There is no denying the fact that languages are part of the cultural richness of our society and the world in which we try to lead our lives controlled and cleanly and work. It is obvious that learning languages contributes to mutual understanding, a sense of global citizenship and personal commitment. Students learn to appreciate different countries cultures, communities and people. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure in this country and throughout the world. Learning languages fascinate opportunities to develop their listening, speaking, reading and writing skills and to express themselves with increasing confidence, independence and creativity. They explore the similarities and differences between other languages and English and learn how language can be manipulated and applied in different ways. The developments of communication skills, together with understanding of the structure of language, laid the foundations for future study of other languages and support the development of literacy skills in a pupil’s own language.
In using theme based on educational and cultural affairs, there exist three themes in Germany and France which are specified as environment, media and advertising. In addition, pupils in England studying health in English, French-speaking countries and Impressionism in French, and the geography and history of Berlin in German. The themes and objectives relating to grammar, cross-curricular learning and cultural understanding are defined for each theme and reference grammar sheets and lists of topic-specific vocabulary created. St Marylebone School in London places a strong emphasis on the appreciation of cultural diversity and the languages departments consider the introduction of intercultural understanding as a key concept in the revised programme of study to be the perfect opportunity for a year 9 pupils to investigate the culture of their target language country France or Germany. This would take place through culturally specific topics, as year 9 is an ‘enrichment year’ where learning is thematic following completion of key stage 3 in two years In the unit on Impressionism, pupils were introduced to the movement and shown Impressionist paintings. They were asked to suggest possible titles in English and to match the actual French titles with the paintings, along with more descriptive French phrases for each of the paintings. Pupils then chose an Impressionist artist and were asked to prepare a presentation in French on this artist for their final assessments, using presentational software or other ICT. They spent one art lesson reproducing a picture by their chosen artist and were also given the opportunity to visit the Courtauld Institute to see the original paintings.
It gives me immense pleasure to express something about our mother tongue as it is acknowledged as International Mother language Day on 21st February in every year through out the whole world and it is sanctified by titivating flowers and holding in the highest regard the memories of those language martyrs who had laid down their lives for the cause of establishing the dignity of our fortitude as a nation by raising our heads like other nations virtually. The 21st February is a red-letter day in the history of our mother tongue. It is a very significant day in view of good judgment that we have been able to establish our mother tongue as our state language. It is our glory and inspiration that we have achieved freedom from the movement of this day. We think that we could not achieve our freedom if 21st February was not emergent in 1952. Due to the movement of this day, we have shown our agitation against the rulers of the then Pakistan and even the people irrespective of castes and creed took part in the movement having been influenced by the gallant touchwood of Bengali nationalism.
The word ‘nationalism’ comes down from the heritage, culture and tradition of a particular country which indicates uniformity in respect of one faith that is the language conventionally uttered from a child which is his actual identity. Nationalism is such which vividly gives an acquaintance in the sense in what language he expresses his mode of his explicit desire as to what he wants or what he would like to do. So our heritage is expressed as a token of ideal acquaintance as Bengali Language with which we survive on full faith of livelihood and as such every elegiac influence is concerned in achieving the recognition of this day in the world. We can think our own belief that we are created equally in respect of expressing our own tradition, culture and religion which is bedded on our soil, grass, plants, creeper and our dwelling place. We cannot think even for a moment that a boy is treated more or less as a terrorist or miscreant or he is excommunicated at an immature stage. If we lose our faith in our own nationalism, we need to be responsible to build him or her who can give his identity as a Bengali nation. To speak the truth, the 21st February, as a symbol of blaze illumination is our rectitude for which our survival as Bengali nation has been reflected through out the whole world.
Over the course of the lessons, through research, reading tasks and a mock interview with an artist from the period, pupils became increasingly knowledgeable about Impressionism. ‘They developed confidence in describing visual images in French’, commented one teacher, ‘and began to express their opinions – albeit at a simple level – about paintings.’ Pupils’ language work covered, in particular, adjectives, question words and the ‘passé compose’. Pupils’ final presentations were assessed by both the MFL and art departments. To finish, pupils completed a worksheet in French. This consolidated everything covered during the topic and gave pupils the opportunity to reflect on what they had learnt.
In using the theme of societal concept
Staff believes the shift of emphasis had a positive impact on pupils’ learning. One French teacher noted, ‘The focus of learning switched and language became a genuine vehicle for communication. Pupils strove to express themselves effectively on a range of important issues rather than trying to use language structures in order to demonstrate their ability.’ Pupils enjoyed using language to communicate about ‘genuine’ issues and themes. There are a number of key concepts that underpin the study of languages. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding.
1.1 Linguistic competence : This is important to learn moral and ethical values in life.
a. It aims at developing the skills of listening, speaking, reading and writing in a range of situations and contexts.
b. It also envisages in applying linguistic knowledge and skills to understand and communicate effectively.
