{"id":8775,"date":"2024-01-12T16:59:00","date_gmt":"2024-01-12T16:59:00","guid":{"rendered":"https:\/\/commerceiets.com\/?p=8775"},"modified":"2024-01-12T16:59:02","modified_gmt":"2024-01-12T16:59:02","slug":"multiculturalism-for-developing-second-language","status":"publish","type":"post","link":"https:\/\/commerceiets.com\/multiculturalism-for-developing-second-language\/","title":{"rendered":"MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005 – B.ED NOTES- IMPORTANT FOR TEACHING STUDENTS"},"content":{"rendered":"\n

MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/h3>\n\n\n\n

Multiculturalism emerges as a pivotal force in shaping and enhancing the acquisition of a second language, aligning seamlessly with the principles laid out in the National Curriculum Framework (NCF) of 2005. The NCF underscores the significance of a holistic educational approach that acknowledges and incorporates diverse linguistic and cultural perspectives. In this context, multiculturalism becomes a guiding principle for the development of a second language, offering a framework that embraces the richness of varied cultural experiences.<\/p>\n\n\n\n

\"MULTICULTURALISM
MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n

DIFFERENCE AS RESOURCES<\/strong><\/p>\n\n\n\n

NCF suggest to individual differences as resource for learning. In Multicultural Classroom, learners are from different backgrounds. Some are from families where English vocabulary is used and some have lack in such experiences. So, teacher can make pair of such learners to teach English vocabulary.<\/p>\n\n\n\n

INTERESTING TO SHARE<\/strong><\/p>\n\n\n\n

In Multicultural Classroom, teacher can encourage to share their own stories or ideas from their locality, family, local culture. Such stories are new for other students. Hence make interesting for all. Secondly, the student who share feel proud. He feels more comfortable to communicate his cultural experiences. This develops speaking skills with fluency.<\/p>\n\n\n\n

CULTURAL KNOWLEDGE<\/strong><\/p>\n\n\n\n

In Multicultural Classroom communication whether formal or informal increase cultural awareness. The learner\u2019s knowledge about different cultures increase.<\/p>\n\n\n\n

CONTEXT<\/strong><\/p>\n\n\n\n

In Multicultural Classroom learners discuss realities of their worlds. This contextual sharing make communication meaningful. For example if a learner in your class is from Uttar Pradesh or Himachal Pradesh; student may ask about their living styles, their daily life, their eating habits, their causes of happiness etc.<\/p>\n\n\n\n

ACT AS BRIDGE<\/strong><\/p>\n\n\n\n

English may act as bridge where learners are with different mother tongues. They feel good to interact with others. Here their English language improves and also the mother language learning of each other enriches.<\/p>\n\n\n\n

TEACHER PROFICIENCY<\/strong><\/p>\n\n\n\n

NCF 2005 suggests that English proficient teachers are required for better English teaching. In multicultural classroom, it becomes more important. Because multicultural classroom require variety of vocabulary, accents and knowledge about language variations. So, schools must select proficient teachers rather than teacher who agreed on low salary.<\/p>\n\n\n\n

INTRODUCTION OF ENGLISH<\/strong><\/p>\n\n\n\n

Government should make policy on rational level. Otherwise, India cannot develop English language among learners equally and effectively in all states. For using multicultural as a resource to develop English, logical policy is required by government to be implemented.<\/p>\n\n\n\n

ENGLISH AS TOOL<\/strong><\/p>\n\n\n\n

NCF has set a goal to use English as a learning tool. It means particularly at secondary and higher-level English must be use to learn more skills and knowledge. For this teacher should involve learners in task by using interesting consent from different cultures. This content should be within range of existing cultural variety of classroom. So, every teacher will use it according to existing cultural variation in his class.<\/p>\n\n\n\n

TRANSFERABILITY<\/strong><\/p>\n\n\n\n

NCF suggests that language learning is transferable at secondary stage of education. So, both languages (mother tongue and English or other) should develop side by  side in multicultural classroom.<\/p>\n\n\n\n

COPYING LANGUAGE ANXIETY<\/strong><\/p>\n\n\n\n

Learners in multicultural classroom may have different levels of language learning anxiety. Further anxiety for reading, writing, speaking and listening may have intra (within) individual differences. Learners from illiterate family may have higher anxieties. So, teachers must use their cultural as well as mother tongue.<\/p>\n\n\n\n

