Learning Language: A Key to Understanding Cultures - Essay Sample

Introduction

A specific language often refers to a certain culture and unique objects that belong to a particular culture are pointed out by the use of language. Thus, this portrays that teaching and learning another language is crucial for international cooperation and communication. For example, school culture refers to the perceptions, beliefs, attitudes, and relationships, and education, on the other hand, aids in classifying written and unwritten rules that in return influence and shape every aspect of school functioning (Foley, 2001). This paper will analyze the following five new articles that are; group identity and group variability, oppositional culture, democracy, reform efforts and movements, and schooling/ classroom practices for equity and inclusion.

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Group Identity and Group Variability

An individual sense of belonging to a particular given group describes what group identity is and while at its core, social influence present within a group is described by its concept (Lareau, 1987). Social influence can be based on interpersonal interaction or social category among members of a given group. For example, in my university situated in the United States if we take into consideration the case of teams in athletics, a student at my university who takes part in popular competition forms such as basketball or football can identify with her or his team during competitive school contests.

Students too can identify themselves with either a group that is created for conducting experiments or by closely working together. However, identification through a group always is not based on competition but rather a social comparison. Additionally, social comparison, communication, and norms of exchange at times can forge among group members common bonds (Lareau, 1987). Hence, group variability is the variations that are caused by alterations within individual groups. Nevertheless, not all values found within each group are similar.

Oppositional Culture

Oppositional culture refers to any rejection of conformity subcultures to values and norms that prevail and not unprejudiced nonconformity within the system of education. Oppositional culture in the United States is the most common lay for explaining racial gap in the achievement of education. Undoubtedly, it is the oppositional culture hypothesis that holds the fact that students who are black tend to stigmatize high achieving peers and undervalue education; as a result, accusing them of acting white (Lee, 1994). The underachievement of black is unproblematic from the justice perspective simply because students who are black are solely not compelling with fair opportunities that are presented towards them.

Correspondingly, oppositional culture may develop among students in cases where cultural attitudes are dominant oppress or even alienate specific students to a point where they have no choice left except to place themselves on the mainstream activity margins. Meaning that their definition is not by whom they are but by what extent do they oppose mainstream culture from or differ.

In terms of education, instead of aspiring to perform well in school, for example, getting along well with teachers, students at some point may aspire not to be named out as good models and do well in class. Attitudes of such sort pose for teachers' problems as they try to motivate students. In addition to this, it not only teachers become affected but also students encounter problems in their long term life success. This demonstrates that learning to fit into a new culture is extremely a challenging task itself. Conversely, when taken as a whole, it becomes an easier task for students and teachers to work with than motivational opposition. Generally, under education, oppositional culture is used in explaining racial disparities in the achievement of education.

Democracy (Democratic Schooling and Schooling for Democracy)

Democratic education entails democracy as both a method and goal of instruction, interestingly, it conveys to education democratic values and can involve values such as trust, respect, justice as well as self-determination at community level (Collins, 2009). In my university, when my fellow students' voices are equal to those of our teachers, then democratic education is emancipatory.

Similarly, the primary purpose of education in a society that is democratic is to instill cooperation, fairness, and justice values into hearts of students. Importantly, these values are vital in the maintenance and improvement of a functional democracy. A sense of democracy in schools provides students with real experiences that influence and enable them to make decisions in matters that affect their lives be it inside or outside the school premises.

The nature of schooling be it within or outside classrooms, and school walls are political; thus, it is a basic fact ought to be taken into account in discussions of democratic and citizenship politics. Moreover, under the 'democratic schooling' umbrella term it can refer to many notions that are related, for instance, equal educational opportunities, democratic education, democratic leadership, democratic classroom, and human or democratic rights school (Hill, 2009). These terms form an argument to various components or democratic schooling emphasis.

Schooling for democracy has led to widespread movements today that prepares students all over the world for colleges and it is endorsed in the name of democracy. However, such a move is putting democracy at risk since students are forced to enroll themselves into programs that deprive of their real talents and are less interested. Therefore, this deprives of those courses that they could have taken to succeed. As a result, many fail to graduate from high school and those that do, wind up in default jobs instead of winding up by choice.

