White Supremacy And The Jim Crow Laws - 1369 Words

White supremacy and the Jim Crow laws of the south continued the bondage and did not bring the Promised Land they envisioned. In 1890, white supremacy in the south where ninety percent of African Americans lived until the Great Migration north that gave way to the Harlem Renaissance. Which was a movement in the 1920 s and 1930 s that opened the discussion on a minority in America. This movement gave a voice to civilians who were slaves sixty years earlier. Even though the Harlem Renaissance was not a true renaissance, the period did serve to stimulate African American writing as well as a new view into politics. They expressed themselves in a way that was once considered too radical. African Americans attacked stereotypes and wrote about what it was like being left out of mainstream America. Their influences fostered racial pride and served as examples for promising young African American writers and activists (Henry Rhodes, Yale University). The Renaissance brings ionic names to min d including Artists, Musicians, Dancers, Writers, as well as Activists. The African Americans that come to mind are Painter Aaron Douglas, Author Langston Hughes, Jazz Musician Duke Ellington, Blues Singer Bessie Smith, Dancer Josephine Baker, Performer Paul Robeson, Poet Countee Cullen, as well as Activists W.E.B Du Bois, Marcus Garvey, Lucy Craft Laney, and Booker T. Washington. These people were psychological influences because African Americans at the time were perceived as finallyShow MoreRelatedA Deeper Analysis On The Aspect Of Race As Local Color1565 Words   |  7 PagesA Deeper Analysis on the Aspect of Race as Local Color: Jim Crow Laws Imagine you are a person of color in the early to mid 1900’s. You the mother of three young children. Despite your best intentions, your children are forced to grow up in poverty. When you direct them out of the house to go to school, they see the all the white boys and girls walking toward one school and all of the black boys and girls walking to another. Imagine being asked by your children why they don’t go to school with theRead MoreThe Laws And Customs Of The South After The Period Of Reconstruction864 Words   |  4 PagesJim Crow is the term given to describe the laws and customs of the south after the period of reconstruction. These were the products of southern whites determination to reinstall white supremacy. The name â€Å"Jim Crow† was originally popularized in the 1830s by a struggling actor Thomas ‘Daddy’ Rice. Rice, in blackface, played the role of a stereotypical black character to all white audiences. His act portrayed blacks as à ¢â‚¬Ëœsinging, dancing, fools.† Once Reconstruction ended in the south with the withdrawalRead MoreAncient History and Slavery836 Words   |  4 Pagesand displacement of newly freed slaves even though it legally ended on 6 December 1865. Sharecropping and the Jim Crow laws maintained a chokehold on the freemen and poor white sharecroppers. After the American Civil War, sharecropping replaced the big plantations throughout the soft. Sharecropping was a response to economic depression caused by the end of slavery. Many poor white and black farmers earned a living working the land owned by someone else. The first sharecroppers were the formerRead MoreJim Crow And Racial Segregation1205 Words   |  5 PagesJim Crow era was a time of struggle for all African Americans. White supremacy and discrimination was established by Jim Crow laws that lasted from the end of Reconstruction until the 1960’s. The laws caused African Americans to be at a disadvantage politically and economically. Jim Crow is defined as a minstrel show character whose name became synonymous with racial segregation (Foner). A man of the name Thomas Rice created the character Jim Crow. He was a white entertainer who would imitateRead MoreThe Letter From Birmingham Jail By Martin Luther King Jr.990 Words   |  4 PagesAfrican Americans by the white man supremacy, and to address the direct actions African Americans were making to change the people’s perspective. The books that have been read in this class reflect the same injustices that Martin Luther King Jr is addressing in his letter. The main point of this letter is to address the direct action being taken by the African Americans and how they sacrificing everything for their rights when only little progress is their outcome. The white supremacy is overruling andRead MoreRacial Segregation And The American Civil War945 Words   |  4 PagesJim Crow Most of the historians had a belief that the end of American civil war brought with it recommendable changes as far as racism was concerned. This was not possible as there were white Americans who were conservatives and could not let go the racial discrimination, which they believed was the best order of life. The whites they maintained white supremacy by drafting Jim Crow law designed to separate white and black Americans. Jim Crow also consisted of societal behaviors all with the intensionRead MoreSocial Inequality Breaks the Meaning of the Constitution778 Words   |  4 Pagesrace which was white. However congress started to go against this inequality and stood for equality. The phrase Jim Crow came along in the 1880 which was the same time that the Supreme Court had tried and failed to eliminate the Poll taxes which was also known as the grandfather clause, even though the laws undermined all federal protections for African American’s civil rights. At the same time that African Americans lost voting rights, southern states passed racial segregation laws to separate peopleRead MoreThe Segregation Of The Jim Crow Laws1521 Words   |  7 Pages The loud chatter of the audience at the old Park Theater in New York was for a one man show performed by Thomas Rice. To the all white audience, Jim Crow was vigorously funny. Clothed in a stable boy costume and a straw hat, his white face darkened by coal in a behaviour recognized as â€Å"blackface.† He danced and sang and even spoke in mockery of the black slang. He portrayed blacks as ignorant, greedy and foolish. Even though his act was for entertainment purposes, Thomas Rice implied through hisRead MoreThe Primary Goals Of The South1623 Words   |  7 Pagestimes we can truly begin to find out how Jim Crow laws, segregation and disenfranchisement affected women in the New South. Jim Crow Laws were state and local laws that helped enforce and extended racial segregation, which lasted for almost a century following the Civil War. The Jim Crow Era was roughly from 1865-1965, during this time Southern whites used this system of unjust laws to maintain social, political and economic dominion over blacks. Part of Jim Crow was the desegregation of blacks whichRead MoreTaking a Look at the Jim Crow Laws758 Words   |  3 Pagesand even parks; would you be able to cope with Jim Crow laws? Though many whites opposed the idea of integration and supported Jim Crow laws, many citizens of color fought for the right to use the same restroom, water fountain, go to the same schools, and even to intermarry. Jim Crow laws were instituted to separate those of color and whites, because of this, many blacks were discriminated against in social areas and job and school opportunities. Jim Crow was not a person, yet affected the lives of

Essay on Blanche DuBois in Tennessee Williams A...

