Is taxation justified?

Is taxation justified?
The elected government is poised to change the taxation system in the country in particular the vehicle sales tax. However, people from different walks of life responded to it in a mixed array of feeling, some happy many dissatisfied.
The fifth session of the first parliament of Bhutan without actually putting the bill on the revised taxation to the parliament, the finance minister declared on 16th June 2010 that the tax will be revised with immediate effect.
In contrary to the taxation endorsed by the ruling party, the honourable opposition party leader said that the surprise and adhoc enforcement on the revised tax rate was not only unconstitutional but rather crude and blunt and he went on adding that the tax will only widen the gap between the poor and the rich. He even went to extent of asking the parliament if the finance minister needed to resign. The issue is currently being put to the supreme court of the kingdom, for rectification. He also said that it was a serious lapse on the part of the government. The people‟s Democratic Party, opposition party, reiterated on the fact that any topic for discussion should be tabled in the list of agenda(s) before the prior adoption of any bill.
In fact, pertaining to the sensitivity of the topic many professionals from the media, print as well as the broadcasting house widely and extensively reported on the issue.
A journalist from kuensel, Ugyen Penjore; on 17 June 2010 reported,
Starting today all imported vehicles entering the country will be subjected to
a revised sales tax and customs duty, according to a finance
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Ministry notification. This includes those vehicles ordered months
ago that have not reached Bhutan today.
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The finance ministry said that the move was made to decongest the traffic and minimize the impact on the environment and social reasons in the country.
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Many Bhutanese in the lower and in the middle-income brackets expressed grievances and said that it was unfair.
In the light of vehicle tax, the ministry of Finance also has levied revised tax of 10 percent on Bhutanese cinema producer and Bhutanese cinema tickets.
The construction sector also saw some tax revision in terms of raw materials like cement, timber, steel besides all essential commodities to the consumers.
The graph rate of inflation in the country is increasing, which means it will consequently give birth to already increasing and pressing social issues.
Needless to say, many Bhutanese citizens feel that the government needs to look at more pertinent issues like curbing the inflation rate, rural urban migration, FDI policies, the sky rocketing and the exorbitant house rents in the capital and in the other mainstream towns in Bhutan and also other pressing immediate social issues.
Reference
Tax slab
Retrieved from;
http://www.mof.gov.bt

A journey to the unknown
It was raining heavily as I waited for the porters to arrive from a place of my initial posting. In a brief moment, I heard faintly the footsteps of mules and horses approaching hurriedly. I panicked as I was told by a stranger a moment ago that Kangpar is almost a day‟s walk from the transit camp where I stood.
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At six in the morning on 2nd March the following day, along with the care taker of the school and with running horses we began our journey; some of us had nothing to carry yet travel. I asked the caretaker why the place we are heading is named Kangpar; the caretaker said “kang means foot and par meaning –Print).As we by past the thinly tread treacherous trails infested with leeches, I in a distance spotted mountains like that of a broken mirror, blur and dead, engaged in nothing.
But I still moved on until we came to a resting place, the journey seemed tedious, just half way, totally exasperating and never ending. I was exhausted and never wanted to be a teacher in such a far-flung place. As we ascended, the “Dipla” pass down the meandering river the sight of the fluttering prayer flags gave me the guts to go on though we did not meet even a single soul. we walked and talked, climbing and descending the rugged cliffs became a routine, the area smelled like a dried fish, dead and rotten as if deprived to flower and flourish.
I blamed and cursed my fate for the deliverance and the picture of an arrogant- capricious HRO (human resource officer) in the capital came on my mind and wished if I were a lady, like my mates. I brooded and asked if the gender equality was existent in Bhutan.Yes there is certainly, my instinct answered it all. Yet still I moved on with undeterred hope pathetic and hopeless.
The jersey that the school concierge wore read “You will never walk alone” and yes I never walked alone that day while making transitions and adjustments walking up hill feebly for the very first time in my life.
My blue shirt became almost like a dirty red, because of the drizzle and my shoes could no longer hold my foot, as it kept changing size occasionally.
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By ten in the evening, we made to our destination just like a team of hungry hunters, sick and hopeless. Even today, the journey embarked some years back gives me a sense of hysteria.
The next day I was offered a small dingy classroom as my nesting place and laid my bed with only a cup and plate. The place was simply funny as it did not have any windows but had a roof fortunately, half broken yet to be a mending roof.
The school parched on a small hillock and was dead and silent. On the premises were some old graffiti, a work of art by the naughty boys and girls. Since then, I realized that to teach children in such a remote hamlet would be challenging and brain killing. The school structure was simply dilapidated and needed immediate restoration.
The ministry of education must not really create rooms for unnecessary comments and strangle the morale of teachers. I thought that it was total disparity.
In the mean time I taught and my tolerance was tested repeatedly sometimes by the earthquake, sometimes by the landslides and storm. Thank you, you saved me to grow and mature.
In retrospect, I am now happy for I learnt a lot from my first place of posting. You taught me how to imbibe maize wine, thank you, for bangchang (juice extracted from maize) kept me going (fuelling) those three long years of my service to the nation. You helped me bridge my innocence and helped be mature, for from hardships and difficulties a man grows to be a man. Yes! You truly made a difference and I genuinely made an effort in the lives of the remote children. I am proud I made a difference.

