Gathering can be defined as the
process by which a foreign culture learns, that is, a culture other than its
own. The culture here includes ethical values, attitudes and this focusing
language of this article.
Collectivism is usually exposed to
a minority culture with a member of the minority culture, such as the status of
an immigrant moving to a new country. For a language, it means two things to
consider: the degree to which a person learns the language of a new country,
and the degree to which the old language is retained.
However, maturity can also occur in
situations where one culture does not explicitly dominate the other in the
mutual flow of language change. For example, consider the number of foreign
phrases contained within the English Language, from Toronto to the Bon Appetite.
In such cases, people with one culture need a degree, others do not necessarily
dominate the culture.
Sometimes, even a third language
can be made from a mixture of the two cultures. Consider the spread of
Denglish, for example, a mixture of English and German or varieties of Creole.
It has to be different, which is
slightly different. Acculturation means the process by which you learn your
home culture and language, while change usually refers to the process by which
another learns culture and language. However, old works still exchange words,
so be careful.
It should be different from
infinity, which is when one person renounces his or her original culture and
completely embraces another.
Effect on Secondary Language
Acquisition: The practice process often leads to
second languages acquisition. This can be done through a variety of machines,
including formal classroom education as well as informal social networks, media
and other media. The more people are thrown into another culture, the faster he
learns the languages. This is especially true in situations where the
individuals comes from a minority culture and adheres to the dominant culture.
This is somewhat complicated by the
feelings of the individual towards the dominant culture. Many immigrants and
other people who are brought into the united perspective are still clinging to
their old cultural background.
Often they maintain their
preference for their native languages. Some people will completely reject the
dominant culture, perhaps only by using less than the dominant language. Others
will do the opposite and instead immerse themselves in a completely dominant
culture, learn the language and take it for themselves. The effects of
aggregation are generally more successful with young people, partly because
they are less at risk for biological effects, partly because they are often
offered in education programs where they are formally employed. Language is
taught at, and partly because youth is an unbelievable form when self-language
is quite a choice, including language preference.
Even through one out of every four
children in the United States is an immigration or the U.S. born child of
immigrants, many schools are ill-equipped to meet their needs. Immigration
youth frequently are learning two languages, an incredible assets, but one that
many schools have yet to learn to support effectively. Using multiple forms of
communication in the classroom, along with supporting native language
development, takes skill and practice. The demands of standardized testing
often force schools instead to emphasize role learning in English, neglecting
the incredible assets of children’s native languages and much of what
researchers have discovered about how children learn second language. Related
to bilingual language development, immigrant youth are best supported when
schools foster bi cultural identifies, enabling them to navigate multiple
cultural worlds effectively. All children in the 21st century need
to learn to cross cultural boundaries, whether ethnic racial, age, geographic
or other.
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