The Destruction of Blanche in A Streetcar Named Desire A Streetcar Named Desire is an intricate web of complex themes and conflicted characters. Set in the pivotal years immediately following World War II, Tennessee Williams infuses Blanche and Stanley with the symbols of opposing class and differing attitudes towards sex and love, then steps back as the power struggle between them ensues. Yet there are no clear cut lines of good vs. evil, no character is neither completely good nor bad, because the main characters, (especially Blanche), are so torn by conflicting and contradictory desires and needs. As such, the play has no clear victor, everyone loses something, and this fact is what gives the play its tragic cast. In a†¦show more content†¦This is certainly true in Stanleys case. In Scene Two, Stanleys primary interest in Blanche is in whether he and Stella are entitled to any money from Stellas family home. When he finds there is no inheritance, Stanley shows quite plainly throughout the following scenes that he has no use f or Blanche: He doesnt like her personally and they have nothing in common. But as the play proceeds, it is obvious that Stanley does perceive Blanche as being something of a threat. She is a disruption to his and Stellas relationship in the physical sense since all three are living in close quarters, but whats worse, she is a part of what Stanley considers Stellas past, and Blanches influence revives old prejudices and ways of thinking in Stella that threaten Stanleys dominance. However, as Scene Ten begins, Stanley is on the verge of regaining his dominant stance. He has discovered details of Blanches past that discredit her in Stellas eyes as well as putting an end to a potential marriage between Blanche and his friend. His victory over her influence is sealed when he gives her a bus ticket back to Mississippi and insists that she use it. He is also only hours away from becoming a father, a physical manifestation of his virility and manhood. His confidence in himself is palpable as the scene unfolds in the way he plays along with Blanche, pretending to believe her story aboutShow MoreRelatedStanley in a Streetcar Named Desire949 Words   |  4 PagesMs. Albertson English IV Honors 17 January 2012 A Streetcar Named Desire: Stanley Kowalski In the play A Streetcar Named Desire by Tennessee Williams, an insensitive and cruel character named Stanley Kowalski is depicted. His juxtaposition to Stella Kowalski, his mild mannered and sensitive wife, accentuates his character flaws making them even more prominent and dramatic throughout the play. Through Stanley’s conflicts with Blanche DuBois and his rapist-like sexual advances, Stanley becomesRead More The Raw Power of A Streetcar Named Desire Essay example2254 Words   |  10 PagesThe Raw Power of A Streetcar Named Desire      Ã‚  Ã‚  Ã‚  Ã‚   Tennessee Williamss play A Streetcar Named Desire contains more within its characters, situations, and story than appears on its surface. As in many of Williamss plays, there is much use of symbolism and interesting characters in order to draw in and involve the audience.   The plot of A Streetcar Named Desire alone does not captivate the audience.   It is Williamss brilliant and intriguing characters that make the reader Read More Stanley Kowalski of Tennessee Williams A Streetcar Named Desire707 Words   |  3 PagesThe Character of Stanley in A Streetcar Named Desire       A Streetcar Named Desire, by Tennessee Williams, is a classical play about Blanche Dubois’s visit to Elysian Fields and her encounters with her sister’s barbaric husband, Stanley Kowalski. Stanley Kowalski is a very brutal person who always has to feel that he is better than everyone else. His brutish actions during the play leave the readers with a bad taste in their mouths. Stanley Kowalski’s brutality is clearly exemplified in severalRead MoreThe Tragic Blanche DuBois in A Streetcar Named Desire Essay1676 Words   |  7 Pagesencompassing their own destruction.† (Gassner 463). Fitting Gassner’s definition of a tragic character, Blanche DuBois in Tennessee William’s A Streetcar Named Desire caustically leads herself to her own downfall. In the beginning of the play, Blanche DuBois, a â€Å"belle of the old South† (Krutch 40), finds herself at the footsteps of her sister and brother-in-law’s shabby apartment in New Orlean s. Although DuBois portrays herself as a refined and sophisticated woman, the reader soon comes to realize that, hidingRead More Comparing A Streetcar Named Desire and Cat on a Hot Tin Roof1765 Words   |  8 PagesComparing A Streetcar Named Desire and Cat on a Hot Tin Roof In the game of life man is given the options to bluff, raise, or fold. He is dealt a hand created by the consequences of his choices or by outside forces beyond his control. It is a never ending cycle: choices made create more choices. Using diverse, complex characters simmering with passion and often a contradiction within themselves, Tennessee Williams examines the link of past and present created by mans choices in A Streetcar NamedRead MoreCompare and Contrast a Doll House by Henrik Ibsen and a Streetcar Named Desire by Tennessee Williams. Write a Brief Essay (of Approximately 1000 Words) to Comment on the Two Female Protagonists‚Äà ´ (Nora Helmer and Blanche1136 Words   |  5 PagesCompare and contrast A Doll House by Henrik Ibsen and A Streetcar Named Desire by Tennessee Williams. Write a brief essay (of approximately 1000 words) to comment on the two female protagonists’ (Nora Helmer and Blanche Duboi’s) relationship with men. A Doll House by Henrik Ibsen and A Streetcar Named Desire by Tennessee Williams are two well-known plays that give rise to discussions over male-female relationships in old society. The female protagonists in the plays are women who are dependentRead MoreA Streetcar Named Desire And Hamlet Essay1761 Words   |  8 Pagesnor it cannot come to good. But break, my heart, for I must hold my tongue† (Shakespeare 1.2.62-63). The play â€Å"Hamlet† by Shakespeare and one of Tennessee Williams famous book called â€Å"A Streetcar Named Desire† are very similar. Both of these works go along perfectly with W.E.B. Du Bois’s short story â€Å"The Comet.† In â€Å"Hamlet† and â€Å"A Streetcar Named Desire† these plays contain a tragic genre, characterization in main characters, and relationships between the characters and these works relate a lotRead MoreA Study on the Social Causes of Insanity How Appropriate Do You Find this Statement as a Co mment on Streetcar Named Desire and Regeneration?1641 Words   |  7 Pages‘A Streetcar Named Desire’ and ‘Regeneration’ both present studies of insanity that stem from social pressures on characters. Insanity is defined as a â€Å"state of being unsound in mind† and â€Å"applicable to any degree of mental derangement from slight delirium or wandering to distraction†. Throughout the texts, we do see characters with ‘unsound minds’, ‘mental derangement’ who appear utterly distracted or delirious. The massive social cause of this insanity for the characters in ‘Regeneration’ isRead MoreReality and Illusion in Tennessee Williams A Streetcar Named Desire1691 Words   |  7 PagesA Streetcar Named Desire, first published in 1947, is considered a landmark play for the 20th century American drama, bringing author Tennessee Williams a Pulitzer Prize. One of its most important themes deals with the contrast b etween reality and illusion. The aim of this essay is to examine how this contrast is reflected in the way the main character constructs her identity. As Ruby Cohn calls it in his essay â€Å"The Garrulous Grotesque of Tennessee Williams†, A Streetcar Named Desire is â€Å"a poignantRead More Themes in A Streetcar Named Desire Essay877 Words   |  4 Pages   Ã‚  Ã‚   The play A Streetcar Named Desire revolves around Blanche DuBois; therefore, the main theme of the drama concerns her directly. In Blanche is seen the tragedy of an individual caught between two worlds-the world of the past and the world of the present-unwilling to let go of the past and unable, because of her character, to come to any sort of terms with the present. The final result is her destruction. This process began long before her clash with Stanley Kowalski. It started with the death

