Syed Umar Ahmed

Enhancing Your English Language Proficiency- An Idea Definitely Worth It! English is a global language and is the most spoken language globally. Around 400 million people in the world have English as their native language. In around 53 countries, English has been declared as an official language.  Learning English language has its own significance that can't be denied. English is well understood and spoken by almost every 1 out of 5 individuals, making it a good choice for most people to consider learning it as a second language. Usually, most of the nation’s emphasize on adding English Language as the second language in their school syllabi, for the purpose of grooming their students. Why Do People Learn English Language? People learn English language as it is widely used in almost all sectors, be it aviation, computers, diplomacy, tourism and many other sectors. Another important reason to learn English would be the field of science, as science communicates in English Language, so in order to gain a deep insight of scientific terms and technologies; one must be conversant in this language. Schools, are therefore bound to increase their English Language Instruction Competency Levels. Also, being well versed in English language would certainly make you a prominent figure during the job hunt domestically as well as internationally. Its Composition English Language is composed of alphabets presented in a chronological order; it is quite easy to learn due to its diversified vocabulary and literature available in the market. Every single moment spent in learning this language would be a source of great contentment and pleasure, as it would open new doors of various opportunities for your good self. By learning this language, you will also be able to get familiar with different cultural norms. You can understand different cultures from different countries. It is much easier for a person, having a grasp in English language, to learn about cultural values of different nations, as he could communicate with different people originating from different cultural backgrounds. English is mostly spoken throughout the world due to Great Britain’s development in the colonial age. It is spoken by the people of Australia, New Zealand, Canada, and parts of Africa, India, Pakistan and many other smaller island nations. The second language in Germany is English, Norway, Sweden, Denmark, and the Netherlands. Familiarity with this language opens up doors of opportunities for oneself irrespective of his/her caste, religion and ethnic backgrounds. Some Fine Benefits Of Learning English Language Learning English is beneficial in considering English language teaching as a profession and teach your children as well. However, if your children have already learned the language, you may then begin the conversation with them in English. Nonetheless, it would polish or improve their language skills resulting in their successful futures. Everywhere in the world, good English speakers get a good job and earn much more as compared to those who are incompetent in English. Learning English would definitely increase your job prospects and standard of living as well. Many a times, a School teacher attitude does not motivate the student to learn English. There seems to exist a communication gap in their pattern of teaching English.  Instructional Strategies For Teaching  Instructional strategies are techniques which teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. A teaching strategy comprises the principles and methods used for instruction. The choice of teaching strategy or strategies to be used depends largely on the information or skill that is being taught, and it may be influenced by the learning style, aptitude, skills, and enthusiasm of the students.  Culturally Responsive Teaching Practices (CRT) •Culturally Responsive Practices are specific educational practices, instructional strategies, team processes, and curricula content which have been established by research. •Culturally responsive (or relevant) teaching has been elaborated as "a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes" (Ladson - Billings, 1994, p. 382). CRT requires teachers to put together research-developed and teacher-selected resources that authenticate and included students’ cultural, linguistic, and racial identities. As a particular consumer of these resources, teachers, and students should review this material for the proper indication of the variation exhibited within the classroom population. If such differentiation is not present in such resources, teachers have to do the adjunct to furnish resources that specifically comprises of the languages, cultures, and acquired knowledge of their students. Language is basically a way of communication medium in a culture, which could be developed by means of cultural values. Ethnic identity tells us about the style of one’s own cultural and linguistic viewpoints and moral values; it might involve a group of people integrated together based on history, nationality, or geographic distributions. Cultural values and linguistic abilities help greatly to attain a noteworthy identity for students. Language acquisition may be difficult for many Culturally and linguistically diverse students, because of experiences.  The instructional supportive practice during teaching using new techniques and teachers training can also help to improve good English language learning. Culturally responsive teaching practice also affects English language learning.  Some Famous Sayings (Quotes) •Cox (2008) described the significance of bringing in reform movements into the environment infrastructure by means of a combined effort by the teachers. The need of replacing teacher’s segregation by concerted culture in a professional learning community has become inevitable, as the latter would remove the plague caused by teacher isolation in conventional environments (Fullan, 2006).  •DuFour & Marzano (2009) the teacher’s attitude, whether male or female schools, should be such that they work as a team, examining every student’s weaknesses and strengths, resulting in the buildup and execution of plans. The presence of concerned structures was obvious in the environment where teacher’s attitude was cooperative.  For the purpose of modifying environment’s practices, directed towards the executive learning community from a conventional environment, adequate time should be given to both male and female schools, to formulate assessments, identify curricula issues and examine student needs.  •Hattie (2009), whose research comprising of more than 800 participants, deduced in a manner that paved a way to introducing collaborative team efforts by the teachers with a purpose of the betterment of learning environments, where every student is encouraged to learn. Co-operation between both genders has to be lodged into every learning environment.  •It was narrated by Cotton (2000) that: “Effectual actions wouldn’t get commandingly effective until there exists a environment-wide assistance- a retained, environment-wide emphasis on the significance of instruction facilitates the use of demonstrative learning practices by the teachers, being practiced in the classroom”. Training - An Essential Part of Learning Communities.  DuFour et al. (2008) stressed on job-embedded training to be imposed on professional learning community. Instead of deploying lengthy training session, it must be implemented in the daily routine of both male and female school teachers.  Pfeffer and Sutton (2000) also support this idea and suggest learning by performing and delivering effective lectures. In such learning community, the principal is responsible to develop customs so that both types of school routinely involve in training. •It was stated by DuFour et al. (2006) that “The main motive of the environment shall be concentrated in the emphasis and the allegiance to observing the professional development of every single student, irrespective from male or female school, being a learner. This particular discussion type motivates teachers to adapt learning aptitude, narrated (DuFour-et al-2006, p.5). Final Words: Additionally, focus on the significance of a mutual co-operative approach for teachers will help examine work of both male and female school’s students, and evaluations to modify and aim the instructions catering the very needs of every student. Teachers must be taught by the principals in such a way so as to inspect the learning practices in both male and female schools, and their association to the performance of the student and curricular objectives.