CONSTRUCTIVE APPROACH<\/strong><\/p>\n\n\n\n

NCF emphasize constructive approach more to develop English language. It means learners will make their own meaning; develop their own strategies while learning language. It will help to develop meaning of English language according to their (learners’) own cultural aspects.<\/p>\n\n\n\n

PREJUDICE FREE<\/strong><\/p>\n\n\n\n

English must be taught or use without any cultural biasness. While teaching no community, cultural, social section, location etc should be shown as inferior or superior. Teacher should give equal respect to all cultures while developing English in multicultural classroom.<\/p>\n\n\n\n

EXTRA HELP TO WEAK (REMEDIAL TEACHING)<\/strong><\/p>\n\n\n\n

Teacher should identify learners who are weak in one or more aspect of English learning. Here he should consider learner’s background (cultural learning experiences) for lesson planning. Such learner from weak section must give extra help.<\/p>\n\n\n\n

PERCEPTION ABOUT SPECIFIC CULTURES<\/strong><\/p>\n\n\n\n

While teaching or developing English language teacher should not think that learner from one\/specific culture cannot be improved. For example, teacher should not think that rural learner; poor learners; learners from slum areas cannot learn better English.<\/p>\n\n\n\n

AVOID COMPETITIONS<\/strong><\/p>\n\n\n\n

For developing English language in multicultural classroom teacher should avoid language competition. Particularly on the basis of learners culture it must not use. Rather teacher should use the cooperation of such cultures.<\/p>\n\n\n\n

MULTICULTURAL ACTIVITIES<\/strong><\/p>\n\n\n\n

In classroom or school every culture should represent in various activities. Particularly the cultures of existing learners must be representing. In such context English language can be used along with nature language.<\/p>\n\n\n\n

MEANINGFUL CONTEXT<\/strong><\/p>\n\n\n\n

NCF emphasize meaningful context to develop English language effectively. It means teachers and school should allow to use English language in different social situations and school learning situations like in morning assembly in games and organizing programmes.<\/p>\n\n\n\n

DISABLED LEARNERS AND MULTICULTURALISM<\/strong><\/p>\n\n\n\n

NCF suggest to provide need based learning material to disabled learners. In multicultural classroom extra care of such learners are required because English language anxiety and disability may discourage learners largely.<\/p>\n\n\n\n

METHODS<\/strong><\/p>\n\n\n\n

NCF largely suggest to use methods of teaching\/learning suggested by Vygotsky, Piaget and Chomsky. These methods are much suitable to use multicultural classroom as learning resources. For examples Vygotsky’s cooperative or group based or socio-cultural learning.<\/p>\n\n\n\n

INVOLVE ALL<\/strong><\/p>\n\n\n\n

According to NCF for developing English all teachers should be involve in the process. It becomes more important when learners are from diverse communities and cultures. Here teachers\u2019 cultural variation can act as learning\/ teaching resource.<\/p>\n\n\n\n

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CONNECT ON LINKEDIN<\/a><\/div>\n<\/div>\n\n\n\n
Also study<\/strong><\/td>Also study<\/strong><\/td>Also study<\/strong><\/td>Also study<\/strong><\/td><\/tr>
Dimensions of multicultural education<\/a><\/td>Benefits of multiculturalism education<\/a><\/td>Challenges for multicultural learning environment<\/a><\/td>Strategies and activities for multicultural learning environment<\/a><\/td><\/tr>
Second language learning as per NCF 2005<\/a><\/td>Language skills development<\/strong><\/a><\/td>Role of mother tongue as per NCF 2005<\/a><\/td>Multiculturalism for developing Mother Tongue in accordance with NCF 2005<\/a><\/td><\/tr><\/tbody><\/table>
MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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\"MULTICULTURALISM
MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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\"MULTICULTURALISM<\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
\"MULTICULTURALISM
MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
\"MULTICULTURALISM<\/figure>\n\n\n\n
\"MULTICULTURALISM
MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
\"MULTICULTURALISM<\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
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MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n\n\n\n
\"MULTICULTURALISM
MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005<\/strong><\/figcaption><\/figure>\n<\/figure>\n","protected":false},"excerpt":{"rendered":"

MULTICULTURALISM FOR DEVELOPING SECOND LANGUAGE IN ACCORDANCE WITH NCF 2005 Multiculturalism emerges as a pivotal force in shaping and enhancing the acquisition of a second language, aligning seamlessly with the principles laid out in the National Curriculum Framework (NCF) of 2005. The NCF underscores the significance of a holistic educational approach that acknowledges and incorporates…<\/p>\n

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