Festival at the Village Free Essays

[pic] FESTIVAL AT THE VILLAGE T/A â€Å"F@V – 2013† A Proposal Document By Lentswe Arts Projects [LEAP] About Us Lentswe Arts Projects [LEAP] is a non-profit organization established in March 2011, in terms of Act No 71 0f 1997 under the Department of Social Development, South Africa. LEAP, is the brainchild of cultural activists, artists and art managers in the North West Province who have for decades combined, been running different organizations, but fundamentally pursuing the same goals. It was against this understanding that Lentswe was formed. We will write a custom essay sample on Festival at the Village or any similar topic only for you Order Now Lentswe† has many connotations in Setswana, one being a large rock and the other a voice. In this context, â€Å"Lentswe† is built from the root of the verb â€Å"go tswa†, which means to stem out in Setswana. â€Å"Lentswe le tswelele go tswela mosola† meaning â€Å"as you learn or benefit from Lentswe; continue to be good use unto others. † LEAP has been involved in artistic and social development projects since its inception. In 2010, even before being registered. , through the Maitiso le Kea’ cultural and artistic rendition, LEAP managed to buy school uniforms for the needy school children at Magokgwane Primary School in the outskirts f Mafikeng as well as stationary and uniform for another desperate learner at Redibone Middle School with the proceedings generated from ticket sales. The fundraising event drew a lot of support from national and international musical artists such as Mo Molemi, and Setswana folklore genius Ntirelang Berman f rom Botswana. October 2011, saw LEAP co-producing an exclusively cultural night of â€Å"Ntirelang Berman live† at Mmabana Mmabatho theatre. The show was hailed as â€Å"ground-breaking and conscious† by the local media and attracted a mixture of both the young and old. Executive Summary â€Å"The children who sleep in the streets, reduced to begging to make a living, are testimony to an unfinished job. † Nelson Rolihlahla Mandela It is with the above quote from the former South African president and Noble Prize winner, Dr. N. R. Mandela, which LEAP conceptualized and aims to stage FESTIVAL AT THE VILLAGE, also to be known as â€Å"F@V†. The festival aims to be the first of its kind arts festival to cater for the underprivileged youths who are also known as â€Å"homeless children† but currently reside at different places of safety in the North West Province. F@V seeks to be a therapeutic platform where these youths are skilled and integrated back into society. It is a vehicle to be used to identify, train and nourish hidden and/or undiscovered talent while creating possible artistic careers for the targeted market. F@V will also be the first ever arts festival to be staged within a rural community, with the aim of bolstering its local economy as well as making it a tourist destination. Buxton Village, in the Greater Taung Municipality is the ideal identified place with its strategic resources, zoning and accessibility for the staging of F@V. Concept A three months training period starting in April 2013 will culminate into a weekend [3 days] long artistic therapeutic experience, therefore making up the core of F@V – skill and emotional development. Different places of safety in four different regions of the North West Province will be identified and roped in for participation at F@V as part of their rehabilitation programmes. Each home will have three [3] teams covering disciplines of drama, music and dance. LEAP would then assign dramaturges/ facilitators to train and develop these groups in their respective discipline, with different themes attached to each group/home. The different groups based on different themes would then create performance pieces of between 20-30 minutes long with the guidance of their respective facilitators. The facilitators would be accompanied by unemployed social workers [either recent graduates or retired ones] to help with handling potential sensitive material that might be borne out of the workshoping process. It is a well known fact that every child has a secret aspiration of climbing on stage to unleash his/her potential performance dream. Lentswe Arts Projects aims to give voice to the oppressed by staging such a revolutionary concept for expression. Interesting and therapeutic theatre forms like â€Å"Forum theatre† will be used to harness participation at F@V in June 2013. What is Forum Theatre? â€Å"It is a theatrical game in which a problem is shown in an unsolved form, to which the audience (as spect-actors), is invited to suggest and enact solutions. The problem is always the symptom of oppression, and generally involves visible oppressors and a protagonist who is oppressed. In its purest form, both the actors and spect-actors will be people who are victims of the oppression under consideration; that is why they are able to offer alternative solutions, because they themselves are personally acquainted with the oppression. † – Augusto Boal It goes without saying how this type of theatre model would go a long way in helping our targeted children as participants and society at large as audiences to comprehend the type of either emotional or at times physical oppression that perpetuates the ever increasing number of homeless children on our streets. F@Vison: ? To be an annual therapeutic and edutaining artistic platform. F@V – Objectives: ? Endorse the Department of Social Development’s mandate of developing and implementing an array of programmes that do not only protect South Africans against poverty, but also promote investment in building and strengthening communities and households. ? To be a meaningful vehicle of intergrading our lost children back into society. ? To create jobs for our social workers and artists. ? To use the arts to address the socio-economic challenges and cultural restoration in our communities. To identify and address social ills that result in having children homeless. ? To create possible careers in the arts. ? To have an attracting socially-conscious arts calendar event. ? To align with the Department of Arts and Culture’s Mzansi’s Golden Economy policy of creating a â€Å"more than you can imagine† experience. ? Actualize the Department of Social Development†™s value of partnership in working together with civil society, business, academia and the international community. F@V – Implementation Once the financial and physical resources are available, LEAP will develop a detailed implementation plan and set up a strong team to take the project to its realization. The said project team will preferably be consisting of representatives from different stakeholders to have a successful and translucent process. The implementation stages shall mainly begin with the identification of willing participatory children’s homes around the province, followed by assigning of different facilitators to the respective teams/homes. Action Plan PERIOD: 07 January – 02 August 2013 ACTIVITY |DATE |PLACE |OUTCOME | |Pre-production begin |07 January – 29 March 2013 |Mafikeng and Taung |Festival Logistics Plan | |Fieldwork/workshops begin |01 April 2013 |Around NW |Unroll the development process | |Fieldwork/workshops begin |30 June 20 13 |Around NW |Have groups ready to | | | | |showcase/compete. |Marketing initiatives commence |10 June 2013 |Around NW |Create project awareness around | | | | |the province. | |Travelling day [Groups] |04 July 2013 |To Buxton |Different homes travel to get to | | | | |the designated area of | | | | |showcasing. |Technical set-up |04 July 2013 |Venues TBC |Have the venues accommodating the| | | | |productions. | |F@V Launch |05 July 2013 |Venue TBC |Launch the project to the media | | | | |and public. | |F@V First Day |06 July 2013 |Social Centre |Start showcasing the productions. |Last Day/ Prize Giving |07 July 2013 |Social Centre |End short festival of | | | | |performances and give prizes. | |Travelling day |08 July 2013 |From Buxton |Groups and technicians get back | | | | |home. | |Reporting |02 August 2013 |Mahikeng |Narrative and financial reports | | | | |submitted to the funders. | Project Budget Please see attached[pic] How to cite Festival at the Village, Papers Festival at the Village Free Essays [pic] FESTIVAL AT THE VILLAGE T/A â€Å"F@V – 2013† A Proposal Document By Lentswe Arts Projects [LEAP] About Us Lentswe Arts Projects [LEAP] is a non-profit organization established in March 2011, in terms of Act No 71 0f 1997 under the Department of Social Development, South Africa. LEAP, is the brainchild of cultural activists, artists and art managers in the North West Province who have for decades combined, been running different organizations, but fundamentally pursuing the same goals. It was against this understanding that Lentswe was formed. We will write a custom essay sample on Festival at the Village or any similar topic only for you Order Now Lentswe† has many connotations in Setswana, one being a large rock and the other a voice. In this context, â€Å"Lentswe† is built from the root of the verb â€Å"go tswa†, which means to stem out in Setswana. â€Å"Lentswe le tswelele go tswela mosola† meaning â€Å"as you learn or benefit from Lentswe; continue to be good use unto others. † LEAP has been involved in artistic and social development projects since its inception. In 2010, even before being registered. , through the Maitiso le Kea’ cultural and artistic rendition, LEAP managed to buy school uniforms for the needy school children at Magokgwane Primary School in the outskirts f Mafikeng as well as stationary and uniform for another desperate learner at Redibone Middle School with the proceedings generated from ticket sales. The fundraising event drew a lot of support from national and international musical artists such as Mo Molemi, and Setswana folklore genius Ntirelang Berman f rom Botswana. October 2011, saw LEAP co-producing an exclusively cultural night of â€Å"Ntirelang Berman live† at Mmabana Mmabatho theatre. The show was hailed as â€Å"ground-breaking and conscious† by the local media and attracted a mixture of both the young and old. Executive Summary â€Å"The children who sleep in the streets, reduced to begging to make a living, are testimony to an unfinished job. † Nelson Rolihlahla Mandela It is with the above quote from the former South African president and Noble Prize winner, Dr. N. R. Mandela, which LEAP conceptualized and aims to stage FESTIVAL AT THE VILLAGE, also to be known as â€Å"F@V†. The festival aims to be the first of its kind arts festival to cater for the underprivileged youths who are also known as â€Å"homeless children† but currently reside at different places of safety in the North West Province. F@V seeks to be a therapeutic platform where these youths are skilled and integrated back into society. It is a vehicle to be used to identify, train and nourish hidden and/or undiscovered talent while creating possible artistic careers for the targeted market. F@V will also be the first ever arts festival to be staged within a rural community, with the aim of bolstering its local economy as well as making it a tourist destination. Buxton Village, in the Greater Taung Municipality is the ideal identified place with its strategic resources, zoning and accessibility for the staging of F@V. Concept A three months training period starting in April 2013 will culminate into a weekend [3 days] long artistic therapeutic experience, therefore making up the core of F@V – skill and emotional development. Different places of safety in four different regions of the North West Province will be identified and roped in for participation at F@V as part of their rehabilitation programmes. Each home will have three [3] teams covering disciplines of drama, music and dance. LEAP would then assign dramaturges/ facilitators to train and develop these groups in their respective discipline, with different themes attached to each group/home. The different groups based on different themes would then create performance pieces of between 20-30 minutes long with the guidance of their respective facilitators. The facilitators would be accompanied by unemployed social workers [either recent graduates or retired ones] to help with handling potential sensitive material that might be borne out of the workshoping process. It is a well known fact that every child has a secret aspiration of climbing on stage to unleash his/her potential performance dream. Lentswe Arts Projects aims to give voice to the oppressed by staging such a revolutionary concept for expression. Interesting and therapeutic theatre forms like â€Å"Forum theatre† will be used to harness participation at F@V in June 2013. What is Forum Theatre? â€Å"It is a theatrical game in which a problem is shown in an unsolved form, to which the audience (as spect-actors), is invited to suggest and enact solutions. The problem is always the symptom of oppression, and generally involves visible oppressors and a protagonist who is oppressed. In its purest form, both the actors and spect-actors will be people who are victims of the oppression under consideration; that is why they are able to offer alternative solutions, because they themselves are personally acquainted with the oppression. † – Augusto Boal It goes without saying how this type of theatre model would go a long way in helping our targeted children as participants and society at large as audiences to comprehend the type of either emotional or at times physical oppression that perpetuates the ever increasing number of homeless children on our streets. F@Vison: ? To be an annual therapeutic and edutaining artistic platform. F@V – Objectives: ? Endorse the Department of Social Development’s mandate of developing and implementing an array of programmes that do not only protect South Africans against poverty, but also promote investment in building and strengthening communities and households. ? To be a meaningful vehicle of intergrading our lost children back into society. ? To create jobs for our social workers and artists. ? To use the arts to address the socio-economic challenges and cultural restoration in our communities. To identify and address social ills that result in having children homeless. ? To create possible careers in the arts. ? To have an attracting socially-conscious arts calendar event. ? To align with the Department of Arts and Culture’s Mzansi’s Golden Economy policy of creating a â€Å"more than you can imagine† experience. ? Actualize the Department of Social Development†™s value of partnership in working together with civil society, business, academia and the international community. F@V – Implementation Once the financial and physical resources are available, LEAP will develop a detailed implementation plan and set up a strong team to take the project to its realization. The said project team will preferably be consisting of representatives from different stakeholders to have a successful and translucent process. The implementation stages shall mainly begin with the identification of willing participatory children’s homes around the province, followed by assigning of different facilitators to the respective teams/homes. Action Plan PERIOD: 07 January – 02 August 2013 ACTIVITY |DATE |PLACE |OUTCOME | |Pre-production begin |07 January – 29 March 2013 |Mafikeng and Taung |Festival Logistics Plan | |Fieldwork/workshops begin |01 April 2013 |Around NW |Unroll the development process | |Fieldwork/workshops begin |30 June 20 13 |Around NW |Have groups ready to | | | | |showcase/compete. |Marketing initiatives commence |10 June 2013 |Around NW |Create project awareness around | | | | |the province. | |Travelling day [Groups] |04 July 2013 |To Buxton |Different homes travel to get to | | | | |the designated area of | | | | |showcasing. |Technical set-up |04 July 2013 |Venues TBC |Have the venues accommodating the| | | | |productions. | |F@V Launch |05 July 2013 |Venue TBC |Launch the project to the media | | | | |and public. | |F@V First Day |06 July 2013 |Social Centre |Start showcasing the productions. |Last Day/ Prize Giving |07 July 2013 |Social Centre |End short festival of | | | | |performances and give prizes. | |Travelling day |08 July 2013 |From Buxton |Groups and technicians get back | | | | |home. | |Reporting |02 August 2013 |Mahikeng |Narrative and financial reports | | | | |submitted to the funders. | Project Budget Please see attached[pic] How to cite Festival at the Village, Essay examples

