Eal Observed In A Primary School

Eal Observed In A Primary School Learning a second language is one adaptation skill that proves to be necessary when diverse cultures come together.   For example, children from diverse linguistic backgrounds study English as a bridge to better education. The Rationale for Planning for Children Learning English as an additional language (2008) advocates that in planning for children who are learning English as an Additional Language (EAL), the following key principles must be observed: that bilingualism is an asset instead of a liability for children who know more than one other language other than their mother tongue or primary language.   This first language is essential not only in learning another language but also for ones identity formation. The EAL provider should keep the learner challenged cognitively with the continuous provision of linguistic and contextual support.   Lastly, the acquisition of another language should go hand in hand with the students cognitive and academic development within the same school environment and the student would not need outside support. It is already integrated in the inclusive curriculum given to the learner. Cummins (1984) came up with a matrix to explain the dynamics of second language learning development. One axis represents the BICS or the Basic Interpersonal Communicative Skills while the other axis represents the CALP or the Cognitive Academic Language Proficiency.   Baker (2006) explains that students engage in BICS when they communicate with contextual supports and props such as face-to face â€Å"context embedded† situations where they read the other persons non-verbal gestures, hand movements and sounds to support verbal communication. On the other hand, CALP happens in â€Å"context reduced† situations requiring higher order thinking skills such as analysis, synthesis or evaluation. This is usually encountered in more academic learning and communication where language is â€Å"disembedded† (Baker, 2006). This paper will report observations in a primary school that embraces multiculturalism and multilingualism and analyzed according to theories and to its compliance to standards and policies for implementing English as an Additional Language (EAL). Observations were done for key stage 2. The physical environment of the school and classroom Upon entering the school, a large map welcomes people with the sign that read: â€Å"Welcome to our school.   We come from all over the world and we speak 27 languages†.   For each language, it was connected to the country of origin as indicated in the map.   This sign gave a very warm welcome to anyone who visited the school no matter what culture he or she comes from. An IT room is available for any EAL learner to use whenever one needs to consult a computer for spelling or grammar or anything that pertains to the English language.   This additional resource to support their learning is another indication that the school anticipates learners needs and provides them when called for. The classroom observed had a big inflatable globe which represents a wide range of diversity is accepted there.   The children can freely explore the globe and search for their own countries and link it to their native language. A trained EAL teacher was employed by the school to help facilitate the cognitive, language and literacy development of foreign children.   Adults play a huge role in the language development of children, as they need someone who uses simple language in correct form and is flexible enough adjust his language to suit the childs (Clay, 1988).   Having a good second language teacher is essential to learning the language more fluently.   The researcher does not discount the fact that imitation of proper pronunciation and intonation is necessary. Hence, learners should have attentive ears and retentive minds, and of course, cooperative tongues to be able to speak fluently in such language.   Children also need opportunities to practice speaking and listening to the second language outside the language lessons, so that means they need a support system of learners to interact with. The school acknowledged and respected the childrens different cultures. As an example, the school held a Polish mass celebrated by a Polish priest on Tuesdays. Cummins (1986) contend that children are empowered when their cultural roots are celebrated.   Usually, when schools and teachers do not seriously consider foreign students their native culture, these children feel unaccepted and unworthy to belong to their classes, hence display inappropriate behavior.   They become lost in terms of academic achievement and develop insecurities about their skin color, ethnic characteristics or language accents.   Such embarrassment develops stress or anxiety during class. The students family may likewise seem withdrawn or non-participative in their childrens schooling and feel the same sense of not belonging to the new culture they have joined.   In view of this, culturally-relevant teaching must be learned by teachers.   Such teaching takes into consideration the cultural background of the students at all times.   It also keeps in mind cultural aspects in all interactions with students on both personal and educational levels. (Edwards Kuhlman, 2007).   Students cultures, languages and experiences need to be acknowledged, valued andused as important sources of their education because they deserve the best that society can give them.   This involves teachers learning about students backgrounds and personal experiences to use as tools to make connections with these students.   