So far (except, of course, for the Latin), our curriculum contains nothingthat departs very far from common practice. The difference will be feltrather in the attitude of the teachers, who must look upon all these activitiesless as "subjects" in themselves than as a gathering-togetherof material for use in the next part of the Trivium. What that materialis, is only of secondary importance; but it is as well that anything andeverything which can be usefully committed to memory should be memorizedat this period, whether it is immediately intelligible or not. The moderntendency is to try and force rational explanations on a child's mind attoo early an age. Intelligent questions, spontaneously asked, should, ofcourse, receive an immediate and rational answer; but it is a great mistaketo suppose that a child cannot readily enjoy and remember things that arebeyond his power to analyze--particularly if those things have a strongimaginative appeal (as, for example, "Kubla Kahn"), an attractivejingle (like some of the memory-rhymes for Latin genders), or an abundanceof rich, resounding polysyllables (like the Quicunque vult).
As a bilingual institution, the curricular project has been designed to accomplish high standars proposed by the Ministry of Education regarding to English proficiency.
It is, of course, quite true that bits and pieces of the mediaeval traditionstill linger, or have been revived, in the ordinary school syllabus oftoday. Some knowledge of grammar is still required when learning a foreignlanguage--perhaps I should say, "is again required," for duringmy own lifetime, we passed through a phase when the teaching of declensionsand conjugations was considered rather reprehensible, and it was consideredbetter to pick these things up as we went along. School debating societiesflourish; essays are written; the necessity for "self- expression"is stressed, and perhaps even over-stressed. But these activities are cultivatedmore or less in detachment, as belonging to the special subjects in whichthey are pigeon-holed rather than as forming one coherent scheme of mentaltraining to which all "subjects"stand in a subordinate relation."Grammar" belongs especially to the "subject" of foreignlanguages, and essay-writing to the "subject" called "English";while Dialectic has become almost entirely divorced from the rest of thecurriculum, and is frequently practiced unsystematically and out of schoolhours as a separate exercise, only very loosely related to the main businessof learning. Taken by and large, the great difference of emphasis betweenthe two conceptions holds good: modern education concentrates on "teachingsubjects," leaving the method of thinking, arguing, and expressingone's conclusions to be picked up by the scholar as he goes along' mediaevaleducation concentrated on first forging and learning to handle the toolsof learning, using whatever subject came handy as a piece of material onwhich to doodle until the use of the tool became second nature.
Hence, it is quite necessary to find out the difficulties of these students in English usage for ascertaining their excellence in today’s education system.
"Subjects" of some kind there must be, of course. One cannot learn the theory of grammar without learning an actual language, or learn to argue and orate without speaking about something in particular. The debating subjects of the Middle Ages were drawn largely from theology, or from the ethics and history of antiquity. Often, indeed, they became stereotyped, especially towards the end of the period, and the far-fetched and wire-drawn absurdities of Scholastic argument fretted Milton and provide food for merriment even to this day. Whether they were in themselves any more hackneyed and trivial than the usual subjects set nowadays for "essaywriting" I should not like to say: we may ourselves grow a littleweary of "A Day in My Holidays" and all the rest of it. But mostof the merriment is misplaced, because the aim and object of the debatingthesis has by now been lost sight of.
This dominant language is English.” “In the majority of countries throughout the world speak English as their second or first language, no longer just America or England.” English has taken many forms, American English, the Queen’s English, Australian, Canadian English, and several others.
Even American English has taken several types of English, Jersey English, East Coast English, West Coast English, Southern English, slang English, and Ebonics.
Each type of spoken American English is changed depending on the type of music that area listens to, the life styles they live, and the background of that area.
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As a result of the British colonialism, the U.S and British pop culture and media, as well as the economic aspect of the world, English has become the global language of communication today.
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In this scenario the stakeholders are the learners (Japanese teachers of English), the boards of education paying for their education abroad, and the learners future students....
The most important thing people don’t think about is the language, totally different from yours, like Spanish, how you are going to use it, when, at what specifically moment, how long is going take you to learn it, spoke the language, to write in English, what about people who go to school.