CHANGING TIMES, CHANGING METHODS

Collaborative Writing

Zuhal,G ..Moussa Mahamadou and Nwe ni Hlaing
CHANGING TIMES, CHANGING METHODS
How people learn, has always been a prominent issue in view of various disciplines. The general characteristics of traditional teaching methods which are based on behaviorism can be summarized as the transmission of knowledge from the authoritarian provider (teacher) to passive learner in a static curriculum characterized by hierarchical grading of subject matter, predefined content and product (Nunan, 1999). The mainly extrinsic motivation and product-oriented evaluation are also other features of traditional teaching, which reflects deductive approach of learning that represents a more traditional style of teaching where in the grammatical structures or rules are dictated to the students first (Rivers, W.M. and Temperley, M.S., 1978: 110).
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The search for the best method in language teaching has followed the path from traditional grammar-translation method in the 19th century to the present-day emphasis on communicative language teaching (Mckay2002). Traditional approaches up to 1960s gave priority to grammatical competence as the basis for language proficiency. The present-day language teaching methods, based on constructivism follow inductive approach that represent a more modern style of teaching where the new grammatical structures or rules are presented to the students in a real language context (Goner, P. and Walters, 1995:135). They are characterized by transformation of knowledge in a collaborative environment where facilitating teacher and active participants (students) work together to learn and construct personal knowledge through a dynamic and integrative curriculum. Emphasis on process, learning skills, self-inquiry and self-assessment are also among the distinctive features of these contemporary methods (Nunan, 1999).
The reasons for the change in language teaching methodology are closely related with the changing needs of the new global world where international interactions at both individual and communal level are inevitable. The disappearance of borders between countries as a result of the rapidly developing technology has not only encouraged but also urged people to communicate and interact constantly. Another reason for the change in language teaching methodology is due to the movement away from lesson formats, where the focus was on mastery of different items of grammar and practice thorough controlled activities such as memorization of dialogues and drills, towards the use or pair work activities, role-plays, group work activities and project work.
For the reasons above, the decision of a teacher about which method/approach is the best is closely related with the needs and the facts of the society and the world s/he and his/her students live in. The modern world of the ELT expects language teaching to reach a higher
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professional standard. Toward this aim, pedagogical experts design new teaching methodologies, which are more effective and practical not ONLY in language acquisition but also in multiplicity of contexts.
As the EIL teachers, we adopt the experimental teaching model, which is based on the view that learners now have to participate in the classroom activities that are based on co-operative rather than individualist approach to learning. Learner moves from the known to the new by collaborative work, self-directedness and the basic human desire for self-realization in a learning environment where the mistakes are tolerated, and cultural awareness along with understanding the cultural differences are given prominence. For example, in content-based learning environment teachers will find themselves talking less and listening more becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is active, with students leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning (Larsen-Freeman, 1986).
An important aspect of communication in CLT is the notion of information gap. This refers to the fact that in real communication, people normally communicate in order to get information they do not possess. Communication that is more authentic is likely to occur in the classroom, if students go beyond practice of language forms for their own sake and use their
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linguistic communicative resources in order to obtain information. Likewise, participatory approach prepares learners to become better citizens in critical thinking and decision-making. Autonomous learning, which requires the self-determination and self-evaluation of the learners and inclusion of what students encounter in real life to their learning contexts are also of great prominence to us. Finally, task-based learning through which both grammar and vocabulary are encountered as they are utilized, rather than being memorized or imitated in repetitive drills, is also a method used by us in suitable learning environments. Brown‟s twelve principles (Brown, 2002) which summarize contemporary language teaching approaches are what we aim to follow.
In conclusion, teacher-centered methods, like Grammar and Translation method, where grammar, vocabulary and reading are emphasized in the lead of the authoritarian teacher, not needed and Audio-Lingual method where listening, speaking, pronunciation and fluency are emphasized mainly through imitation or repetitive drills not needed have hardly been used by us. Instead, such present-day methods as Communicative Language Teaching or Content-Based Language Teaching, based on conveying ideas by using functional language in a learning environment shared by autonomous learners working collaboratively and facilitating teachers not needed, are preferred by us. On the other hand, it is also a fact that very crowded classrooms and rooted traditional teaching methods which learners are used to in countries like Turkey, Bhutan, and Myanmar may pose some difficulties in the implementation of present day methods. In order for EIL teachers to appreciate how teaching models have influence in their teaching, they should wake up and see the fact that “An approach to language pedagogy is not just a set of principles „set in stone‟. It is, in fact, a dynamic composite of energies within a teacher that changes with regard continued experience in learning and teaching.” (Brown, H.D.2002) It is for this purpose, what EIL teachers are expected to do is to take steps in not only facilitating the
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learning process of the learners but also writing success stories in changing the rooted traditional learning habits.
References
Brown, H.D. (2002). English Language Teaching in the “post-Method” Era: Toward Better Diagnosis, Treatment, and Assessment in J.C. Richards W.A, & Renanyda. (n.d) Methodology in Language Teaching. New York: Cambridge.
Goner, P, & Walters. ( 1995). Teaching Practice Handbook: Structures: Grammar and Function. Heinemann.
Larsen-Freeman, D. (1986). Techniques and Principles in Language Teaching. Oxford University Press.
McKay, S.L.(2002). Teaching English as an International Language. NY: Oxford University Press.103-123.
Nunan, D. (1999). Second Language Teaching& Learning. Boston:Heinle&Heinle.
Rivers, W., M. & Temperley, M. S. (1978). A Practical Guide to the Teaching of English as a Second or Foreign Language: Oxford University Press