Some strategies that teachers can employ are the inclusion of the various histories, contributions, perspectives and concerns relevant to the diverse backgrounds of students (The IRIS Center for Training Enhancements, n.d.).   Incorporating these in the curriculum makes learning meaningful to these students.   Multicultural education using literature from various cultures engages such children in reading and writing and makes them eager to learn the social or cultural contributions made by various groups of people. Observations of the children It was learned that the children in the school were not allowed to speak their native language within the classroom but they are free to speak it outside with their peers.   This is part of their learning the English language in the classroom. This may be considered by the school as an effective way to immerse the children in the English language, however, the Rationale for planning for children learning English as an additional language (2008) recommends that children have free access to their primary language (L1) in order to fully understand their second or additional language (L2), so the classroom teacher should be more lenient in allowing children to use their L1 in class as a tool to learn their L2. There was quite a number of foreign students enrolled in the school.   The researcher approached some and asked them some questions regarding EAL.   Two Portuguese children were observed to be peer-teaching.   One was already fluent in the English language while the other was still struggling so the more adept one was helping him translate some words. Vygotsky (1962, as mentioned in Clay, 1998) emphasizes the value of childrens talk and their growing ability to articulate their understanding of their world orally and in writing.   Taking part in negotiating meanings is part of the educational process, and Vygotsky believes that just being with others helps children learn. In observing the two Portuguese children, some theories may explain why the more English language-adept child uses their native Portuguese to teach the less knowledgeable child. Swain Lapkin (2000) conclude in their study that the first language is by default, a tool used by students to learn their second language.   Collaborating with other students in tasks for learning a second language, students try to make sense of the requirements and content of the task, focusing their attention on language form vocabulary use and overall organization, then turn to their native language to process and discuss before finally getting back to completing the task.   Swain and Lapkin point out that without the use of their native language, they might not be able to accomplish the task effectively or it might not be accomplished at all.   They argue that the insistence of not being allowed to access their first language in a linguistically and cognitively complex task of decoding a second lan guage task would deprive them of an important cognitive tool.   They stress that bilingual programs that allow for the development and maintenance of the first language while learning the second language are successful in both goals. The researcher interviewed two students who both spoke Spanish.   When asked if they speak to each other in their native language, they admitted they only speak it at home with their parents.   They did not speak it in school and said they were more comfortable speaking in English because most of the time they were in school and with friends who all spoke the English language.   In this case, Lamberts (1977) subtractive bilingualism seems to be taking place as the childrens first language is being extinguished by the second language which is English.   Otto (2010) elaborates on Lamberts   theories on bilingualism. One issue in second language acquisition is its effect on the first language of the individual.   The immense concentration necessary to learn a second language may create a negative impact on the first language. This is known as Subtractive bilingualism.   When a child becomes fluent in a second language due to immersion in that language, there is a strong te ndency to forget the first language, causing disruptions in communication with family members who only know the first language.   Transmission of cultural beliefs and parenting interactions would need a shared language for it to be successful. If not, social relationships with families or other members of the community who are monolingual may break down. On the other hand, in learning a second language, a child need not forget the first language, but can be fluent in both.   This is called Additive Bilingualism which means that although a child actively learns a second language, concurrently, there is continued development in the home language (Lambert, 1977; Otto, 2010).   The goal is to enhance language skills in both languages.   In view of this, the case of the two Spanish boys interviewed by the researcher may also display additive bilingualism because they continue to speak L1 at home even if they are gaining competence in L2 in school and with peers. Two boys from Ethiopia do not speak the same language even if they come from the same country. In the different parts they come from, different languages were also used.   One of the boys speaks three languages French, English and Portuguese because his mother came from Portugal and his father from Ethiopia.   The other boy speaks Amharic which is similar to Arabic, but he is from Ethiopia.   