ENG2611 ASSIGNMENT 2 2022.

ENG2611 ASSIGNMENT 2 2022.1.1. A multicultural classroom is a learning environment where all learners are free in terms of their own cultural and linguistical understanding of literacy. This means that students are encouraged to speak about their culture and home language(s) as well as how that shapes their interpretations of the literature content being examined. This allows all learners to feel at easy and comfortable when approaching literature. Multicultural teachers create a multicultural classroom with the aim of fostering open, accurate and friendly communication and understanding of all their learners cultural and language backgrounds. This means that these teachers need to know the different groups of cultures present in the classroom / class group. When looking at the teaching of English, the teacher must bear-in-mind all the different cultures and linguistical cultures of English around the world. These cultures of the English language were developed due to the fact that English is widely spoken. It the one of the national languages of the United Kingdoms, United States of America, Australia, and South Africa. All if these countries have developed different cultural interpretations of the English language. This mean that they all understand the language in their own way. In a south African context, one must bear in mind the fact that English is likely to be a secondary or even tertiary language. The historical context of the English langue must al beard in mind. Thus, a multicultural classroom is a classroom that is created to connect and help learners understand all aspects of each other including their cultural backgrounds. In the context of teaching English, a multicultural classroom would be one if which all the cultural aspects of the learners, the history of the language as well as the international usage are all beard in mind; freely discussed and engaged with. 1.2. 1.2..1. Two themes found in this extract are the human identity and the process of moving from living in ignorance (darkness) to living in freedom (acceptance and “light”). The first theme come from the lines: “humanity awakened.” and “they were as human as everyone else?” while the textual evidence for the second theme is: “door silently opened on the small, dark airless room in which their souls had been shut for a long time.” and “The wind of freedom”. This study source was downloaded by from CourseH on :36:05 GMT -06:00 1.2..2. I believe this topic(s) covered in this extract is relevant to the contemporary classroom; and would go as far as to say that it will always have a place in the classroom. Learners must be exposed and taught about other cultures and languages. They must be taught to value other people and their way of life, from how they speak and their home language to their cultural customs. When learners are exposed to different cultures they grow and learn to adapts and except all people and cultures. If we are never exposed, we will not know what s out there. Most people’s default setting is their own; this means that without exposure we will all ways think that everybody has lived a very similar life to ours. When we cover texts like this extract it allows for the lesson to move in a direction that will promote equality, understanding and tolerance. (virtues that are still sorely lacking in our society.) The content of the extract is very meaningful and helpful in terms of creating and sustaining a multicultural and multilingual classroom environment. This extract deals with the situation of people accepts a group and as a result this group get freed from their cold, dark rooms (ignorance ad isolation). Some of the themes it embodies are humanity, ignorance, isolation, freedom, acceptance, and amalgamation of two groups, reflection and self-reflection as well as being apart of a bigger group. This extract embodies the core values and principles of multiculturalism; the belief that all people should be accepted and acknowledged. Only by doing this can a multicultural classroom be formed. 1.3. Informed reading and writing I defined as read and writing which takes all factors, ranging from cultural diversity to historical truths and perspectives into account when interpreting a text and assignment meaning it to. This therefore must include a multidisciplinary approach as multiple subjects contents would be used to drive the meaning of a text. For example, if one were to find the whole meaning of a text written in the world war II (WWII) era they would need to look at and factor in the historical context and understanding of WWII. The informed reading and writing method look at both sides of the coin, i.e. both the voice of the “victor” and the “loser” or the heard and un-heard voice. Only by considering all voices of the subject matter and looking at them equally can one drive the meaning of a text. To further demonstrate this, in the example I used above, when looking at the historical aspects of the texts, you must look at both sides of the war effort and take your own meaning based on all the evidence given. To gain an informed reading and writing understanding one must also look at the text using multiple lenses or eyes, looking at the large full picture as well as the small nuances. By looking and considering all the different viewpoints and options we are able to This study source was downloaded by from CourseH on :36:05 GMT -06:00 build and informed understanding. Only by using the whole context, examining both sides, and using multiple lenses can the true informed meaning be ascertained. 1.4. Register is the different ways ideas are depending on the degree of formality required, ranging from formal to informal. An example of register would be: “Half of my grade 6 class can’t read at the grade six level” said the teacher. (this is a conversation informal register.) Tone is the attitude or intention of the speaker indicated by word and grammar choice. To communicate tone, one also uses register. Tone helps create a context for the message we are trying to convey. An example of an aggressive tone would be: “tell me what the hell is going on here!” while a happy or excited tone would be “Yay! We get to go on holiday tomorrow” and the final example is a relived tone: “At last! We get to go on holiday tomorrow. I can’t wait.” The theme of a text is the main idea, underlying meaning, or purpose of it. Having a clear theme is vital in creating an informed writing text, or any good text. Theme also appear on a scale from major themes to minor ones. An example of theme would be matrimony, love, friendship, and affection in “Pride and Prejudice” by jane Austen. The previous themes can be broken up into major and minor themes. With matrimony being the major theme and love, friendship, and affection being minor themes. 1 The setting of a text is the time and place of the events held in the text. These are used to bring more clarity and aid in the readers understanding of the text. A setting can be frictional or real, for example “Pride and Prejudice” is set in (rural) England while the “Lord of the Rings” and “Hobbit” are set in the fiction world of Middle Earth. A further example of setting and the role it can play is found in the following quote: 2 “Setting is a crucial part of a how a text achieves its effect. It can echo the themes of the narrative. For example, Of Mice and Men opens in a place called Soledad, which means loneliness – a key theme of the book.” The context is the political, social, or economic environment of the text. The two types of context are Linguistic, which is the environment of a text in which a word is used, and Situation or Pragmatic context, which use implied meaning along with deictic, anaphoric and cataphoric elements to create coherence is the text.