The question on how to build schools that will forever serve as democracy incubators has made many risks losing democracy vision that esteems every honest form and cultivates deep interdependence appreciation. The consonant of schooling with democracy that is genuine not only it does recognize differences but also appreciates and respects these differences because democracy is more than just a practice set.

Social equality and justice do not only refer to cultural, political, and socioeconomic conditions but also equal information access and critical analysis tools. Furthermore, pedagogies of democracy are embedded in a social relations web in which the duties and rights of educators together with learners are not only for knowledge transmission but also for possible participants' action consequences in ongoing larger society democratization (Collins, 2009). Not surprisingly, a democratic pedagogy ought to be underwritten by social justice imperatives of class, equality across race, gender divisions, and class.

Schools that aspire to inspire active participation of democracy would then instantly need a transformation into sites that are open and protected from regimes of disciplinary of market regulation, with each condition depending upon each other. Henceforth, it is easy in comprehending openness needs purely because it is axiomatic for all democracy forms.

Reform Efforts and Movements

Reform movements aim in bringing political or even social systems nearer to the ideal of a community and they are distinguished from more social radical movements, for instance, revolutionary movements which castoff those old ideals often grounded in liberalism (Oakes & Rogers, 2007). Reform efforts involve a change for better, improvement of behaviors and morals. Under education sector, there is need to have educational reforms in order to improve the performance of education in areas of access and increase quality at all education system levels.

Cultural heritage is passed down from one generation to the next through education because it entails teachings from the elders. A society's culture forms content of its programs of education. Consequently, the content of education is culture. Culture is transmitted by education through informal and formal curriculum. The formal curriculum encompasses various subjects that are taught in schools such as languages, mathematics, sciences, religious studies, and technical subjects.

The culture which has no content makes it difficult for transmission and values transmitted by schools are always seen as the society's culture. Culture forms education content, ultimately, in the promotion of culture, school curriculum through different subjects enhance and promote learning of culture (Oakes & Rogers, 2007). There is a need for a society to provide its members with language communication tools and become essentials for education. It is the role of society to teach its members knowledge and skills that are related to culture.

In my university given, as an illustration, we study sociology, history, anthropology, political science, and government procedural laws. In return, these subjects help us as students learn how to live well in society. We are also able to learn and adapt well in our environments through the study of natural sciences and geography. Society, culture, language and education are interrelated strictly, and the existence of one makes it a necessity for the other.

Transmission of culture is education itself and education is impossible without a living society and culture. Equity reforms take hold rarely because they depend on technical, conventional approaches to policymaking and changes in education. In its place, high quality, equitable schooling for every student is likely to toll better with social activism movement that addresses politics and societal norms which cement the status quo.

Schooling/Classroom Practices for Equity and Inclusion

Inclusion of education is concerned with equality. It is on respect subject and among values that welcome diversity in the broader society part and classroom; as a result, it is all about meeting various needs of as many students as possible in schooling mainstream (Foley, 2001). Equity entails being inclusive and fair in the way one deals with all students. Treating students similarly is not enough, but rather for a lecturer, there is need to meet all the necessities of every student as far as possible. Lecturers need to a culture classroom in which all students, regardless of what their linguistic or cultural background is, are supported, welcomed, and provided with best learning opportunities.

Within the classroom setting, age of students' matter less; thus, practitioners play a vital role in terms of exciting development of lifelong learning love. An inclusive lecturing and environment of learning will be characterized by all students having the chance to engage with curriculum, and this is achieved through participating actively of equal community members (Foley, 2001). An equitable school system is one that is considered to treat all students with equality. For example, through ensuring that students are taught lecturers with equivalent expertise levels and have access to school facilities.

Conclusion

In conclusion, from our syllabus study of language and culture, it is clear that translation and interpretation provide a way to address rising problems. It also demonstrates complexities of interceding between speakers of different languages both from a cultural and linguistic perspective. Taken all together, it is clear that education as a culture part has twin roles of modification and conservation of culture. Education germinates and flowers in culture.

References

Collins, P. H. (2009). Another kind of public education: Race, schools, the media, and democratic possibilities. Beacon Press.

Foley, G. (2001). Radical adult education and learning. International journal of lifelong education, 20(1-2), 71-8...