Leon (1996) has outlined the need for migrant workers and their families to be supported in gaining English-speaking competencies to enable them to live more satisfying lives in English-speaking environments. He said lack of bilingual support for students impedes their motivation to learn, as they could not cope with other English-speaking peers, so they feel unwanted, and just skip school.   Gaining English language competency for these children will also raise their self-esteem so they get to be more confident to develop more personal and academic skills. Although the observations were limited to what has been reported, it already gave the researcher a good picture of how the school upholds the EAL program.   The foreign children seem to be comfortable in the school setting as they have settled in well in a welcoming environment.   The government consultation document ‘Aiming High: Raising the Achievement of Minority Ethnic Pupils (DfES 2003) states that â€Å"the particular needs of bilingual pupils are best met through a coordinated whole school approach led by headteachers and senior managers.† (DfES, 2005, p. 14).   The ethos of the primary school observed reflected a clear respect for the multicultural perspective. Otto (2010) contends that one of the main challenges posed by the English as a Second Language (ESL) approach is the development, selection and implementation of effective strategies and instructional techniques to suit the diverse learners since they come from various backgrounds.   The Rationale for planning for children learning English as an additional language (2008) takes upon Vygotskys (1978) concept of â€Å"scaffolding†.   As the term implies, scaffolds are temporary supports in the process of learning which are gradually taken away when the student is already capable of learning without them.   In EAL, scaffolding comes in three forms, One is scaffolding by adults by making their expectations clear by sharing learning objectives and criteria for success with the students by way of modeling and demonstrating the English language, ‘recasting of the childrens language from their L1 and providing them with opportunities to use their whole language repertoire to aid them in understanding their L2.   Another form of scaffolding is through collaborative work.   They engage in small group talks or work in pairs, usually with children who are more adept in the language are paired with children who are less adept, such as the two Portuguese boys observed peer-teaching in the school. The teacher may also use scaffolding thro ugh visual support, via pictures, props, models, frames and language prompts, graphic organizers, diagrams, maps, plans and essentially all the print and picture cues they put up in the environmental setting (Rationale, 2008).   Most of these scaffolds were observed in the school. The numerous issues on second language learning, especially English, only prove that it is creating much impact on the development of children from diverse cultures.   More and more people consider its advantages and possible disadvantages.   Such amount of attention is worth it because people think up of ways on how to maximize its benefits.   Learning another language apart from ones native language helps children be ready to be highly competent in an increasingly globalized world.   However, although they become bilingual, it should not be forgotten that they also become bicultural, and learning of one language and the culture that goes with it does not mean forgetting their original one. Teachers should take into consideration that their non-English speaking students should learn English in both its context and language elements so the students gain a better understanding and appreciation of the English language.

Compare and Contrast of 3 Sociology Theories Essay

Sociology is the study of society. Through the centuries, sociologists have tried to provide an explanation as to why and how humans interact with each other on a social basis. Sociologists have divided sociology into two levels, microsociology and macrosociology (Sociology). The level of microsociology studies is on a smaller perspective, as macrosociology is the study of society on a larger analysis. Today, sociology has three major theories: symbolic interactionism, functionalism and conflict. Symbolic interaction refers to the patterns of communication, interpretation and adjustment between individuals,† (Baird and Kaufmann) humans will interpret different meanings in everyday life, from having a conversation or using their conscience. This theory is based on microsociology because it can be based upon individual interaction or a single person using symbolism with an object. For example, a person can interpret a white dove as a sign of love and peace, while another person can view it as just an animal. Symbolic interaction is unlike the two other theories, mostly because it is on a micro-sociological scale and focuses on just one aspect of society. It is believed that this theory’s origins are developed from Max Weber who believed a person acts based of their interpretation of the world. However, an American sociologist by the name of George H. Mead introduced the theory to American sociology in the 1920’s (Sociology). The second theory is functionalism which is defined as, â€Å"the doctrine that what makes something a mental state of a particular type does not depend on its internal constitution, but rather on the way it functions, or the role it plays, in the system of which it is a part. (Functionalism)† This theory is based upon different aspects of society, working interdependently together, creating a sound environment. The best example of this theory would involve a family and their government working together to create an ideal environment. As the family works to pay off taxes to the