LEARNING STYLES AND STRATEGIES

Reflective Essay 5
LEARNING STYLES AND STRATEGIES
According to Hecht-Valais (2011), “Learning strategies are complex procedures which are applied to various tasks. They may be represented as procedural knowledge acquired through cognitive, associative, and autonomous stages of learning.” Learning styles and strategies are used in schools widely every day. Schools are a miniature society where children from different background come together to read and learn. When put together in a class, it is apparent to have learners with varying levels of learner styles, where each individual has abilities with their own strengths and weaknesses. This gives the opportunity for learners to learn from each other.
As a teacher of English in the second language situation, I encounter challenges in areas like how to go about teaching learning strategies, and to find out the learner styles in the learners. Normally it takes quite a long time for me to assess the personality traits of individual learners, mainly due to having to deal with huge number of students. It is not so very easy in Bhutanese schools to inculcate in the leaner how to develop learning strategies relating to language learning and improvement. To be able to teach and learn language, first important thing is to have adequate facilities and resources. Teachers in Bhutan get less chance to update themselves professionally with the changing trends in language learning and teaching. This hampers the
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motivational level and the scope of professional up gradation is virtually less. This gives birth to teachers lagging behind in the field of language learning and teaching. With limited knowledge in the area of language learning, the above mentioned problems hitherto is perceived as a hindrance to scaling the new heights in language instruction.
Despite the shortcomings, the New English curriculum in Bhutan views language teaching as a grouping of interrelated processes, in which students actively engage in meaningful learning activities. It also adheres to constructivist approach to teaching and learning, where learners are the key players, responsible of their own learning. Teachers need to act as facilitators and guide learners in this process. At the same time, as learners increasingly become aware of their own selves and of relationships with others, texts and teachers should encourage individual reflection that can ignite interest, discussion, group reflection, and a process that might lead to deeper understanding of the texts. Researchers have shown that children learn best if they can see the connections between the topic and their world. Students in the process of teaching language should be challenged to make connections to the text that they read. As children, they want to understand more about themselves and their place in the world. Such approaches are recursive and “especially important for language learning because they are tools for active, self directed involvement, which is essential for developing communicative competence" Oxford (in Lessard-Clouston-1997).
Meta-cognitive strategies are mostly used in writing strand, with focus on writing process (free writing), where preparation, planning, selecting the topic, self correcting, following process in stages are considered by the learner themselves. Anderson (as cited in Hecht –Valais -2011). While teaching language-learning styles I use more of sensory learning styles such as
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Visual, auditory, kinesthetic and the cognitive learning styles where children use meaning, structure, and visual cues.
Children in my class enjoy activities that allow them to generate more than one solution for a problem, to be able to engage in hypothetical deductive reasoning contrary to fact reasoning, which often happens in questioning sessions using divergent pattern. According to Oxford, (in Lessard-Clouston -1997), “language learning strategies are crucial to know something about the individuals, their interests, motivations, learning styles, etc.” In order for the learners to enjoy learning English and to be able to sustain their interest in learning , I am of the opinion that due importance should be given while choosing the text in the curriculum. It has to be made among the different genres, contemporary nature of its language, gender sensitivity, opportunities for a learner centered approach, Bhutanese content, and reading that promote active learning experiences in our classes. I think the choices in the curriculum must also include texts that are based on board themes that form an integral part of a child‟s identity, community, and the world around them. “Motivation, gender, cultural background, attitudes and beliefs, and type of task.” are required while choosing a text in second language situation (Oxford 1994). In addition, language teaching should move from familiar to the unfamiliar, so that children can connect to this world and learn. Armstrong (as cited in Christison -1998) has said, “Each person possesses all eight intelligences, Intelligences can be developed. Intelligences work together in complex ways and there are many different ways to be intelligent.” I think small group discussion is an effective way of using oral language, listening, and speaking. Another benefit is the sharing of information, ideas, that permits students to build meaning together. Such an atmosphere can be comforting to students.
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In conclusion, every child is capable of being a critical thinker. Therefore, teachers must value all student responses building on an atmosphere where all students feel their ideas are valued. Motivation, respecting individual difference, and consciously teaching of learning styles and language learning strategies are given due importance in learning language.
References
Christison, M.A. (1998). Applying multiple intelligences theory: In pre-service
and inservice TEFL ;education programs. In English teaching forum, 1998, vol. 36, no.2.Pdf Retrieved from ELC 688 Blackboard course:
http://blackboard.umbc.edu.
Hecht –Valais,T.(2011). E- teacher scholarship programme: Methods I, UMBC.
T Retrieved from ELC 688 Blackboard course:
http://blackboard.umbc.edu.
Lessard-Clouston, M. (1997). Language learning strategies: An overview for
L2 teachers. In The Internet TESL Journal, Vol. III, No. 12.html
Retrieved from ELC 688 Blackboard course:
http://blackboard.umbc.edu.
Oxford, R. (1994). Language learning strategies: An update. In Center
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for Applied Linguistics.html
Retrieved from ELC 688 Blackboard course:
http://blackboard.umbc.edu

