslim immigrants ,why they leave their home countries and come to Australia, and diagnose that they leave some members of their families behind them, explain in details(you have to focus on forced immigrants because they will help you in the literature study in next chapter when you talk rough longing, be and Diaspora because they are forced immigrants and leave part of their family members like fathers or mother or sisters) then talk about Iraki Muslim immigrants( for example in the case of Iraki Muslim immigrants women , umteen a(prenominal) Iraqi Muslim families leave the Iraq, they left Iraq because their husbands were working as interpreters with the coalition forces(Australian army) , the terrorists in Iraq consider or cite any body working with the coalition forces as a spy, therefore they le ft Iraq. According to the Moslem/Arabic finale, the husbands consider as a guardian for their wives. Therefore their wives left Iraq with their husbands and left their parents and Islamic community and lived in Australia so the Iraqi Muslim women were forced to leave Iraq and came to Australia. formulate in details by using your own writing.( use citations in the paragraph to support you writing), it is important to make connect with the next subtitle.Why immigrants need to learn English- Then you have to mention why the immigrants mustiness learn English in Australia, for example to integrate with the Australia ball club, for succeederful settlement, and to undertake a job?explain in details,Problems of language learnership for adults Then you have to mention that some immigrants facing difficulties in learnedness English for some(prenominal) problems. In the case of Iraqi Muslim women, they facing numerous challenges related to their Islamic/Arabic/Iraqi cultural ind ividuality. That what want to analyse in this research, the influence of their cultural individuality on their breeding English as ESL at language nucleus in Australia.1-3- Example from my real life as a migrant and ESL learner in Australia( revisal this example by your own words , it is rattling important)Problem of Muslim personal identicalness in AustraliaI and my wife were came to Australia as forced Immigrants, as I mentioned above, I was one of the interpreters who were worked with the Australian Army in Iraq. Therefore, I left Iraq with my family looking for safe in Australia. When arrived in Australia, my wife started erudition English at AMES language centre. After three weeks study English at AMES, my wife was much complain and uncomfortable in acquirement English at AMES language centre. She explained to me that these challenges related to her identity as a Muslim. For example she said that (her Veil/Hijjab represent her identity, so it is important for me to r espect the values and traditions in my cultural identity when I learning English language at AMES in Australia. She said that some students in my schoolroom were aware when I wearing my Veil/Hijjab.in addition to the English commandment materials in Australia reflect the real life in Australia. These values are opposite to my values as a Muslim. too she explained to me that she is not interest in interact with the Australian Society, because there are many factors in Australia prevent me related to my cultural identity. So learning English is not important for me because one day I will return back to my home country, Iraq). Because the system in the AMES Language centre allow to students to study at Home by sending Tutor to them to their home, My wife selected this prime(prenominal) and started study English at Home. From my wife experience learning English at AMES, I was confused because I thought these factors are not real challenges affect my wifes learning English. And I tho ught that my wife will back to AMES one day. But later on I established these challenges that faced my wife when I got a job in Australia. In the first day of my job, my Boss, he was Russian, was angry because he saw me at lunch term praying, he told me it is not good to pray here, I explain to him that I am Muslim and I have 30 minute lunch time and it is the time of pray. The boss told me, you are not in Iraq, you are in Australia. Therefore, I left this job. At this time, I got directly to my wifes challenge in learning English, She tried to maintain her identity by wear her fog and avoiding different and strange values when she learning English. And I tried to maintain my identity as a Muslim by praying.1-4-The rationale for the study-To be able to communicate with the Australian community, most immigrants learn English as a blink of an eye language at AMES language centre in Melbourne, Australia. As I, my wife and many Iraqi Muslim families immigrated to Australia in 2008, most of them of started learning English language at AMES language centre at the same year. My wife explained to me that there are many issues related to her identity as Muslim women has affected her English learning at AMES language centre. At that time I was interest to investigate the same issues with the other Muslim women from Iraq who immigrated to Australia.1-5-The aims of the study-Because Iraqi Muslim women are a part of other NESB women, this research focuses on the problems Iraqi women face when pursuing their studies at an English language centre in Australia. In particular, Does maintaining the Islamic cultural identity when learning English in westerly society is the main challenge facing women with Islamic cultural background? Therefore I will accept qualitative in which Muslim womens experiences and perceptions are tapped by using in-depth interviews.1-6-Research Questions1- What perspectives of Iraqi cultural identity do Iraqi Muslim women bring to English learni ng at AMES language centre in Australia?2-To what extent does