government, the government will supply the children with education and a future (Sociology). It has similar fundamentals as a lifecycle, and if all goes well, will continue in a similarly sound society. Functionalist, Emile Durkheim, believed it could be broken down into two types of social consensus: mechanical and organic solidarity (Sociology). Mechanical solidarity is a community sharing similar beliefs and work. An example of this is an Amish community (Sociology). Organic solidarity is most common, especially in America, and it refers to a society functioning with different ideas and work. Robert Merton divided functionalism between latent and manifest functions. Manifest function would be â€Å"intentional and obvious†, as latent is unintentional and discrete (Sociology). What differentiates this theory from the other two is that this theory does not require social change. This can be problematic because it does not consider aspects like divorce or bankruptcy. Symbolic interaction and functionalism are alike in the fact that they both require social interaction. Emile Durkheim was a main tenant in creating this theory (Baird and Kaufmann). Conflict perspective is the third theory. â€Å"Of the classical founders of social science, conflict theory is most commonly associated with Karl Marx (1818–1883). Based on a dialectical materialist account of history, Marxism posited that capitalism, like previous socioeconomic systems, would inevitably produce internal tensions leading to its own destruction,† according to the book From Plato to Derrida (Baird and Kaufmann). This perspective is different from the other two theories because it focuses on the negative aspects on society. Unlike functionalism, it focuses on the on society’s change and empowering social structure. Although it is on a macro-level scale like functionalism, it primarily is focused upon the change of society. It explains social phenomena because it demonstrates the aspect of a food chain, and that it is â€Å"survival of the fittest† in society. From social structure, people will learn where they belong in everyday life. Obviously a person of poor status would not be engaging with someone of a rich status. The more rich side of the population will gain more benefits from education and the business, providing the wants and needs to their dependents, creating a stronger backbone for their future. I believe, as an American, the theory that best explains our society would be functionalism. Our country solely depends on an infrastructure constructed by different branches of society working together to create a greater picture. We, as adults, pay for taxes that will supply our children with schooling, so one day they too can have a paying job to help out their children through school. The United States of America is quality example of functionalism, especially in the more massive cities like Manhattan or Chicago. Cities are dependent on the interdependent functions of society to keep their society on a sound level. Another aspect of functionalism is the organic solidarity which is most common in America because of the nation’s vast difference in ideals in everyday life which proves to keep the government and society in the middle, or never changing. In any case, if bankruptcy happens to a significant company, the impact will be felt through society and the economy. This shows the flaws upon the theory because it does not consist with the concern of divorce or bankruptcy. As society has proven, we adapt and an independent role takes over, once again providing stable government. The three main theories of sociology are symbolic interaction, functionalism and conflict. Symbolic interaction is the only theory that is on a micro-level, focusing on the cause and reaction between two variables. Functionalism and conflict are on a macro-level and view society on a larger scale as a whole. Conflict theory is the only theory that reflects a negative input, as symbolic and functionalism focuses on the positive aspects of society. I believe, as an American, functionalism is most logical answer for our reality of a society. It embraces the way our government has adapted over hundreds of years, proving the best fit in my opinion. I believe it focuses on the economic infrastructure and capitalism of the United States of America. All the theories are alike in that they each have interaction, even if it on different levels.

Brand Equity Essay

Introduction In 2010, Coca-Cola has appeared at the top of the global brands with an estimate value of &78 billion. IBM has closely behind with 71$ billion. Despite those two businesses have totally different of business nature, these two firms have a significant common characteristic which is the value of their brand is extremely high. However, the value of branding isn’t only reveal in those two firms but the entire market has the common factors which are the most successful firm always has a high value of their brand. Branding is one of the critical enduring assets to a company which can be the name, term, design, symbol or any unique feature can be used to identify business. Kapferer (2008) suggest that branding is the most important factor to service industry as its instinctive uniqueness like inseparability, heterogeneity, perishability and tangibility. Furthermore, CEO of McDonald’s claimed that the value of brand is worth than any of their facility and equipment. It indicate that importance of branding is powerful assets which every of marketing manager would have carefully develop and manage. In this paper, we explore the importance of Brand Equity and any of the associated metrics. Brand Equity is the differential effect that knowing the brand name has on customer response to the product or its marketing. America Marketing Association has given a definition of brand equity, it suggests that â€Å"The value of a brand. From a consumer perspective, brand equity is based on consumer attitudes about positive brand attributes and favorable consequences of brand use.