INSTRUCTIONAL STRATEGIES FOR TEACHING VOCABULARY AND GRAMMAR

Reflective Essay 4
INSTRUCTIONAL STRATEGIES FOR TEACHING VOCABULARY AND GRAMMAR
“Vocabulary is an important part of the English teaching process. It is supposed to be a very effective communicative device as it carries the highest level of importance within peoples´ verbal interaction” (Diamond, 2006). In the mainstream of the Bhutanese curriculum, a due importance is given to teaching and learning of vocabulary.
It is important to understand the fact that vocabulary learning involves the prior knowledge of meaning and its use. It sprouts out from known to the unknown. In general, to know a word involves knowing its form and its meaning (Harmer, 1993) as cited in Shejbalova, 2006.
Learning vocabulary is a complex process. (Swan and Walter 1984) as quoted in Diamond (2006) recommends providing structured read-aloud and discussion sessions and extending independent reading experiences outside school hours to encourage vocabulary growth in students. Every day, children come across at least few new words in their first language, but rarely encounter words in target language especially in remote parts of Bhutan. Lack of enough role models (English speakers) outside the parameters of the classroom can virtually result in children knowing lesser vocabulary or not learning any new vocabulary at all. As a matter of fact, Bhutanese language teachers largely depend on textbooks to teach the new vocabulary to the children in the class. It is used and can be acquired intentionally or accidently from other strands like reading, listening, listening, and writing and from the immediate surroundings of the
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learner. A child can acquire vocabulary words while having personal conversations with friends and family, playing games, surfing the net, reading newspapers, listening to songs, radio programmes, and television shows etcetera.
In Bhutan, vocabulary words are taught in context, right from class pre-primary (PP) level. It is so because high frequency words in isolation do not stand on its own, thus is introduced in context. Researchers (Kruse 1979; Nation 1980; Gairns and Redman 1986; Oxford & Crookall 1988) as cited in (“Teaching Vocabulary in,” n.d) agree that
To learn words in context and not in isolation is an effective vocabulary learning strategy. A word used in different contexts may have different meanings; thus, simply learning the definitions of a word without examples of where and when the word occurs will not help learners to fully understand its meaning. Learning an isolated list of words without reference to the context is merely a memorization exercise, which makes it difficult for learners to use the words in spoken and written language. Looking at the context in which the word appears seems to be the best way of learning vocabulary.
However, I sometimes teach vocabulary in isolation using conventional method like referring the dictionary or pre-teaching the word as a sight word before the text, topic is presented (in lower classes) because direct teaching caters to addressing the needs of the diverse learners. (National Reading Panel, 2000) as cited in (Diamond, 2006) states that teachers must use varying methods in vocabulary instruction for maximum outcome. In doing so I take not more than one high frequency word a day and the chosen word is taught intentionally and explicitly using repetition
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process. High frequency words are taught because it is important for each child to be able to read the words independently at a later stage.
The associations are, extremely important in helping learners to remember to high frequency word „of‟ in the example, this helps to provide better understating of the word taught. In the example, the sentence, „I am fond of dogs‟ provides a structure for „of‟ which will help learners to make relationship or associate „of‟ to the word „fond.‟ if taught in isolation would have been forgotten easily (Curriculum and Professional supports division[CAPSD],2007).
Learning vocabulary is not automatic in itself, it should be taught. As a teacher, I have employed alphabet activities where children learn how to say letters of alphabets by sitting in the circle-using classroom objects, fruits, and vegetables. The first person in the circle says a word beginning with a- and is repeated repeatedly. When children can remember, no words with letter „a‟ then they will go with „b‟ and so on with the rest of the letters. Word wall, exclusion brainstorming ,Spelling strategies like sound patterns, including visual cues, meaning, use of dictionary, teaching letter sounds also helps children to remember word that is learnt in the class. Teaching sound pattern is possible with initial consonant sounds, picture-visual that go well with each consonant, for instance “b‟ for ball, “s” for snake. Sounds are taught also using pictures. Word families, graphic organizers such as mind maps, semantic webs, K-W-L charts, character mapping and story mapping (more suitable for intermediate learners) can help children construct relationship with the new words. It provides a scaffold for new idea by connecting to what they already know, in order for learners to construct meaning.
In summing up, to teach vocabulary is indispensable in any given situation. The learner must learn to succeed in life, it is equally important for children and teachers alike to be familiar
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with approaches and strategies in learning and teaching vocabulary. “Part of effective vacabulary teaching involves working out what neeeds to be taught about a word” (Nation, 2005). Teachers, therefore have a great responsibility in making children succeed in life by making a correct choice of techniques in teaching vocabulary especially in second language situation. Vocabulary is power if employed in right time and situation.
References
Anonymous (“n.d”).Teaching Vocabulary in Context [Microsoft Word]
Retrieved from
http://www.aguswuryanto.files.wordpress.com/2010/08/
Curriculum and Professional Supports Division[CAPSD]. (2007). ClassVI; Curriculum Guide for teachers, Bhutan; Paro.
Nation, P. (2005). Teaching vocabulary. In Asian EFL journal, 7(3). [pdf]
Retrieved from ELC 688 Blackboard course:
http://blackboard.umbc.edu
Shejbalova, D.(2006). Methods and approaches in vocabulary teaching and their influence. [PDF]10. 3.2.
Retrieved from
http://www.is.muni.cz/th/104917/pedf_b_a2/bakalarska_prace.

