Language and Learning Abilities
Language is one of the factors that influence pupils’ learning abilities. Learners with a foreign cultural orientation are frequently categorized in the incorrect learning group. Because of his or her inability to communicate in the language of the majority in that society, a foreign student is likely to experience stigma. It is crucial to note that there are several languages in the globe that are deemed international languages due to the political power of specific countries. In Juan’s situation, his new learning station requires him to acquire English because that is the language of instruction. However, it appears that the approach that his teacher uses is not appropriate to a learner whose first language is not English.
Special Attention for Learners with a Different First Language
A learner who has a different first language from the rest should be given special attention. The initial approach that Romana took in handling Juan was not tactful. Ms. Romana decided to place Juan in the same learning context with the other students. Considerably, this is a right approach as it could be argued that this will give him a chance to learn from his fellow learners. It could be reported that a learner would feel safe to learn a foreign language from his peers because of the differences between teachers and the students; students feel free when they are with their fellow learners. However, this is refuted by Heaslip, Donovan, and Cullen (2014), who indicate that it is also dependent on the context. In the case of Juan, the teacher created a formal learning environment that gave the other learners the opportunity to humiliate Juan. When a learner feels that he or she is a lesser student, they may become less confident hence failing to concentrate on learning the new language. It is important to note that a normal lesson is timed and has some outlined time and expected outcomes. In this case, it limits the opportunity for the other learners and Juan to interact freely and make Juan learn English. Romano’s intentions were to use the other students to make Juan learn. However, this fails the moment she allows the other students who are highly competent in English to read texts; this made Juan less confident because it is a display of those who are mighty against a learner who is incompetent. As such, instead of Juan developing an interest in the language, he ends up being frightened because the class does not involve him, hence making the whole affair of Juan learning English to become more foreign than the actual language. The principle of intention of using fellow students to teach Juan English was a noble idea, but the situations of allowing these students to display part of the complexities of English was a discouragement to Juan’s learning of this new language.
Referring to a Special Education Class
Apart from using the wrong teaching context concerning Juan’s learning of English, Romana further fails by referring him to a special education class. Fairclough (2014) reveals that inability to learn a language is considered one of the major signs of learning difficulties. As such, when a child displays a delay in demonstrating the relevant common language learning stages, they are regarded as a student who requires special educational attention. However, in the case of Juan, he is a fluent Spanish speaker, and this, therefore, means that he cannot be considered as a student with learning difficulties. Evidently, this will be a detrimental step for the teacher to take concerning the education of Juan. In the first case, Juan will be exposed to learning conditions that are adverse to his capacity. Salvia, Ysseldyke, and Witmer (2012) argue that when a person with normal learning capacity is exposed to conditions that are below his or her level, they may end up adopting, hence developing learning disabilities.
Tying Language to Culture
What Romana failed to understand is that language is closely tied to culture, and therefore the concern, in this case, was not the former but the latter. In this case, Romana would have focused on making Juan accept the English culture as a new way of life. When a person adopts the cultural beliefs of a particular society, he or she will be ready to accept and be willing also to understand the new language. However, when a learner is still clinging to his ancestral traditions, it is challenging to convince such a person to accept the rules that are involved with the new language. In solving Juan’s problem, Romana would first have involved the parents and inform them about the need to adopt the English culture at home as would have aggravated the speed at which Juan will learn the English language. It is important to note that when Juan largely uses Spanish at home and uses English at school, this creates a conflict. The parents should ensure that Juan benefits from a positive transfer of learning the second language.
References
Fairclough, N. (2014). Critical language awareness. New York: Routledge.
Heaslip, G., Donovan, P., & Cullen, J. G. (2014). Student response systems and learner engagement in large classes. Active Learning in Higher Education, 15(1), 11-24.
Salvia, J., Ysseldyke, J., & Witmer, S. (2012). Assessment: In special and inclusive education. Boston: Cengage Learning.
