Language Grows Out of Life:Abduction, Juxtaposition, and Culture :: Education Learning Essays

actors line Grows Out of Life Abduction, Juxtaposition, and CultureLanguage grows out of life, out of its needs and experiences . . . Good work in lyric poem presupposes and depends on real knowledge of things. I never taught language for the decision of teaching it but invariably used language as a medium for communication of thought thus the learning of language was synchronous with the acquisition of knowledge (Thomas, 48). For my learners in the prison, and for many students in regular schools, slope class seems removed from the needs and experiences of life. My students are confused by the isolate teaching of grammar rules that seem to have no impact on their certain use of language on the streets, in their neighborhoods, or with their families. I am equally confused. Many schools insist that teachers transmit a pre-determined ashes of nurture to students as if they are receptacles. For my students, many of the works of literature in this body of information are unre alistic, and they feel they are fake and unimportant to them. The schools in any case often ask instructors to ignore their students refinings and social circumstances. This is an impossibility. Donald Thomas states this nicely when he writes We bequeath to words what we cannot ourselves decipher from the rush of daily being. Words are juxtaposed to the world just as we are (2). Simply put, destination and language are interconnected. We strive to make sense of the world almost us through language. There is no way to separate culture and language and no reason to do so.I become more than aware of how experience affects language and expression each day. Several months ago, I was working with my students on the use of setting in literary works. I tore pictures of different settings from National Geographic magazines. My students had a huge consecrate of pictures to choose from and their assignment was to write a story that would logically tax return place in the setting of thei r picture. We had been discussing literature genres and I was sure that the student who chose the picture of the mist-surrounded castle on the rocky island would create a charming cigarette tale complete with a king, knights, and a fire-breathing dragon. I was wrong. I have read many fairy tales in my lifetime. If I had received the picture of the castle, I would have written a typical fairy tale. My home culture has nurtured this type of story and appreciation for it.