INSTRUCTIONAL STRATEGIES FOR TEACHING READING AND WRITING

Reflective Essay 3
INSTRUCTIONAL STRATEGIES FOR TEACHING READING AND WRITING
Reading and writing is an interactive process and a reader should be able to comprehend what the writer writes. (Durkin, 1989; Loban, 1963; Moffet & Wenger, 1983) as cited in Cooper, J.D., & Kiger, N.D.2006, found out that both reading and writing are constructive processes, sharing similar processes, which improves result, critical thinking and when taught together also fosters communication. Reading is a process of constructing meaning through the dynamic interaction among the readers existing knowledge, the information suggested by the written language and the context of the reading situation. I feel that the purpose of reading is information gathering, performing a task, experiencing and enjoying literature at large, and to form opinions about the text.
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In order for a reader to decode what is written, they should be aware of reading strategies and reading techniques. The Bhutanese New English curriculum has a strong emphasis on reading and writing as a strand. Therefore, it is mandatory for the teachers to teach reading and writing skills in the classroom. As a part of continuous assessment, I use reading and writing portfolio, to assess children‟s reading and writing abilities. Reading portfolio includes, reading record for books read, critical responses, text talk or book talk, and book reviews by the students on the teacher‟s guidance. I have used Guided reading, paired/buddy reading, picture walk, reading aloud, shared reading, readers theatre, silent reading in the fourth grade English class last year. I took International English language testing system (IELTS) some times last year. I still remember how hard the reading passages were. May be I choose the wrong reading techniques just like Mircea.
For writing, I use best pieces of writing selected by the students, best pieces selected by the teacher, journal writing for the books read, a mix of genres are considered. However teachers in the initial phase will not expect children to write essays, short stories but will center around basics like writing about their family, school, pets, reading small story books, and reflecting on what they do every day by maintain journal. Teaching how to write is a difficult task especially to the beginners. Writing at primary level is like a work in progress. Hand writing, guided writing, vocabulary /phrase/sentence writing, letter writing, narrative writing, poetry, shared writing (parallel or model) writing, think aloud(s) and writing frames are some approaches I use while introducing the concept of writing in primary classes. Like Raimes(2002), I also feel that learner‟s first need to learn the language and only then can they learn to write. Writing is complex and it needs time and constant practice. In second language situation, we will not begin writing right away. The curriculum also stresses on the oral language as children before starting
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to write in English, they will need vocabulary and structures, which we reinforce through oral language. Children need lots of practice before they embark on writing journey. Children should be made to do many pre-writing activities, writing in the air, on the sand, and do lots of tracing work in the class. This is will help learners facilitate their fine motor skills. And some early strategies a for looking at print such as directional movement, one-to-one matching, locating known words, and locating unknown words though not a pure process needs adjustments while starting the writing session, In the second language writing situation.