Iraqi Muslim identity impact on Iraqi womens learning in western society (Australia)?3-Why do Iraqi women in Australia prefer learning English at home instead of AMES language centre?4-To maintain their cultural values, do Iraqi women prefer learning English away from English culture?5- What are some implications for Adult ESL providers?1-7-Organization of the thesisThis study lie of five chapters, following this introductory chapter, chapter two is the argument on identity, according to some western scholars identity is always changing according to the place and time because also they thinks religion is a part of culture while the Islamic identity in the Islamic concept is divided in to essentials qualities and non- essential qualities, the essential factors in the Islamic identity will neer change. Therefore Muslim women must maintain these essential factors in her identity. So when Muslim women maintain these factors as her identity, there will be many factors in western society (Australia) will affect their learning English in Australia. Also, I will discuss the implications of civilization in sulfur language learning to investigate the challenges of Iraqi Muslim women in learning English when they maintain their essential factors in their identity.Chapter two Literature review (5000 words)*overview2-1-1-Definition of identity2-1-2- Concept of identity in Western view (it is very important to use many citations in each subtitle with mention Author name,year, rogue number)Here you have to talk about identity, because Western Scholars affirm that identity is always changeable and not stable according to time and place. How the identity construct. Also they affirm that religion is a part of culture. wait on Hall, Norton and others. Also some of them asserted that there are fourfold identities. Use many citations. (Be careful that you will discuss the concept of identity from Islamic view late r on in other subtitle, so prepare for that subtitle here)2-1-3- languageUse many citations when you talk about language learning.2-1-4- The relationship between identity and Language learning(use many citations) use in-text referencing with spring name, foliate number ,year2-1-5- The Application of Acculturation Theoriesand models in import Language Acquisition(use many citations) use in-text referencing with author name, pageboy number ,year.When explain here take in your consideration the immigrants, explain in details about cultivation strategies for immigrants in second language learning and how immigrants deal with strategies? be aware that you will based on because later on in the findinigs chapter 4 ,i wiil investigate why Iraki women separated, because they want to maintain their identity tnen that influenced their learning english2-1-6- Consideration of identity in AcculturationExplain the role of identity in acculturation and how it affects. (use many citations) use in-text referencing with author name, page number ,year2-3-Concept of identity in Islamic viewExplain that identity according to Islamic scholar is not always changeable because there some essential factors in identity will never change such as pillars of Islam and articles of faith. Also they consider culture is a part of religion. How the identity construct. Explain in details and then talk about viel/Hijjab as a part of articles of faith to prepare for the next subtitle. (Use many citations) use in-text referencing with author name, page number ,year2-3-1- Veil or Hijjab as a Muslim women identityExplain what veil means in Islam for example as identity of Muslim women. Why the veil is important, what veil means for other Muslims, why veil important in Islam, which values that veil refer to. (use many citations) use in-text referencing with author name, page number ,year2-3-2- The role of Iraqi culture in English teaching materials( use citations to support these writing and fia t this paragraph according to your own writing)In the case of Iraq, it has a closed-culture society where tradition and the impact of culture and religion are strong even in education. The obstacles that may impede hitting the teaching and learning bearing goals include (1) the instructors? stead and (2) the learners? attitude (Doukas, 1996. pp.187-188). Iraq is a country with 28, 506, 000 population). It is a country in the Middle East that is rich with its Islamic and Arabic traditions. These traditions are the strongest factor that exerts a very solid influence on the conduct of everyday life of its citizens, as well as, quite reflected by country?s social structures. These traditions also established a shared set of ideologies among its people. Iraqi culture is a non-western way of life that forms the key tush in the topical anaesthetics? education. For Iraqis who stayed mainly in Iraq most of their lives, influence is strongest. Iraqis have very strong beliefs in their own system of beliefs, tradition and culture and they right away reject anything which they recognize as foreign, especially if they are confined in Iraq. This strong affinity with what they own locally is readily apparent in their well-preserved ways of life. As an Iraqi myself, I say that Iraqis unravel to respect cultural differences but when it comes to cultural conflict, they reject anything considered as foreign. To implement the communicative language teaching (CLT) approach to teach English in Iraq using western resources can then be a very challenging position.Iraqi educational culture is essentially teacher-centered. It is readily detect anywhere in Iraq that the mentor posses the concentration of power and authority. The mentor takes the role of knowledge communicator. It is expected that teachers are the ones to give ideas and data. In other words, student- teacher interactions are less frequent