Essay on Teaching ESL to Afghan Women

Introduction

Language is among one of the essential and powerful tools which human beings have invented. For several practical and historical reasons, the English Language has become a significant language in global fields related to global communications and commerce. In Afghanistan, English is one of the fundamental principles which may promote education and create the capacity in the educational institutes. To develop comprehensive changes in any education aspects like curriculum, content, instructional design, and administration, it is vital for the educators to have access to updated resources, and several technologies which may aid the process of education provision. English is the standard language used to facilitate technologies and science hence the Afghan women require getting an education which adequately prepares them to fit in the globalized world. In this respect, there is the need of the educators and learners to understand the English language. Furthermore, knowledge of the English language increases the opportunities available for the Afghan educators and students to participate in the programs of international exchange that will facilitate and help the process of establishing new perspectives and ideas back to Afghanistan. To accomplish this significant need, as an Afghan educator, I will look for several ways that I can use to enhance the capacity of English language among the women in the community.

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The world into which the Afghanistan women grow up has continued becoming more complex, more risky, and more uncertain but also it is potentially more rewarding. Innovation and diversity must remain the defining features of the community in which the Afghan women live. Socialization and linguistic exposure are essential for the reconstruction of Afghanistan. The direct experiences of the challenges connected to language and the examples and tasks of the users of language who operate in a working environment are powerful and rich resources (Hikmat, 2009). These include the tools that I may utilize to develop and encourage understanding and knowledge of English language in the real-life context that will assist Afghan women to connect to the life that is beyond the school, hence creating of meaningful changes into lives of Afghan women.

Since Afghanistan is attempting to reconstruct all of its institutions including education and different organizations are present to offer support during the time of reconstruction. By looking at the Afghanistan history, I will readily understand the society and culture of the Afghan women who require to be taught the English language. Afghanistan women are emotional and straightforward people. They love their tradition and religion more than the foreign culture. The Afghan women require a curriculum that teaches them the English language which is well-structured based on global interaction and social reconstruction philosophy. I would teach the Afghan women about the English language by exposing them to the modern world.

One step that I would use to teach the English language to Afghan women is implementing a task-based approach. This is an approach that will involve a teaching style which will establish a situation whereby students would solve or accomplish problems using the English language. The task-based approach would assist the Afghan women by providing them with the opportunity of using English language and repeat what they would have learned. The method would also help the Afghan women in concentrating on accomplishing a given task and while they would be doing that they will also be asking questions to their colleagues who would provide them with the opportunity to learn various aspects of English language.

The next step which I would employ is taught Afghan women the English language utilize whole language strategy. In this approach, I would apply all parts of language; writing, reading, speaking and listening. These parts of a language should be practiced to have the Afghan when given the opportunity to communicate and practice what they have learned (Campoy, Cubillo, Belles-Fortuno, & Gea-Valor, 2010). In addition to the whole language strategy, I would introduce the Afghan women to various techniques and skills of teaching English to increase their knowledge of the English language.

The mission behind teaching the English language to Afghan women would be to increase English language proficiency. The attaining of this mission would be essential since the English language has become a critical need in the education field. To attain the mission, it is vital for the educators to have access to updated resources, and several technologies which may aid the process of education provision.

Conclusion

In conclusion, I understand that the English language is usually taught in a traditional way to Afghan women and the English language status remains as a foreign language. In Afghanistan, there is no specific norm used to teach English in different academic parts. The teaching of English language requires supporting of social changes and help in producing of a better community for the Afghan women on the bases of equity and equality. The provision of English language will give the Afghan women an opportunity of reflecting, analyzing, and transforming of their individual experiences of the extended period of fighting throughout the country. The integration of English language in their schools' curriculum should be futuristic. The content being taught need to be contextualized and become based on social and cultural values of the Afghan women.

References

Campoy, M. C., Cubillo, M. C. C., Belles-Fortuno, B., & Gea-Valor, M. L. (Eds.). (2010). Corpus-based approaches to English language teaching. A&C Black.

Hikmat, A. (2009). The Effects of English Teaching Methods Course of the English Department of Kabul Education University on Secondary School English Teachers.