I believe that bottom up approach(s) is more feasible in the lower classes, as it builds from the basics to the advanced. As a teacher, we must remember that it is of absolute importance in the beginning that we give readers (learners) lots of time and practice in locating individual words after they have read a whole sentence. In this way, we can check to see whether children are able to do one-to-one matching and that they understand what a word is. As learners read we want them to be making use of the three-cueing systems meaning (does it make sense?), Structure (does it sound right?) and finally the visual information (does it look right?). For instance, in the sentence, this is my dog; the beginning reader may read, as this is my puppy. The child‟s reading makes sense and sounds right. As the child becomes aware of beginning consonant sounds, however, he will notice that the „p‟ sound at the beginning of puppy does not match the„d‟ at the beginning of dog so the word puppy does not look right. Here the reader can to employ the visual cues as well as meaning and structure cues when he reads. At this phase, as a teacher we can use strategies involving monitoring, searching, checking, self-correcting, analyzing, asking questions, visualization, reflecting, self assessment and peer assessment in order for a learner to be proficient in reading and be able to use their meta-cognitive skills as they read.
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For active reading to occur, teachers must create an atmosphere, which fosters inquiry. Students must be encouraged to use meta-cognition strategies such as questioning, to make predictions, and to organize ideas, which support value judgments. “These include creating mental images through grouping and associating, semantic mapping, using keywords, employing word associations, and placing new words into a context.” (Singhal, M. 2001). Critical reading skills include problem solving and learning to reason through reading. Flynn (1989) as cited in curriculum and professional support division (2006) describes an instructional model for problem solving which promotes “analysis, synthesis, and evaluation of ideas.” She states that, “When we ask students to analyze, we expect them to clarify information by examining the component parts. Synthesis involves combining relevant parts into a coherent whole, and evaluation includes setting up standards and then judging against them to verify the reasonableness of ideas.” Beck (1989) as cited in CAPSD (2006) adopts similar perspective, using the term “reasoning” to imply higher order thinking skills. Comprehension requires inference, which plays a central role in reasoning and problem solving.
Paris and Meyers (1981) as cited in Buggie (2007) found that “Poor readers were more concerned with the pronunciation of words rather than meanings.” As a language teacher, I have found and observed that most of the poor readers emphasized on correct pronunciation rather on the meaning, while reading a text. It is so because they may have difficulty with oral language, phonemic awareness, phonics, vocabulary, comprehension, motivation, or some other factor that prevents progress (Cooper, J.D., & Kiger, N.D.2006).
In conclusion, reading and writing is perceived as important and should be taught together. Meta-cognitive awareness, reading strategies, writing as a process can be taught to our children. However, children in the early primary classes perceive writing differently than adults
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do. They start with a finished product in mind and teachers should accept what they write. This is our responsibility. In Bhutan, it is believed that children in the urban schools are better in English literacy compared to that of children in remote schools. The difference in the reading proficiency level in the learners will also depend on the type of environment and the background of the reader
References
Buggie. (2007). Train the trainer: A manual for introducing the revised English curriculum to teachers of classes PP-IV in Bhutan. University of New Brunswick. Canada
Cooper, J.D., & Kiger, N.D. (2006). Literacy; Helping children construct meaning. Houghton Mifflin Company; Boston, New York.
CAPSD. (2006). English reading and literature; class IV. Paro.
Singhal, M. (2001). Reading proficiency, reading strategies, meta-cognitive awareness and L2 readers. The Reading Matrix.1 (1). Retrieved from ELC 688 Blackboard course: http://blackboard.umbc.edu.