1.2 Knowledge about language
a. It indicates Understanding how a language works and how to manipulate it.
b. It shows recognizing that languages differ but may share common grammatical, syntactical or lexical features.
1.3 Creativity and Modern Technology:
Language is indispensable for learning the various techniques of Modern technology in the field of Economics, Commerce and Science as a tentative flow.
a. It actuates in using familiar language for new purposes and in new contexts.
b. It recoups in using imagination to express thoughts, ideas, experiences and feelings.
1.4 Intercultural understanding
Language opens up in every people and their community of religion, tradition and heritage to live with society, friendship and love.
a. Appreciating the richness and diversity of other cultures.
b. Recognizing that there are different ways of seeing the world, and developing an international outlook.
Aims, values and purposes
Education both influences and reflects the values of our society, and the kind of society we want to be. It is therefore important to recognize a set of common aims, values and purposes that underpin the school curriculum and the work of schools.
Three statutory curriculum aims that children become successful, confident and responsible people.
The curriculum reflects values in our society and these underpin the work that schools do.
The statutory curriculum should establish an entitlement for all children and promote high standards.
The statutory curriculum should establish an entitlement for all children and promote high standards.
The purposes of having a statutory curriculum are:
• to establish an entitlement for all children, regardless of social background, culture, race, gender, differences in ability and disabilities, to develop and apply the knowledge, skills and understanding that will help them become successful learners, confident individuals and responsible citizens
• to establish national standards for children’s performance that can be shared with children, parents, teachers, governors and the public
• to promote continuity and coherence, allowing children to move smoothly between schools and phases of education and providing a foundation for lifelong learning
• to promote public understanding, building confidence in the work of schools and in the quality of compulsory education.
In particular, the curriculum should:
• promote high standards, particularly in literacy, innumeracy and ICT capability
• provide continued entitlement from early years to a coherent, broad and balanced curriculum
• instill in children a positive disposition to learning and a commitment to learn
• promote and pass on essential knowledge, skills and understanding valued by society to the next generation
• be relevant to children and prepare them for the here and now, for the next phase of their education, and for their future
• widen horizons and raise aspirations about the world of work and further and higher education
• make children more aware of, and engaged with, their local, national and international communities
• help children recognize that personal development is essential to wellbeing and success.
There is no denying the fact that there are some events in the past history of Bangladesh which play a vital role to identify as a nation of separate entity bedded on heroic deeds of Bengali nationalism. It is the magnificence news of the peoples of the entire world that the real heroes of freedom have laid down their lives for the sake of the self-esteem of mother tongue which is exceptional in view of languages of the world. The blood-shed history for the dignity of mother tongue is the first and foremost event in Bangladesh which needs to be memorized decades after decades. We express our gratitude for their treasured contribution of Bengali language when on earth predominantly the 21st February is carried out as an International Mother Tongue day each year with honor and high stature. The 21st February is a red-letter day in the history of our mother tongue which is also a very remarkable day in the sense that we have been able to establish our mother tongue as our state language. It is our glory and brainwave that we have realized sovereignty from the movement of this day. We believe that we could not accomplish our freedom if 21st February was not embryonic in 1952. Due to the movement of this day, we have shown our demonstration against the rulers of the then Pakistan and a such suffice it to say that the 21st February, as a symbol of blaze elucidation is our rectitude for which our survival as Bengali nation has been point toward through out the whole world. In this day some young persons of our country have volunteered to create resistance against the conspiracy of our mother tongue. They have stepped up the movement by degrees and being uncontroversial, the then rulers have marched into them and in due course they had shot them dead. This is such a faction where our heroes have laid down their lives for the cause of prominent deportment of our mother tongue. In the entire world, such incomparable movement has never been taken place in the whole world.
In view of the above it is evident that in learning and experiencing language based on education, there exists particular ways in which language is the means by which theological meaning has powerful impact on human behavior and culture. The very existence of language is proof that a human lives in relation to others. The words emitted from the mouth are not merely pictures of the world, but in fact words are part of the world. They constitute the realities that indicate human endeavors. For example, building, traveling, playing, and fighting are human practices that require a mutual understanding of rules between participants. And even a religious life could not be practiced alone. After all, it is evident that anyone can be self-critical, but faith requires an acknowledgment and confession of sins to those who have injured and to those sweethearts to us. Wittgenstein, a world class philosopher established the inadequacy of language understood in modern terms as representational. Disputing the notion that language is private knowledge preventing the speaker from relevant action, he has promulgated that language as the means to go on in meaningful relation to others. Like a city that we learn to navigate, the grammar of language indicates how to understand the thoughts as well as convictions of others and how we relate to them. Language games, identifies that the reality of life with others may be reflected as foundation of language which lies in a “web of understanding, interdependence, and shared practice”.