Career Analysis Of Film and Television Industry - Myassignmenthelp.Com

Question: Discuss about the Career Analysis Of Film and Television Industry. Answer: Introduction The film, television, and screen offer more than entertainment. They inform, inspire and act as a part of the culture. This field offers jobs to many people and create their career path. The glamour and creativity of this industry attract people with a variety of skills. Although working in this industry is not always easy and glamorous as it seems. Different types of challenges may face the emerging practitioner and requires him to develop certain skills to be able to compete and create the desired success he wishes to gain. This essay discusses the industry discipline and the recent changes that took place. It will also highlight the practitioners career specifications within the industry. Finally, it introduces the opportunities and problems faced by emerging practitioners. The film, television and screen industry discipline The TV and screen film production witnessed multiple changes as a result of the variety of media channels that the audience can choose to view. TV channels are no more attractive to the audience who prefer the online space. Today, the screen production offers great career opportunities for creative, problem solver and social people (Auckland University of Technology, 2016). Many film producers developed competencies in the drama television production to be able to diversify their work and sustain their business (Screen Sector Leadership Group, 2017). In order to reduce the risk associated with the film production, producers tend to take important actions according to Screen Australia (2015b), as follows: Cinema on demand: It provides direct contact with the audiences, as it enables anyone to ask for screening a participating film at the cinema. Cinema-on-demand services act as a mediator. Similarly, the tickets on demand that could be purchased on-line. Event screenings: Assist in making the cinema a premium experience for its visitors. The distributor can add more services as allowing questions and answers to the film makers. Primary release to transactional video on demand: Is considered a strategy for some film producers to raise their profile outside the cinema through targeting the online audience, and utilizing social media channels. This way is used to maximize the market impact. Film production attracts different types of people to collaborate on a single project. The work is tasking, stressing and frustrating and it includes difficulties in earning money. It is difficult to find work and stay employed in the film industry. People may stay unemployed between projects. The filmmakers suggest that wages should not be the motivator for work in this occupation (Royster Vilorio, 2013). As an innovative industry, challenges do exist and should be avoided to ensure the stability of a work (Sergi, 2012). Actions should be taken to keep growing in the film and screen industry. The practitioners careers within the film, television and screen industry The career pattern of people working in the film, TV and screen production reveals a diversity of work type. Unlike stable, permanent jobs, the TV and screen industry workers are employed as freelancers, service providers, individual contractors, crew, and directors. Income fluctuates year to year and work is not guaranteed (Mayer, 2017). It is a portfolio career, the junior level faces a lot of competition, but the multi skilled graduate is highly advantages when entering the workplace. For example, the advertising agencies usually contract production houses to make a huge budget commercials and utilize the best directors (Auckland University of Technology, 2016). There are some personal qualities of people who want to join the film and television industry, including the common sense, showing initiatives, resilient, able to learn new skills, communication skills, ability to manage stressful behaviors, and take risks (Brunel University of London, 2012). According to Screen Australia (2015a), there is no right way to enter the film and television industry, it is important to gather information related to the industry. Also, taking training courses and degree is important. Finding work experience, mentorship will help in getting a better chance to be employed. To keep informed about new developments in the industry is very important to find the best opportunity. Networking is considered an effective way to get involved, as state agencies, associations and festivals. The real world examples reveal the importance of formulating a plan to sustain a successful career. According to the British Academy of Film and Television Arts (2017), we can consider the experience of "Jinx Godfrey", an editor. She has participated in Man on Wire, Project, but before this she has started as an assistant editor in a commercial editing company. She began with editing TV commercials and documentaries. Learning was her key to success, as she found that editing documentaries very rewarding. To sustain her career, she could figure out the kind of films she wanted to edit, followed the client directions, established good relationships and she could choose the best work to do. Although, the film and television industry is a highly attractive industry, and people can get their dream jobs within it, but it requires special skills to help in sustaining the career. Opportunities and potential problems faced by emerging practitioners Emerging practitioners have to take the opportunities offered by the industry and manage the expected problems. Working in the film and television industry teach workers how to work within a team and utilize the opportunity to bring their vision to life on screen (Griffith University, 2015). The opportunities and problems are stated as follows: Opportunities: By developing the workers' advanced skills, they will be ready to contribute in the film and television industry as practitioners and the creators (Elsley, 2016) The digital technology underpins the most forms of screen media, the emerging practitioner will learn how to deal with diversity of forms, resources and techniques. Also, he will be able to fit himself in the chosen field (Griffith University, 2015). The digital technology provides opportunities for production and distribution. Although their capabilities for career evolving are still limited. Digital technology creates opportunities for both production and distribution, but its effectiveness for career progression and relationship to professional employment are still evolving (Rossiter Alcaraz, 2015). Access to resources, including time, equipment, finance and formal education are necessary to exist altogether to build a successful career (Rossiter Alcaraz, 2015). Potential problems: Challenges of the film distribution could be represented in the audience attitude, as they pay for the whole experience not only the film. Also, audience expect content on demand at the low or no cost (Screen Australia, 2015b). The career path is nonlinear or predictable, the screen production does not offer a standard definition for the emerging screen practitioner (Rossiter Alcaraz, 2015). The emerging practitioner had to proof himself through practice rather than the formal education (Rossiter Alcaraz, 2015). Following the graduation, the emerging practitioner faces the challenge of balancing between the day job with guaranteed income and the need to prove himself (Rossiter Alcaraz, 2015). The emerging practitioner may move overseas if he is talented to gain a better chance to progress in his career (Mayer, 2016) The emerging practitioner faces considerable amount of problems, especially in the screen production. The industry is dynamic and uncertain in terms of investments, customer demand and outcomes (Rossiter Alcaraz, 2017). There is no stable hierarchy or clearly defined job description that clarify the opportunities and challenges of the career success. Conclusion Film production attracts different types of people to collaborate on a single project. The industry is dynamic and uncertain in terms of investments, customer demand and outcomes. As it is difficult to find work and stay employed in the film industry, it requires special skills to help in sustaining the career. Emerging practitioners have to take the opportunities offered by the industry and manage the expected problems. There is no stable hierarchy or clearly defined job description that clarify the opportunities and challenges of the career success. References Auckland University of Technology. (2016). A future in TV screen production. New Zealand. British Academy of Film and Television Arts. (2017). Succeding in the film, television, and games industry. UK. Brunel University of London. (2012). Industry insight - Media. UK. Elsley, B. (2016). Making TV more diverse. UK: Creative Skillset. Griffith University. (2015). Career options: Film screen media. Australia. Mayer, V. (2016). The production of extras in a precarious creative economy. In M. Curtin, K. Sanson, Precarious Creativity (pp. 5-73). University of California Press. Mayer, V. (2017). The place of treme in the film economy: Love and labor for Hollywood south. In Almost Hollywood, Nearly New Orleans (pp. 69-95). University of California Press. Rossiter, C., Alcaraz, C. (2015). Emerging visions: Career pathways in the Australian screen production industry. Australia: Metro Screen Pty Ltd. Rossiter, C., Alcaraz, C. (2017, Nov. 30). Emerging visions: career success factors in Australian screen production. Retrieved from Aspera: https://www.aspera.org.au/research/emerging-visions-career-success-factors-in-australian-screen-production/ Royster, S., Vilorio, D. (2013). From script to screen. USA. Screen Australia. (2015a). Info guide: Getting started film, TV, online and interactive. Australia. Screen Australia. (2015b). Issues in feature film distribution. Australia. Screen Sector Leadership Group. (2017). Report to culture, tourism, Europe and external relations committee. Scotland. Sergi, G. (2012). Studios and spaces of production in the digital era: Global challenges and local opportunities for the screen industry. The university of Nottingham.