Reflective Essay2
INCREASING CLASSROOM INTERACTION

Confucius said, “Learning without thought is labour lost. Teaching without thought is perilous.” A true learning is what comes from a desire within the learner to learn. Self realization is also seen as a factor for fruitful learning.With so many children participating in group settings, positive interactions are a necessity. The development of these skills allows children to interact with others in a socially accepted manner.
Development and learning result from interaction which is seen and observed within the environment, which includes both the physical and social worlds those children live in and for a child to be able to construct meaning playing is seen as crucial factor that determines the success of learning. Children develop and learn best in the context of a community where they feel safe and valued, where their physical needs are met, and they feel psychologically secure and free (cited in Bredekamp & Copple, 1997, p. 10).
The increasing interaction in any classroom setting will not only boost learning but will help individuals to remember what skills acquired. Unlike in the traditional class room setting, where “memorization and regurgitation” and “right answers” are given due importance. Interaction as is a constructivist approach to learning and teaching, “Children do not construct their own understanding of a concept in isolation but in the course of interaction with others”
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(Bredekamp and Copple 1997, p. 114). In such circumstances, learners not only will get to learn a subject or a mastery of content but also will perhaps connect his or her experiences to that of a current learning situation. For instance in class 6 English text, theme one presents ideas on friendship, being a wonderful relationship but children can often be able to challenge certain thoughts or ideologies, like friendship sometimes can be misleading. Learners must be given enough time to reason out their thought so to be able to consciously interact in the ever-learning classroom.
It is perceived important in my opinion that curriculum must allow a child to interact with adults and children in a successful and appropriate manner (Wardle, 2003). The interaction should benefit both the parties involved. It must also allow learners to learn by themselves and provide ample hands on practice for learners to interact with each other. Teachers should provide as many opportunities for young children to develop other necessary skills needed to achieve social competency. Self-control is one of the skills. Harter and Shaffer (cited in Marion, 2003, p. 56) said, “Self-control is an essential part of how children learn, is important in a child‟s growth and development, and is fundamental in preserving social and moral order.”
We agree to the fact that language learning in English in second language learning is indispensable. When a learner is introduced to English as a subject in ESL; the learners are taught semantics, phonological awareness, and syntax, which are progressive in nature as the level increases, which as a consequence of learning, learners can become a global citizen and work in professions requiring high level of proficiency in English.
Co-operative work is sharing of the work equally, Roschelle & Teasley, 1995as cited in Kozar (“n.d”) states that, “each person is responsible for a portion of the problem solving,” and
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working together is working for common goals and in pursuit of similar aspirations. If in English class if a child is asked to write an essay on the influence of culture in learning second language, in such situation, a child might not have many relevant points, but if they are asked to collaborate, they will elicit and activate points relevant for the topic of discussion.
Under such circumstances children learn to respond to each others needs depending on the requirement of the task or project they are working on, while learners work together in a group that share what they know, and in turn learn what others know.
Working in groups as a team in language learning will enhance their language skills and pronunciation, get exposure to new vocabulary words, and gain insights in widening perspectives to accepting, rejecting, and defending ideas of or to the members.
Interaction as a constructivist approach must facilitate or focus on the higher levels of learning levels. The higher levels of learning are therefore should concentrate on critical thinking, inquiry based learning techniques, by asking learners questions that are thought provoking, open ended, critically challenging that requires efforts from the learners. Such a focus can help learners develop and build on problem solving skills.
On the contrary the Bhutanese children are exposed to English right from pre-primary until the university level. Within these years of learning English language, an individual is exposed to various genres of English literature. This has and had come in use as a blessing for all of us. To cite as an example, couple of months ago, I applied for Australian government funded scholarship and in order for a candidate to be considered eligible, one must take International
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English Language testing system (IELTS). It is also very important for the applicant to produce high score.
While children come together to learn, they will obviously learn social Skills that will enrich their learning experience. Children while doing so develops a sense and the need for interdependence and capacity for cooperation. As they become more aware of themselves and their learning environment, they become more able to interact with peers (Berk, 2002).
In conclusion, it is therefore essential for an individual to interact with each other to be able to learn meaningfully. As teachers we have a big responsibility to navigate our children toward a right path and preparing children to be productive future citizens, to be working as professionals, who will possess good social skills, have high thinking power (able to think critically), work as team in a global market place.
References
Berk, L. (2002). Infants, children, and adolescents. Boston, MA: Allyn & Bacon.
Berk, L., & Winsler, A. (1995). Scaffolding children‟s learning: Vygotsky and early childhood education. Washington, DC: NAEYC.
Bredekamp, S., & Copple, C. (Eds.; 1997). Developmentally appropriate practice in early childhood programs. Washington, DC: NAEYC.
CoMarion, M. (2003). Guidance of young children. Columbus, OH: Merrill Prentice Hall. Retrieved from: www.nces.ed.gov/programs/digest/d01/dt044
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Kozar, O. (2 0 1 0). English teaching forum .N u m b e r 2 | Retrieved from lecture notes online web site
http://my.umbc.edu.
Wardle, F. (2003). Introduction to early childhood education: A multidimensional approach to child-centered care and learning. Boston, MA: Pearson

