Interlanguage Analysis: Uploading Synopsis Of Fonts

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Interlanguage Analysis

A. Throughout this piece I have noticed that she does not capitalize the personal pronoun “I”. This may be because English is one of the very few languages that actually capitalizes the pronoun “I”. Another type of target language deviation would be that she often spells words phonetically. Such as “Sad” instead of said, “questen” instead of question and “writed” instead of written. Her use of nouns is quite good in this piece, she is aware to make regular nouns plural you add ‑s to the end and if a singular noun ends in ‑s, add ‑es to the end to pluralize it. For example she wrote “questens” while the spelling is incorrect she has
As said in “Cultural Intelligence by Brooks Peterson” “80% of an iceberg's mass is underwater and maybe 80% of the important aspects of culture are also contained in the invisible and usually unconscious characteristics of culture” You can think of the top of the iceberg as what you can perceive with the five senses. Then you can think of the bottom of the iceberg as a foundation for what you see at the top. In the bottom you could have opinions, attitudes, viewpoints and philosophies. These can determine things such as how an individual fits into society, their attitudes towards gender roles / equality and tolerance for change amongst other things. It is easier to learn a language if you understand the culture that the language has come from. Reasons to include teaching culture would include that it would help students to integrate with one another as some students are unsure what to do when they are placed in different situations, for example - with students from different backgrounds. Teaching them about different cultures creates an atmosphere of tolerance and understanding which in turn creates an overall better learning environment for the students. Teaching a
It can be done as an individual, written reflection, or be “acted out” by participants lining up along imaginary continuums. Student can stand in the middle and move to each side according to which statement they most agree with. The students demonstrate a wide range of values and preferences across a variety of cultural dimensions. Each side represents an infinite number of possibilities between the two opposing ends. There are no right or wrong answers. For example you could have Monochronic on one side where the students agrees with the statement, I like to be on time and I like when others are on time as well. Or they could go to the polychronic side where they agree with the statement I like to be on time but what happens is more important than it starts and ends. Classroom strategies to increase engagement of culturally diverse students that I would include would be, setting clear expectations of what your syllabus involves and modelling desired behaviours. A second strategy would be, arranging students in a circle to feel more involved and so nobody feels excluded and also having a talking stick, bear etc. so no student interrupts another student and each students has a say and feels like their opinion matters. Finally, communicate to each student on an individual level by walking around the room to engage with students or