† Brand equity is a critical marketing component for building a successful business which gives advantages to increase the profit of the product or services depends on the various value of the brand. Ad agency Young and Rubicm’s Brand Assest Valuator measures brand strength along four consumer perceptions which are the differentiation, knowledge, relevance and esteem. 4 strategy in brand equity Differentiation refers to the process to distinguish a product or services to your rivals. The purpose of approaching differentiation is to position your product to your potential customer which makes the product or services more attractive to a particular market, also, it can increase the competitive  advantage of the products. Successful differentiation can possibly leads the firms to the monopolistic competition which means business has occupy a specify market area. In 2007, Apple introduced the first IPhone in the market; the success differentiation of the IPhone push Apple to become a one of the most successful company in the world. Though, multiple brands has starting introduced new smart phone gradually, Apple has still occupy a mount 25-35% of the market as their successful differentiate their product against their rivals. Moreover, in order to identify the nature of the product differentiation, firms can use some of the metrics to measure. Moreover, brand knowledge, also known as Brand awareness refers to the brands popularity toward firm’s potential consumers. Kevin (1993) declared Brand awareness is related to the functions of brand identities in consumers’ memory and can be reflected by how well the consumers can identify the brand under various conditions. Brand awareness is always the primary goal of advertising which include the brand recognition and recall performance. Larry and John (1992) claimed that Brand recognition refers to the capability for consumers to identify between new brand and consumer previous used brand. The primary objective isn’t to force consumer to recognise the brand names, it often means that consumers can response to a certain brand after viewing its visual packaging images. On the other hands, brand recall refers the consumer’s ability to generate and retrieve the brand in their memory. Furthermore, brand relevance refers to how consumers feel its meets their needs. Aaker (2012) suggest that the brand relevance is to differentiate or innovate new product or services that route to consumer to have a ‘must have’ feeling. Finally, brand esteem refer as how highly consumers regard and respect the brand. consumer’s response to a marketer’s brand-building activity is driven by his perception of two factors: quality and popularity, both of which vary by country and culture. Brands such as Kodak, Maruti, Pepsi, Amul and Raymonds are esteemed in the consumer’s mind, based on popularity more than quality. Therefore, those 4 factors are the most crucial element of brand equity approach, it aims to develop a valuable customer equity which means the value of the customer relationships that the bread create. 3 Level of brand Equity In order to evaluate a brand, there are three level that we can approach to  measure the states of brand. The first level refers as the firm level which measure a brand as a financial asset. It means that firm treat a brand’s value as an intangible asset. Neumeier (2006) provides an example to describe the situation. He claimed that if manager were to take the value of the firm, as derived by its market capitalization—and then subtract tangible assets and â€Å"measurable† intangible assets—the residual would be the brand equity. On the other hand, the term ‘Brand valuation modelling’ is also highly relevant to the brand equity in this level. Brand valuation models typically combine a brand equity measure with commercial metrics such as margin or economic profit. It can determine the actual value and the potential value of the brand in the future. The second level is product level refer as compare the price of the product with infamous brand. We assume that the different in price, consumers would be favourite in our brand. Firms always determine their sales price by the result of this level. The third level is the consumer level which defines as seeks to measure the awareness and brand image. Free association tests and projective techniques are commonly used to uncover the tangible and intangible attributes, attitudes, and intentions about a brand Brands with high levels of awareness and strong, favourable and unique associations are high equity brands. (Keller 1993) The 3 Brand Equity Metrics In order to identify the level of success for the brand equity, there are three metrics which can be used to measure the performance from three different aspects. Firstly, financial brand equity metrics is used to measure a brand’s profitability and it is include market share, price sensitivity, profitability, revenue etc. Roll (2009) reveals that Measure a brand’s monetary value through the various parameters of market share, price premium a brand commands, the revenue generation capabilities of a brand, the transaction value, the lifetime value of a brand and the rate at which brands sustains growth. The purpose of this measure is to allow a firm to evaluate an accurate financial