Starbucks Implementation, Strategic Controls free essay sample

Running Head: Implementation, Strategic Controls, and Contingency Plans Implementation, Strategic Controls, and Contingency Plans STR/581 Version 4 Strategic Planning Implementation Kenneth Kobus July 12, 2011 Starbucks is the worlds leading specialty coffee retailer. The company produces a wide range of beverages as well as various confections and pastries. With over 17,000 stores world wide one would have to wonder why a successful company like this would need to form a strategic plan. In this world there are no guarantees of success for businesses. A company may have a great product, but if it fails to identify a specific market, or to use a proper marketing plan, it will not be able to successfully reach the consumers. Over the years Starbucks has been successfully able to take simple activity carried out at home to the pinnacle of commercial success. By expertly executing their marketing strategy Starbucks has taking coffee service to an art form. The firm has been able to convince consumers that its stores provide more than just coffee. We will write a custom essay sample on Starbucks Implementation, Strategic Controls or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Starbucks aims to provide a rich experience for customers to indulge in on a recurring basis.The company has turned this consumer experience in to a highly profitable business. The most effective way to implement a successful plan is to use short term objectives. It’s impossible to see into the future so it is better to strive for goals that can be measured and achieved. John Thompson of Symantec Corporation once quoted, â€Å"I am a little old-fashioned—I don’t believe you can manage what you can’t measure,† Thompson has said. â€Å"The importance of objectives becomes more important as the company grows in size and scale. Objectives also serve as an indication for the ‘team’ about what you are paying attention to.If employees know you are measuring market growth and customer satisfaction, they will pay attention to those considerations and act based on indicators that you, as leader, emphasize within the company. Objectives help teams and focus on what’s important for the company to succeed† (The Key to Success? Go Figure,†Ã‚  BusinessWeek, July 21, 2003. ) Starbucks has a very innovative research and development program for their new products. The company is always looking for new ways to make the Starbuck experience more pleasurable for its customers.On November of 2001 the company introduced its new product called the Starbuck’s card. The Starbuck card is like a gift card that provides store value for its customers. The goal of this new card implantation is to reduce the time spent paying for drinks. Since it introduction the Starbucks Card has been very popular with its customers as it provides a better way to enhance customer experience. â€Å"Another implementation was to save on the amount of time it took to make drinks in the ice scoops. Engineers at Starbucks notice that baristas had to take two scoops of ice when making venti-size cold rinks. They then went back and redesigned the ice scoop. When the stores started using the new scoops, it â€Å"shaved† off about 14 seconds from the preparation time of the drink† (Arola, Manning 2007). This new implementation was part of the company’s goal of getting the drink to its customers in three minutes or less. Starbucks is always looking for new ways to improve their products and services to their customers. If a customer has a problem or a comment they can turn it into the forum page off of the company’s website.By doing this the company is able to get customer feedback to all of its new ideas and products. Starbucks is competing in an industry where marketing principles has to follow the differentiator strategy or they will lose market share. The company goal is to create high value for its customers, or the customers will simply find another place to spend their money. Starbucks marketing principles are the basis of the companys competitive advantage within the coffee industry. Starbucks products are associated with high quality, and the company dedicates itself to producing high quality products.Because of this association with high quality, Starbucks has been able to charge a higher price or premium for its products. As long as the company can protect its reputation for high quality and strong values, it will be able to maintain its premium prices. Functional tactics According to the reading â€Å"Functional tactics  are the key, routine activities that must be undertaken in each functional area—marketing, finance, production/operations, R;D, and human resource management—to provide the business’s products and services.In a sense, functional tactics translate thought (grand strategy) into actio n designed to accomplish specific short-term objectives. Every value chain activity in a company executes functional tactics that support the business’s strategy and help accomplish strategic objectives. † (Pearce, and Robinson 2011) Starbucks must maintain its high quality strategy. In areas of employment that company must improve its benefits package so as to improve the moral of its employees. The company must not be lured away from McDonalds low price approach to coffee. Starbucks has been facing heavy competition most ecently. Companies like McDonalds are producing coffee on a much cheaper scale than Starbucks. In the past there were few companies in the gourmet coffee business but that is now changing. In the beginning Starbucks was able to use its marketing prowess to create a favorable image of premium gourmet coffee shop experience. This marketing strategy was what gave Starbucks its major advantage over its competitors. The company also used this marketing strategy to place over 17,000 outlets worldwide and to have each outlet meld into their communities. Action ItemsIn  management, an  action item  is a documented event, task, activity, or  action  that needs to take place. Action items are discrete units that can be handled by a single person. Action items are very important to Starbucks Strategy. An action item is a documented task that must take place in order to help a company achieve its short-term goals. Action Items can usually be done by one person. One action Item that has been implemented by Starbucks is the 5 second labor rule. â€Å"According to the action item, Baristas are no longer required to pull shots into shot glasses where the quality of the shot can be seen.We are now allowed to pull the directly into the cup. If the timing of the shot is correct, then the customer gets what they get. If the timing of the shot is NOT correct, the cup and the syrups and any other pre-prepped items go into the trash. (Starbucks Forums website) This may seem trivial but if one was to multiply the 5 seconds by the number of shots and stores, it would add to millions of dollars in potential savings for the company. Another important action items that employees can use is the prioritizing of user experience.Customers do not like waiting in line for long so workers must use the company’s technology and their own training to expedite customer services. Milestones and a deadline The help keep the company on track it is important to have milestones and deadlines. This helps everyone to have a sense of urgency about what needs to be done. Planning for deadlines must not be too time-consuming. If the planning phase is to long, the company will miss it deadlines. Starbucks made a partnership with Green Mountain Coffee in March of 2011. The company rushed to do this lucrative deal because McDonalds, (one if its main rivals) were also in talks with the Green Mountain. Risk Management. All companies need to have some form of risk management plan in order to mitigate their potential losses. One of the major problems that affected Starbucks was its over expansion. The company was in danger of commoditizing coffee and losing its high quality experience. Starbucks must implement a plan for long term financing especially as it expands into international markets. It must also have a back up plan for its logistics and coffee supply.