and restricted. These interactions always base from respect and so, it is rarely that students would challenge the point of view of their teachers. Indeed, while this may be viewed as characterizing ?a limited, narrow-minded people, whose inert intellects lay fallow in uninquiring resignation? (Porter, 1994, p.155 cited in Penycook, 1998 as cited in Le Ha, 2004, p.51), it is more of attitude of respect for teachers dictated by the local culture. On the surface, it may front that Iraqi students would simply take in whatever is fed to them but there is more to it than simply accepting and eventually echoing the information received. In my view, it is never possible to echo what is just received because in the end, students will always process information and take the meaning from the whole, and not in fragments.Additionally, interactions among students are also less frequent and rejectd. In Iraqi culture, interactions like this are considered more as noise or spare disturbance and are thus, prohibited. Lastly, educational resources used are essentially based on the local culture. This comes rather obvious considering how mono-cultural the society is, and where exposure to non-Iraqi local practices is quite less2-4- Factors that affect Muslim womens English learning at AMES Language centre2-4-1-Negative stereotype held by the host society against Islam and womens veil explain how prohibit stereotype against Islam and veil affect Muslim learning Englishin general do not mention iraqi women talk about muslim in general in Australia. Please make community between negative stereotype and its affect on learning English. How the events afterwards 11 September?.. how media affect on in image of Islam?.then talk in details about veil. (Use many citations) use in-text referencing with author name, page number ,year2-4-2-longing and belonging explain longing and belonging affect women learning English. They forced immigrants?..(use many citations) use in-text referencing with author name, page number ,year2-4-3-Diapora explain how Diaspo ra affects women learning English, (use many citations) use in-text referencing with author name, page number ,year2-4-4- A clash of learning culture explain how when people learning bracing culture especially muslim affect their learning.(use many citations) use in-text referencing with author name, page number , yearThe Application of Acculturation Theories in Second Language AcquisitionSecond language acquisition (SLA) is the process by which individuals learn a language other than their native language (mother-tongue) preeminent to bilingualism (Norton, 198, 4). The easiness, ability and success with which the second language- in linguistic terms referred to as the tar give way language (TL) is acquired depends on various socio-cultural and mental factors, which can either encourage or hinder the learners motivation. Various theories of SLA have been formulated to explain how learners acquire a second language, and the factors that influence the outcome.The acculturation theo ry explains that social and psychological factors determine the extent to which a second language can be learnt. It is the gradual process by which immigrants or second language learners (2LL) get immersed into the culture of the target language, and as a result learns about that language, through social and psychological integration (Schumann, 1986, 379). Intercultural differences, however, sometimes make it difficult for immigrants to earn a second language in a invigorated culture. This is especially the case for adolescents and emerging adults (Schwartz, et al, 2006, 2), who are dumb in the process of identity development. Among Muslim immigrants in the US, for instance, factors such as culture alarm and dominance may hinder SLA. Culture shock occurs when immigrants are introduced to a new culture, with a lifestyle different from their ethnic background, such as dressing and socialization patterns. In terms of psychological factors, the immigrants attitudes about the TL and l evel of motivation to learn determine the success rate. It affects the level of contact between people of different cultures, and the degree of language learning that takes place as a result (Berry, 2001, 16). For instance, a negative attitude towards the Western culture and way of life will reject social interaction and hence learning.Nonetheless, second language learners employ a number of acculturation strategies in response to the challenges encountered in the new culture (Bhatia Ram, 2001, 4). They can range from racism to ethnocentrism, both of which can significantly discourage acculturation and in effect, the rate of second language acquisition (Norton, 1986, 13). By assimilation, the 2LL loses their home culture and instead acquires the host culture, such as language and lifestyle. Integration takes place when the 2LL are able to retain their home culture in a culturally plural society (Berry, 1998, 12), while learning and accepting the culture of the TL. On the other han d, separation occurs when the individual refuses to get assimilated or integrated into the new culture. Finally, marginalization takes place if the immigrant suffers rejection, depression and anxiety, and as a consequent gets distanced from both their home and host cultures.In conclusion, second language acquisition is a product of interacting socio-cultural and psychological factors. The acculturation theories identify these factors as responsible for the rate at which immigrants acquire a new language when they are exposed to a different culture.Professor Abdullah Saeed (2004). Muslim Australians. Melbourne National Capital Printing. Accessed 30 August 2010. Available from http//www.abdullahsaeed.org/book/muslim-australians-their-beliefs-practices-and-institutions.