value of brand equity linked to marketing metrics. Moreover, Knowledge metrics is the key driver of brand equity which refer to measure brand’s awareness and popularity via many stages of recognition, aided, unaided and top of mind recall. Similarly, the functional and emotional associations of a brand are important drivers of  brand equity. Knowledge metrics include the loyalty, retention and awareness. For example, PlayBoy is recently changing their target consumers and markets. It must be imperative to them as their recognition has decreased significant in the global market such as China. As the result, PlayBoy has suffered of a huge loss because the losing of knowledge metrics. The third metrics is Consumer Brand Equity Metrics which refer to track consumer sentiment and behaviors related to your brand to get a complete understanding of brand equity. If consumers believe in a brand, it has far more equity than a brand that consumers don’t care about or believe in. (Gunelius). In order to approach this metrics, firms has to ask questions through surveys and research that gives information of how people feel about the brand and how they make purchase decision. Firms can use those dates to track the brand equ ity to ensure it’s growing in a positive direction. The Benefit of Brand Equity Approaching brand equity is always giving a lot of advantages to the firms. I strongly suggest should use brand equity to gain the benefit shown below 1. Increase market share of the company If a firms successfully approach brand equity in the market, their product value will be excess the market expectation which will attract potential investor to invest into the company. It increase the market share at the market, moreover, it accelerate the development of new firms. Beats electronics is developed on 2008 and it has become one of the most valuable audio product manufactures in the world. As they have unique strategy to promote and differentiate their product, the value of their brand has increase 27 billion dollars in 3 years and it has been purchased by Apple on 2014. 2. Helps build Brand loyalty Brand loyalty is directly related with brand equity. Well-developed and promoted brands make product positioning efforts more effective. Brand loyalty is the consumer’s commitment to repurchase to a specific brand while  brand equity refers to the marketing effects which a product’s value increases because the branding effect. This means that people will always show more brand loyalty a specific brand if the brand equity of the product is higher. For example, Apple as one of the leader sheep of the smart phone market, their unique feature and design has earned a lot of brand loyalty in the market. 3. Helps to introduce new product When Firms are trying to establish a new product in the market, it is always easier if the firms have successful brand equity as their brand is already well-known in the market. 4. Reduce promotion cost Promotion is always costly ecstatically through media channel. However, brand equity can reduce the price of the promotion as they have a solid consumer base which will promote firm’s product by word of mouth. Conclusion Brand equity is a phrase used in the marketing industry to try to obtain the benefit from the brand’s power, based on the idea that the owner of the well-known brand name can make more revenue from products or services. As consumers believe that products with famous names is better than less well-known products as another word for â€Å"brand equity† is the â€Å"brand value†. The value will have be premium when a firm realizes from a product with a recognizable name as compared to its generic equivalent. Companies can create brand equity for their products by 4 aspects which are differentiation, knowledge, relevance and esteem. Therefore, business should approach brand equity as their primary goal as it provides a lot of advantage and it increase the marketing productivity significantly. Reference list Gunelius, S 2014,’ Brand Equity Basics – Part 1: What Is Brand Equity?’ retrieved 07 September 2014, < http://www.deakin.edu.au/students/study-support/referencing/harvard> Aaker, D 2009 Managing Brand Equity, The Free Press, New York Kohli, C& Leuthesser, L 2001,’ BRAND EQUITY: CAPITALIZING ON INTELLECTUAL CAPITAL’, retrieved 07 September 2014, < http://www.brandchannel.com/images/papers/brandequitycapitalizing.pdf> Keller, K L 1993,’Conceptualizing, Measuring, and managing Customer-Basaed Brand Equity’, Journal of Marketing, retrieved 07 September 2014, < http://www.iseg.utl.pt/aula/cad1849/conceptualizing_measuring_managing_cbbe.pdf>

Public Policy Topics On Health Care - 1866 Words

Through the decades, there have been many public policy topics in our society that have a very large impact on the county as a whole. They are reasons why American have either prospered and have been set back into recessions. Health is one of the most talked about public policy topics. Health care is a topic that affects local and state governments for many reasons. As a matter of first importance, human services is protection for individuals that are harmed or sick. Every district has their own particular sort of medicinal services. There is a wide range of sorts of social insurance associations that are offered to individuals everywhere throughout the world. Some of these associations include the wellbeing support bunch, supplier bunch, and a recommendation that consolidates angles from both the wellbeing upkeep bunch and the supplier bunch. The most vital sort of medicinal services protection is a general wellbeing arrangement. 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