Sylvia Plath and the Bell Jar essays

Sylvia Plath and the Bell Jar essays In The Bell Jar, originally published under the pseudonym of Victoria Lucas, Sylvia Plath was recording much of her personal experience. Plath was born on October 27, 1932. Her brother, Warren Joseph Plath, was born in 1935. When Plath was five years old, her family moved to Winthrop, Massachusetts, where she was a model student. However, in 1940, her father Otto Plath died of pneumonia and complications from diabetes. Plath won many awards, both local and national, for her writing in the years after her father's death. During her teens, she met a classmate named Richard Willard. Later, she dated his older brother, Buddy. In 1950, Sylvia Plath entered Smith College in Nothampton, Massachusetts. While she was there, Buddy When Sylvia was twenty years old, she won the Mademoiselle fiction contest, and during the summer of 1953, she was a guest editor at Mademoiselle. Later that summer, Plath attempted suicide with sleeping pills. She was found and taken to Newton-Wellesley Hospital. For the remaining part of that year, she resided at McLean Hospital in Belmont, Massachusetts, and was treated with insulin and electro-shock therapy. In The Bell Jar, Plath does not write about her life Plath returned to Smith and graduated in 1955. She moved to London, where she met Ted Hughes. She married him, and they returned to the U.S. in 1957. In the next two years, Ms. Plath held a hospital clerical position after she quit her instructor job at Smith. She did this in order to devote more time to writing. The last few years of Sylvia Plath's life were very busy. She moved back to England with her husband and had a girl in the spring of 1960. The following year was difficult because she had both a miscarriage and an appendectomy. In early 1962, she gave birth to a baby boy, but a few months later, her husband left her. She then moved to London ...

Logical Fallacies Essay Example | Topics and Well Written Essays - 750 words - 1

Logical Fallacies - Essay Example   Ã¢â‚¬Å"And our progress on the economy is a good chapter in our history. But now we turn the page and write a new chapter. And that's what I want to speak about tonight.†Ã‚   The use of two metaphors is evident here, good chapter in our history is a metaphor and turn the page and write a new chapter is another metaphor used by Gore.   Ã¢â‚¬Å"But my focus is on working families, people trying to make house payments and car payments, working overtime to save for college and do right by their kids Whether you're in a suburb, or an inner-city Whether you raise crops or drive hogs and cattle on a farm, drive a big rig on the Interstate, or drive e-commerce on the Internet Whether you're starting out to raise your own family, or getting ready to retire after a lifetime of hard work.†Ã‚   Rhetoric is clearly seen here, the word drive is repeated thrice and the same makes it rhetoric.   Ã¢â‚¬Å"To all the families who are struggling with things that money can't measure -- like trying to find a little more time to spend with your children, or protecting your children from entertainment that you think glorifies violence and indecency -- I want you to know: I believe we must challenge a culture with too much meanness, and not enough meaning. And as president, I will stand with you for a goal that we share: to give more power back to the parents, to choose what your own children are exposed to, so you can pass on your family's basic lessons of responsibility and decency."

Effective team and performance management Essay - 1

Effective team and performance management - Essay Example Enhanced performance and effectiveness cannot be achieved through external pressure but through trust. Cohesiveness does not necessarily imply a harmonious group as members may be cohesive simply to abide by the team norms which become the rules. Flexibility and empowerment are essential requirements for team effectiveness. Team players may be entrusted with multiple roles but this only creates an air of hostility. The involvement of senior management is essential to achieve team effectiveness. 2.0 Introduction Electron, headquartered in the UK, manufactures components for the telecommunications sector. The company employs about 150 people out of which 90 people are in the manufacturing unit. The company has the traditional department structure comprising of manufacturing, engineering, sales/marketing, human resources, and finance. The manufacturing department at Electron is made up of eight teams in total, each are named according to a colour. Each team consists of 10 team members, with some on temporary contracts, whilst others are full-time employees. The company recognized the importance of an effective production process, of improving company culture, of improving customer service and commitment to teams. Amidst competition the company employed new workers and these workers have to be integrated into one of the teams. Thus, there are three teams at play – the longer-tenured teams, the existing teams and the new workers. However, the teams at Electron have not been demonstrating shared vision and autonomy. The aim of this report is to evaluate the barriers to team effectiveness and performance. Based on the theoretical models, this report also seeks to recommend how teams at Electron could be made more effective and performance enhanced. This report would not define ‘teams’ but would directly evaluate team dynamics. 3.0 Analysis and Discussion 3.1 Theories and concept of team dynamics The nature of teams has undergone a change and the th ree most impactful themes that are affecting teams are dynamic composition, technology and distance, and empowerment and delayering (Tannenbaum, Mathieu, Salas and Cohen, 2012). The changed business environment has also altered the team needs. Trust and cohesion have become difficult to achieve in teams and moreover, individuals may simultaneously be members of several teams. They may even change team roles frequently, all of which suggest the dynamic composition of teams. Team dynamics have enabled dyadic network of relations and exchanges between members. At Electron also, team dynamics were at play. One team member was entrusted to integrate the new workers into the team. This team member entrusted the longer-tenured members with this task. The team members were empowered but without proper guidance and training. If teams do not demonstrate interdependence, shared objectives, autonomy, reflexivity, boundedness, and specified roles, then they are â€Å"pseudo teams† (West a nd Lyubovnikova, 2012). If real and pseudo teams could be identified within an organization, it would become easier to evaluate team effectiveness and performance. Without this identification and even team empowerment could have

Vitamin D requirement in pregnancy Essay Example | Topics and Well Written Essays - 500 words

Vitamin D requirement in pregnancy - Essay Example The researchers did not stipulate their research question but this can be inferred from the article’s title and the study’s objective. The following is the inferred research questions as developed from these perspectives. Vitamin D supplementation was the study’s treatment. Deficiency of the vitamin in women was first noted and then corrected. Supplementation with 50000 IU and 100000 IU of the vitamin for different groups then followed. Random selection was used to recruit the participants and to assign them into groups, for those who had sufficient levels of the vitamin > 20ng/ml. participants with lower levels were first treated for initial boost before the study’s treatment of 50000 IU or 100000 IU of vitamin D. data was then measured from cord blood. Even though 34 of the participates had, initially, a vitamin D level > 20 ng/ml, all of the women had levels less than 30ng/ml. Fetuses of women from all of the groups recorded significant levels of vitamin D, greater than 20 ng/ml. The study shows that 50000 IU of vitamin D per month, from the forth month of pregnant, is necessary for ensuring a threshold level of vitamin D among neonates. The authors conclude that treatment of less than 50000 IU per month is not sufficient to ensure the threshold of 20 ng/ml of vitamin D in