English as a second language

Reflective Essay 1
January 16, 2011
English as a second language

The need for and the importance of English as a language, is felt by the government of Bhutan ever since the inception of modern education system, in early sixties. “We remain grateful for the wise policy of his majesty the late king Jigme Dorji Wangchuck to take full advantage of English language which is in fact the language- the language of the sciences, technologies, trade and international relations.” said Thienley, J.Y (as cited in introduction to English curriculum, 2007,
p .ix). Therefore the popularity and status of the language is perceived to be growing every day basically due to its versatility, flexibility and also the richness of the language.
However, teaching English as an international language is difficult in outer circle and ever expanding circle as the language becomes third or fourth language for instance. Yet, as a non- native speaker teacher, I think it is my responsibility to make a difference in making children understand certain abstract concepts like beauty, bravery, courage by giving those clues and hints in our own language. This can at least help elicit responses in learning the language from the learners.
But teaching English as a non- native speaker is experiencing, rewarding, satisfying and at the same time, studies conducted by Kramsch, 1997 (as cited in Llurda, 2004) reveal that the “Non-native speaker teachers are endowed with the privilege of being bilingualism, as their experience of switching from their own language to the target one enhances their understanding of the demands of the learning situation.”
Mackay’s (2002) found the following:
It cannot be assumed that the culture of any particular country, especially an inner circle country, should provide the basis for cultural content when teaching EIL. Second, if one of the goals of using culture in EIL teaching is to help individuals to interact in cross-cultural encounters, then merely knowing about a culture will not be sufficient to gain insight into how to interact in these encounters.”(p.82)
The knowledge of target culture therefore is paramount and required in order to teach English language.
While learning and teaching English as an International language, I prefer to relate ideas from my own (source) culture. For instance, while teaching grammar in the fifth grade, I can connect and share to the children on the difference the sentence pattern; English having Subject-verb-object (SVO) where as in source culture (Dzongkha) the sentence pattern is subject- object -verb (SOV). Another example I can draw is, a phrase ;a councilor wears a blue scarf ,the underlined word has a varying meaning in my context but to understand the exact meaning of the word used in context, explicitly, I need to rely to my own culture in order to settle to a desired meaning or an explanation. Hence, knowledge of a target culture is required but not necessary to “Have similar meanings for everyone. In line with this assumption, one goal should be encouraged when asking students to reflect on another culture is for them to consider what meaning particular behavior might have for members of the culture, and not assume that it is the same as the one they have.” as (Mackay, 2002) argued.
In ever expanding circle, as in my case, a teacher being the only sole provider of the information, is sometimes encountered with problems where he will not be able to elaborate for example in history lesson on “how and why was Pearl Harbour was attacked by Japanese forces” a teacher can explain what is has learnt from the text but certain parts will be missing and under such circumstances, teaching and learning becomes uninteresting and consequently hinders learning. Similarly, in Bhutanese culture, most of the homes carry pictures of phallus but to this cultural difference, others probably will consider it to be rude and obscene. And men going for ‘Night Hunting’- literally going to women at night asking for a date by consent or coercion, for instance will be observed as quite scary in western culture.
And to look at Gross National happiness (GNH), the concept certainly will paint a vague picture or perhaps not be of any interest to the readers at the other part of the world as it is a Bhutanese coined philosophy. And in some countries talking about happiness could also result in cultural conflict.
Therefore culture content ‘sphere of interculturality’ as Kramsch, 1997 (as cited in Mckay, 2002) had put it, is required to be practiced, in teaching English as an International language in order to best learn about one’s own culture and it is a step toward motivating your students. Tavares and Cavalvanti (1996, p19), (as cited in Idress) shared “The aim of teaching culture is to increase students awareness and to develop their interest towards the target culture and their own, helping them to make comparisons among cultures.”



References
Curriculum and Professional Support Division. (2008). Reading and Literature, Introduction to New English Curriculum; class XII; Bhutan, Thimphu.
Idress, A. (2007). Teaching and learning Culture of a Second language. Retrieved from:
http://www.deta.up.ac.za/archive2007/presentations/word/Teaching%20and%20Learning%20Culture%20of%20a%20Second%20Language%20Abdulmahmoud%20Idrees.pdf
Llurda, E. (2004). Non- native- speaker teachers and English as an international language. In international Journal of Applied Linguistics,14(3), 314-323.
Retrieved from Lecture notes, ELC 688 Blackboard course:
http://blackboard.umbc.edu
Mckay, S.L. (2002a). Teaching English as an international language. New York, NY: Oxford University Press. Retrieved from Lecture notes, ELC 688 Blackboard course:
http://blackboard.umbc.edu
Mckay,S.L.(2002b). Teaching English as an international language: Implications for cultural materials in the class room, TESOL journal, 9(4), 7-11.
Retrieved from Lecture notes; ELC 688 Blackboard course:
http://blackboard.umbc.edu