Native Language in Foreign Language Learning

Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi Native Language in Foreign Language Learning Native Language in Foreign Language Learning 1.1 Introduction The debate over whether English language classrooms should include or exclude students native language has been a controversial issue for a long time (Brown, 2000). Although the use of mother tongue was banned by the supporters of the Direct Method at the end of the nineteenth century, the positive role of the mother tongue has recurrently been acknowledged as a rich resource which, if used judiciously, can assist second language learning and teaching (Cook, 2001). Therefore, this research study tries to open up a new horizon for English instructors to find a thoughtful way to use learners mother tongue in second language teaching. The technique in which L1 was used in this study was translation from L1 to L2, a technique which was rarely used by EFL teachers. Atkinson (1987) was one of the first and chief advocates of mother tongue use in the communicative classroom. He points out the methodological gap in the literature concerning the use of the mother tongue and argues a case in favour of its restricted and principled use, mainly in accuracy-oriented tasks. In his article, Atkinson (1987) clearly stated that translation to the target language which emphasizes a recently taught language item is a means to reinforce structural, conceptual and sociolinguistic differences between the native and target languages. In his view, even though this activity is not communicative, it aims at improving accuracy of the newly learned structures. Similarly, this research aimed at investigating the effect of translation from L1 to L2 on the accurate use of the structures. The arguments in supports of using the learners mother tongue in L2 instruction clearly reveal that not only doesnt the use of first language have a negative impact on L2 learning, but it can be factor to help students improve the way they learn a second language. Although the English Only paradigm continues to be dominant in communicative language teaching , research into teacher practice reveals that the L1 is used as a learning resource in many ESL classes (Auerbach, 1993). Auerbach added that when the native language was used, practitioners, researchers, and learners consistently report positive results. Furthermore, he identifies the following uses of mother tongue in the classroom: classroom management, language analysis and presenting rules that govern grammar, discussing cross-cultural issues, giving instructions or prompts, explaining errors, and checking comprehension. Although the provision of maximum L2 exposure to the learners seems essential, L1 can be used alongside L2 as a complement. In this regard, Turnbull (2001) stated that maximizing the target language use does not and should not mean that it is harmful for the teacher to use the L1. â€Å"a principle that promotes maximal teacher use of the target language acknowledges that the L1 and target language can exist simultaneously (p. 153). Similarly, Stern (1992) stated that the use of L1 and target language should be seen as complementary, depending on the characteristics and stages of the language learning process (p. 285). On the other hand, overuse of L1 will naturally reduce the amount of exposure to L2. Therefore, attempt should be made to keep a balance between L1 and L2 use. In this regard, Turnbull (2001) acknowledges that although it is efficient to make a quick switch to the L1 to ensure, for instance, whether students understand a difficult grammar concept or an unknown word, it is crucial for teachers to use the target language as much as possible in contexts in which students spend only short periods of time in class, and when they have little contact with the target language outside the classroom. 1.2 Background to the problem The Integrated Secondary School Curriculum or Kurikulum Bersepadu Sekolah Menengah (KBSM) was planned in accordance with the National Education Philosophy. The main goal of KBSM was based on the integrated self-development with orientation towards society or nation (Mak Soon Sang, 2003). Four language skills namely listening, speaking, reading and writing are incorporated in the English syllabus proficiency in order to meet their needs to use English in everyday life, for knowledge acquisition, and for future workplace needs (Kementerian Pendidikan Malaysia, 2000). My personal experience as a learner has shown me that moderate and judicious use of the mother tongue can aid and facilitate the learning and teaching of the target language, a view shared by many colleagues of mine. However the value of using the mother tongue is a neglected topic in the TESL methodology literature. This omission, together with the widely advocated principle that the native language should not be used in the second language classroom, makes most teachers, experienced or not, feels uneasy about using L1 or permitting its use in the classroom, even when there is a need to do so. How do students and teachers look at this issue? Schweers (1999) conducted a study with EFL students and their teachers in a Spanish context to investigate their attitudes toward using L1 and in the L2 classroom. His result indicates that the majority of students and teachers agreed that Spanish should be used in the EFL classroom (Schweers 1999). Inspired by his research and driven by my own interest, the researcher decided to carry out a similar study on the use of the native language (Malay) in the Malaysian context. However, differences exist between Schweers study and mine. 1.3. Statement of the problem Many rural school students have difficulty in understanding English, and they have often found it difficult to read English books on their own (Ratnawati and Ismail, 2003). Students lack of proficiency in English deprives them of the opportunities open to those who are able to use the language well. Recently, the teaching and learning of English has been discussed widely in Malaysia. This is because the low level of English proficiency among students hinders them from acquiring knowledge globally. Students L1 are being use in the ESL classroom especially in the rural area to help them understand English better and find out if it is an effective teaching and learning tool. Because of the students difficulty in understanding the language, teachers need to assist them thoroughly in the learning process. With the using of the L1, this will gain their interest to stay focus in the class and not being de-motivated in learning the target language. The prohibition of the native language would maximize the effectiveness of learning the target language will be a question that we need to find out. 1.4. Purposes of the study The purpose of the study is to determine whether the L1 (Malay language) are use frequently in the rural ESL classroom. The important of this study is to find out whether L1 works as an effective teaching and learning instrument. 1.5. Research questions Research questions for this study are; How frequent the Malay language was used in the Malaysian English classroom and for what purposes? Can prohibition of L1 (Malay language) maximize the interest of using English in the classroom? What are the perception of the students and the teachers towards using Malay in the English classroom? 1.6. Theoretical For this study, the researcher referred to the theory of SLA that interrelated set of hypothesis or claims about how people become proficient in a second language. In a summary of research findings on SLA, Lightbown (1985: 176-180) made the following claims: Adults and adolescents can â€Å"acquire† a second language. The learner creates a systematic inter-language that is often characterized by the same language as the first language, as well as others that appear to be based on the learners own native language. There are predictable sequences in acquisition so that certain structures have to be acquired before others can be integrated. Practice does not make perfect. Knowing language rule does not mean one will be able to use it in communicative interaction. Isolated explicit error correction is usually effective in changing language behavior. For most adult learners, acquisition stop-â€Å"fossilizes†-before the learner has achieved native-like mastery of the target language. One cannot achieve native-like or non native-like command of a second language in one hour a day. The learners task is enormous because language is enormously complex. A learners ability to understand language in a meaningful context exceeds his or her ability to comprehend de-contextualized language and to produce language of comparable complexity and accuracy. The hypothesis will be the first tool for the measurement of how the students in the rural ESL classroom comprehend with target language. Learning is a long life process so the students need a proper guide to lead them in gaining the language proficiency. There are some modifications that need to be made in using these hypotheses so it will be suit to the learners need in the rural area. There are some mistakes that made by the learners that due to interference from their first language and the learners errors should be corrected as soon as they are made in order to prevent the formation of bad habits. The acquisition-learning hypothesis Stephen Krashen (1977) claimed that adult second language learners have two means for internalizing the target language. The first is â€Å"acquisition†, a subconscious and intuitive process of constructing the system of a language. The second means is a conscious â€Å"learning† process in which learners attend to form, figure out rules, and are generally aware of their own process. According to Krashen, â€Å"fluency in second language performance is due to what we have acquired, not what we have learned† (1981a:99). Adults should, therefore, do as much acquiring as possible in order to achieve communicative fluency; otherwise, they will get bogged of language and to watching their own progress. For Krashen (1982), our conscious learning processes and our subconscious process mutually exclusive: learning cannot become acquisition. This claim of no interface between acquisition and learning is used to strengthen the argument for recommending large doses of acqui sition activity in the classroom, with only a very minor role assigned to learning. The input hypothesis Krashens claims that an important â€Å"condition for language acquisition to occur is that the acquirer understand (via hearing or reading input language that contains structure a bit beyond his or her current level of competence†¦..if an acquirer is at stage or level i , the input he or she understands should contain i +1† (Krashen1981:100). In other words, the language that learners are exposed to should be just far enough beyond their current competence that they can understand most of it but still challenged to make progress. The corollary to this is that input should neither be so far beyond their reach that they are overwhelmed (this might be, say, i + 2) nor so close to their current stage that they are not challenged at all (i + 0). Important parts of the Input Hypothesis are recommendation that speaking not be though directly or very early in the language classroom. Speech will be emerging once the acquirer has built up enough comprehensible input ( i + 1). Success in a foreign language can be attributed to input alone. Such a theory ascribes little credit to learners and their own active engagement in the process. Moreover, it is important to distinguish between input and intake. Intake is what you take with you over a period of time and can later remember. Krashen (1983) did suggest that input gets converted to knowledge through a learners current internalized rule system and the new input. The application of these theories will help the study in measuring how effective the use of L1 in the ESL classroom based on the prior knowledge of the participants and in what way the theories will help the researches defines the result of the studies. Motivation Theory Various definitions of motivation have been proposed over decades of research and three different perspectives emerge: From a behaviourist perspective, motivation was seen in matter of fact terms. It is quite simply the anticipation or reward. Driven to acquire positive reinforcement, and driven by previous reinforcement, and driven by previous experiences of reward for behaviour, we act accordingly to achieve further reinforcement. In this view, our acts are likely to be at the mercy of external forces. In cognitive terms, motivation places much more emphasis on the individuals decisions. Ausubel (1968:368-379), for example, identified six needs undergirding the construct of motivation: a. The need for exploration, for seeing the other side of the mountain, for probing the unknown; b. The need for manipulation, for operating- to use Skinners term- on the environment and causing change; c. The need for activity, for movement and exercise, both physical and mental; d. The need for stimulation, the need to be stimulated by the environment, by the other people, or by ideas, thoughts, and feelings; e. The need for knowledge, the need to process and internalize the result of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems and for self consistent systems of knowledge; f. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved by others. 3) A constructivist view of motivation places even further emphasis on social context as well as individual person choices (Williams Burden 1997:120). Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. Intrinsic and Extrinsic Motivation Edward Deci (1975:23) defined intrinsic motivation: â€Å"Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward†¦Ã¢â‚¬ ¦.intrinsically motivated behaviours are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self determination†. Extrinsically motivated behaviours, on the other hand, are carried out in anticipation of a reward from outside and beyond the self. Behaviours initiated solely to avoid punishment are also extrinsically motivated, even though numerous intrinsic benefits can ultimately accrue to those who instead, view punishment avoidance as a challenge that can build their sense of competence and self determination. The intrinsic and extrinsic continuum in motivation is applicable to foreign language classrooms and around the world. Regardless of the cultural beliefs and attitudes of learners and teachers, intrinsic and extrinsic factors can be easily identified (Dornyei and Csizer 1998). During the classroom observations, the researcher will identify whether the teacher use this kind of method. If the students communicate with their L1, should the teacher give a punishment or give them the motivation to communicate with L1 as long it will help the students to understand the whole lesson. 1.7. Significance of the study It is hope that the study will: Help all the teachers in selecting the best method in teaching the ESL classroom especially in the rural area. Determine the appropriateness of using the Malay in the ESL classroom. Enable the teacher to realize the important of using the L1 in the ESL classroom at the rural area. Help the students to gain their interest in learning the target language by giving them the opportunity to use their L1 while learning ESL. 1.8. Limitation of the study This study was undertaken with the following limitations; The small sample clearly does not represent the whole population of students in SMK in Felda Gedangsa. The sample taken is 40 students from one class in Felda Gedangsa. The reliability and validity of the survey instruments may be questioned. The questionnaire is not based on any existing survey instrument, which had been tested and/ or certified in terms of reliability and validity. The questionnaire is developed specifically for this study. The time constrain will limit the quality of the study. SMK Felda Gedangsa is situated in Ulu Selangor district and about 30KM from UPSI. It will take a long time in doing this study. The students level of proficiency is at the lower level and they will need help in understanding the questionnaires. 1.9. Summary Understanding of English is crucial for every student in the ESL classroom. Without a proper guide from the teacher, they will lose their motivation in learning. Teacher need to be ready with a proper methods and teaching skills and should not ignore the use of L1 in the classroom. With the lacking of vocabulary and understanding towards certain aspects in the learning process, surely the use of L1 in the classroom should be considered to guide the students. REVIEW OF LITERATURE 2.1. Introduction This paper provides a review of the literature on students L1 are being used in the ESL classroom especially in the rural area and find out if it is an effective teaching and learning tool. There are several studies which are significance to the focus of this study. The summaries of previous work related to the hypothesis of the study are listed below. Long (1985, 1996), adapted the input Hypothesis to include interaction. His modified Input Hypothesis (1996) focuses on negotiation of meaning that occurs when communication breaks down. It proposes that oral input that is simplified through interactional modification is more successful than non-interactionally modified input in promoting learner comprehension, which in turn facilitates language acquisition. This hypothesis claims that the modified output produced by learners who are interacting in order to negotiate meaning can also aid acquisition. In this view, which gives importance to input that has been simplified through interaction, there is a possible role for the use of the learners L1 in the interactive input. Modified must give the learner information related to the linguistic form that were problematic and the use of the L1 is a potential source of this critical information (Gillis, 2007). 2.2. Close studies on the Using of L1 in the ESL Classroom Research on the usage of the L1 in the ESL classroom is a vital has demonstrated that L1 are not only effective but necessary for adult ESL students with limited L1 literacy or schooling and that use of students linguistic resources can be beneficial at all levels of ESL (Auerbach 1993). Auerbach (1993), performed a research on the topic of â€Å"Do you believe that ESL students should be allowed to use their L1 in the ESL classroom†? Only 20% of the respondents gave an unqualified yes to the question; 30% gave an unqualified no, (with comments such as, Its a school policy and No but its hard); the remaining 50% said sometimes (with comments such as Usually not, but if I have tried several times to explain something in English and a student still doesnt understand, then I allow another student who speaks the same language to explain in that language; Theyre going to do it anyway; As a last resort). The essence of these comments is captured by the following response In general ESL students should be encouraged to use English as much as possible, but in reality this doesnt always work. Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didnt trust their own practice. On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served studentsstudents who had been unable to participate in ESL classes because of limited L1 literacy and schooling. Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence. At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners lived experiences, allowing them to express themselves while at the same time providing meaningful written material to work with. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency. Tang (2002), based on her studies, â€Å"Using the mother tongue in the Chinese EFL classroom† bear many similarities to Schweers (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations. This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to the end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students English proficiency increases. Of course, a translation course would be an exception. Unlike Schweers student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002). Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcias (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later. A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in Englishand that all these factors would negatively affect the quality of their writing. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times. Friedlander (1990) cited numerous other studie s reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1. Mirzaei Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners Linguistic Accuracy- Focus on form. Based on the results obtained from the statistical analyses in the study, it was discovered that the idea of the effectiveness of using translation from L1 to L2 as a teaching technique to improve a group of Iranian EFL learners linguistic accuracy was supported. Therefore, it can be concluded that translating form L1 to L2, using specific structures, can enhance learners linguistic accuracy within the scope of those structures. It also manifests that learners mother tongue is not a useless element in second or foreign language learning. In other words, mother tongue, if used purposefully and systematically, can have a constructive role in teaching other languages. In effect, the purpose of the present study was to join the three vertices of the triangle i.e., first language, translation, an d focus on form. Moreover, it can be claimed that translating sentences form L1 to L2, if selected purposefully, can push learners to use specific structures accurately when producing utterances in the second language. This mental practice in transforming an idea from mother language to the second language helps the learner tackle the psycho-linguistic challenge they have to face in producing second language in real life situations. Nevertheless, when utilizing this teaching technique, the learners should be bewared about the structural differences existing between languages which may cause negative interference from their L1. In other words, learners should be warned that there is not always a structural correspondence between their first language and the language they are learning. To make it short, translation from L1 to L2 is a kind of practice which makes the learners use specific L2 structures accurately in order to express L1 ideas. This transformation—mental translation from L1 to L2â €”is a natural and sometimes inevitable process which is mostly experienced by the learners of lower levels. Consequently, as discussed above, the technique used in this study is a means through which learners can practice producing L2 grammatically correct sentences which enables them to perform accurately in communicative situations (Mirzaei Vaezi, 2007). Translation from L1 to L2 was not a strange process; nonetheless, it might not have been dealt with through systematic and research-based studies yet. Although the word translation and even mother tongue has been abominated by many so-called innovatory-oriented teachers, this study demonstrated that there are judicious ways in which language teachers can use mother tongue, in general, and translation from L1 to L2, in particular, in their instruction with the purpose of improving learners proficiency. In addition, mother tongue is truly a very rich source of linguistic knowledge with which any L2 learner is already equipped, and it does not seem reasonable to deprive our learners from using this recourse at the expense of exercising an English-only atmosphere in our classrooms. Therefore, it can be suggested that teachers be familiarized with advantages of using learners mother tongue in EFL/ESL classrooms and they should be reasonably given enough leeway to use this resource constructively. In particular, language teachers can use the technique presented in this study, i.e. using translation from L1 to L2, as a communicative task to promote their learners linguistic accuracy. Therefore, it seems reasonable to allocate some time to the training of teachers in this regard (Mirzaei Vaezi, 2007). Schweers (1999) had done a research on the attitudes toward the use of Spanish in the English classroom among the students and the teachers in Puerto Rican. A high percentage (88.7%) of the student participants in this study felt that Spanish should be used in their English classes. All of the teachers reported using Spanish to some degree. Approximately 99 percent of the students responded that they like their teachers to use only English in the classroom. Very noticeable is the 86 percent of students who would like Spanish used to explain difficult concepts. Only 22 percent of teachers saw this as an appropriate use. Students also responded notably higher than teachers on the following uses for Spanish: to help students feel more comfortable and confident, to check comprehension, and to define new vocabulary items. Neither students nor teachers saw a use for the L1 in testing. A notable percentage of students would like Spanish to be used in English class either between 10 and 39 p ercent of the time. A sizeable number of students like the use of Spanish because it helps them when they feel lost. About 87 percent of students feel Spanish facilitates their learning of English between â€Å"a little† and â€Å"a lot,† and about 57 percent think it helps from â€Å"fairly much† to â€Å"a lot.† These results showed that in English classes in a Puerto Rican university, Spanish should be used to some degree. Students feel there are clear cases where Spanish will facilitate their comprehension of what is happening in class. A majority also agree that the use of Spanish helps them to learn English. Studying students reactions to the use of the L1 in English classes, Terence Doyle (1997), in his presentation at TESOL 97, reported that students in a study he conducted claimed that the L1 was used approximately 90 percent of the time in their classes. Some 65 percent of these students preferred the use of the L1 in their classes sometimes or often. While the first figure is comparable to the one he found in his study, the second is higher than the percentage in his study. Romstedt (2000) had conducted a research of the effects of L1 Pre-writing discussion on ESL writing. The subjects of the study were thirty five graduate and undergraduate students, both male and female representing six native languages at two different levels of intensive English instruction. The general conclusi